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the impact of problem solving method to improve the critical thinking and science process skills in physics 1 2 1 1 1 nana mardiana nani mardiani sheila fitriana miftahul husna ...

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                        The Impact of Problem Solving Method to Improve the Critical 
                                      Thinking and Science Process Skills in Physics 
                                            1                 2                 1                   1                   1
                           Nana Mardiana , Nani Mardiani , Sheila Fitriana , Miftahul Husna , Rachmat Rizaldi  
                            1
                             Departement of Physics Education, Universitas Islam Sumatera Utara, Jl. SM Raja, Medan, Indonesia 
                                   2
                                    Department of Physics Education, Yogyakarta State University, Yogyakarta, Indonesia 
                   Keywords:     Problem Solving Method, Critical Thinking Skills, Science Process Skills. 
                   Abstract:     This research was to know the level of students' critical thinking and science process skill after applyingthe 
                                 problems solving method. Themethod used in thisresearch was pre-test and post-testnon-equivalent control 
                                 group design. Sample of this research is the students of Junior High School in Medan.Class VII 1 was as the 
                                 experimental group and class VII 2 was as the control group. Test instruments and statistical analysis 
                                 collected the data. The tests of this research areanalysis of variance test, normality test and homogeneity 
                                 test.The result of the research showed that (1) there are difference of critical thinking and science process 
                                 skills among learners who learn to use problem solving method with learners who learn by using 
                                 conventional learning method in experiment class (62%) and in control class (38%) (2) There is an increase 
                                 of approximately 24% in the experimental class. 
                   1 INTRODUCTION                                            participating countries in IPA (Martin MO, 2000). In 
                                                                             TIMSS 2003, Indonesia was at 37th out of 46 
                   Education has become a very influential aspect in         countries TIMSS participants in IPA (Martin MO, 
                   promoting generationswho are capable of dealing           2004). In TIMSS 2007, Indonesia occupied the 
                   with problems in this global era. However, the            position of 35 out of 48 countries participating in 
                   quality of education in Indonesia is still in the low     TIMSS IPA (Provasniket al. 2009). This fact 
                   category, including in science especially in Physics      identifies that the demand of science, especially 
                   Higher Order Thinking Skills (Phy-HOTS).                  Physics in the form of mastery of concepts and even 
                      This was revealed through the results of a survey      the application concept cannot be reached optimally. 
                   of the Program for International Student Assessment          Lasmawan (Lasmawan,2004) identifies several 
                   (PISA) organized by the Organization for Economic         educational problems as: (1) education emphasizes 
                   Cooperation and Development (OECD) and Trent in           the development of cognitive aspect with the 
                   Mathematics and Science Study (TIMSS), which              orientation of mastery of science as much as 
                   showed that a reading ability was of 396, amounted        possible and ignores the development of affection 
                   to 496.                                                   and connectivity aspects. (2) It lacks of education to 
                      The obtained scores of scienceswere 386. It was        develop process skill, critical thinking skills ability, 
                   below the average score of 501.Similarly, TIMSS           and creative. (3) Less education provides real 
                   results obtained by Indonesian students were of 397.      experience through integrated curriculum and 
                   It was below the average value of 500. The low            learning approaches. Sagala (Sagala,2009) also 
                   quality of education in Indonesia can be seen from        argues that learning taking place in schools tends to 
                   the results of research conducted by Trent in             show (1) teachingis more than lecturing, (2) learning 
                   Mathematics and Science Study (TIMSS) designed            management tends to be classical and learning 
                   to examine the trends in knowledge and math and           activities are less varied, and (3) teachers and books 
                   science skills of children aged 14 years along with       are as learning resources. 
                   other information coming from students, teachers,            In addition, a review of the counselling revealed 
                   and principal. The result of TIMSS 1999showed that        that only a fewstudies have explicitly attended to the 
                   Indonesia occupied the 32nd position of 38 TIMSS          problem-solving process (Heppner, 1978). In short, 
                                                                             it has not developed a technology for helping clients 
                   512
                   Mardiana, N., Mardiani, N., Fitriana, S., Husna, M. and Rizaldi, R.
                   TheImpactof Problem Solving Method to Improve the Critical Thinking and Science Process Skills in Physics.
