Case-Based Reasoning (CBR) Method can Affect the Creative

Problem Solving Skil (CPSS) Students Based on Regional Differences

of School

Iksan Mukhlis and Gayatria Oktalina

Economic Education Study Program, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung, Indonesia

gayatria_oktalina@yahoo.com

Keywords: Case based reasoning, school region, creative problem solving skill.

Abstract: This study aims to compare the use with the method of case-based reasoning (CBR) towards creative problem-

solving skills (CPSS) students based on regional differences within the school. This research is a study of

experiments with a 2 x two factorial research design. Sample research amounted to 62 high-school students

of Class XI IPS in SMAN 15 Bandung and SMAN 1 Parongpong. The two classes at each school are given

the same treatment then given post test. The results showed there is the interaction between the use of CBR

method and the regional differences within the school to the city and of the urban against the CPSS students

depending upon the factors that influence such as self-reliance, social environment and learning conditions

parental socio-economic.

1 INTRODUCTION

The problem in the learning process for students

especially on economic subjects remains the actual

problem. In general learning process still seems

dominated by the role of the teacher who serves give

or transmit knowledge in students. As if the substance

through the learning delivered a final is a teacher and

students should take it for granted without critical and

creative thinking. Science seems to be something that

happens in life that is understood by teachers, but the

students do not perform the assimilation and

transformation in himself so that science students

accepted into just out-there knowledge is not in-here

knowledge Learning strategies should not only be

limited to conveying material from teachers, but

should be able to push the students doing something

against the accepted interpretation of the outside so it

can be an understanding in itself. Learning strategies

which only gives human dignity have destroyed in the

independence and capacity of their creative.

In this 21st century, students are expected to

develop the ability to think creatively and the ability

to solve the problem which is the highest intellectual

skills (Dick, 2003) in which students can learn in any

setting (Jonassen, 2000). A combination of both that

ability known as creative problem solving (CPSS) i.e.

a person's ability and finish issues with some thought

creatively. CPSS not just problem solving. The

creative aspect is needed. Creativity is needed to find

a variety of ideas in order to choose the optimal and

best solution. In accordance with the opinion of

Isaksen (1992), 'the CPS is not merely problem

solving. The creative aspect to the CPS means the

focus is on the new challenges facing us

opportunities, dealing with unknown or ambigouos

situations and productively managing the tension

caused by gaps between your vision of the future

reality and actual current reality'. Similar with the

opinion stating that, 'This approach to problem

solving is typically inefficient when the problem is

too complex, ill understood, or ambiguous. In such a

case, a creative approach to problem solving might be

more appropriate'. With creative thinking someone

would be able to solve problems not only common,

but also able to see the different alternatives of

solving that problem. Creative thinking ability is very

important in solving the problem because it can

increase the positive attitude a person so it's not easy

to despair in resolving the problem.

The expectations about high value of creative

problem solving skills that are not yet aligned with

student achievement in schools in Indonesia. This is

supported by empirical data obtained from test results

to creative problem solving skills students in SMAN

15 Bandung and SMAN 1 Parongpong. Researchers

Mukhlis, I. and Oktalina, G.

Case-Based Reasoning (CBR) Method can Affect the Creative Problem Solving Skil (CPSS) Students Based on Regional Differences of School.

In Proceedings of the 1st International Conference on Islamic Economics, Business, and Philanthropy (ICIEBP 2017) - Transforming Islamic Economy and Societies, pages 847-852

ISBN: 978-989-758-315-5

847

did a pre-research to students of class XII by giving a

test on the material of international trade, and get the

results of student data as follows:

Table 1: Average Value of Creative Problem Solving Skill

Test Result.

Sekolah

Number

Students

Indicator of Creative Problem Solving

Skill

(Fluency)

(Flexibility)

(Originality)

SMAN 15

Bandung

50 siswa

SMAN 1

Parongpong

50 siswa

Source: Pre-research Data

The above table 1 shows the information that

creative problem solving skill students in both of

school is still low for materials of international trade.

Of these three indicators of creative problem solving

skills of students above we can see that the indicator

of flexibility (the ability provide the answer to the

problem of more than one) and originality (the ability

give an answer that is rare) is an indicator of the most

low in achievement of creative problem solving skills

of students. Students are able to solve the problem

given smoothly (fluency) is seen with a value that is

already above the KKM, but still lacking in providing

completion or creative solutions are proven in table 1

shows low levels of flexibility and originality. Still

the lack of ability of the students gave more than one

answer or specific and different, students tend to give

an answer that is common.

