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The effects of problem solving applications on the development of science process skills, logical thinking skills and perception on problem solving ability in the science laboratory
Abstract
This study was conducted with 98 prospective science teachers, who were composed of 50 prospective teachers that had participated in problem-solving applications and 48 prospective teachers who were taught within a more researcher-oriented teaching method in science laboratories. The first aim of this study was to determine the levels of perception of problem-solving ability, science process skills and logical thinking skills of prospective teachers. The second aim was to compare the effects of problem-solving applications (PSASL) and a more researcher-oriented teaching method in the science laboratory on the perceptions of problem-solving ability, science process skills and logical thinking skills of prospective teachers. A pre-test-post-test control group design was used. In this study, data were obtained using the "Problem Solving Inventory (PSI)," "Science Process Skills Test (SPST)" and "Test of Logical Thinking (TOLT)." After the PSASL, five prospective teachers were selected among the experimental group and were interviewed using the fully structured interview form about the "PSASL" and the process it involves. Interviews were used to augment the quantitative data. According to the results obtained within the scope of the study, it can be said that the effect of PSASL on the perception levels of problem solving skills, scientific process skills and logical thinking skills of prospective teachers is more effective than the more researcher-oriented teaching method application. In addition, the results obtained from interviews with prospective teachers' ideas in the experimental group about PSASL were parallel with the past test results.
... Technology in science education is widely used to enable pupils to engage and interact with peers efficiently and share information to create more innovative individuals (Haron et al, 2017;Margot & Kettler, 2019;Smith, Rudd, & Coghlan, 2008;Tan, Yangco, & Que, 2020). Technology integration and its engagement in science classrooms creates oppurtunities for pupils to improve their learning process from good to better to best (Eady & Lockyer, 2013;Kaye & Ehren, 2021;Margot & Kettler, 2019;Smith, Rudd, & Coghlan, 2008;Tan, Yangco, & Que, 2020). ...
... Technology in science education is widely used to enable pupils to engage and interact with peers efficiently and share information to create more innovative individuals (Haron et al, 2017;Margot & Kettler, 2019;Smith, Rudd, & Coghlan, 2008;Tan, Yangco, & Que, 2020). Technology integration and its engagement in science classrooms creates oppurtunities for pupils to improve their learning process from good to better to best (Eady & Lockyer, 2013;Kaye & Ehren, 2021;Margot & Kettler, 2019;Smith, Rudd, & Coghlan, 2008;Tan, Yangco, & Que, 2020). There are many types of technologies integrated in science classrooms namely, computers, smartboards, touch screens, media from websites, social media and web 2.0 communication platforms. ...
... It is also stipulated that before acquiring the integrated skills, a pupil needs to master the basic science process skills. Additionally, consistent access to scientific skills among pupils have widened their critical thinking and problem solving skills (Mei, Kaling, Xinyi, Sing, & Khoon, 2007;Seyhan, 2015;Temiz, 2020). ...
Science teachers must always try to create innovative learning environments to enhance learning through a variety of teaching-learning approaches. The study focus discussed in this article was to enhance the researcher's low achieving year five pupil's science process skills of controlling variables and formulating hypothesis skills through synchronous inter-school peer collaboration. The researcher prepared the Variable Identification and Formulating Hypothesis Tool (VIFH-tool) which consisted of a hands-on activity to assess the pupils for the two skills. A two-cycle action research was conducted. In the first cycle the researcher taught the two process skills and the pupils carried out the activity in the VIFH-tool. In the second cycle, a peer collaborative session was arranged with a high achieving group of students from another school. The inter-school collaborative session was conducted via a video call using Google Hangouts. In the session, the low achieving pupils presented their results for the VIFH-tool, after which there was discussion and questions and answers between pupils of the two schools about the two science process skills. Then the low achieving pupils individually repeated the activity in the VIFH-tool. The data were analyzed using simple descriptive statistics. The study revealed that most of the low achieving pupils did better at the end of the second cycle.
... CAPS requires that learners find and solve science problems. Practical work in science is the ideal teaching environment to help learners overcome and develop critical thinking skills and recognise the use of theoretical knowledge (Seyhan, 2015). In a science classroom, there are two main areas in which this may occur, that is, in engaged, synthesis-type teaching methods which involve learners to critically engage in content. ...
... CAPS requires that learners find and solve science problems. Practical work in science is the ideal teaching environment to help learners overcome and develop critical thinking skills and recognise the use of theoretical knowledge (Seyhan, 2015). In a science classroom, learners engage, synthesise, and engage with the content being taught. ...
This study is an auto-ethnographical account of my experiences as a teacher teaching CAPS in a primary school science classroom. This study aimed to investigate whether, and if so, to what extent the CAPS curriculum limited my ability as a teacher to experience curriculum flexibility in terms of allowing me to adapt the curriculum content to suit the needs of learners in my class. Furthermore, what strategies and approaches have I put in place to address my challenges of curriculum flexibility in the CAPS curriculum?
Data gathered for this study indicate that the strict adherence to the topic coverage timeframes outlined in the CAPS policy, a teacher’s autonomy to make decisions about the pace at which they teach content in accordance with learner needs, is restricted. The study also indicates that teacher subject knowledge and pedagogical skills are key factors determining the extent to which the teacher can create opportunities for curriculum flexibility within the CAPS curriculum.
The study recommends that for teachers to experience curriculum flexibility within the CAPS curriculum requires a less stringent approach to the implementation of curriculum content, as the timeframes outlined in policy are not necessarily always in line with the needs of the learners in a class. Therefore, teachers should have the ability to adapt and adjust the pace of their teaching and the delivery of content to suit learners' needs and should not solely comply with policy guidelines and timeframes.
... It could be said that scientific activities or activities carried out in the laboratory based on SPS and SIPT would affect the ability of students (Seyhan, 2015). Thus, students could have better mastery and understanding about what they had learned in theory when they also conducted activities or practices in the lab or apply what they had learned in class. ...
... Therefore, one way to empower the potential of students was to provide a laboratory. The laboratory was needed as a means of increasing the knowledge and skills of students in science or science learning activities (Seyhan, 2015). The laboratory was one of the learning infrastructures that could be used as a place to train participants in understanding concepts and improve skills in conducting scientific experiments. ...
... In this study, by learning natural sciences using blended learning based on Google Classroom, there were activities in which students faced problems in the surrounding environment. Presentation of problems that require logical interpretation directly affects providing support for empowering students' logical thinking abilities and problem-solving (Seyhan, 2015). This problem then provokes students' logical thinking power to relate it to the existing knowledge in their cognitive structure to produce problem-solving solutions. ...
... The events given are a phenomenon closely related to the students' daily experiences. The presentation of problems that require logical interpretation provides support for empowering students' logical thinking abilities and problem-solving (Lierde, Kalpakian, & Jarid, 2013;Seyhan, 2015). ...
