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Journal articles on the topic 'Problem-Solving Competencies'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Mollov, Muharem, and Petar Petrov. "Developing Problem Solving Competency Using Functional Programming Style." Mathematics and Informatics LXV, no. 1 (2022): 30–44. http://dx.doi.org/10.53656/math2022-1-3-dev.

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This paper is dedicated to the challenges of the education that high school students are facing while developing specific competencies related to the functional programming style (FPS). The presented educational approach consists of two components: first, learning FPS by comparing it with the imperative, procedural, object-oriented and logic programming paradigms and second, using competencies based approach for solving practical problems with functional programming. The paper presents a problem set and the phases of its application in the learning process. The results and the analysis of the

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Nguyen, Viet Nga Thi, and Thanh Ha Le. "Developing problem-solving and creative competences for students through teaching biology with a stem education orientation in Vietnam." Journal of Asian Scientific Research 14, no. 3 (2024): 390–404. http://dx.doi.org/10.55493/5003.v14i3.5092.

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This study uses a process of organising the teaching of biology for students following a STEM education orientation and examines the impact of this teaching process on the development of students' problem-solving and creative competences. Research and organize the implementation of three STEM lesson plans for 382 selected 11th-grade students in 3 schools in Hanoi, Vietnam, in 2023. To assess the development of the problem-solving and creativity competence of students, the research is based on the structure of problem-solving and creativity competence, including 4 skills: problem identification

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Coufal, Petr. "Project-Based STEM Learning Using Educational Robotics as the Development of Student Problem-Solving Competence." Mathematics 10, no. 23 (2022): 4618. http://dx.doi.org/10.3390/math10234618.

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The study focuses on teaching students using educational robots in the field of STEM. The study focused on the influence of project-based teaching on the development of student competences, especially problem-solving competences. The research part of the study describes the conducted pedagogical experiment—teaching pupils the programming of educational robots. The experiment compared two groups of students in the 8th grade of elementary school, using the “Skills for Life” test, which is used to test student competencies. Project-based teaching in STEM fields using educational robotics is very

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Vintere, Anna, and Sarmīte Čerņajeva. "CASE STUDY ON THE IMPROVEMENT OF ADULT PROBLEM-SOLVING SKILLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 21, 2019): 303. http://dx.doi.org/10.17770/sie2019vol5.3909.

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A number of research studies have been done on knowledge, skills and competences in relation to sustainable development. The concept of competences is seen as an essential landmark for orienting teaching and learning for sustainable development of society. One of the most common competencies mentioned in the surveyed literature and most often required by employers is problem solving. To develop an adult needs oriented education program to improve problem-solving skills, the aim of this study is to identify skills and competencies which are necessary for adults to manage their professional life

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Yoon, Jiyoung, Eun Jung Hur, and Minsun Kim. "An Analysis of the Factors on the Problem-Solving Competencies of Engineering Employees in Korea." Sustainability 12, no. 4 (2020): 1677. http://dx.doi.org/10.3390/su12041677.

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The purpose of this study is to analyze the effect of the factors on the problem-solving competency of engineering graduates. To this end, we use the 2016 Korean survey data among the Program for the International Assessment of Adult Competencies (PIAAC) survey data conducted by the Organization for Economic Co-operation and Development (OECD). In summary of the study’s major results, older people and females have lower problem-solving competencies (Model 1); higher literacy and numeracy competencies lead to higher problem-solving competencies (Model 2); and those with more experiences of shar

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Tri, Murhanjati Sholihah, and Lastariwati Badraningsih. "Problem based learning to increase competence of critical thinking and problem solving." Journal of Education and Learning (EduLearn) 14, no. 1 (2020): 148–54. https://doi.org/10.11591/edulearn.v14i1.13772.

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Critical thinking and problem solving is one of the competencies that must be possessed to meet the 21st Century. This competence is very important to be mastered by students, especially vocational high school students. One learning model that can hone 21st Century competencies is Problem Based Learning. This research was carried out on productive subjects of the Trial. This study aims to determine the improvement of critical thinking and problem solving competencies, and student learning outcomes on subject matter subjects. This study uses a classroom action research design with measurement o

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Mroczkowska, Dorota, Agnieszka Jeran, Maja Brzozowska-Brywczyńska, Agnieszka Nymś-Górna, and Barbara Jankowiak. "Contemporary Competencies from the Perspective of Students in the Humanities and Social Studies at Three Central European Universities. Research Findings from the Project “Enhancing Quality Teaching of Humanities and Social Sciences in Higher Education for 21+”*." Przegląd Badań Edukacyjnych 2, no. 47 (2025): 127–46. https://doi.org/10.12775/pbe.2024.019.