Conditions of low CPSS students it certainly

should not be allowed to casually, as if left constantly,

so it is feared will cause bad impact towards middle-

school graduates who will be facing the world of

work. This condition becomes one of the

consequences of the use of methods that monotonous,

which is not in keeping with the times. So the less

capable of providing stimulus for students to be active

in learning, students are just being passive subjects

which should always be encouraged to learn.

Therefore, teachers need to do strategies to solve

those problems by using the method of learning based

on the students because the learning process of the

economy requires the existence of a real case in

illustrations the application of the knowledge

acquired, but in fact the learning in the classroom just

make students become passive, whereas an effective

learning process is a process that involves reflection

and direct experience of the learner.

There are many methods that are currently based

on the students. However, in this study the author will

only examine two methods i.e., casebased reasoning

(CBR). The method is the main paradigm of CBR in

automated reasoning and machine learning, so that

students who do the reasoning can solve new

problems with the way the notice its similarity with

one or more problem solving of problems previous.

Our understanding of learning from the experience of

the model suggested is CBR (Kolodner, 1987;

Schank, 1997) because it provides a good model of

the processes and the representation of knowledge

necessary to transfer learning (Kolodner, 1987).

2 LITERATUR REVIEW

2.1 Case Based Reasoning Method

CBR is a method used to resolve problems by

utilizing the genesis of Genesis long as the solution of

new cases by looking at the level of similarity.

According CBR based on Ausubel's theory of

meaning. Ausubel stated that learning must be

meaningful, the material is studied diasimilasikan in

non arbitrer and dealing with the knowledge that has

been owned previously (Nielsen, 1980). CBR is

included into the clump method in information

processing (the information processing metodes). The

learning process will go well if the subject matter or

new information to adapt to cognitive structure of

tang has been owned by someone. Discussion of

CBR, heavily influenced by research in cognitive

science. The research of CBR are based on a study of

the history of human knowledge (Schank, 1977),

particularly research on the role of memory in the

knowledge.

CBR is grouped into two main types: CBR CBR

for interpretive and problem solving (Kolodner,

1987). At CBR interpretive, an important aspect is

arguing whether a new situation should be treated as

before on the basis of equality and difference,

whereas CBR for problem resolution, aimed at

getting settlement new problem with doing adaptation

to completion on previous cases. The methodology of

problem solving CBR is based on memory, so one

would imagine problems and settlement of the

diingatnya as a starting point for resolving problems.

An observation on CBR-based problem resolution,

stating that the same problem will have the same

resolution.

This study will use a CBR-based problem solving

that can briefly described the steps as follows:

(Mantaras, 2006)

 The taking back the appropriate cases from

memory (this requires the giving of the index

against the cases by adjusting its features);

 The selection of a group of cases that best;

ICIEBP 2017 - 1st International Conference on Islamic Economics, Business and Philanthropy

848

 Select or determine the settlement;

 Evaluation of settlement (this is intended to

convince in order not to repeat the wrong

resolution);

 The latest case resolution Storage in a storage

case/memory.

2.2 Creative Problem Solving Skill

Gagne confirms that the CPSS is the highest

intellectual skills in which is a person's ability and

finish issues with some thought creatively. Learning

to solve problems are the most important skills in

which students can learn in any setting (Jonassen,

2000). Creative thinking is able to create

opportunities for students to generate a lot of ideas,

which is very useful in complex problem solving.

Many of the ideas that are inappropriate, stupid or

useless, but capable of generating ideas helps a lot

with different thinking necessary to solve complex

problems in our world today. As we get from the past

and see the future, creative problem-solving

capabilities can provide the solution to the problems

of the 21st century and citizens can learn to use in the

community by teaching problem solving skills to

students in class.

There are four elements in the CPS investigation

(Isaksen and Treffinger, 2004): 1) understand the

challenges; 2) generate ideas; 3) prepare action and 4)

do the planning. And there's action, namely: stage

eight 1) building opportunities; 2) exploring data; 3)

frame the problem; 4) generate ideas; 5) develop

solutions; 6) build acceptance; 7) design process; and

8) rate of duty. Stated that during the process of

CPSS, constantly thinking is crucial to any solution.

CPSS goals not only solve problems with CPSS

creativity, but also requires the learners to think of

creative ideas and innovative and for critical thinking

to reflect the solution of the problem.