                   DOI: 10.5220/0008889805120518
                   In Proceedings of the 7th International Conference on Multidisciplinary Research (ICMR 2018) - , pages 512-518
                   ISBN: 978-989-758-437-4
                         c
                   Copyright 
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
                        
                                          TheImpactofProblemSolvingMethodtoImprovetheCritical Thinking and Science Process Skills in Physics
                   with problem solving and decision making (Horan,           inquiry to find a concept/ principle/ theory. IPA 
                   1979).                                                     process skills are divided into 2 groups: basic skills 
                       Most of schools do not encourage learners to           and integrated skills. Basic process skills consist of 
                   expand their thinking by creating new ideas and            observing, classifying, measuring, communicating, 
                   rethinking existing conclusions.In the learning            interpreting data, predicting, using tools, 
                   process, learners are also less stimulated to be able      experimenting, and concluding. 
                   to expend their ideas in science, especially Physics.         Integrated process skills include formulating 
                   Jacqueline and Brooks show that many successful            problems, identifying variables, describing 
                   students complete their assignments, do good exams,        relationships among variables, controlling variables, 
                   and get good grades, but they do not learn to think        defining operational variables, obtaining and 
                   critically and creatively. They both believe that          presenting data, analyzing data, formulating 
                   school only produces students who only think very          hypotheses, designing research, and conducting 
                   superficially. They just study the surface of a            investigations (Kemdikbud, 2013, p. 6). KPS 
                   problem. They do not extend thinking and do deep           (Toharudin, 2011, p. 35) states that, Scientific 
                   thinking.                                                  process skills are all scientific skills used to discover 
                       Sagala(Sagala,2009) said that most learners do         concepts or theories in order to develop existing 
                   not get the overall learning because they still get        concepts or deny previous findings. Process skills 
                   their education conventionally. Consequently, they         are required to acquire, develop, and apply the 
                   are not trained to solve problems, so that their           concepts of legal principles and theoretical science. 
                   critical thinking cannot improve properly. It is also      One can perform the process as experienced and 
                   explained by Aryana (Aryana,2006) that one of the          done by scientists as they attempt to solve the 
                   causes of low ability of thinking of learners is the       mysteries of nature through the skill of the process 
                   use of lesson model or method of giving the                of science. 
                   opportunity to learners to empower their thinking             Hamalik (2005) also points out that the 
                   ability and to actively involve them in the learning       understanding of process skills in the field of natural 
                   process.                                                   science is the knowledge of concepts in principles 
                       According to John W Santrock (John W                   that learners can gain when they have certain basic 
                   Santrock,2010, p. 359) that critical thinking is           skills that are the scientific process skills required to 
                   reflective and productive thinking. Itinvolves             use science. Scientific attitudes are aspects of 
                   evaluation of evidence.Another opinion is put              behavior that cannot be taught through particular 
                   forward by Halpen. According to Halpen in Achmad           learning, but are behaviors captured through positive 
                   (Halpen in Achmad,2007, p. 1), critical thinking is        examples that must be continuously supported, 
                   empowering skills or cognitive strategies in setting       nurtured, and developed so as to have students 
                   goals. So, in order to be able to increase critical        (Bundu, 2006). 
                   thinking of learners, we can use the appropriate              Based on the background that has been described 
                   learning method.                                           above, the authors want to examine “The Impact of 
                       Problem solving method is right example method         Problems Solving Method to Improve the Critical 
                   to improve the critical thinking skills for learners.      Thinking and Science Process Skills in Physics”. 
                   There are three main characteristics of problem 
                   solving (Suwito, 2010): 1) problem solving ina 
                   series of learning activities. Itmeans that in its         2 RESEARCH METHODS 
                   .application problem solving, there are a number of 
                   activities to be done by the learners. Learners not        This is an experimental research. Sugiyono 
                   only listen, record, and memorize the material but         (Sugiyono,2015, p. 107) states that the experiment 
                   also actively think, seek, process data, and conclude      researchmethod is to find the effect of certain 
                   the task, 2) learning activities directed to solve         treatment against controlled conditions. Joseph 
                   problems, 3) problem solving is done by using              (Joseph, 2014, p. 77) states that the researcher can 
                   thinking approach scientifically.                          control the condition of the experimental group and 
                       However, problem solving not only develop the          the control group.  
                   critical thinking ability of learners but also develop        The object of this research is the influence of 
                   science skillsprocess of the learners. Skills process is   problem solving method (X) on the critical thinking 
                   a set of skills that scientists use in conducting          ability (Y) and the science process skill of learners 
                   investigations (Qomariyah et al. 2014). Skills             (Y). This research uses non-equivalent control group 
                   process is a set of skills used in conducting an           design.  
