{'fraction_non_alphanumeric': 0.0272145722649897, 'fraction_numerical': 0.014420470562723626, 'mean_word_length': 5.080421885299934, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
SLR: The Implementations of Problem-Solving Method Using Polya, 5e, 7e Method and Its Challenge to Cope With 21 Century Learning

This study presents a systematic literature review on the implementation of Problem Solving Method in HOTS questions. The main objective for this study is to identify the suitable problem solving method to implement in HOTS questions. We consider factors such as publication year, learner type and challenges in the implementation. The full ranges of Dimensions, Scopus, Emerald, Science Direct journals are surveyed and a total 15 research articles were selected for analysis. The analysis reveals that, while different field applies different strategies of problem solving method such as problem based learning, Polya’s Model, 5E Model and 7E Model, most of them share similar activities in implementing the problem solving method in higher order questions. These findings act as a new skill in implementing problem solving method in higher order questions.


Introduction
Lately, Malaysia has gone through the transformation in the education sector especially in the area of students' Higher Order Thinking Skill (HOTS) development. Unfortunately, the development of students' capabilities in HOTS is currently in a critical and important matter in the Malaysian schooling system (Ali & Zulkifli, 2016). The teachings of HOTS need to be integrated in the subject syllabus purposefully in a well-planned effort to educate and train the students to think in a higher level manner to solve problems individually or cooperatively. The term HOTS is generally used as a synonym to critical thinking, problem solving, and strategy creation (Sella et al., 2019). Chien, Lin, & Ma, (2016) defined a problem solving process as a critical part of thinking in information management decision making area. Other than that, Fleischer, Buchwald, Leutner, Wirth and Rumann, (2017) said the important outcomes of all domains of education for future learning achievement is that students are able to solve problems. The problem solving process are comprised of four steps that are identifying the difficulty, explaining it, proposing solutions, and implementing and monitoring the solutions (Siedman, 2016 ;Kazdin, 2017;Nurdyansyah, Masitoh, & Bachri, 2018) A Systematic Literature Review Methodology The aim of this study is to identify the suitable problem solving method to implement in HOTS questions. The identified problem solving method will then be combined, designed and developed to compose new problem solving method. The research questions that guide this study are as follows: i. What are the strategies and activities that teachers mostly use in problem solving process for HOTS questions? ii. What is the challenge when implementing the problem solving process?
As the aim of this study was to identify the suitable problem solving process in solving a higher order questions, the systematic literature review (SLR) method was used to analyze papers related to problem solving methods in education. There are four stages of SLR method which are identification, screening, eligibility and inclusion (Bhsc et al., 2015). To identify appropriate studies, the searches were logged in by protocol entries stating year, research strings, databases and number items found. The search results were limited to the years 2015-2019 so as to maintain manageability and relevant current cohort of articles.
In the identification phase (Figure 1), four strings were used to search for relevant articles. These are, problem solving process; problem solving process AND implementations; problem solving process AND educations; problem solving process AND implementation AND educations AND secondary. The effort successfully captured a total of 804 papers. In this stage, open access journal was used and the database ranged from Dimensions, Scopus, Emerald, and Science Direct journals. In the screening phase, redundant papers were eliminated leaving 482 relevant papers. Then, the relevant papers were further scrutinized to implementation of problem solving process in education topic of another 318 papers. With the remaining 318 papers, the process was continued by filtering the titles and abstracts. This step revealed 230 papers with the same theme of problem solving process themes. Since the final resort of this SLR method was to include the most relevant papers that contain classroom problem solving method and activities regardless of subjects or fields, a thorough step was further executed on the remaining papers. As a result, 15 papers were found to represent the implementation of problem solving process in the classroom. It was found that these papers were somehow interconnected by the strategies used, activities created and representation of framework. The succeeding sections of this paper summarize the problem solving process used in each paper.

Content-Analysis on Problem Solving Method Strategies and Activities and Its Challenge
As illustrated in Table 1, there are four instructional approaches in implementing problem solving method at school level such as Problem Based Learning (form of a small group), Polya's Mothod, 5E Method and 7E Method. The selected research paper represents a difference in strategies, but the activities are nearly the same. Having the similar activities, these strategies and activities are suitable in solving higher order questions/ non routine problems (Mahmud et al., 2018 ;Shishigu & Bashu, 2017;Aidoo & Ofori, 2016;Crowley, 2015;Wickramasinghe & Valles, 2015).
Throughout the content analysis, the main four activities or common ways in solving problem method appeared: understanding the problem, devising a plan, carrying out the plan and looking back the solutions. However, the researchers have reported some challenge arose in the main four activities (see Table 1). The most reported challenge in implementing problem solving method is the first activity that is understanding the problems (Unlu, 2018 ;Kilic, 2017 ;Yew et al., 2016). In other words, the candidate (students / teacher) had limited abilities at the stage of "understanding of a problem" and "planning". It was a due of they could not understand what the problem says and they could not choose an appropriate strategy for problem solving. They make the process difficult and complicated to answer. They have lack of planning, implementation, and revision skills during the problem solving.
Some scholar tell us that 5E and 7E method can be used in many activities such as interactive simulation (Sarı et al., 2017), science process skills (Choirunnisa et al., 2018) and other ways. Other than that, through mobile applications also can effect the students ability through 5E learning (Siwawetkul & Koraneekij, 2018). Through 5E learning also can give positive attitude to the students (Sen & Oskay, 2016). Here, I can conclude that all the problem solving method either using Polya method or 5E method or 7E method, all of it have potential in answering HOTS questions. Through that result, it also has potential in increasing student's performance.

A Modified/New Problem Solving Method
Based on the analysis done in the previous section, although the challenges arise, the strategies and the activities discussed can be modified and improved to fit in a new problem solving method. Polya's Model, 5E Model and 7E Model are combined to form a new problem solving method, called as P5E. P5E consists of 5 activities: form a small group, find a keyword, find a strategy, carry out the strategy and check. At the stage finding the keyword from the question, it is modified form the "understanding the problems" activity. The keywords lead the candidates to find a strategy to answer the questions. After that, the candidates will carry out the strategy and finally checking back the answer. Before the candidates answer the HOTS questions, they should be form into a small group to let them have a collaborative work with their team. Throughout the activities, teacher act as a facilitator and needs to interfere if any of the answers is not appropriately presented. Figure below shows the summary of the strategy ad activities involved.

Conclusion
This study was conducted to identify the most strategies and activities that teachers use in problem solving process approach that conducted within the past five years and the challenge faced by the respondents. From this study, all papers were found to have similar activities either using Polya method, 5E or 7E method. They show the same process that understands the problem. Students are engaging with a challenging situation. Then they explore and plan the solutions. After that they explain the answer by applying the plan. They evaluate the solution right after the answer the question. This is the assessment process. However, the first and the second steps of the solving problem process need to revise again. It seems that there are some respondent do not understand the problem. Hence, they cannot engage the problem and fail to plan the solution. Form this finding, future research that is revise the process of the solving problem need to take place and solve the gap to cope with the 21 st century learning.