scholarly journals Problem Solving-Based Experiment untuk Meningkatkan Keterampilan Penalaran Ilmiah Mahasiswa Fisika

2017 ◽  
Vol 3 (2) ◽  
pp. 137-144
Author(s):  
Muhamad Gina Nugraha ◽  
Kartika Hajar Kirana ◽  
Setiya Utari ◽  
Nia Kurniasih ◽  
Nurdini Nurdini ◽  
...  
Keyword(s):  
Problem Solving ◽  
Scientific Reasoning ◽  
Student Work ◽  
Physics Students ◽  
Probabilistic Thinking ◽  
Measurement Analysis ◽  
Reasoning Skills ◽  
Correlative Thinking ◽  
And Control ◽  
Scientific Reasoning Skills

Abstract As one of the foundations in the development of technology, physics must be supported by experimental activities that are able to develop a scientist's skills, such as scientific reasoning skills. Experiments with cookbook methods that have been conducted in various experimental activities are considered not able to maximize the potential of students because it does not provide wide opportunities for students to explore. One of the solutions to develop the scientific reasoning skills of physics students is the problem solving-based experiment approach. The research was conducted by one group pretest-posstest design to 20 physics students as research sample. The research instrument used is the scientific reasoning instrument test developed by Lawson which is known as Lawson Classroom Test of Scientific Reasoning (LCTSR) and student work sheet instrument (LKM) containing problems in daily life and questions about: tools and materials, prediction, exploration, measurement, analysis and conclusions. The results show all aspects of scientific reasoning being measured, i.e. 1) conservation of matter and volume, 2) proportional thinking, 3) identification and control of variables, 4) probabilistic thinking, 5) correlative thinking, and 6) hypothetic-deductive thinking has increased. Based on the result of research can be concluded that the problem solving-based experiment can improve the scientific reasoning skills of physics students. Keywords: Problem solving, experiment, scientific reasoning skills Abstrak Fisika sebagai salah satu pondasi ilmu dalam perkembangan teknologi harus didukung dengan kegiatan eksperimen yang mampu menumbuhkembangkan keterampilan seorang ilmuwan, diantaranya keterampilan penalaran ilmiah dalam menyikapi fenomena alam. Eksperimen dengan metode cookbook yang selama ini menjamur dalam berbagai kegiatan eksperimen dipandang tidak mampu memaksimalkan potensi mahasiswa karena tidak memberikan kesempatan yang luas kepada mahasiswa untuk bereksplorasi. Salah satu solusi yang dapat menumbuhkembangkan keterampilan penalaran ilmiah mahasiswa fisika dalam bereksperimen ialah pendekatan problem solving-based experiment. Penelitian dilakukan dengan desain one group pretes-postes design kepada 20 mahasiswa fisika sebagai sampel penelitian. Instrumen penelitian yang digunakan ialah instrumen tes penalaran ilmiah yang dikembangkan oleh Lawson yang dikenal dengan nama Lawson Classroom Test of Scientific Reasoning (LCTSR) dan instrumen lembar kerja mahasiswa (LKM) berisi permasalahan dalam kehidupan sehari-hari dan pertanyaan arahan mengenai: alat dan bahan, prediksi, eksplorasi, pengukuran, analisis dan kesimpulan. Hasil penelitian menunjukkan semua aspek penalaran ilmiah yang diukur, yaitu 1) kemampuan konservasi materi dan volume, 2) berpikir proporsional, 3) identifikasi dan kontrol variabel, 4) berpikir probabilistik, 5) berpikir korelatif, dan 6) berpikir hipotetik-deduktif mengalami peningkatan, sehingga dapat disimpulkan bahwa problem solving-based experiment mampu meningkatkan keterampilan penalaran ilmiah mahasiswa fisika. Kata-kata Kunci: problem solving, eksperimen, penalaran ilmiah

Identifying Scientific Reasoning Skills Of Science Education Students

2020 ◽  
Vol 16 (3) ◽  
pp. 275
Author(s):  
Zulinda Ayu Zulkipli
Keyword(s):  
Science Education ◽  
Scientific Reasoning ◽  
Deductive Reasoning ◽  
Control Variable ◽  
Modern Science ◽  
Probabilistic Thinking ◽  
Significant Difference ◽  
General Scientific ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