3 METHODOLOGY

Research design in this study uses 2 x 2 factorial

design. As for the research variables, x is the learning

method CBR as the independent variable and Y is the

dependent variable as the CPSS. The table 2 below

shows details of the factorial design has been drawn

up:

Table 2: Factorial Design 2x2.

Variabel

Experimental

Group

Control

Group

Wilayah

(A)

City

Urban

4 RESULTS

H0: (βα) m1 = (βα) m2 = (βα) m3 = 0 (there is no

interaction between the learning methods, regional

differences against CPSS school students).

Hypothesis testing using test two-ways Anova.

Table 3: Research Hypothesis Test Results.

Source

Sig.

Result

Corrected Model

.000

Significant

Intercept

.000

Significant

METHOD

.053

No Significant

REGION

.000

Significant

METHOD *

REGION

.012

Significant

a. R Squared =. 338 (Adjusted R Squared =. 318)

Source: the research hypothesis test results main effect and

interaction effect SPSS (attachments).

The table 3 above shows that the significance of

the interaction effect of 0.12 smaller than 0.05 means

that H0 is rejected and there is interaction between the

use of methods and regions against the CPSS

students. Next to see the interactions between these

two variables then the champion and the post hoc

analysis to analyze each variable. Post hoc analysis

showed that students using CBR method in areas of

the city have a higher compared CPSS with students

residing in the urban area.

Obtained findings that in the region the City give

more effective impact in improving CPSS students

compared to areas of the city. The learning

achievements of students are influenced by several

factors, both internal factors such as the physical

factors, psychological factors, factors of fatigue as

well as external factors such as family factors, factors

of the home atmosphere, factors of the school

environment, and community factors, as well as the

factor approach to learning. Directly or indirectly the

State of the environment, the atmosphere around the

residence and the climate is very important in

affecting learning achievement. This is supported by

the opinion of Wechsler in that a child's achievements

in learning the value always changes can occur on the

basis of individual and situational factors. The quality

of the environment it can hold a lot of stimulation that

influenced the development of intelligence in terms

Case-Based Reasoning (CBR) Method can Affect the Creative Problem Solving Skil (CPSS) Students Based on Regional Differences of

School

849

of the achievements of the children. Based on the

results of a test of the hypothesis thus regional

differences in the learning process can affect students

' ability in handling the problem creatively.

As for things that become factors that differentiate

the results obtained from the two methods that are

affected by the region namely: 1) independence of

learning; 2) social environmental conditions; 3)

socio-economic status of parents. Self-reliance is a

major key learning from the success of the

implementation of both of these methods. The ability

of the SDL must be owned by the individual primarily

who follow education education. With the

independence of individual learning may initiate

study with or without the help of others; diagnose

your own learning needs, formulating learning

objectives; identify learning resources that can be

used; choose and apply learning strategies, and

evaluate the results of his studies, Eric Lowy (on

Sumarmo:-). CBR method relies heavily on the

independence of the students because it is in this

method students are required to be active and

independent. The teacher only as facilitators in the

learning process so that students must construct its

own findings that they get from a variety of sources

and then formed into a new knowledge. In line with

the research ever undertaken, with findings that

collectively learning achievements PMP, Indonesian

Language, SOCIAL SCIENCE, mathematics and

SCIENCE are influenced positively by the level of

intelligence of children, socio-economic status

parents, parenting, and children's learning

independence.

Therefore the method of CBR is more effective if

applied in the region with the condition of students

who have a high learning independence. Students

with a high learning independence will have a habit

of active learning, they can learn from any source

without having to rely on the teacher and the school.

Usually students with these conditions we

encountered in the area of town where kids are

familiar with ease in the U.S. source of learning and

interacting with other advanced technologies. While

the child in the area of the villages tend to be more

passive and are unfamiliar with the technology so that

when both are equally exposed to the conditions

under which children should be prosecuted is actively

utilizing the technology and learning resources

besides textbooks then in the urban area will be more

trouble.

The literacy abilities of children in urban areas

lower than students in the city because of the

environment around them live not accustom them to

interact with technology that allows them to absorb

information from outside sources. In line with the

results of the research which States that ' there is a

linear effect among literacy ability against

information achievement student learning. If

information literacy ability is less then the

achievements are also less. If information literacy

ability is good, then a good achievement. '

The application of CBR method in needed a

conducive social environment conditions, either in

the school or community environment, as in the

method of CBR students are required to be active and

independent and able to find learning resources on its

own without having to wait the teacher because the

primary role of the teacher as a facilitator in this

method. The environment must be able to be a

learning resource for students. City and urban

environmental conditions are very different. The

school is located in the town tend to apply discipline

in high school to the citizens, every citizen should

obey school rules set either at school or in the

classroom. Competition and the demands in the strict

city make the motivation of students to compete to be

the best is very high. However, for most urban

schools have to adjust with the environment

surrounding communities, because many children

lacking parental support in school or kids with

parental data collection low so they should work for

the purposes of the school. So many kids who come

too late. In addition the motivation of students at

urban including low, because many who thought that

finally they will return to work as their parents.