                                                                                                                               513
                           
                          ICMR2018-International Conference on Multidisciplinary Research
                               This design uses 2 groups, namely experimental                                      second experimental classes. The same is done 
                          group and control group. Experimental group is the                                       for process skills. 
                          group that received treatment in the form of                                       2)  Apply different activities in the two groups of 
                          application of problems solving method while the                                         students in which one group used problem-
                          control group is the group that is not treated class. In                                 solving methods and experimental groups both 
                          this design, the experimental group or control group                                     with conventional learning 
                          is not selected randomly. Sugiyono (Sugiyono,2015,                                 3)  test critical thinking skills of students by 
                          p. 116) states that non-equivalent control group                                         providing critical thinking skills tests in the 
                          design is described as follows                                                           first and second experimental classes. The 
                                                                                                                   same is done for process skills. 
                                   Table 1: Nonequivalent control group design.                                  This is done naturally, because students are 
                                  Group Pretest Independent                          posttest               taught directly by their own educators to get the 
                                                                  Variable                                  intended learning objectives. 
                               Experiment O1                          X  O2  2.2.3 Data Collection 
                                  Control O1  -  O2 
                          Annotation:                                                                        1)  Test critical thinking skills 
                          O1: pretest value                                                                        The technique of collecting data is done 
                          O2: the value of posttest                                                                through the written test to measure student's 
                          ×: treatment given 
                                                                                                                   critical thinking skill. The test is given at the 
                          2.1 Variable Observed                                                                    beginning and at the end of the session to see 
                                                                                                                   students' critical thinking skills. The 
                          Each of the resulting products will be applied to one                                    questionnaire indicator refers to the student's 
                          classroom and the results are compared with one                                          skill indicator. 
                          control class. Field test using experimental method                                2)  Test the science process skills 
                          with one-way is ANOVA design. In this study the                                          The technique of data collecting is done 
                          variables are:                                                                           through the written test to measure skill of 
                          1.    Variable in this research is learning method                                       science process of student. The test is given at 
                                using problem solving and conventional media.                                      the beginning and end to see students' science 
                          2.    Dependent variable is critical thinking and it is                                  process skills. The questionnaire indicator 
                                also tested separately.                                                            refers to the student's skill indicator. 
                          3.    ControlVariables in this study are educators,                               2.3 Instrument Validity 
                                teaching materials, number of hours Lesson, and 
                                learning time. 
                                                                                                            Testing the validity of the content by expert 
                          2.2       Sampling, Data Collection and                                           judgment, with the aim to know whether the 
                                    Data Collecting Instruments                                             compiled instrument has measured accurately. 
                                                                                                            Experts are asked to provide feedback on the 
                          2.2.1 Sampling                                                                    instruments that have been prepared. 
                                                                                                                 The validity test was done empirically (through 
                          Sampling technique in this research is probability                                trials) in groups of students who had parallel class 
                          sampling technique. Thus, the strategy is that there                              with the experimental class. They are not the 
                          is no classroom discrimination. The determination of                              students who were as the subjects of the study. 
                          experimental group classes is done randomly by                                         Validation is to test every item that has been 
                          drawing technique.                                                                created. The scores on the item are correlated with 
                                                                                                            the total score. The grain score is viewed as the X 
                          2.2.2  Data Collection Techniques                                                 value and the total score is viewed as the Y value. 
                                                                                                            To test the correlation between the grain row scores 
                          Data processing techniques are the means used to                                  with the total score, the product moment correlation 
                          collect data. The techniques used in this study are as                            of Pearson is used.  
                          follows:                                                                               The result of product moment correlation is then 
                           1)  Acquire preliminary data of students' critical                               consulted with table (r ) at 5% significance level. 
                                  thinking skills by providing critical thinking                                                             xy
                                                                                                            The item is said to be valid if r                      >r     , or the 
                                  skills tests before improving the first and                                                                                 count   table
                                                                                                            questionnaire is said to be valid if its significance is 
                          514
                       
                                         TheImpactofProblemSolvingMethodtoImprovetheCritical Thinking and Science Process Skills in Physics
                   less than 0.05. Grain validity test is done with the         If the significance is below 0.05 means the data 
                   help of SPSS 20.0 for windows software.                      to be tested has a significant difference with the 
                                                                                normal raw data, it means that the data is not 
                   2.4    Instrument Reliability                                normal. If the significance is above 0.05 then 
                                                                                there is no significant difference between the 
                   The reliability measurement uses a critical thinking         data to be tested with normal raw data, so the 
                   test and a science process skill. Reliability is used to     data can be said to be normally distributed. 