The article discusses a study carried out to investigate scientific reasoning skills among 82 science pre-service teachers at the Faculty of Education, Universiti Teknologi MARA (UiTM), one of the public universities in Malaysia. The development of general scientific abilities is critical to enable students of science, technology, engineering, and mathematics (STEM) to successfully handle open-ended real-world tasks in their future careers. Teaching goals in STEM education include fostering content knowledge and developing general scientific abilities. One such ability is scientific reasoning. Scientific reasoning encompasses critical thinking skill is an important and vital learning outcome in modern science education. Lawson (1978) categorized scientific reasoning into four domains: Conservative Concept, Proportional Concept, Control Variable and Probabilistic Thinking, and Hypothetical-Deductive Reasoning. An instrument by Lawson (1978) was adapted for the study. The findings show that a majority of the science pre-service teachers possess low ability in scientific reasoning. It is also found that there was no significant difference among the science pre-service teachers of the physics, biology and chemistry disciplines examined. Physics students had developed higher ability in Conservative Concept, Proportional Concept, and Hypothetical-Deductive Reasoning and chemistry students had higher ability in Control Variable and Probabilistic Thinking, whereas biology students had moderate ability in the four scientific reasoning patterns. KEYWORDS: scientific reasoning; science education; higher education.  

scholarly journals Context Matters: Accounting for Item Features in the Assessment of Citizen Scientists’ Scientific Reasoning Skills

2021 ◽  
Vol 6 (1) ◽  
pp. 21
Author(s):  
Till Bruckermann ◽  
Tanja M. Straka ◽  
Milena Stillfried ◽  
Moritz Krell
Keyword(s):  
Scientific Reasoning ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

scholarly journals Online Assessment of Scientific Reasoning Skills and Motivation to Learn Science among Grade 5 and 7 Students in Northern Namibia

2019 ◽  
Vol 9 (4) ◽  
pp. 68
Author(s):  
Linus Kambeyo ◽  
Benő Csapó
Keyword(s):  
Scientific Reasoning ◽  
Probabilistic Reasoning ◽  
Online Assessment ◽  
Motivation To Learn ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Grade 5 ◽  
Science Motivation ◽  
Reasoning Skills ◽  
Scientific Reasoning Skills

This study aimed to assess students’ scientific reasoning skills using an online assessment method and explore the relationship between their reasoning skills and motivation to learn science. Research participants were 270 Grade 5 and 346 Grade 7 students in the Oshana region of Namibia. The online reasoning skills test consisted of 36 items with 16 tasks assessing conservation, proportional, correlational and probabilistic reasoning, and logical operations in a science context. The five point Likert scale Science Motivation Questionnaire II consisted of 25 items with five subscales. Tasks were developed within and delivered by the eDia platform via the Internet. The reliability of the reasoning skills test was acceptable (Cronbach’s alpha=.74), and it was very good for the Science Motivation Questionnaire (Cronbach’s alpha=.91). The reasoning skill tasks were moderately difficult for the students: M=40.56%; SD=13.47%. One-parameter Rasch analyses showed that there were few items to differentiate students at the low skill levels. Task analysis showed major obstacles in students’ reasoning skills for science learning. Students reported that they were moderately motivated to learn science. A weak correlation was found between the tested scientific reasoning skills and motivation to learn science (r=.21, p<.01). The study suggests that the basic ICT infrastructures in Namibian schools should be improved to exploit the advantages of online assessment.

Developing Scientific Reasoning Skills in Beginning and Ending Students

2015 ◽  
Author(s):  
Suzanne C. Baker ◽  
Maureen A. McCarthy ◽  
Jane S. Halonen ◽  
Dana S. Dunn ◽  
G. William Hill
Keyword(s):  
Best Practices ◽  
Scientific Reasoning ◽  
Optimal Outcomes ◽  
Reasoning Skills ◽  
Ways Of Thinking ◽  
Scientific Reasoning Skills

This chapter discusses the development of scientific reasoning skills in beginning and ending students. The purpose of this chapter is to explore the role that departments and their faculty play in moving students from declaring psychology as a major to mastering the concepts, theories, and ways of thinking of psychologists at a baccalaureate level. This chapter examines best practices that departments and faculty can adopt to facilitate optimal outcomes for both the students and the faculty who deliver the program.

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