The ability to use technology during the COVID-19 pandemic is needed to empower logical thinking ability as one of the 21st-century competencies. This study aims to analyze the effect of learning natural science assisted by google classroom on improving students' logical thinking abilities during COVID-19. The use of Google Classroom potentially facilitates educators to create creative, and innovative and collaborative blended learning to still build classroom interactions in social distancing period. This quasi-experimental research employed a pre-experimental one-group pretest-posttest design. The research subjects were 39 sixth-grade students. The validity and reliability of the data on the ability to think logically used a logical thinking ability instrument tested. The data analysis utilized the N-gain test with the help of SPSS 21. The results revealed that the N-gain was 82.43 or 82.4%, with a minimum N-gain score of 53.3% and a maximum of 83.5%, included in the high category (g) ≥ 0.7. Thus, it could be concluded that natural science learning assisted by google classroom media significantly affected students' logical thinking abilities. Educators can use the analysis results to evaluate natural science learning, especially in elementary schools, to encourage the quality of students' logical thinking abilities.
... The Partnership for 21 st Century Skills [P21] (2002) identifies six key elements for fostering 21 st century learning; emphasize core subjects, emphasize learning skills, use 21 st century tools to develop learning skills, teach and learn in a 21 st century context, teach and learn 21st century content, and use 21 st century assessments It is truly important that university students develop their problem solving skills in order to face the work competition in the era of globalization. Research have been carried out by Aydogdu, Guven and Aka (2012), Irwanto, Saputro, Rohaeti and Prodjosantoso (2018), Seyhan (2015) and Temel (2015), which results showed that the teaching and evaluation of problem solving skills determine students' success at school and at work. In addition, problem solving skills also strongly affect students' success in life (Beyazsacli, 2016;D'Zurilla & Chang, 1995;D'Zurilla & Nezu, 1990;2007). ...
... International Journal of Instruction, January 2020 • Vol.13, No.1 effectively develop students' critical thinking skills and problem solving skills (Apedoe, Walker, & Reeves, 2006). Previous research also showed that the inquiry and POGIL methods has been effective in enhancing students' problem solving skills (Duran & Dokme, 2016;Irwanto, Saputro, Rohaeti, & Prodjosantoso, 2018;Seyhan, 2015;Villagonzalo, 2014). Additionally, Kolawole (2015) claimed that local knowledge made it easier for students to adapt to local cultures, where language was seen as an important means of expressing their identity. ...
Students’ inadequate 21st century skills are the outcome of teacher-centered learning activities. Previous studies have shown that collaborative inquiry learning improved their generic skills. This experimental research investigated the effect of Local Wisdom-Based ELSII Learning Model (LWB-ELSII) on students’ problem- solving skills (PSS) and their communication skills (CS). Cluster random sampling was carried to select 56 preservice Islamic teachers at Islamic State University of Mataram as samples. The PSS Essay Test (PSET) and the Communication Skills Test (CST) were employed. The data were analyzed using Mann-Whitney U test and Spearman’s rho correlation at significance level of .05. The results showed that: 1) there were significant differences in the PSS and CS between the experimental and control groups in favour of experimental group students, and 2) there was a positive and significant correlation between the two dependent variables. It is recommended that lecturers apply LWB-ELSII as an alternative solution in improving students’ performance.
... However, few studies reported the effect of problem solving instruction towards science process skills (Aka et al., 2010;Geban, Askar, & Özkan, 1992;Seyhan, 2015). Even, in Indonesia, there is no study about the impact of that method towards students' academic achievement and scientific skills. ...
... Even, Yalcin, Karahan, Karadenizli and Sahin (2006) agreed that problem-based instruction positively influenced scientific process skills and problem solving of the students in short time. Lastly, Seyhan (2015) also reported that the application of problem solving had significant impact towards scientific process skills and logical thinking abilities of prospective science teachers. From those various findings, it is necessary to remember that problem solving instruction can propel content knowledge development and various skills needed by students in learning science efficiently, as mentioned by Wilder (2015). ...
Nowadays, it is not enough for future teachers if they are only equipped with abilities and scientific skills, they need to apply their knowledge to real-world inside and outside the classroom. In fact, the previous studies report their low knowledge in understanding science. This research aims to improving students’ academic achievement and Science Process Skills (SPS) through Problem Solving Instruction (PSI), and analyzing the correlation between both dependent variables. A quasi-experimental design was conducted for six weeks at Muhammadiyah University of Ponorogo, Indonesia. Forty-eight prospective elementary teachers completed Academic Achievement Test (AAT) and SPS Test (SPST). The reliability coefficient Cronbach’s alpha of both tests was .81 and .86, respectively. Data were analyzed by using N-gain score, Mann-Whitney U test and Spearman’s rho correlation at significance level .05. The findings indicate that there is significant difference on academic achievement and science process skills between experimental and control groups in favor of experimental group students, and there is a high positive and significant correlation between both dependent variables. We recommend to the lecturers to use PSI as a tool to promote students’ scientific skills and abilities to satisfactory performance in order to respond fast changes in 21st century learning.
... However, few studies reported the effect of problem solving instruction towards science process skills (Aka et al., 2010;Geban, Askar, & Özkan, 1992;Seyhan, 2015). Even, in Indonesia, there is no study about the impact of that method towards students' academic achievement and scientific skills. ...
... Even, Yalcin, Karahan, Karadenizli and Sahin (2006) agreed that problem-based instruction positively influenced scientific process skills and problem solving of the students in short time. Lastly, Seyhan (2015) also reported that the application of problem solving had significant impact towards scientific process skills and logical thinking abilities of prospective science teachers. From those various findings, it is necessary to remember that problem solving instruction can propel content knowledge development and various skills needed by students in learning science efficiently, as mentioned by Wilder (2015). ...
... However, few studies reported the effect of problem solving instruction towards science process skills (Aka et al., 2010;Geban, Askar, & Özkan, 1992;Seyhan, 2015). Even, in Indonesia, there is no study about the impact of that method towards students' academic achievement and scientific skills. ...
... Even, Yalcin, Karahan, Karadenizli and Sahin (2006) agreed that problem-based instruction positively influenced scientific process skills and problem solving of the students in short time. Lastly, Seyhan (2015) also reported that the application of problem solving had significant impact towards scientific process skills and logical thinking abilities of prospective science teachers. From those various findings, it is necessary to remember that problem solving instruction can propel content knowledge development and various skills needed by students in learning science efficiently, as mentioned by Wilder (2015). ...
Nowadays, it is not enough for future teachers if they are only equipped with abilities and scientific skills, they need to apply their knowledge to real-world inside and outside the classroom. In fact, the previous studies report their low knowledge in understanding science. This research aims to improving students’ academic achievement and Science Process Skills (SPS) through Problem Solving Instruction (PSI), and analyzing the correlation between both dependent variables. A quasi-experimental design was conducted for six weeks at Muhammadiyah University of Ponorogo, Indonesia. Forty-eight prospective elementary teachers completed Academic Achievement Test (AAT) and SPS Test (SPST). The reliability coefficient Cronbach’s alpha of both tests was .81 and .86, respectively. Data were analyzed by using N-gain score, Mann-Whitney U test and Spearman’s rho correlation at significance level .05. The findings indicate that there is significant difference on academic achievement and science process skills between experimental and control groups in favor of experimental group students, and there is a high positive and significant correlation between both dependent variables. We recommend to the lecturers to use PSI as a tool to promote students’ scientific skills and abilities to satisfactory performance in order to respond fast changes in 21st century learning.