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The text addresses the assessment of key competencies by students in the humanities and social sciences. It is based on research carried out in three universities: Poland, the Czech Republic and Slovakia (a total of 603 students were surveyed) in 2022 as part of (hidden for review). Exploratory and verification procedures were used in the analysis, including a description of the distribution of variables (determination of averages for each rank), correlation analysis (Pearson’s R coefficient; Chi-square), and significance tests of differences (Kruskal-Wallis tests). The 4Cs competencies, toget

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Shamsudin, Noratikah, Mohd Hafiz Bin Abdullah, Zalilah Abd Aziz, and Norasiah Mohammad. "Attributes Contributing to Algorithmic Problem Solving Competencies." Advanced Science Letters 24, no. 10 (2018): 7328–32. http://dx.doi.org/10.1166/asl.2018.12937.

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Schneider-Sliwa, R., and H. Leser. "Geography : problem solving competencies for societal concerns." Geographica Helvetica 58, no. 3 (2003): 176–83. http://dx.doi.org/10.5194/gh-58-176-2003.

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Giedraitytė, Vidmantė, and Rasa Smaliukienė. "An application of creative problem-solving approach in forming public management competencies." Problems and Perspectives in Management 22, no. 1 (2023): 13–24. http://dx.doi.org/10.21511/ppm.22(1).2024.02.

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Modern bureaucratic competencies, such as creativity, innovative problem-solving, and critical thinking, have become essential in contemporary public management due to complex challenges in a wide range of areas, including the economy, social welfare, and the environment. This has led to a greater focus on developing these competencies, through innovative methods like creative problem-solving (CPS) in the training of public management specialists. The aim of this study is to identify specific competencies among public management professionals that can be cultivated through the CPS approach and

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Kim, Seon, and Haejung Chon. "Analysis of the Relationship The Core Competence and Problem-solving Ability in College Students Majoring in Beauty." Korean Society of Culture and Convergence 45, no. 9 (2023): 945–56. http://dx.doi.org/10.33645/cnc.2023.09.45.09.945.

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The purpose of this study was to analyze the relationship between the core competencies and problem-solving skills of college students majoring in beauty and to provide basic data for the development of programs to strengthen their abilities. For this, a questionnaire survey was performed against college students majoring in cosmetology from March 14 to April 17, 2023. A total of 448 copies were used for final analysis. The collected data were analyzed using SPSS 21.0. The conclusion of the study is as follows. First, among the competencies, the level of collaboration competency and confidence

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Farisi, Mohammad Imam, Dwi Sambada, and Teguh Prakoso. "The Student’s Reflective-Inquiry Competencies on Problem Solving." Journal of Education and Learning (EduLearn) 11, no. 1 (2017): 17. http://dx.doi.org/10.11591/edulearn.v11i1.4285.

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Antić, Zorana, and Srđan Bogetić. "The importance of problem-solving competencies in achieving customer satisfaction." Journal of Engineering Management and Competitiveness 14, no. 1 (2024): 21–32. http://dx.doi.org/10.5937/jemc2401021a.

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In today's business environment, in which customer satisfaction plays a crucial role in an organization's ability to survive, problem-solving competencies are considered essential, since they enable organizations to efficiently identify, analyse and solve problems that could have an impact on the customer experience. It is no longer enough for employees in direct contact with customers just to be kind and helpful, as today it is necessary for them to respond quickly and efficiently to challenges that affect customer satisfaction. Problem-solving competencies are widely regarded as a fundamenta

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Csachová, Lucia, and Lenka Matejčiková. "How To Improve Pre-Service Mathematics Teachers' Problem-Solving Competencies (Case Study)." Technium Social Sciences Journal 48 (October 8, 2023): 82–98. http://dx.doi.org/10.47577/tssj.v48i1.9609.

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Lower and upper secondary school mathematics offers a few tools for solving mathematical problems (e. g., equational strategy or other algorithmic ones). At the beginning of the university study our students (pre-service mathematics teachers) know how to use them, but they have no experience with solving strategies such as systematic experimentation or drawing a picture. This paper presents our lesson plan to improve their solving competencies and its results. The special attention is given to the process of mathematics problem-solving and its fourth phase ‘looking back’ that we understand in

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Owenvbiugie, Osarumwense Agbonsalo, and Joy Ibhade Ojeaga. "Required Competencies for Business Educators’ Job Performance in Tertiary Educational Institutions in Edo and Delta States." International Business Education Journal 15, no. 1 (2022): 106–19. http://dx.doi.org/10.37134/ibej.vol15.1.8.2022.

