Psychological, Physical, and Heat Stress Indicators Prior to and after a 15-Minute Structural Firefighting Task

Firefighters work in strenuous conditions for prolonged periods wearing up to 20 kg of personal protective equipment. This often contributes to significant heat and cardiovascular strain. This study examined the relationships between psychological and physical measures taken prior to undertaking a 15 min firefighting task, and the occurrence of heat stress and high levels of fatigue following the task. Nine qualified firefighters completed a 15 min “live burn” scenario designed to mimic a fire started by a two-seater couch in a lounge room and completed simulated tasks throughout the duration. Logical reasoning, speed and accuracy, general motivation and fatigue, and physical and mental effort were recorded pre-scenario, and at 0- and 20-min post-scenario. General motivation and fatigue scores at 0- and 20-min post-scenario were highly correlated with each other (rs = 0.90; p = 0.001). The general motivation and fatigue scores, at 0- and 20-min post-scenario, were also strongly related to pre-task logic/reasoning test scores (Post 0 rs = −0.77, p = 0.016; Post 20 rs = −0.87, p = 0.002). Firefighters with lower logical reasoning and speed and accuracy scores were more susceptible to fatigue and impaired cognition when exposed to rises in core temperature and heat stress.

Socioscientific-Issues Based Classroom Intervention on Grade 10 Students’ Learning Achievement and Scientific Reasoning

Socioscientific-issues based instruction can promote science to students as a tool for necessary learning in the disruptive world. This instruction helps students critique and response as its nature of science, gaining higher-ordered thinking, and discussing with scientific reasoning. The objectives of this study were to compare learning achievement and scientific reasoning of grade 10 students. The topic “DNA technology” was employed with 90 grade 10 students from 2 classrooms. The quasi-experimental research was designed by comparing learning achievement and scientific reasoning between 2 learning organizations. The research tools were socioscientific-issues based and inquiry-based lesson plans, the achievement test consist of 30 items of 4 choices multiple test and scientific reasoning test. The statistic used to test the hypothesis was independent t-test. The results indicated that students had no difference score of learning achievement between learning organizations. While socioscientific-issues based learning had score of scientific reasoning higher than inquiry-based learning at the .05 level of statistically significance. The study can summarize that socioscientific-issues based learning can promote scientific reasoning to science classroom.

Development and use of Test Instruments to measure Algebraic Reasoning Based on Cognitive Systems in Marzano’s Taxonomy

<p style="text-align: justify;">Algebraic reasoning involves representation, generalization, formalization of patterns and order in all aspects of mathematics. Hence, the focus of algebraic reasoning is on patterns, functions, and the ability to analyze situations with the help of symbols. The purpose of this study was to develop a test instrument to measure students' algebraic reasoning abilities based on cognitive systems in Marzano's taxonomy. The cognitive system in Marzano's taxonomy consists of four levels, including retrieval, comprehension, analysis, and knowledge utilization. According to the stage of cognitive development, students are at the level of knowledge utilization. At this level, students can make decisions, solve problems, generates and test hypotheses, as well as carry out investigations that are in line with indicators of algebraic reasoning abilities. The stages in developing the test instrument were based on three phases: preliminary investigation phase, prototyping phase, and assessment phase. The study obtains a set of valid and reliable algebraic reasoning test instruments for students based on the cognitive system in Marzano's taxonomy. Through the development of an algebraic reasoning test instrument based on Marzano's taxonomy, students can build' thinking habits so that active learning exercises occurs.</p>

Is Automation of Statistical Reasoning a Suitable Mindware in a Base-Rate Neglect Task?