... This indicates that the learners, averagely, can understand the learning materials when a problemsolving-oriented learning process is implemented based on the process of practicum in the classroom and the laboratory. This is also supported by another research by Seyhan (2015) that shows the students' problem-solving abilities are very dependent on the perception of the subject matter that has been learned. In addition, with the improvement of the ability, the students are able to be more active in honing their thinking skills caused by the application of good learning methods. ...
... Compared to other countries, such as Japan, the advantages in applying problem-solving learning by collaborating with various methods or approaches in implementing learning include: (1) students are more active and often express their ideas; (2) students have the opportunity to use their knowledge and skills extensively; (3) this method can give low-achievement students the opportunity to respond in their own way; (4) students are motivated to take lessons and (5) build a desire to find a problem (Asami-Johansson, 2015). In addition, the results of the study by Seyhan (2015) reveals that at the level of perception of problemsolving abilities, other process skills, and logical thinking abilities are more effective in compared to another conventional teaching methods. In addition, the learning outcomes obtained by students towards problem-solving abilities are quite significant. ...
This study aimed at identifying how did the improvement in the problem-solving ability of learners work in improving the ability of learners in constructing the materials obtained after the development of LKPD (Learner’s Worksheet) in classroom learning. This research used Research and Development (R & D) approach using the Kemp model. Data collections were done through problem-solving tests, validation analysis, and correlation test. The indicators of this study included the effectiveness of the developed learner’s worksheet and the increased ability of problem-solving that was seen from the learning results obtained. The results showed that the average increase in the learning outcomes of the learners was equal to 79.44 with a difference in the scores of learning outcomes where tcount = 32.806 > ttable = 1.734, with a significance level of 0.000. Also, the improvement of learning outcomes on the response of learners gives significant influence with a score of 0.338 with a significance level of 0.085. Based on these results the development, the problem-solving oriented students’ worksheet is declared valid and effective based on the results of validation tests by experts and the results of the implementation of classroom learning. These results impact the students’ learning outcomes. It is expected that in the learning process with different materials, the worksheet can be applied in improving students' ability to solve problems. It is suggested for a research to collaborate the worksheet with other models and, media that can be linked to the problem-solving aspects, so that in its implementation, students have the confidence to succeed, be more active, and interested in problem-solving given.
... Problem solving skills are one of the main quality parameters of a person living in a highly technical, scientific and complex modern society (Mukhopadhyay, 2013). Solving skills in science learning are very important for students to master so that they are able to provide solutions and solve problems that exist in society optimally in accordance with scientific theory (Fiore et al., 2018;Mukhopadhyay, 2013;Seyhan, 2015). Apart from that, problem solving skills are also believed to be able to make students able to think and act complexly in studying science (Voskoglou, 2011). ...
Science education at junior high school level has a strategic role in forming students' problem-solving abilities. This research aims to see the effect of the Flip science module using a PBL model integrated with market snacks to improve middle school students' problem solving abilities. The experimental method carried out in this research used a one group pretest-posttest design. This research was conducted at SMPN 6 Yogyakarta in the even semester of 2023. This research was conducted in one class, namely class VIII D. The sampling technique used cluster random sampling. random sampling. The class is determined by the school with the assumption that the class is assumed to have the same abilities based on even gender. The data analysis technique for measuring problem solving abilities uses a normalized gain score. The research results show that the Science flip module flip module using a PBL model integrated with market snacks can improve students' problem solving abilities based on the results of a gain score of 0.7 in the high category. The results of this research can be used by teachers to improve the problem solving abilities of junior high school students in science subjects
... The results of the pre-test and post-test evaluation of the formal logic course indicate to be sensitive enough to detect a positive effect on students' critical thinking and problem-solving skills. Making decisions based on mindset and cognitive knowledge is an important skill in logical thinking ability (Pezzuti et al., 2014;Seyhan, 2015). ...
Logic and logical thinking are present and play an important role in most of the disciplines at the university level but in different ways. In our research, which has been ongoing for several years, we are investigating the use of propositional logic among university students in different study programmes. Our current study evaluated data from 1,429 respondents involving students from 15 universities. The non-standardised knowledge test was previously pilot-tested and consisted of 15 tasks from selected elements of propositional logic in a different natural science subject-specific context. Significant differences in average results were found in terms of students’ gender, age, type of secondary school leaving exam and parents’ highest education level. Our research mainly aimed to compare students’ test scores by students’ fields of study. On average, mathematics-informatics students had the highest success rate of 67.4%, compared to students in engineering (61.0%), economics (57.9%), education (56.6%), science (56.5%) and humanities (54.7%). The result is significant (F = 13.521, p-value < 0.001). Furthermore, we found that the students performed differently in three selected areas of formal logic (F = 1108, df = 2, p < 0.001), with the lowest performance on statement negation tasks. The difference in means across groups of tasks is significant by the gender of the students and by their secondary education level.
... IDEAL Problem Solving berbantuan media "Beko" efektif untuk meningkatkan prestasi belajar dan mendorong daya kreativitas siswa dalam menyelesaikan masalah pada materi keliling dan luas lingkaran kelas VI sekolah dasar. Dalam hal proses berpikir kreatif, penerapan model problem solving efektif terhadap tingkat keterampilan pemecahan masalah, keterampilan proses ilmiah, dan keterampilan berpikir logis di laboratorium IPA(Seyhan, 2015). Model pembelajaran IDEAL Problem Solving dapat memfasilitasi siswa untuk mencetuskan ide yang dipikirkan siswa, sehingga siswa dapat berpikir kritis saat menghadapi masalah. ...
The ability to think creatively plays important role in students’self development in the 21st century. This study aims to determine the effectiveness of the IDEAL Problem Solving learning model based on open-ended questions on students' creative thinking abilities. This study is a quantitative quasi-experimental study with a Pretest-Posttest Control Group Design. The subjects of this research were class VII students of SMP Negeri 3 Kartasura which consisted of 64 students. Clusters random sampling was used as the sampling method. Data collection was carried out using test techniques in the form of pretest and posttest as well as non-test techniques in the form of observation and documentation. Analysis of the research data was carried out by normality test, homogeneity test, independent sample t-test and n-Gain test with the help of SPSS 23. The hypothesis test with the independent sample t-test showed the number 0.000, which means H0 was rejected and H1 was accepted, meaning that the IDEAL Problem Solving learning model is effective increasing student’s creative thinking. Skills. The n-gain test in the experimental class was 0,56 (effective enough), while in the control class the n-gain percentage was 0,08 (ineffective) where the experimental class used the IDEAL Problem Solving model so that it can be concluded that the IDEAL Problem Solving Model quite effective in improving the creative thinking skills of class VII students at SMP Negeri 3 Kartasura in the subject matter of Science Objects and Its Observations.