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Business educators’ job performance has been linked to the pedagogical, problem-solving and networking competencies. Using a descriptive survey, this study investigates the extent to which business educators in Edo and Delta States, Nigeria, required such competencies for their job performance, Nigeria. 127 business educators participate in the study, and the researchers analyze the data using mean and standard deviation. The finding reveals that business educators need pedagogical, problem solving and networking competencies to high extent for job performance. Therefore, this study recommends

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Park, Eunjeong. "An Examination on EFL Preservice Teachers’ Development of Core Competencies Through Technology-Enhanced Language Learning." Journal of Language Teaching and Research 13, no. 4 (2022): 697–706. http://dx.doi.org/10.17507/jltr.1304.02.

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The use of technology in language teaching and learning has become more and more significant in recent years. Technology-enhanced language learning (TELL) has been highlighted due to the rapid changes in the field of education. This study investigated how TELL affected preservice teachers’ perceived competencies in teacher education. Thirty-one preservice teachers at a medium-sized university in South Korea participated in this study. Survey questionnaires were the major data sources to check correlations between core competencies and see any differences in the participants’ competencies throu

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Sieckmann, Felix, Natalie Petrusch, and Holger Kohl. "Effectivity of Learning Factories to convey problem solving competencies." Procedia Manufacturing 45 (2020): 228–33. http://dx.doi.org/10.1016/j.promfg.2020.04.099.

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S, Putriyani, Suarti Djafar, and Sugian Nurwijaya. "Developing Students’ Entrepreneurship Competencies through Problem and Project Based Learning Model." Edumaspul: Jurnal Pendidikan 7, no. 2 (2023): 3923–30. http://dx.doi.org/10.33487/edumaspul.v7i2.7067.

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Indonesia often faces the problem of a lack of job opportunities which results in high unemployment and fewer opportunities to find work for school graduates. Therefore, teacher innovation is needed in learning to foster student competencies such as creativity, critical thinking, problem-solving, collaboration, communication and so on, in which these competencies can be summarized as entrepreneurship competencies. Entrepreneurship competencies needs to be cultivated in every student to form an entrepreneurial spirit, so that they can realize economic development and open their own jobs. To bui

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Cetin, S. Yaprak, Suat Erel, and Ozge Ozalp. "Assessment of problem solving proficiencies with self-efficacy perceptions of students in faculty of health sciences of cyprus international university." SHS Web of Conferences 48 (2018): 01025. http://dx.doi.org/10.1051/shsconf/20184801025.

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The aim of this study is to evaluate the self-efficacy perceptions and problem solving competencies of students of Health Sciences Faculty. The study included 150 students studying in 4th grade who completed the questionnaire completely. Self-efficacy-competence scale was used to evaluate students’ self-efficacy perceptions, and Problem Solving Inventory was used to evaluate problem solving proficiencies. The mean age of the students included in the study was 22.26 ± 1.27 years and 59.3% [n = 89] were female students. It was determined that the self-efficacy perception scores of the students w

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Lee, Hyo-Jin, Bo-Mi Shin, and Soo-Myoung Bae. "Evaluation of Problem-solving Ability and Dental Hygiene Competency in Team-based Learning for Clinical Dental Hygiene." Korean Journal of Clinical Dental Hygiene 12, no. 4 (2024): 253–63. https://doi.org/10.12972/kjcdh.20240025.

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Objective: This study aimed to design a structured team-based learning (TBL) program in clinical dental hygiene and evaluate its impact on students’ problem-solving abilities and clinical dental hygiene competencies. Methods: The study included 33 fourth-year dental hygiene students. A structured TBL program was developed, incorporating team formation case-based learning across three topics. Representative cases involving children, adults, and the elderly were selected to provide diverse learning opportunities. The four sub-competencies and problem-solving abilities were assessed before and af

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Wei, Cynthia A., Michael L. Deaton, Teresa J. Shume, Ramiro Berardo, and William R. Burnside. "A framework for teaching socio-environmental problem-solving." Journal of Environmental Studies and Sciences 10, no. 4 (2020): 467–77. http://dx.doi.org/10.1007/s13412-020-00603-y.

