{"id":1663,"date":"2016-01-04T10:16:54","date_gmt":"2016-01-04T03:16:54","guid":{"rendered":"http:\/\/research.binus.ac.id\/bdsrc\/?p=1663"},"modified":"2020-10-26T11:50:12","modified_gmt":"2020-10-26T04:50:12","slug":"improving-problem-solving-skills-through-logo-programming-language","status":"publish","type":"post","link":"https:\/\/research.binus.ac.id\/bdsrc\/2016\/01\/04\/improving-problem-solving-skills-through-logo-programming-language\/","title":{"rendered":"Improving Problem-Solving Skills through Logo Programming Language"},"content":{"rendered":"<p style=\"text-align: justify\">The effect of Logo programming language on problem solving skills was investigated in this study. Eighty-five fifth-grade students were assigned to either an experimental or control Logo group. They were pre-tested to assess baseline receptiveness to figural and logical word problem-solving skills. After eight weeks of learning, the Logo experimental group had significantly higher scores than the control group on the problem-solving skills tests (assessing both figural and logical word problem-solving skills). The result revealed significant differences in the figural problem-solving skill between the Logo experimental and control groups. An implication was that Logo programming exercised skills are more critical and relevant to the figural problem-solving skill. Possible alternative explanations and suggestions are provided for future research endeavors.<\/p>\n<p>The New Educational Review, vol. 41, no. 3, pp. 52-64, 2015<\/p>\n<p><strong>Bens Pardamean, Teddy Suparyanto,\u00a0Evelyn<\/strong><\/p>\n<p><a href=\"https:\/\/www.researchgate.net\/publication\/288827079_Improving_Problem-Solving_Skills\">Read Full Paper<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The effect of Logo programming language on problem solving skills was investigated in this study. Eighty-five fifth-grade students were assigned to either an experimental or control Logo group. They were pre-tested to assess baseline receptiveness to figural and logical word problem-solving skills. After eight weeks of learning, the Logo experimental group had significantly higher scores [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":3029,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[12],"tags":[],"class_list":["post-1663","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-publications"],"_links":{"self":[{"href":"https:\/\/research.binus.ac.id\/bdsrc\/wp-json\/wp\/v2\/posts\/1663","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.binus.ac.id\/bdsrc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/research.binus.ac.id\/bdsrc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/research.binus.ac.id\/bdsrc\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/research.binus.ac.id\/bdsrc\/wp-json\/wp\/v2\/comments?post=1663"}],"version-history":[{"count":4,"href":"https:\/\/research.binus.ac.id\/bdsrc\/wp-json\/wp\/v2\/posts\/1663\/revisions"}],"predecessor-version":[{"id":2962,"href":"https:\/\/research.binus.ac.id\/bdsrc\/wp-json\/wp\/v2\/posts\/1663\/revisions\/2962"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/research.binus.ac.id\/bdsrc\/wp-json\/wp\/v2\/media\/3029"}],"wp:attachment":[{"href":"https:\/\/research.binus.ac.id\/bdsrc\/wp-json\/wp\/v2\/media?parent=1663"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/research.binus.ac.id\/bdsrc\/wp-json\/wp\/v2\/categories?post=1663"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/research.binus.ac.id\/bdsrc\/wp-json\/wp\/v2\/tags?post=1663"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}