                   indicate the extent to which the measurement can          b) Homogeneity Test of Variance 
                   give relatively no different results when re-measured        The homogeneity test was conducted to find out 
                   against the same subject. The high reliability of the        whether the data in the two experimental groups 
                   instrument is illustrated by the reliability coefficient     had homogeneous variants or not. 
                   in a number.                                                 1.  Test the Equation of Variance 
                      Testing instrument reliability is done internally             Homogeneity test of variant is done for 
                   consistency, then the data obtained is analyzed using            dependent variable that is mastering the 
                   a certain technique to test its consistency to various           concept and ability of digital literacy. By 
                   items in the group.                                              using Levene's test with SPSS version 20.0 
                      The procedure used to measure the reliability                 for Windows. 
                   level of a scale test can be done by a retest or alpha           If the significance is below 0.05, it means 
                   coefficient (Alpha Cronbach). Unqualified tests in               that the population variant is not identical or 
                   terms of reliability will be discarded or revised. This          different. If significance above 0.05, then Ho 
                   reliability measurement is reliable if the r value               is accepted the mean identical population 
                   obtained is greater than 0.5. Instrument reliability             variance. 
                   test is done with the help of SPSS 20.0 for windows          2.  Test of Variant-Covariance Matrix 
                   software. As a benchmark high low reliability                    Equations 
                   coefficient used interpretation scores as follows:               To know the homogeneity of two-group 
                   Category Reliability Test(Arikunto, 2010).                       variant-covariant matrix with each 
                                                                                    dependent variable and independent 
                       Table 2: Interpretation of reliabilities degree test.        variable, the homogeneity test of Box-M 
                              Range category  was done. In order to know the homogeneity 
                        0,800 ൏ ݎ   ൑1,00            Very high                      of two groups variance, Levene's 
                       0,600 ൏ ݎଵଵ	൑ 0,800             High                         homogeneity test was done by using SPSS 
                                ଵଵ	                   Enough                        20.0 for windows.  
                       0,400 ൏ ݎ   ൑0,600 
                                ଵଵ	                    Low                          The decision criterion for homogeneity test 
                       0,200 ൏ ݎ   ൑0,400 
                                ଵଵ	                  Very low                       is if the significance value <0,05 then the 
                        0,00 ൏ ݎ  ൑0,200 
                                ଵଵ                                                  data come from population with 
                   2.5 Data Analysis Technique                                      nonhomogeneous variant, if significance> 
                                                                                    0,05 then the data come from population 
                   Description of data is done through descriptive                  having homogeneous variant. 
                   analysis. The data described is the data obtained         c) Correlational Test 
                   from measurement on research variables that is               Correlation test is used to know the relationship 
                   critical thinking ability and science process skill.         between each independent variable with 
                   The data that has been obtained is calculated using          dependent variable and to know the relation 
                   the help of SPSS program.                                    between each of independent variable. If the 
                                                                                requirement to perform the test,Manova has to be 
                   2.5.1 Inferential Analysis                                   fulfilled 
                                                                             d) Regression Slope ((Homogeneity of Regression 
                   Test Assumption Analysis                                     Slopes) 
                   a) Multivariate Normality Test                               Regression test is used to test the similarity of 
                      The normality data test aims to test whether data         slope between treatments, It uses SPSS 20.0 for 
                      from each research variable is normally                   windows. The decision criterion for the 
                      distributed or not. Normality testing was                 regression test is if the significance value <0.05 
                      performed using Kolmogorov-Smirnov                        then Ho is rejected; if the significance is > 0.05 
                      technique with the help of SPSS version 20.0 for          or in other words there is a similarity of slope to 
                      Windows.                                                  the treatment. 
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...The impact of problem solving method to improve critical thinking and science process skills in physics nana mardiana nani mardiani sheila fitriana miftahul husna rachmat rizaldi departement education universitas islam sumatera utara jl sm raja medan indonesia department yogyakarta state university keywords abstract this research was know level students skill after applyingthe problems themethod used thisresearch pre test post testnon equivalent control group design sample is junior high school class vii as experimental instruments statistical analysis collected data tests areanalysis variance normality homogeneity result showed that there are difference among learners who learn use with by using conventional learning experiment an increase approximately introduction participating countries ipa martin mo timss at th out has become a very influential aspect participants promoting generationswho capable dealing occupied global era however position quality still low provasniket al fact ca...

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