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Abstract The urgent environmental challenges we now face, from climate change to biodiversity loss, involve people and the planet, the social, and the environmental. Teaching students to become effective socio-environmental problem-solvers requires clarity about concepts and competencies needed to understand and tackle these challenges. Here, we propose an educational framework that describes what students should learn and how they should apply this knowledge to address socio-environmental problems. This framework emphasizes the process of problem-solving and is based on socio-environmental (S

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Aguilar, Cesar, and Teresa Ortiz. "Teachers' mathematical skills and their perspectives on how they develop students' mathematical competences." SCIÉNDO 27, no. 2 (2024): 251–56. http://dx.doi.org/10.17268/sciendo.2024.036.

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The objectives of the research were to determine the level of teachers' mathematical skills and understand the perspectives of how they develop mathematical competencies in students. We quantitatively surveyed 48 math teachers, using a mixed approach to measure their math teaching expertise in four dimensions: communication, representation, symbol handling, and problem solving. Qualitative research was conducted with 13 teachers using an interview questionnaire. The teachers showcased outstanding math proficiency, specifically in problem-solving, mathematical modeling, and the utilization of I

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Klemenc Ketiš, Zalika, and Igor Švab. "Using movies in family medicine teaching: A reference to EURACT Educational Agenda." Slovenian Journal of Public Health 56, no. 2 (2017): 99–106. http://dx.doi.org/10.1515/sjph-2017-0013.

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Abstract Introduction Cinemeducation is a teaching method where popular movies or movie clips are used. We aimed to determine whether family physicians’ competencies as listed in the Educational Agenda produced by the European Academy of Teachers in General Practice/Family Medicine (EURACT) can be found in movies, and to propose a template for teaching by these movies. Methods A group of family medicine teachers provided a list of movies that they would use in cinemeducation. The movies were categorised according to the key family medicine competencies, thus creating a framework of competences

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Anim Purwanto, Dudi Ruhyadi Muharam, Agus Dwi Pryitno, Muhammad Faisal, and Istiqomah Istiqomah. "Peran Guru dalam Membangun Kompetensi Siswa melalui Pendekatan Pemecahan Masalah di Sekolah Dasar." SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora 3, no. 1 (2024): 90–98. http://dx.doi.org/10.55123/sosmaniora.v3i1.3244.

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This research aims to answer the question of how teachers play a role in building students' competencies through a problem-solving approach at Jagakarsa 04 Morning Public Elementary School in Jakarta. The study utilizes a qualitative approach with a case study design, where the researcher explores information on the topic under investigation. Data is collected through classroom observations and interviews with 4 teachers serving as informants. The collected data is thematically analyzed, where the researcher identifies patterns and main themes emerging from the data. The research findings indi

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Alfanisa Dwi Pramudia Wardani, Wirawan Fadly, and Martinez David. "IMPROVING CONTEXTUALIZED PROBLEM-SOLVING SKILLS IN 8TH GRADE STUDENTS THROUGH "DIGESTIVE SYSTEM" PROBLEM-ORIENTED LEARNING." INSECTA: Integrative Science Education and Teaching Activity Journal 5, no. 1 (2024): 47–60. http://dx.doi.org/10.21154/insecta.v5i1.8856.

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Problem solving ability is one of the competencies that must be achieved by students to reach sustainable development goals (SDGs). There is a need for more appropriate learning methods and education policies in Indonesia to improve literacy and numeracy skills, including problem-solving competencies, which is fundamental in this era of Industrial Revolution 4.0. Science Education for Sustainable Development (SESD) focuses on developing learners' attitudes and competencies to alleviate life and find an innovation that is relevant to a problem. This study investigated whether Digestive System l

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Sapna, Hani, Sarah Miriam, Muhammad Hafiz Ridho, Suyidno Suyidno, and Muhammad Saukani. "Improving Students' Problem-Solving Skills Using Direct Instruction-Oriented Worksheets on the Subject of Temperature and Heat." Jurnal Ilmiah Pendidikan Fisika 7, no. 3 (2023): 391. http://dx.doi.org/10.20527/jipf.v7i3.8988.

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Problem-solving skills are among the key competencies in 21st-century life, yet they are poorly trained in schools. This study aims to produce a direct teaching-oriented temperature and heat worksheet that is feasible to use to improve students' problem-solving skills. The ADDIE design was used in the development of this worksheet. The worksheet was tested on 25 students in Class XI SMA. Data was measured using validation instruments, response questionnaires, and problem-solving tests. The results showed that the developed student worksheet was categorized as very valid, the student's response

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TAN, JENNIFER PEI-LING, IMELDA SANTOS CALEON, CHRISTIN REKHA JONATHAN, and ELIZABETH KOH. "A DIALOGIC FRAMEWORK FOR ASSESSING COLLECTIVE CREATIVITY IN COMPUTER-SUPPORTED COLLABORATIVE PROBLEM-SOLVING TASKS." Research and Practice in Technology Enhanced Learning 9, no. 3 (2022): 411–37. https://doi.org/10.58459/rptel.2014.9411-437.