Keyword: Learning Model, IDEAL Problem Solving, Creative Thinking
Abstrak
Kemampuan berpikir kreatif berperan penting dalam pengembangan diri siswa pada abaf 21. Tujuan penelitian ini adalah untuk mengetahui keefektifan model pembelajaran IDEAL Problem Solving berbasis soal open-ended terhadap kemampuan berpikir kreatif siswa. Penelitian ini merupakan penelitian kuantitatif kuasi eksperimen dengan rancangan pretest-posttest control group design. Subyek penelitian ini adalah siswa kelas VII SMP Negeri 3 Kartasura yang teridiri dari 64 siswa. Pengambilan sampel dilakukan menggunakan cluster random sampling. Pengumpulan data dilakukan dengan menggunakan teknik tes berupa pre-test dan post-test dan teknik non-test berupa observasi dan dokumentasi. Analisis data penelitian dilakukan dengan uji normalitas, uji homogentitas, uji independent sample t-test dan uji n-Gain dengan bantuan SPSS 23. Uji hipotesis dengan independent sample t-test sebesar 0,000 yang berarti H0 ditolak dan H1 diterima, artinya model pembelajaran IDEAL Problem Solving efektif dalam meningkatkan kemampuan berpikir kreatif siswa. Uji n-gain kelas eksperimen sebesar 0,56 (cukup efektif), sedangkan kelas kontrol persentase n-gain sebesar 0,08 (tidak efektif) dimana kelas eksperimen menggunakan model IDEAL Problem Solving sehingga memberikan keismpulan bahwa Model IDEAL Problem Solving cukup efektif dalam meningkatkan kemampuan berpikir kreatif siswa kelas VII di SMP Negeri 3 Kartasura pada materi Objek IPA dan Pengamatannya.
Kata Kunci: Model Pembelajaran, IDEAL Problem Solving, Berpikir Kreatif
... Gambar 2 (Seyhan, 2015) dan berdampak pada skill development failure (Orosco, 2014). Pada aspek inilah kemudian menjadi tantangan peneliti untuk menerapkan pembelajaran yang melibatkan mahasiswa secara penuh mengalami langsung bagaimana suatu masalah diselesaikan dengan prosedur yang sesuai dan terukur. ...
Pemahaman mahasiswa dalam mengerjakan prosedur pemecahan masalah matematika dapat ditelusuri melalui kegiatan eksplorasi. Tujuan utama dilakukannya penelitian ini adalah memaparkan dan menggali kemampuan pemecahan masalah mahasiswa ditinjau dari kategori proses literasi matematis. Metode yang digunakan yakni kualitatif deskriptif eksploratif dengan subjek penelitian yaitu tiga mahasiswa (kemampuan tinggi, sedang dan rendah) tahun pertama semester II pada program studi Pendidikan Matematika, Universitas Serang Raya dan mengambil mata kuliah Kalkulus II. Instrumen utama adalah peneliti sendiri, sementara instrumen bantu berupa dua soal pemecahan masalah dari materi Aplikasi Turunan yang telah divalidiasi dan pedoman wawancara. Prosedur analisis data dilakukan melalui analisis kualitatif hasil tes tulis dan validasi data menggunakan triangulasi teknik. Hasil eksplorasi menunjukkan mahasiswa kemampuan rendah berada pada kategori kemampuan pemecahan masalah cukup dengan capaian penilaian 62,5%, sementara mahasiswa kemampuan sedang berada pada kategori cukup dan baik dengan capaian penilaian 87,5%, dan mahasiswa kemampuan tinggi berada pada kategori baik dengan capaian penilaian 93,75%.
... Despite emerging evidence from research studies showing positive influence of computer based learning on quality of education and academic achievement of learners, there is very limited research studies that synthesises factors that influence or contributes to the success or effectiveness of computer based learning methods. A systematic review of enablers and factors that enhances the efficacy of computer based learning is needed so as to reveal and focus more on specific factors that are instrumental in making computer based learning efficient (Naveed et al., 2020;Seyhan 2015). ...
Despite emerging evidence from research studies showing positive influence of computer based learning on quality of education and academic achievement of learners, there is very limited research studies that synthesises factors that influence or contributes to the success or effectiveness of computer based learning methods. The purpose of this systematic review was to synthesise factors that influences the efficacy of computer based learning. We followed the protocol from preferred reporting items for systematic reviews and meta-analyses (PRISMA). Major electronic educational databases were searched. In total, 20 studies that met inclusion criteria were reviewed in this study. After completing thematic analysis of the included studies, findings revealed that students' characteristics factor such as attitudes, self-discipline, prior knowledge of computer use and motivation, also infrastructure factor such as easy access to computer and availability of technology influenced the efficacy of Computer Based Learning. Recommendations from the research reports are discussed.
... Consequently, students are not able to develop science process skills (SPS) as one of the skills mandated in the science curriculum in Indonesia. SPS can promote by active learning method such as problem solving (Saputro et al., 2019;Seyhan, 2015), discovery learning (Astuti, 2019;Bahtiar & Dukomalamo, 2019;Nirmala & Darmawati, 2021), and inquiry (Adnyana & Citrawathi, 2017;Aktamiş et al., 2016;Demircioglu & Ucar, 2015;Ekici & Erdem, 2020). However, these methods have not been applied optimally because of the student's readiness factor. ...
The purpose of this study was to identify the implementation of the experimental method in science learning and the obstacles faced by teachers, as well as to identify the application of pre-lab in science learning. Research design was survey which is non-experimental quantitative research. The participants were 26 teachers who teach subjects in the sciences, namely Chemistry, Biology, Physics, and Science as integrated subjects. Data were collected through online questionnaires using google forms and were analyzed descriptively. The results show that experimental activities have not been fully applied to science learning. Most teachers provide the tools and materials needed in learning activities in the laboratory and provide work procedures to students. The constraints that are faced by teachers in applying the experimental method are related to facilities and infrastructure, student characters, and experiment time allocation. Most of the teachers have also carried out pre-lab activities, but they are still dominated by lectures from the teacher. This study also explored the pre-lab model to be developed, almost all teachers agreed if the pre-lab was developed in the form of virtual learning. The forms of media that teacher’s interest in for pre-lab activities are videos and android applications
... However, research that specifically explores the process of solving mathematical problems with different levels of logical thinking skills has never been done. There are similar studies that discuss problem-solving with logical thinking skills [36] which only discusses problem-solving, not specifically in mathematics problem-solving. Hence, it is necessary to conduct research that can provide an update on the exploration of the mathematical problem-solving process of junior high school students by reviewing it from different levels of logical thinking. ...
Problem solving is one of the most important skills for students. Meanwhile, logical thinking is the ability to solve problems by relying on mental abilities. The purpose of this research is to describe the problem solving process of students with different levels of logical thinking. This research is an exploratory qualitative research involving eighth grade students of SMP N 5 Tuban who have different levels of logical thinking as research subjects. The subjects who were interviewed were 4 students. Instruments to measure the level of logical thinking used The Group Assessment of Logical Thinking (GALT) while exploring the process of solving problems using the stages of entry, attack, and review. The results of the analysis show that students with high logical thinking skills meet the entry, attack, and review stage. Students with low logical thinking skills meet the entry stage in ‘know’ and ‘want’ aspects only, at the attack stage they only meet the try and possible aspects, and do not meet the review stage at all. Thus, it can be concluded that students with different levels of logical thinking ability have different mathematical problem solving abilities.
