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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
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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.
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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
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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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