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Creativity and collaboration are increasingly recognised as 21st century skills that schools should foster in learners. To understand how groups, organisations and communities innovate over time, these competencies need to be more effectively cultivated and assessed in individuals and groups. Assessing these competencies, however, has proven challenging, especially in K-12 learning contexts. In the field of CSCL, where the pedagogical premise is that knowledge and competencies are fostered through social interactions and dialogic negotiations, contemporary research has pointed to the affordanc

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Dvořáková, I., and M. Snětinová. "Problem Solving Seminar for Future Physics Teachers." Journal of Physics: Conference Series 2750, no. 1 (2024): 012039. http://dx.doi.org/10.1088/1742-6596/2750/1/012039.

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Abstract The paper presents a seminar for future physics teachers focused on problem solving and creativity in problem solving. In this seminar, students are encouraged to find effective strategies for various problems on their own, to use multiple representations, and to be aware of barriers as well as possible clues to solving problems. Students and their teachers reflect together on the goal of each activity or problem, and look for ways to bring them into the regular classroom. The seminar is aimed not only at developing students’ problem-solving competencies, but more importantly to draw

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Susanti, Nur Aini, Suparji Suparji, Tri Wrahatnolo, Hanna Zakiyya, and Yuli Sutoto Nugroho. "Work Readiness of Competencies Machining Engineering’s Student." IJORER : International Journal of Recent Educational Research 5, no. 1 (2024): 182–92. http://dx.doi.org/10.46245/ijorer.v5i1.441.

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Objective: Vocational High School or Sekolah Menengah Kejuruan (VHS) is one of the levels of education in Indonesia. VHS provides various skills programs. VHS graduates should have more significant opportunities to work based on their competencies, but the most dominant unemployed were VHS graduates in East Java, Indonesia. VHS’s students must have work readiness and vocational competencies to reduce unemployment. The mechanical Engineering program encourages students to operate machines and produce goods. Machine CNC is one of the manufacturing industries. The research aims to analyze the inf

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Kanca, I. Nyoman, Gede Ginaya, and Ni Nyoman Sri Astuti. "Enhancing Students’ Green Ethic-Based Problem Solving Skills in English for Tourism Subject Course." International Journal of Green Tourism Research and Applications 3, no. 2 (2021): 86–93. http://dx.doi.org/10.31940/ijogtra.v3i2.86-93.

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This study aims to examine the development of students' core competencies in learning English for Tourism at Tourism Department Politeknik Negeri Bali, where the main product is a green ethical-based measurement instrument for Core Competencies Practices of Problem Solving Skills. Two types of instruments have been created and designed and then used to assess the level of Development in the teaching and learning process for students and lecturers. The results of the Students' Report trial show that overall the instrument is suitable for widespread use. Confirmatory factor analysis results also

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Gómez-Gasquet, Pedro, Mª José Verdecho, Raúl Rodriguez-Rodriguez, and Juan José Alfaro-Saiz. "Formative assessment framework proposal for transversal competencies: Application to analysis and problem-solving competence." Journal of Industrial Engineering and Management 11, no. 2 (2018): 334. http://dx.doi.org/10.3926/jiem.2504.

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Purpose: In the last years, there is an increasing interest in the manner that transversal competences (TC) are introduced in the curricula. Transversal competences are generic and relevant skills that students have to develop through the several stages of the educational degrees. This paper analyses TCs in the context of the learning process of undergraduate and postgraduate courses. The main aim of this paper is to propose a framework to improve results. The framework facilities the student's training and one of the important pieces is undoubtedly that he has constant feedback from his asses

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Vu Thi Ngoc, Oanh, Thu Luu Hoai, Hoang Nguyen Mai, and Trung Vu Quoc. "ORGANIZATION OF STEM LESSON ON “MAKING A SMART EPOXY NIGHT LIGHT” TO DEVELOP CREATIVE AND PROBLEM-SOLVING CAPABILITY FOR HIGH SCHOOL STUDENTS." Journal of Science Educational Science 66, no. 4E (2021): 220–34. http://dx.doi.org/10.18173/2354-1075.2021-0203.