... Rusmiyati & Yulianto (2009) explain that science education is closely related to scientific performance which can be evolved through hands-on or direct experience with investigation and experiment to train KPS to produce minds on knowledge. Seyhan (2015) states that the main purpose of science learning is to enable students to develop question, critical thinking, and problem-solving skill to become lifelong learner and keep having a sense of curiosity about their environment. Hence, it is important for students to acquire scientific process skills as well as learn about the nature of science through experience. ...
Science learning model directs students to learn concept understanding and scientific principle. Scientific principle in science learning relate to investigation or experiment to drill science process skills that can develop critical thinking and problem-solving abilities. Process skills are students' abilities to manage what has been gained in teaching and learning activities. The purpose of this study was to analyze the effect of using the Mind Mapping, Problem Based Learning (PBL) model, and Problem Based Learning model assisted by Mind Mapping on students' science process skills. The research method used quantitative research in the form of quasi experimental design. The sample of this study were students of 5th grade with 30 students as experimental class, 24 students as control-1 class, and 28 students as control-2 class. The data collection techniques used in this study were written test, observation, and documentation. The results of the analysis showed that simultaneously a learning model affected students' science process skills by 13%. This study had also showed that of the three models that had been used, problem-based learning assisted by mind mapping model was the most effective model for improving students' science process skills compared to problem-based learning model or mind mapping model
... On the other hand, student-centered teaching methods (such as teamwork, case studies, and group discussions) actively engage students in the process of learning (Lattuca et al. 2014;Laursen et al. 2014;Rico and Ertmer 2015), promote their autonomy in learning and work, and help them learn how to promote their learning (Bergmann and Sams 2012). Moreover, these methods help students learn effective problem-solving, clinical decision-making, and communication skills (Bacanak 2013;Seyhan 2015). However, the amount of the provided content in student-centered teaching methods is much less than teacher-centered methods and thus, these methods have limited applicability when a large amount of information is going to be transferred to students. ...
Higher-level learning goals can be achieved almost only through teaching methods which actively involve students in their learning. This study aimed to compare the effects of traditional teaching and flipped classroom methods on midwifery students’ practical learning. This embedded mixed method study was conducted on 34 first-year midwifery students in 2017–2018 academic year in Babol city (one of the largest cities in northern Iran). The contents of the four sessions of a course called the principles and techniques of midwifery were prepared for both flipped classroom and traditional teaching methods and provided to students using the crossover design. All students were selected by census and randomly divided into two groups. The students’ attitudes towards both teaching methods were assessed at the beginning and also the end of the study intervention, while their satisfaction, knowledge and practice were assessed one month after intervention. In the second phase (qualitative study), the student's perspective about the weaknesses and the strengths of the both teaching methods were explored using the open-ended questions. Quantitative data were analyzed using SPSS and qualitative data with conventional content analysis. Flipped classroom method was significantly more effective than traditional teaching in improving midwifery students’ knowledge and practice. They also had significantly better attitude and more satisfaction with it (P < 0.05). The strengths of flipped classroom were promotion of learning, consolidation of learning, unlimited opportunity for learning, and interactive learning. This study suggests that flipped classroom method promotes practical learning and leads to positive learning among the midwifery students.
... Kemajuan ilmu pengetahuan dan teknologi pada abad 21 menuntut individu yang tanggap mengambil keputusan untuk memecahkan permasalahan yang ditemui di masyarakat. Kemampuan untuk mengambil suatu keputusan berdasarkan pola pikir dan pengetahuan kognitif merupakan sebuah keterampilan penting dalam kemampuan berpikir logis (Pezzuti et.al, 2014;Seyhan, 2015). Hal tersebut yang mendasari pengembangan kurikulum dilakukan revisi untuk mencapai tujuan pendidikan (Kemendikbud, 2013), sehingga salah satu tujuan pembelajaran IPA adalah untuk memberdayakan kemampuan berpikir logis siswa (Parmin et.al, 2017). ...
KEEFEKTIFAN MODEL PEMBELAJARAN GENERATIF UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR LOGIS SISWA DALAM PEMBELAJARAN IPA
Abstract
One of the important 21st-century competencies that should be empowered is logical-thinking ability. Logical-thinking ability is one of the aspects in domain cognitive science that could not be implemented effectively in teaching and learning in the class. Then, this study was aimed to know the effectiveness of generative learning model to enhance students' logical-thinking ability. This research was also conducted by using a quasi-experimental study with pretest-posttest non-equivalent control group design. The sample was taken by using simple random sampling technique. The research involved two classes which were 67 participants consist of 34 students in Class VIII.9 as an experimental group and 33 students in Class VIII.7 as a control group. The researcher used the instruments of logical-thinking ability, they were multiple choice tests with five alternative answers that have been tested for its validity and reliability. The used analysis of data is t-test by SPSS 21. The result obtained t-count value is 2.44, t-table on significant level 0.05 is 1.99, and p-value = 0.017 (p t-table, so H0 refused. This also indicates that the application of generative learning models provides a significant impact on students' logical-thinking ability.
Abstrak
Salah satu kemampuan penting abad 21 yang harus diberdayakan adalah kemampuan berpikir logis. Kemampuan berpikir logis adalah salah satu aspek dalam domain kognitif sains yang belum dapaat diimplementasikan dengan efektif dalam pembelajaran di kelas. Penelitian ini bertujuan untuk mengetahui keefektifan model pembelajaran generatif untuk meningkatkan kemampuan berpikir logis siswa. Penelitian ini dilakukan dengan menggunakan jenis penelitian eksperimen semu dengan desain pretest-posttest non-equivalent control group. Pengambilan sampel dilakukan dengan menggunakan teknik simple random sampling. Penelitian ini melibatkan dua kelas yang terdiri dari 67 partisipan dengan distribusi 34 siswa di Kelas VIII.9 sebagai kelompok eksperimen dan 33 siswa di Kelas VIII.7 sebagai kelompok kontrol. Peneliti menggunakan instrumen kemampuan berpikir logis yaitu tes pilihan ganda dengan lima alternatif jawaban yang telah diuji validitas dan reliabilitasnya. Analisis data yang digunakan adalah Uji-t menggunakan SPSS 21. Hasil yang diperoleh yaitu nilai thitung adalah 2.44, ttabel dengan nilai signifikansi 5% adalah 1.99 dan p-value = 0.017 (p < 0.05). Dengan demikia dapat disimpulkan bahwa nilai thitung > ttabel, sehingga H0 ditolak. Hal ini juga menunjukkan bahwa model pembelajaran generatif memberikan pengaruh yang signifikan terhadap kemampuan berpikir logis siswa.
... Students who have experiences in the scientific processes, tend to possess problem solving skills and know how to attribute meanings to occurring events and to form different perspectives. In coping with clearer concept, a problem solving strategy is a plan or method to achieve a goal (Seyhan, 2015). ...