Until recently, studies within the dual-process approach were mainly focused on group differences in processing, and individual differences were neglected. However, individual differences have proven to be a significant factor in conflict detection efficiency and the overall success in base-rate neglect and similar tasks. This should be taken into consideration within the framework of the Hybrid Model of Dual Processing. New tendencies in the development of this model have focused attention on the degree of mindware instantiation as a predictor of base-rate neglect task efficiency. This study aimed to examine the relationship between mindware and base-rate neglect task efficiency and to test and explore the relationship between base-rate response frequency and conflict detection efficiency and the degree of mindware instantiation. All participants solved base-rate neglect tasks, made judgments of confidence in their responses, and solved the Statistical Reasoning Test, Cognitive Reflection Test and Numeracy Scale. We used the Statistical Reasoning Test as a measure of mindware instantiation. The degree of mindware instantiation was found to be the only significant predictor of base-rate neglect task efficiency and the results showed that participants with a higher degree of mindware instantiation generally made more base-rate responses. No correlation was found between the degree of mindware instantiation and conflict detection efficiency. These findings support the hypothesis that the power of logical intuition depends on the individual’s degree of mindware instantiation. Therefore, the results of this research indicate the importance of further research into the role of statistical reasoning in base-rate neglect task efficiency. However, we discuss that there are some methodological limitations in this research which might explain why the degree of mindware instantiation had no relationship with conflict efficiency.

COMPREHENSIVE ANALYSIS OF THE FORT INSTRUMENT: USING DISTRACTOR ANALYSIS TO EXPLORE STUDENTS’ SCIENTIFIC REASONING BASED ON ACADEMIC LEVEL AND GENDER DIFFERENCE

Scientific reasoning ability is essential to get developed in the current digital age, particularly in the process of judgement and decision-making in complex problems. Few studies have conducted an in-depth exploration of scientific reasoning ability, especially in relation to the confidence level and gender. The scientific reasoning ability of Indonesian upper-secondary school and university students were examined and compared with previous recorded data of US students. In this study, the data were collected from 372 university and 528 upper-secondary education students in Indonesia. Students’ scientific reasoning ability was measured using a scientific formal reasoning test (FORT). In addition, confidence level and metacognitive data was collected through self-reported measures. Two-way ANOVA was performed to compare mean differences between groups based on academic level and gender and to observe interaction between the variables. Students’ confidence level in selecting the correct answer and distractor answer was analyzed using an independent t-test. The results reveal that many Indonesian students selected specific distractors with relatively high confidence. Moreover, upper-secondary school students and female students selected more distractors than the groups’ counterparts. Finally, the factors related to Indonesian students’ responses to the scientific formal reasoning were discussed. Keywords: confidence level, distractor analysis, gender differences, scientific (formal) reasoning test, scientific reasoning ability, Indonesian student

MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS SISWA MELALUI PEMBELAJARAN BERBASIS MASALAH MATERI PELUANG KELAS XI TKRO-A SMKN 4 JAKARTA

