Beruflich Dokumente
Kultur Dokumente
learner in various general principles that have emerged from theoretical analysis of the
thingking process and from comparative observations of successful and unsuccessful
problem solvers. Such general hints include the following :
1. Formulate and delimit the problem before trying to solve it
2. Avoid the narrowing of attention to a single aspect of the problem
3. Go beyond the obvious
4. Be aware of and avoid the possibility of functional fixedness and negative
transfer.
5. Abandon un promising leads and explore other alternatives
6. Questions the reliability and representativeness of your data
7. Make explicit the assumptions underlying any set of premises.
8. Distinguish clearly between data and inference
9. Make use of the information derived from disconfirmed hypotheses
10. Accept with caution conclusions that agree with your own opinions.
Mungkin pendekatan yang paling luas untuk pelatihan dalam pemecahan masalah
adalah untuk menginstruksikan pelajar di berbagai prinsip-prinsip umum yang
muncul dari analisis teoritis dari proses berpikir dan dari pengamatan komparatif
sukses dan tidak sukses pemecah masalah. petunjuk umum tersebut antara lain:
1.
Merumuskan
dan
membatasi
masalah
sebelum
mencoba
untuk
menyelesaikannya
2. Hindari penyempitan perhatian pada aspek dari masalah
3. Pergi luar jelas
4. Jadilah menyadari dan menghindari kemungkinan fixedness fungsional dan
transfer negatif.
5. Abaikan un lead menjanjikan dan mengeksplorasi alternatif lainnya
, the chief source of variance in problem solving ability are : (1) subject matter
knowledge and familiarity eith the distinctive logic of a discipline; (2) sich cognitive
determinants as problem sensitivity, originality, and intellectual curiousity; cognitive
style; general knowledge about effective problem solving; mastery of special problem
solving strategies in particular discipline; and (3) such personality traits as drive,
persistence, flexibility, and anxiety. In the case of such determinants as problem
sensitivity, originality, cognitive style, and personality factors, most of the variance is
probably a function of genic endowment and cumulative past experience. It stands to
reason, therefore, that these aspects of problem solving ability are not very trainable.
Hence the most promising approach to training in problem solving focuses on subject
matter knowledge, on the logic and strategy of problem solving in particular disciplines,
and on general principles of effective problem solving.
FAKTOR
1. Successful problem solvers flounder less; they are more decisive in choosing
some point at which to begin their attack. In many instances this simply reflect
greater attention to and comprehension of directions.
2. They focus more on the problem to be solved rather than on some irrelevant
aspect of the problem.
3. They can be better brings to bear on the problem the relevant knowledge that they
prossess. They perceive more clearly the implications and applicability of their
knowledge to the problem at hand and are less confused by a change in wording
or notation.
4. They exhibit a more active and vigorous process of search. Their approach is less
passive, superficial, and impressionistic. They tend to apply solutions from
previous problems less mechanically.
5. They are more careful and systematic in their approach. Their efforts are less
haphazard and less characterized by guesswork.
6. They tend more to follow through a line of reasoning to its logical conclusion.
They are more persistent and less distractible in their performance.
7. Their attitudes toward the value of reasoning are more positive and less fatalistic.
8. They exhibit greater self-confidence in their ability to solve problems and are less
discourage by complexity.
9. Their approach to problem solving is more objective and impersonal. They are
influenced less by affective and subjective considerations.
10. They are ableto overcome more easily the negative transfer effect of an interfering
set.
baik
membawa
untuk
menanggung
pada masalah
pengetahuan yang relevan yang mereka miliki. Mereka melihat lebih jelas implikasi
dan penerapan pengetahuan mereka terhadap masalah di tangan dan kurang
bingung dengan perubahan kata-kata atau notasi.
4. Mereka menunjukkan proses yang lebih aktif dan kuat dari pencarian. Pendekatan
mereka kurang pasif, dangkal, dan impresionistik. Mereka cenderung untuk
menerapkan solusi dari masalah-masalah sebelumnya kurang mekanis.
5. Mereka lebih berhati-hati dan sistematis dalam pendekatan mereka. Upaya
mereka kurang serampangan dan kurang ditandai dengan menebak.
6. Mereka cenderung lebih mengikuti melalui garis penalaran kesimpulan logis.
Mereka lebih gigih dan kurang teralihkan dalam kinerja mereka.
7. Sikap mereka terhadap nilai penalaran yang lebih positif dan kurang fatalistik.
8. Mereka menunjukkan lebih percaya diri dalam kemampuan mereka untuk
memecahkan masalah dan kurang mencegah oleh kompleksitas.
9. Pendekatan mereka untuk pemecahan masalah lebih objektif dan impersonal.
Mereka dipengaruhi kurang oleh pertimbangan afektif dan subjektif.
10. Mereka ableto mengatasi lebih mudah efek transfer negatif dari serangkaian
mengganggu.
Peserta
didik
dapat
mengidentifikasi
harus dipecahkan
masalah Peserta didik dapat merumuskan masalah
yang
dipilih
sendiri,
dan
Mengidentifikasi asumsi
Mendeskripsikan masalah
diagram
atau
gambar
yang
paling
tepat
dan
memberikan
alasannya
Memberi alasan strategi Peserta didik dapat memilih satu strategi
yang digunakan
Memecahkan
berdasarkan data
dan
menjelaskan
dipergunakan
Membuat strategi lain
untuk
posedur
yang
mneyelesaikan
masalah
Peserta didik dapat menyelesaikan masalah
itu dengan strategi lain