The main purpose of education is to help students learn in a way that allows them to use what they have learned in solving problems in new situations. As problem solving acts as the basis of education, lecturers are expected to develop students' ability on it. This study aims to describe (1) the working course plan in inducing problem solving skills in various learning models, (2) student's activity during the learning process, and (3) the problem solving skills after the class ends. This study implemented instructional tools to boost students' problem solving skills, of which was conducted at Home-Economics Department, Universitas Negeri Surabaya (UNESA) with 67 participants. The instruments included a worksheet of the developed course plan, observation sheet of learning activities, and test. Data were analyzed using descriptive qualitative and quantitative analysis methods. Results showed that the students improved their higher order thinking skills into more critical and creative during the learning activities. In conclusion, the use of appliances in home economics instructional tools can increase students' problem solving skills because the agreement of the interconnected systems or subsystems with the problems faced.
... SPS are frequently linked with hands-on laboratory activities (Durmaz, 2016;Seyhan, 2015;Taylor, Rogers, & Veal, 2009). In other words, the chemistry laboratory serves as a place for developing students' intellectual, mental, and psychomotor skills through discovery activities. ...
It is important to enable the students to have the scientific skills and attitudes which are well developed in order that students can be competitive in the global society, however, it appears that many students are lacking these required competences. As such, this research aims to investigate the Science Process Skills (SPS) and Chemistry Attitudes (CA) and analyze the correlation between those two variables. Convenience sampling was executed to select 152 undergraduate chemistry students at the Yogyakarta State University in the academic year 2017/2018. This survey involved quantitative method and correlational design. The data were obtained by using Science Process Skills Observation Checklist (SPSOC) and Attitudes towards Chemistry Scale (ATCS). The Cronbach's alpha reliability coefficient of each instrument was .88 and .84 respectively. The descriptive statistic, t-test, Pearson correlation, and regression analysis were used at significance level .05. Based on the findings, students' SPS and CA were classified low and moderate respectively. There was a significant difference between SPS and CA scores based on gender in favor of female students. Additionally, there was a significant difference between students' SPS and CA scores based on grade levels in favor of second-year students. According to the result of the correlation and regression analysis also showed a high positive and significant correlation between SPS and CA. It can be concluded that students who have high SPS score tend to have positive attitudes towards chemistry. Implications of the findings on the pedagogical practices have been discussed.
... SPS are frequently linked with hands-on laboratory activities (Durmaz, 2016;Seyhan, 2015;Taylor, Rogers, & Veal, 2009). In other words, the chemistry laboratory serves as a place for developing students' intellectual, mental, and psychomotor skills through discovery activities. ...
It is important to enable the students to have the scientific skills and attitudes which are well developed in order that students can be competitive in the global society, however, it appears that many students are lacking these required competencies. As such, this research aims to investigate the Science Process Skills (SPS) and Chemistry Attitudes (CA) and analyze the correlation between those two variables. Convenience sampling was executed to select 152 undergraduate chemistry students at the Yogyakarta State University in the academic year 2017/2018. This survey involved quantitative method and correlational design. The data were obtained by using Science Process Skills Observation Checklist (SPSOC) and Attitudes towards Chemistry Scale (ATCS). The Cronbach's alpha reliability coefficient of each instrument was .88 and .84 respectively. The descriptive statistic, t-test, Pearson correlation, and regression analysis were used at significance level .05. Based on the findings, students' SPS and CA were classified low and moderate respectively. There was a significant difference between SPS and CA scores based on gender in favor of female students. Additionally, there was a significant difference between students' SPS and CA scores based on grade levels in favor of second-year students. According to the result of the correlation and regression analysis also showed a high positive and significant correlation between SPS and CA. It can be concluded that students who have high SPS score tend to have positive attitudes towards chemistry. Implications of the findings on the pedagogical practices have been discussed.
... Selain problem posing, model problem solving juga memberikan efek terhadap hasil belajar. Menurut Sternberg & Williams (Seyhan, 2015) problem solving atau pemecahan masalah adalah suatu rencana atau metode ilmiah yang ditetapkan untuk mencapai suatu tujuan pemecahan masalah. Masalah pembelajaran yang ada dikaji dengan penalaran deduktif dan induktif. ...
Tujuan penelitian ini adalah untuk mengetahui ada tidaknya pengaruh penerapan model problem solving dan problem posing terhadap kemampuan berpikir kritis dan hasil belajar PPKn sisw a. Penelitian ini merupakan penelitian Quasi eksperimen dengan nonequivalen control group design. Data berfikir kritis dijaring menggunakan angket dan data hasil belajar PPKn diambil menggunakan so al tes yang sudah memenuhi persyaratan instrument penelitian. Keseluruhan data dianalisis secara kuantitif melalui uji parametrik yang terlebih dahulu diuji persyaratan analisis. Hasil penelitian menunjukkan bahw a tidak ada perbedaan kemampuan berfikir kritis dan hasil belajar PPKn antara yang menggunakan model problem solving dan problem posing. Dengan mencermati nilai rata-rata yang sangat tinggi, maka kedua model pembelajaran sangat efektif. Implikasinya praktis adalah kedua model dapat digunakan dan secara teoritis memperkuat teori konstruktivistik sebagai backgroud teori pengembangan model pembelajaran. AbstractThe purpose of this study is to determine w hether there is influence of the application of problem solving methods and problems posed against the ability of critical thinking and learning outcomes of student PPKn. This research is an experimental Quasi research w ith nonequivalent control group design. Learning methode data w ith questionnaire method and learning result data PPKn taken using test questions that have met the requirements of the instrument. The data are analyzed quantitatively through the parametric test first. The results show ed no differences in critical thinking skills and learning outcomes betw een PPKn using problem solving and problem posing model. By looking at very high averages, the tw o learning models are very effective. The practical implication is that the second model can be used and theoretically reinforces constructivist theory as a backgroud of learning model development theory. Keywords: Problem Solving, Problem Posing, Critical Thinking
... The development of science and technology in the 21 st century requires individuals who are responsive to making decisions to solve problems encountered in the community (Voogt & Roblin, 2012). The ability to make decisions based on mindset and cognitive knowledge is an important skill in the logical-thinking ability (Pezzuti et al., 2014;Seyhan 2015). Ministry of Education and Culture formulates a set of paradigm for 21 st century learning whereby it orients to emphasize students' skills at exploring information, making hypotheses, thinking logically, and collaborating to solve problems (Ministry of Education and Culture, 2013). ...
The logical-thinking ability is one of the important competencies of 21st century that should be empowered. It is one of the aspects in a cognitive science domain that has not been implemented effectively in teaching and learning in the class. Then, this study aimed to analyzed the influence of generative learning model to enhance students' logical-thinking ability. This study was also conducted by using a quasi-experimental study with pretest-posttest non-equivalent control group design. The sample was chosen by using simple random sampling technique. This study involved two classes which had 67 participants consisting of 34 students in Class VIII.9 as an experimental group and 33 students in Class VIII.7 as a control group. The researcher used the instrument of logical-thinking ability formulated in the form of multiple choice tests with five alternative answers that had been tested for its validity and reliability. The analysis of data employed t-test using SPSS 21. The result indicated that the t-count > t-table (2.44 > 1.99) and p-value = 0.017 (p <0.05). It could be concluded that the application of generative learning model resulted in a significant influence on students' logical-thinking ability. The result of the analysis could be used by the schools for evaluating the quality of natural science learning in order to encourage students’ logical-thinking ability.