This study aims to improve students' mathematical reasoning skills through the application of problem-based learning in class XI TKRO-A SMK Negeri 4 Jakarta which involves 6 students. This research is classroom action research which is carried out in three cycles and each cycle consists of four stages, namely planning, implementation, observation, and reflection. Students are given a test at the end of each cycle to measure their mathematical reasoning ability. The results showed that learning mathematics through the application of problem-based learning can improve mathematical reasoning abilities from pre-study of 39.34 in the first cycle of 67.65 in the second cycle of 72.24 to 74.08 in the third cycle. The conclusion of this study is that the application of problem-based learning can improve students' mathematical reasoning abilities. Improved mathematical reasoning abilities include aspects: the ability to predict answers and solution processes, use patterns and relationships to analyze mathematical situations, draw logical conclusions from statements, and provide explanations using models, facts and relationships in solving problems. The number of students whose mathematical reasoning scores reached or exceeded 75 also increased. In the preliminary study, there were no students whose mathematical reasoning test scores reached or exceeded 75, while in the first cycle as many as 41.18% students, in the second cycle increased to 61.77% students, and in the third cycle increased to 82.35% students. ABSTRAKPenelitian ini bertujuan untuk meningkatkan kemampuan penalaran matematis siswa melalui penerapan pembelajaran berbasis masalah di kelas XI TKRO-A SMK Negeri 4 Jakarta yang melibatkan 6 siswa. Penelitian ini adalah penelitian tindakan kelas (classroom action research) yang dilaksanakan dalam tiga siklus dan tiap siklus terdiri dari empat tahapan, yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Siswa diberikan tes pada setiap akhir siklus untuk mengukur kemampuan penalaran matematis. Hasil penelitian menunjukkan bahwa pembelajaran matematika melalui penerapan pembelajaran berbasis masalah dapat meningkatkan kemampuan penalaran matematis dari pra penelitian sebesar 39,34 siklus I sebesar 67,65 siklus II sebesar 72,24 menjadi 74,08 pada siklus III. Kesimpulan penelitian ini adalah bahwa penerapan pembelajaran berbasis masalah dapat meningkatan kemampuan penalaran matematis siswa. Peningkatan kemampuan penalaran matematis meliputi aspek: kemampuan memperkirakan jawaban dan proses solusi, menggunakan pola dan hubungan untuk menganalisis situasi matematika, menarik kesimpulan logis dari pernyataan, dan memberikan penjelasan dengan menggunakan model, fakta dan hubungan dalam menyelesaikan soal. Jumlah siswa yang nilai penalaran matematisnya mencapai atau melebihi 75 juga mengalami peningkatan. Pada penelitian pendahuluan belum terdapat siswa yang nilai tes penalaran matematisnya mencapai atau melebihi 75, sedangkan pada siklus I sebanyak 41,18% siswa, pada siklus II meningkat menjadi 61,77% siswa, dan pada siklus III meningkat menjadi 82,35% siswa.

Locomotion and Topographical Working Memory in Children With Myelomeningocele and Arthrogryposis Multiplex Congenita

Background: In children with myelomeningocele (MMC) and arthrogryposis multiplex congenital (AMC), adequate rehabilitation measures are accessible with the goal of attaining the utmost motor development. However, there is a lack of knowledge as to how children develop navigation utilizing their locomotion abilities. The aim of the present study was to explore topographic working memory in children with MMC and AMC.Methods: For this purpose, we assessed 41 children with MMC and AMC, assigned an ambulation group, and 120 typical developing (TD) children, with mean ages of 11.9, 10.6, and 9.9 years, respectively. All groups performed a topographic working memory test while moving in a walking space and a visuospatial working memory test in a reaching space. Children with MMC and AMC also performed a test to measure their ability to reason on visuospatial material, Raven's Coloured Progressive Matrices.Results: The topographic working memory span was shorter in the MMC group than in the TD group. In general, all ambulation groups had a shorter topographic working memory span than the TD group. The visuospatial working memory span was shorter in the non-ambulation group than in the TD group. Scores from the visuospatial reasoning test were lower in the non-ambulation group than in the community ambulation group.Conclusions: Even though a higher cognitive score was found in the community ambulation group than in the non-ambulation group, topographic working memory was affected similarly in both groups. Including children who develop community ambulation in therapy programs containing aspects of navigation may gain even children with low levels of MMC and AMC. These results evidenced the importance of motor development and navigational experience gained through direct exploration of the environment on topographic memory.

The Effects of Physical and Psychological Stress on Task Load Assesment and Grammatical Reasoning Among Special Forces Soldiers

We examined the effects of a stressful training course exercise on soldiers stress hormone (cortisol levels), subjective workload and grammatical reasoning. Saliva samples, Baddeley 3-minute reasoning test and NASA-TLX workload assessment were collected 10 minutes before the course (PRE measurement), immediately after the course (POST measurement) and 12 and 20 minutes after the course (Recovery 1 and Recovery 2 measurements). Workload was lowest in PPE-measurement, highest in POST-measurement immediately after the course and declined near to the PRE level during the recovery measurements. The levels of cortisol concentrations and grammatical reasoning test scores followed the same trend.