The gaps of provision facilities in the city and in

urban also caused that to happen. In the city's myriad

public facilities that support the learning process of

the child so that the child can be explore the

knowledge they get at school. Many of the learning

resources provided the City Government to support

education. For example the only place les and courses

are mushrooming in the city. While on urban still

rarely let alone in a far from urban cities. This finding

is supported by the findings of Arends (2012) which

States that ' influential study facilities are directly

against the achievements of learning subjects of

economy. '

The next reason why CBR more effectively

applied in the schools of the city, because of the status

of social economy of the parents of students who were

in the area of the city is usually more well established

compared to parents of students residing in the urban

area. CBR method requires the independence of

students in learning, to foster independence while

students should be facilitated with a complete

learning resource that not only comes from the

school. Usually parents with social economy will be

ICIEBP 2017 - 1st International Conference on Islamic Economics, Business and Philanthropy

850

more concerned with the education of his children so

that they will attempt to provide the best facilities to

support education children. While parents with low

social status have low concern also to education of

children, even if they have a high concern to their

children they are not able to provide the best facilities

to support education his son because of the limitations

of cost and economic demands. When parental

support in the form of the granting of facilities and

infrastructure, information on the importance of

learning, and the attention of the parents on the child

affects the child's motivation and interest in learning.

The existence of the interest and motivation that will

certainly affect the accomplishment of learning

achieved.

The influence of socioeconomic status,

intelligence parents, parenting, and children learn

independence against the achievements of elementary

school students ' learning. ' shows that there is a

relationship between economic and social condition

of parent motivation learning with achievement

learning students on the lesson of geography '. The

above findings are reinforced by research that has

been done in the field of Economics conducted and

the results show that, ' there is significant influence

between the conditions of parental economic and

social learning motivation of students with the

learning achievements of students on economic

subjects '. A child who gets noticed by parents in their

learning achievements learning better than children

who do not get noticed by parents in education

(Azizah, 2009).

On the basis of the findings obtained during the

research authors, parents with higher socioeconomic

status have high hopes against the success of children

at school and they often give an appreciation of the

intellectual development of the child. They are also

capable of being a great model in speaking and

reading activities. Parents often read together, supply

a praise to children when the children read a book on

its own initiative, bringing children to the bookstore

and visit the library and they became the model for

the child with more often make use of spare time to

read. Meanwhile, older people with low

socioeconomic status often give a negative example

in talking, especially when they fight because of

financial limitations. They also rarely praising

children when the children read, even the parents

have low expectation of success against school

children so that they do not want to get involved to

help the children's homework or other school

assignments. The result of the next child to be not

Excel in school and this adds to the pressure of the

family when the parents were called to the school to

guarantee the failure of the education of the child. It

appears that families with low socioeconomic status

experience high stress.

These findings are supported by some previous

studies done by earlier Research that support the

results of this research are Wood (2003:4) stated that

CBR method fosters active learning, improve

reasoning, develop skills analysis/problem-solving

and attitude displayed in her future practice. While

based on the results of earlier research by Worrell and

Profetto (2007) and Wood (2003) CPSS students can

be developed by using the method of learning CBR in

learning process. Bable to gather and assess relevant

information, using ideas to misinterpret an effective

conclusion by giving reasons and solutions, open

thinking and able to communicate effectively with

others in figuring out solutions to complex problems.

5 CONCLUSIONS

There is a difference ability of the CPSS learners

between a group of learners who are in the territory

of the city and the urban area. The ability of the CPSS

is influenced by regional differences of school

learners. On learners who attended the city tend to

have higher CPSS ability compared to students who

attend school in urban areas due to the factor-factor

gap between the two areas as environmental

conditions social learning, independence, and socio-

economic conditions of the parents. There is an

interaction between the learning method of CBR on

the different schools against CPSS ability learners.

This means that the third variables are inter-related to

the third factor influenced by supporters who have

been mentioned above.

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