... In Thailand, when Chanprasitchai and Khlaisang (2016) integrates digital technology into the course, they report that inquiry-based learning for a virtual learning community can enhance problem solving skills. Our findings are also supported by other similar studies (e.g., Duran & Dökme, 2016;Gupta, Burke, Mehta, & Greenbowe, 2015;Qing et al., 2010;Seyhan, 2015;Soltis et al., 2015). Accordingly, we believe that critical thinking and problem solving skills can be improved through the activity of developing content knowledge and process skills and forming the mental simultaneously. ...
In the context of 21st century learning, lecturers encounter complex challenges in optimizing learning processes and outcomes. The previous research reports that teaching method is considered as the right solution to overcome that problem. This quasi-experimental research aims to: 1) explore the difference between Critical Thinking Skills (CTS) and Problem Solving Skills (PSS) among preservice elementary teachers taught by using POGIL and traditional lecture, and 2) analyze the correlational strength between CTS and PSS. Both groups were chosen by using cluster random sampling. This research was conducted at the Universitas Muhammadiyah Ponorogo, Indonesia, involving 48 participants in the academic year 2017/2018. The CTS Essay Test was adapted from Ennis (2011) and the PSS Essay Test was adapted from Polya (1957), face validity was conducted by the experts, and obtained reliability coefficient of .88 and .89 respectively. The data were analyzed by using Mann-Whitney U-test and Spearman’s rho correlation at the significance level of .05. The results show that: 1) there is a significant difference in CTS and PSS among experimental and control groups in favour of experimental group students, and 2) there is a high positive and significant correlation between both dependent variables. We recommend that lecturers need to improve students’ higher-order thinking skills by using POGIL
... In Thailand, when Chanprasitchai and Khlaisang (2016) integrates digital technology into the course, they report that inquiry-based learning for a virtual learning community can enhance problem solving skills. Our findings are also supported by other similar studies (e.g., Duran & Dökme, 2016;Gupta, Burke, Mehta, & Greenbowe, 2015;Qing et al., 2010;Seyhan, 2015;Soltis et al., 2015). Accordingly, we believe that critical thinking and problem solving skills can be improved through the activity of developing content knowledge and process skills and forming the mental simultaneously. ...
In the context of 21st century learning, lecturers encounter complex challenges in optimizing learning processes and outcomes. The previous research reports that teaching method is considered as the right solution to overcome that problem. This quasi-experimental research aims to: 1) explore the difference between Critical Thinking Skills (CTS) and Problem Solving Skills (PSS) among preservice elementary teachers taught by using POGIL and traditional lecture, and 2) analyze the correlational strength between CTS and PSS. Both groups were chosen by using cluster random sampling. This research was conducted at the Universitas Muhammadiyah Ponorogo, Indonesia, involving 48 participants in the academic year 2017/2018. The CTS Essay Test was adapted from Ennis (2011) and the PSS Essay Test was adapted from Polya (1957), face validity was conducted by the experts, and obtained reliability coefficient of .88 and .89 respectively. The data were analyzed by using Mann-Whitney U-test and Spearman’s rho correlation at the significance level of .05. The results show that: 1) there is a significant difference in CTS and PSS among experimental and control groups in favour of experimental group students, and 2) there is a high positive and significant correlation between both dependent variables. We recommend that lecturers need to improve students’ higher-order thinking skills by using POGIL.
... In Thailand, when Chanprasitchai and Khlaisang (2016) integrates digital technology into the course, they report that inquiry-based learning for a virtual learning community can enhance problem solving skills. Our findings are also supported by other similar studies (e.g., Duran & Dökme, 2016;Gupta, Burke, Mehta, & Greenbowe, 2015;Qing et al., 2010;Seyhan, 2015;Soltis et al., 2015). Accordingly, we believe that critical thinking and problem solving skills can be improved through the activity of developing content knowledge and process skills and forming the mental simultaneously. ...
In the context of 21st century learning, lecturers encounter complex challenges in optimizing learning processes and outcomes. The previous research reports that teaching method is considered as the right solution to overcome that problem. This quasi-experimental research aims to: 1) explore the difference between Critical Thinking Skills (CTS) and Problem Solving Skills (PSS) among preservice elementary teachers taught by using POGIL and traditional lecture, and 2) analyze the correlational strength between CTS and PSS. Both groups were chosen by using cluster random sampling. This research was conducted at the Universitas Muhammadiyah Ponorogo, Indonesia, involving 48 participants in the academic year 2017/2018. The CTS Essay Test was adapted from Ennis (2011) and the PSS Essay Test was adapted from Polya (1957), face validity was conducted by the experts, and obtained reliability coefficient of .88 and .89 respectively. The data were analyzed by using Mann-Whitney U-test and Spearman’s rho correlation at the significance level of .05. The results show that: 1) there is a significant difference in CTS and PSS among experimental and control groups in favour of experimental group students, and 2) there is a high positive and significant correlation between both dependent variables. We recommend that lecturers need to improve students’ higher-order thinking skills by using POGIL.
... Problem solving skills are generic skills that contribute to success in solving problems including the ability to understand the problem as well as rules that can be applied to solve a problem. As noted by Seyhan (2015), problem solving skills include the ability to reason analytically, think critically and create productively. Ding & Xu (2011) further note that, problem-solving skills include higher order cognitive processes and involve a series of abilities, such as visualization, association, abstraction, comprehension, manipulation, reasoning, analysis, synthesis, generalization, each needing to be managed and coordinated. ...
The study investigated the comparative effects of Selvaratnam, & Fraser (1982) and Ashmore et al. (1979) problem-solving instructional strategies on Advanced Level students' achievement in Stoichiometry. The quasi-experimental design with a non-equivalent comparison group consisting of pre-and post-test measures was utilized in the study. The participants were 525 Advanced level chemistry learners drawn from 8 high schools from Gweru district. Data were collected using standardized achievement Tests in stoichiometry. The problem-solving instruction was implemented in four experimental schools while the remaining four control schools were taught using the conventional lecture method. Analysis of Covariance (ANCOVA) was used to analyze data. The findings indicated a statistical significant difference in the performance of students taught using the two problem-solving strategies and those taught using the conventional method. The Scheffe's post- hoc test indicated that students taught using the Ashmore et al. (1979) problem-solving instructional strategy performed significantly better than those taught with the Selvaratnam & Fraser problem-solving strategy. Furthermore, it was also found that the performance of students in the experimental group was not influenced by gender. Chemistry teachers are therefore strongly recommended to use problem-solving instructional strategies in their classes to improve the abilities of learners in solving stoichiometry problems.
... E. V. Epova (2000), N. A. Kazachek and E. V. Epova (2014), P. M. Erdniev andB. P. Erdniev (1986), G. Jasečkováand N. Krivoňáková (2016), H. G. Seyhan (2015), A. Walsh (2002), R. W. While (1959), K. G. Kozhabaev and R. S. Gabdullin (2016), L. I. Tokareva (2014) and others. These scholars considered the main techniques of finding problem solution at school, as well as analysis and synthesis operations in the aspect of their complementarity, use in research activity. ...