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Developing students' creativity and problem-solving capability is a necessary, important, and long-term goal in high schools. Integrating STEM topics into the high school curriculum through interdisciplinary integration of subjects to solve real-life problems helps learners create practical products with useful application. Thanks to the STEM topics, learners are encouraged to apply their acquired knowledge to solve specific problems in real life, from which many different competencies are formed and developed for students especially problem-solving and creativity. The article presents the imp

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Kim, Min Kyeong, Ji Young Lee, and Mi Kyung Cho. "Research Trends in the Ill-Structured Problem-Solving of Mathematics Education in Korea." Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics 33, no. 3 (2023): 667–93. http://dx.doi.org/10.29275/jerm.2023.33.3.667.

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In mathematics education, there has been substantial interest in mathematical problem-solving, which has led to the development of competencies of problem-solving based on the relevance and applicability of mathematical knowledge learned in school to problem-solving in one’s everyday life. This study revisits the development of ill-structured problem-solving and its pedagogical implications with the aim of providing students with a transferable problem-solving experience in which the knowledge they learn in school can be meaningfully employed in a real-world context. To examine the overall tre

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Ma, Guanqun, Sun Shurong, and Zhenlai Han. "Educational Goals Based On Key Competencies -Taking Mathematics Knowledge as an Example." International Journal of Educational Studies 1, no. 1 (2018): 12–15. http://dx.doi.org/10.53935/2641-533x.v1i1.16.

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Key competencies have become a hot topic in the current education circle. The concept of key competencies requires cultivating people with all-round development, which is the further deepening of quality education. So, what is the connection between the key competencies and education? The educational goal under the key competencies concept should be divided into three layers: first, the concept of knowledge, from knowledge understanding to knowledge transfer to knowledge innovation, second, problem solving, problem solving is the process of knowledge internalization, third, subject thinking la

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Fadwa, Frida, Muhibbuddin Muhibbuddin, Hafnati Rahmatan, Wiwit Artika, and Muhammad Ali Sarong. "Enhancing Problem-Solving Skills and Learning Motivation Through Problem-Based Learning Modules in Biology Education." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 9, no. 2 (2024): 413. https://doi.org/10.24042/tadris.v9i2.24627.

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Problem-solving skills and learning motivation are essential components of 21st-century education, particularly in biology, where these competencies enable students to connect scientific concepts to real-world challenges. This study investigates the effectiveness of problem-based learning modules integrated with student worksheets in enhancing problem-solving skills and learning motivation on the topic of global warming. Conducted with tenth-grade students at a private high school in Banda Aceh, Indonesia, the research utilized an experimental design with pretest-posttest control groups. A tot

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Waites, Cheryl. "Assessing Generalist Problem-Solving Skills: An Outcome Measure." Journal of Baccalaureate Social Work 6, no. 1 (2000): 67–79. http://dx.doi.org/10.18084/1084-7219.6.1.67.

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Social work education programs have been encouraged to develop assessment methods that address student outcomes. This exploratory study employs an outcome measure to compare students beginning and exiting a BSW program. A case vignette is used to evaluate their generalist problem-solving skills. The result suggests significant differences between the two groups and demonstrates that graduates of the program have enhanced their generalist competencies. This method of evaluation also enables programs to augment their understanding of student-learning outcomes and skill development.

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Hye-young, Ka, and Lee, Sin-Bok. "The impact of university students' communication characteristics on team performance through entrepreneurial competencies." Edelweiss Applied Science and Technology 9, no. 3 (2025): 2946–59. https://doi.org/10.55214/25768484.v9i3.5892.

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This study investigates the impact of university students’ communication characteristics on team performance through entrepreneurial competencies. The research categorizes communication characteristics into clarity, interactivity, empathy, timeliness, and digital affinity, and examines their influence on entrepreneurial competencies, namely problem-solving, collaboration, and managerial knowledge. The study further explores how these competencies contribute to team performance. The findings reveal that clarity, interactivity, and empathy significantly enhance problem-solving and collaboration,

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Son, Jungmyoung, and Seulki Kim. "A Living Lab Model for Elementary Informatics Education: Enhancing Sustainability Competencies Through Collaborative Problem-Solving, Computational Thinking, and Communication." Sustainability 17, no. 13 (2025): 5811. https://doi.org/10.3390/su17135811.

