During jumping task based on CPS lessons, 44% of experimental-class students were rated strongly active and 29% active by observers¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2020 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Observation of the experimental class found most students active or strongly active during jumping task based on CPS implementation. → Hobri 2020

Evidence¶

Hobri 2020¶

Hobri, Ummah, I. K., Yuliati, N., & Dafik (2020). The Effect of Jumping Task Based on Creative Problem Solving on Students’ Problem Solving Ability. International Journal of Instruction, 13(1), 387-406. https://doi.org/10.29333/iji.2020.13126a

q2 · i? · causal · r2

Observation of all 34 students in experimental class x1 by 12 observers using a five-point Likert scale (very active to very inactive); percentages are descriptive with no inferential test reported.

"It is found that the highest scor e of observation criteria reaches 44% of research subjects which indicates that, during jumping task based on CPS implementation. Students are strongly active to engage with the problem solving and 29% of students reach the active level, and the rest of 12 % are in hesitate, inactive, and very inactive."

Discussion¶

Related Claims¶

• Students interviewed after jumping task based on CPS lessons reported enthusiasm and found the problems challenging — related
• Jumping task based on CPS produces higher problem-solving ability than sharing task based on CPS, which in turn outperforms conventional instruction, in eighth-grade mathematics — related
• Post-test problem-solving mean scores were 78.35 for the jumping-task CPS class, 67.12 for the sharing-task CPS class, and 58.76 for the conventional class — related