The relevance of this study is determined by the problem of developing various methods and techniques of analytic and synthetic activity with the aim of finding solutions to problems that involve the use of analysis and synthesis processes. Analytic and synthetic activity plays an important role in the process of cognition. The purpose of the study is to single out types of work aimed at forming analytic and synthetic activity skills in teaching the algebra course. The results of the study: the skills included in the analytic and synthetic activity are distinguished: to dismember the whole into its component parts; to establish relationships between parts of the whole (to distinguish the general and the different, the known and the unknown, the essential and the nonessential); to make up the whole from the parts, a new object from the individual elements; to draw up an action plan for solving the problem (task); to find errors and explain their reasons. Appropriate content-related components are revealed which are required for working with concepts, theorems, and tasks, and should be used to form analytic and synthetic activity skills in schoolchildren when studying algebra. The significance of the study: the materials of the article can be useful for heads of educational structures at various levels, school teachers, gymnasiums, lyceums, and parents.
ABSTRAK Tujuan dari penelitian dan pengembangan pendidikan (R&D) ini adalah untuk (1) mendeskripsikan spesifikasi perangkat pembelajaran dengan model problem solving dan penalaran deduktif pada topik laju reaksi, (2) mendeskripsikan validitas dan tingkat keterbacaan, dan (3) mengetahui keefektifan dari perangkat pembelajaran melalui uji coba pendahuluan. Penelitian dan pengembangan ini konsisten mengikuti prosedur Borg dan Gall (1989) yang terbatas pada tahap uji coba pendahuluan mampu mewujudkan perangkat pembelajaran saintifik dengan efektif. Perangkat pembelajaran yang dikembangkan meliputi RPP, LKS, teks materi pelajaran, dan instrumen penilaian. Keseluruhan perangkat pembelajaran menyajikan materi dengan urutan pembelajaran yang sama, yakni sesuai dengan pendekatan saintifik yang diamanatkan oleh kurikulum 2013 dengan model pembelajaran problem solving melalui penalaran deduktif. Hasil validitas dan uji keterbacaan perangkat pembelajaran menunjukkan tingkat validitas yang memadai dan tingkat keterbacaan yang baik. Hasil uji coba pendahuluan di kelas XI SMA Negeri 4 Singaraja menunjukkan perolehan belajar siswa yang signfikan yakni skor postest lebih tinggi dari skor pretest dan kualitas NGS yang tergolong sedang baik per indikator maupun keseluruhan, perkembangan skor kinerja proses 5 M siswa cenderung mengalami peningkatan serta adanya apresiasi/ respon yang baik dari siswa selama mengikuti pembelajaran dengan menggunakan perangkat pembelajaran saintifik yang dikembangkan. Kata kunci: laju reaksi, model pembelajaran problem solving, penalaran deduktif, pendekatan saintifik, dan perangkat pembelajaran. ABSTRACT The aims of this educational research and development (R & D) were to (1) describe the specification scientific learning tools with problem solving learning model through deductive reasoning on topic reaction rate, (2) describe the validity and readability, and (3) determine the effectiveness of learning tools through preliminary field testing. This research and development consistent followed Borg and Gall (1989) model limited until preliminary field testing produce scientific learning tools effectively. Learning tools that were developed including lesson plan, student worksheet, learning material text, and assessment instruments. The whole of learning tools presented content with similar learning squncing, which is in appropriate with scientific approach instructed by 2013 curriculum with problem solving learning model through deductive reasoning. Validation result showed that learning tools had satisfy validity level. Learning tools also had satisfy readability level and can be comprehended by students. Preliminary field testing in class XI SMA Negeri 4 Singaraja showed a student learning outcomes that were significant namely the postest score higher than pretest score and NGS quality medium categorized on each indicator or overall, the score development of students’ performance processes 5M tended to increase and there was good appreciation / response from students in learning using the scientific learning tools which is developed. Keywords: deductive reasoning, learning model, learning tool, problem solving model of teaching, reaction rate, and saintific approach.
This article analyzes the implications of the use of socio-scientific issues (SSI) in a series of critical thinking competences. For this, a didactic intervention with 3 SSIs is carried out, developed during 16 weeks, in which there were 56 students who participated in a program of education in the sciences. A quasi-experimental design was used and there is a comparison of the pre-test and post-test to describe the influence of the intervention. The test information was assessed from an analysis qualitative and quantitative that compares the type of participant responses once the intervention. The study allows us to see the incidence of the SSIs in aspects, such as the acknowledgement of science as a social activity, the questioning of information, the multi-dimensional approach to the sciences, and the making of ethical judgments and fundamental decisions. In this way, this research demonstrates how the SSis for assuming scientific issues with social implications, are a possibility to motivate and promote the development of critical thinking in students of teacher training in Natural Sciences.
Well-established tests that measure reasoning abilities have long been found to be predictive of success in the STEM (science, technology, engineering, and mathematics) fields. Instructors can use these tests for predicting a student’s academic achievement and informing instruction. This study investigated the relationship of scores on the Test of Logical Thinking (TOLT) with multiple achievement measures in a junior level, collegiate construction surveying course. The TOLT was administered to 242 construction science students. The scores were found to be significantly correlated with the points earned on the exams and with the total points earned for the course. Based on these findings, instructors, administrators, and researchers would benefit by using the TOLT for assessing student reasoning abilities. This assessment tool could also assist them in understanding their students’ logical thinking skills, which would encourage the instructor to modify their instructional design strategies to match or enhance their students’ problem-solving ability.
In the context of the study, an instrumental analysis laboratory course offering Problem-Based Learning (PBL) was designed as an alternative to traditional laboratory practices. The study was conducted with a total of 36 volunteer, prospective chemistry teachers consisting of fourth year undergraduates and graduates. While PBL activities were conducted with 19 of the prospective teachers, instrumental analysis laboratory activities were conducted with 17 of them using the traditional approach. The first aim of this study was to determine the levels of perception of problem-solving ability and self-regulatory learning strategies of prospective teachers after and before all the applications. The second aim was to compare the effects of PBL instrumental analyze laboratory course and traditional instrumental analyze laboratory course on the perceptions of problem-solving ability and self-regulatory strategies of prospective teachers. A pre-test-post-test control group design was used. In this study, data were obtained using the “Problem Solving Inventory (PSI)” and “Self-Regulatory Strategy Scale (SRSS)”. The pretest-posttest results of the SRRS test showed that the prospective teachers in the experimental group used self-regulatory learning strategies more often when compared to the ones in the control group. According to the results obtained within the scope of the study, it can be said that the effect of PBL on the perception levels of problem solving skills and self-regulatory learning skills of prospective teachers is more effective than the traditional laboratory teaching application.
The aim of the study was to investigate effect of problem solving method on science-process skills and academic achievement. The sample of the research is consisted of 86 3rd class teacher candidates who attended science teaching programme of Gazi Education Faculty. In this study quasi-experimental design which was pre-test/post-test control group was implemented. While experimental group (41 students) was taught problem solving method, control group (45 students) was taught traditional teaching methods in this study. Science process skills test and electric unit achievement test were administered to both groups before and after the instruction as a pre and post test. Results of study reveal that there is no significant difference between experimental and control groups students' pre science process skills and pre achievement test scores. Another result of study displays that experimental group students have higher mean scores than control group students in post science process skills and post achievement test.