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Rapid digital transformation demands educational approaches that effectively equip students with competencies crucial for addressing real-world sustainability challenges. This study introduces and evaluates a Living Lab-based collaborative problem-solving educational model explicitly designed to enhance collaborative problem-solving (CPS), computational thinking (CT), and collaborative communication (CC) within elementary informatics education. Aligned with South Korea’s 2022 revised curriculum, this quasi-experimental research involved 196 elementary students, divided into experimental and co

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Khalid, Madihah, and Dk Haslinah Pg Haji Ali. "Inculcating Tsunami Awareness in a Mathematics Lesson: Improving Students’ Collaborative Problem Solving via Lesson Study." Southeast Asian Mathematics Education Journal 6, no. 1 (2016): 17–28. http://dx.doi.org/10.46517/seamej.v6i1.37.

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The past two cycles of PISA have reflected the demands of the skills and competencies that many countries desire their future generations to possess. Among these competencies, students’ financial literacy, problem solving, and communication skills have emerged to be as important as their reading and quantitative literacy (OECD, 2013). Problem-solving, along with other 21st century skills can be inculcated in the students by using the problem-solvingpedagogy. However, teachers who are not used to teaching mathematics via problem solving need to experience the pedagogy themselves and this can be

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Meepung, Tippawan. "PBLGM Model Through Visual Programming Language (VPL) for Digital Competencies and Problem-Solving Skills." International Education Studies 17, no. 5 (2024): 68. http://dx.doi.org/10.5539/ies.v17n5p68.

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This study explores the application of the Project-Based Learning with Gamification Model (PBLGM) through Visual Programming Language (VPL) to enhance digital competencies and problem-solving skills in learners. The PBLGM model integrates project-based learning and gamification techniques using Kodu Game Lab, aiming to develop essential 21st-century skills. The research involved designing, developing, and evaluating the PBLGM model. Participants included 30 undergraduate learners from Rajamangala University of Technology Tawan-Ok. The study&rsquo;s findings indicated significant improvemen

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Hämäläinen, Raija, Bram De Wever, Kari Nissinen, and Sebastiano Cincinnato. "Understanding adults’ strong problem-solving skills based on PIAAC." Journal of Workplace Learning 29, no. 7/8 (2017): 537–53. http://dx.doi.org/10.1108/jwl-05-2016-0032.

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Purpose Research has shown that the problem-solving skills of adults with a vocational education and training (VET) background in technology-rich environments (TREs) are often inadequate. However, some adults with a VET background do have sound problem-solving skills. The present study aims to provide insight into the socio-demographic, work-related and everyday life factors that are associated with a strong problem-solving performance. Design/methodology/approach The study builds on large-scale data of the Programme for the International Assessment of Adult Competencies (PIAAC) and gives insi

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Kim, Mikyung. "A Study on the Effectiveness of PBL Classes Focusing on Solving Community Problems for Education for Sustainable Development." Korean Association of General Education 17, no. 3 (2023): 217–28. http://dx.doi.org/10.46392/kjge.2023.17.3.217.

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This study aims to reveal the effectiveness and significance of PBL classes through the analysis of a PBL class case centered on community problem solving for education for sustainable development . This study utilized a case study of a PBL class in the course “Reading the World Made with Empathy,” which was designed under the theme of the 11th goal of the SDGs, “Sustainable Cities and Communities,” as a tool for analysis. The learning goal of the PBL class is to cultivate ESD core competencies through community problem solving project activities.The results of the t-test for the evaluation of

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Schefer-Wenzl, Sigrid, and Igor Miladinovic. "Developing Complex Problem-Solving Skills: An Engineering Perspective." International Journal of Advanced Corporate Learning (iJAC) 12, no. 3 (2019): 82. http://dx.doi.org/10.3991/ijac.v12i3.11067.

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While technical skills remain the core foundation for engineering graduates, professional competencies, including communication, teamwork, and complex problem solving, are increasingly important to succeed in work environments. To enhance the employability of our students, we have integrated several professional skills courses into our “Software Design and Engineering” Master study curriculum, and combined each of them with a technical course. In this paper, we present a blended-learning course design including didactic methods for teaching complex problem solving. The course is intertwined wi

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Cojorn, Kanyarat, and Kanyarat Sonsupap. "Impact of Community of Practice and Lesson Study on Fostering the Student Thinking Competency." International Journal of Education and Literacy Studies 12, no. 1 (2024): 284–94. http://dx.doi.org/10.7575/aiac.ijels.v.12n.1p.284.

