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Development of the Component Display Theory Model for Enhancing Problem-Solving Skills

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Title: Development of the Component Display Theory Model for Enhancing Problem-Solving Skills
Language: English
Authors: Muhammad Syahrul Kahar (ORCID 0000-0003-4899-4836), Irmawati (ORCID 0009-0009-4253-9585), Muhammad Fathurrahman (ORCID 0000-0003-4078-2943), Suparman Suparman (ORCID 0000-0001-5526-6285), Wanida Simpol (ORCID 0009-0003-1873-4950), Muhammad Ali (ORCID 0000-0003-4899-4836)
Source: Educational Process: International Journal. Article e2025175 2025 15.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Problem Solving, Skill Development, Models, Validity, College Students, Mathematics Instruction, Foreign Countries, Instructional Effectiveness, Learner Engagement
Geographic Terms: Indonesia
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: The application of learning models is expected to significantly promote the enhancement of students' problem-solving abilities through the development of interactive learning models. This study aims to (1) determine whether the Development of the Component Display Theory (CDT) Model is categorized as valid, practical, and effective and (2) assess whether the Development of the CDT Model can improve Problem-Solving Skills. Materials/methods: The development of the CDT model was carried out through the 4-D model stages (Define, Design, Develop, Disseminate). Data collection instruments included test instruments, validation, and student response. Subsequently, data analysis techniques used included N-Gain test, response test, and practicality test of the students. Results: The validation results by construction experts were 3.67 with a percentage of 91.67, categorized as "valid," and the content validation results had an average of 3.63 with a percentage of 90.67, also categorized as "valid." Student response results obtained an average score of 3.97 with a percentage of 79.41, falling within the "practical" category. Furthermore, the improvement in problem-solving skills achieved an N-Gain value of 0.48, categorized as "moderate" and "sufficiently effective," indicating that the developed CDT model meets the practicality criteria and is effective enough to enhance students' problem-solving abilities. Conclusion: The conclusions of this study are (1) the developed CDT model is categorized as valid, practical, and effective, and (2) there is an improvement in problem-solving abilities of the students using the CDT model.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1475874
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1475874
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  Data: Development of the Component Display Theory Model for Enhancing Problem-Solving Skills
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  Data: <searchLink fieldCode="AR" term="%22Muhammad+Syahrul+Kahar%22">Muhammad Syahrul Kahar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4899-4836">0000-0003-4899-4836</externalLink>)<br /><searchLink fieldCode="AR" term="%22Irmawati%22">Irmawati</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-4253-9585">0009-0009-4253-9585</externalLink>)<br /><searchLink fieldCode="AR" term="%22Muhammad+Fathurrahman%22">Muhammad Fathurrahman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4078-2943">0000-0003-4078-2943</externalLink>)<br /><searchLink fieldCode="AR" term="%22Suparman+Suparman%22">Suparman Suparman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5526-6285">0000-0001-5526-6285</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wanida+Simpol%22">Wanida Simpol</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-1873-4950">0009-0003-1873-4950</externalLink>)<br /><searchLink fieldCode="AR" term="%22Muhammad+Ali%22">Muhammad Ali</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4899-4836">0000-0003-4899-4836</externalLink>)
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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  Data: <searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
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  Data: Background/purpose: The application of learning models is expected to significantly promote the enhancement of students' problem-solving abilities through the development of interactive learning models. This study aims to (1) determine whether the Development of the Component Display Theory (CDT) Model is categorized as valid, practical, and effective and (2) assess whether the Development of the CDT Model can improve Problem-Solving Skills. Materials/methods: The development of the CDT model was carried out through the 4-D model stages (Define, Design, Develop, Disseminate). Data collection instruments included test instruments, validation, and student response. Subsequently, data analysis techniques used included N-Gain test, response test, and practicality test of the students. Results: The validation results by construction experts were 3.67 with a percentage of 91.67, categorized as "valid," and the content validation results had an average of 3.63 with a percentage of 90.67, also categorized as "valid." Student response results obtained an average score of 3.97 with a percentage of 79.41, falling within the "practical" category. Furthermore, the improvement in problem-solving skills achieved an N-Gain value of 0.48, categorized as "moderate" and "sufficiently effective," indicating that the developed CDT model meets the practicality criteria and is effective enough to enhance students' problem-solving abilities. Conclusion: The conclusions of this study are (1) the developed CDT model is categorized as valid, practical, and effective, and (2) there is an improvement in problem-solving abilities of the students using the CDT model.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Skill Development
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      – SubjectFull: Models
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Indonesia
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      – TitleFull: Development of the Component Display Theory Model for Enhancing Problem-Solving Skills
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