ABSTRACT

Purpose Problem-solving abilities are the most important factor in a student's success worldwide, and they may be developed utilizing the ADERiC (Accumulation, Demonstration, Exercise, Reflection and Creation) learning paradigm and student interest. This feature deserves the attention of researchers, and the current study explores the influence of the ADERiC learning model and student interest on the problem-solving skills of Indonesian students. The current research additionally analyzes the moderating effect of institutional support on the relationships between the ADERiC learning model, student interest, and problem-solving skills of Indonesian students. Method Using survey questionnaires, the researchers gathered primary data from students enrolled in Indonesian higher education institutions. The researchers also utilized SPSS-AMOS to examine the relationship between factors.

Findings The results demonstrated that the ADERiC learning model and student interest are positively associated with the problem-solving abilities of Indonesian students. The results also revealed that institutional support significantly moderates the relationship between the ADERiC learning model, student enthusiasm, and the problem-solving skills of Indonesian students. Implications to Research and Practice According to the research, using the ADERiC learning paradigm will enhance students' problem-solving abilities.