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Ample studies have confirmed that the concepts of Community of Practice and Lesson Study can effectively develop professional development, especially in the design of learning. This positive impact on learners is also evident. Therefore, this study aimed to examine the results that occurred with students who learned from teachers who used activities based on the concepts of Community of Practice and Lesson Study, focusing on studying cognitive competencies, including creative thinking, problem-solving, and analytical thinking. The study involved 60 elementary school students from 5 different s

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Zhang, Maoxin, Björn Andersson, and Samuel Greiff. "Investigating Planning and Non-Targeted Exploration in PIAAC 2012: Validating Their Measures Based on Process Data and Investigating Their Relationships with Problem-Solving Competency." Journal of Intelligence 11, no. 8 (2023): 156. http://dx.doi.org/10.3390/jintelligence11080156.

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Problem-solving is a critical aspect of intelligence that has become increasingly important in modern society. Mapping out the determinants of success in problem-solving helps understand the underlying cognitive processes involved. This article focuses on two key cognitive processes in problem-solving: non-targeted exploration and planning. We generalize previously defined indicators of planning and non-targeted exploration across tasks in the 2012 Programme for the International Assessment of Adult Competencies and examine the internal construct validity of the indicators using confirmatory f

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Jansen, Anika, and Harald Ulrich Pfeifer. "Pre-training competencies and the productivity of apprentices." Evidence-based HRM: a Global Forum for Empirical Scholarship 5, no. 1 (2017): 59–79. http://dx.doi.org/10.1108/ebhrm-05-2015-0018.

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Purpose The purpose of this paper is to investigate the relationship between pre-training competencies of apprentices and their productivity at the workplace. Design/methodology/approach For the analysis, the authors use firm-level data on apprentices’ oral and writing competencies and competencies in basic mathematics, information technology and problem solving. The authors regress the apprentices’ productivity on these school competencies and include a number of firm and apprentice-specific control variables. By reducing the authors’ data set to firms that only have one apprentice the author

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Mamombe, Charles, and Kgadi C. Mathabathe. "Active versus passive learning: Comparative case study of problem-solving competencies in stoichiometry." Eurasia Journal of Mathematics, Science and Technology Education 20, no. 6 (2024): em2455. http://dx.doi.org/10.29333/ejmste/14594.

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Teaching methods can help learners to develop problem-solving skills and enhance their achievement in stoichiometry. Process oriented guided inquiry learning (POGIL) is one of the teaching methods that promote problem-solving skills because it provides opportunities for learners to work with many formulae through many steps in solving problems such as stoichiometric calculations of number of moles and concentration of solutions. To understand how POGIL can improve learners’ achievement and develop problem-solving skills, four grade 11 physical sciences classes of mixed gender and multicultural

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Byoun, Suyoun, and Woojin Han. "An Analysis of Korean College Students’ needs for Core Competency Education in Universities." Korean Association of General Education 16, no. 3 (2022): 101–16. http://dx.doi.org/10.46392/kjge.2022.16.3.101.

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This study was conducted to identify the core competencies that college students expect their universities to develop. A survey was given asking the importance of 14 core competencies and the current educational level to 1,110 undergraduate students from a four-year comprehensive university with the majority of humanities and social sciences majors located in the local area. Following the IPA, Borich's needs assessment model and the Locus for Focus model analysis were performed. As a result, four competences, namely, problem-solving skills, critical thinking skills, interpersonal collaboration

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Raycheva, Nadezhda, and Violeta Valcheva-Slavcheva. "Literacy and multilingual competence and students’ competence for a healthy lifestyle a pilot diagnostic study in the first secondary school stage." Natural Science and Advanced Technology Education 33, no. 5-6 (2024): 271–89. https://doi.org/10.53656/nat2024-5-6.01.

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Modern education should not only outline the necessary key competences for the successful realization in social relations. Attention must be focused on applying competencies in unity to navigate the connection between complex pieces of information and make appropriate decisions for oneself and others. This study aims to examine students' ability to apply the acquired language and natural sciences competencies to make decisions related to health and a healthy lifestyle. The results showed serious problems in analyzing specialized information in the native language; in producing an argumentative

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Yalcin, Seher. "Competence Differences in Literacy, Numeracy, and Problem Solving According to Sex." Adult Education Quarterly 69, no. 2 (2019): 101–19. http://dx.doi.org/10.1177/0741713619827386.

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This study aimed to determine individual- and country-level latent classes in literacy, numeracy and problem-solving competencies of individuals participating in the Programme for the International Assessment of Adult Competencies 2015. Specifically, it sought to distinguish these classes in relation to individuals’ sex and to identify the state of prediction of the determined latent classes by each person’s level of education. The study population consisted of 116,301 adults aged 16 to 65 years in 20 countries. Multilevel latent class analysis was conducted to consider the nested data structu

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