Kemampuan Pemecahan Masalah Siswa pada Materi Suhu dan Kalor melalui Experiential Learning Berbasis Fenomena

Prima Warta Santhalia, Lia Yuliati, Hari Wisodo

Abstract


Abstract: This research was aimed to describe problem solving skill in Experiential Learning based on the phenomenon, particularly about heat and temperatur. This study was conducted using mix method approach with embedded experimental model research design. The data were collected through pretest and posttest using test and interview. The result of N-Gain Score calculation showed that there are increase in student’s skill on solving problem about temperature and calorie is in moderate category, and the result of d-cohen effect size is in moderate category. At the same time the result of qualitative calculation on student solving skill showed there are 9,4% students in low category, 53,1% student in medium category, and 37,5% student are in high category after experiencing phenomenon based Experimental Learning. Student’s skill in problem solving has to be practiced more intensively using real-life problem in daily life.

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah siswa dalam pembelajaran Experiential Learning berbasis fenomena terutama pada suhu dan kalor. Penelitian ini menggunakan pendekatan mix method dengan desain penelitian embedded experimental model. Data dikumpulkan melalui pretest dan posttest menggunakan tes dan wawancara. Hasil perhitungan N-Gain score menunjukkan adanya peningkatan kemampuan siswa dalam memecahkan suhu dan kalor dalam kategori sedang dan hasil perhitungan d-cohen effect size dalam kategori sedang. Sementara itu, hasil perhitungan kualitatif kemampuan pemecahan masalah siswa melalui crosstabulation menunjukkan sebanyak 9,4% siswa berada pada kategori rendah, 53,1% siswa pada kategori sedang, dan 37,5% siswa pada kategori tinggi setelah mengalami Experiential Learning berbasis fenomena. Kemampuan pemecahan masalah siswa perlu dilatih lebih intensif menggunakan masalah nyata dalam kehidupan sehari-hari.


Keywords


experiential learning; problem solving skill; heat and temperature; kemampuan pemecahan masalah; panas dan suhu

Full Text:

PDF

References


Adams, W. K., & Wieman, C. E. (2015). Analyzing the Many Skills Involved in Solving Complex Physics Problems. American Journal of Physics, 83(5), 459–467. https://doi.org/10.1119/1.4913923.

Alias, S. N. B., & Ibrahim, F. B. (2015). Problem Solving Strategy in Balanced Forces. International Journal of Business and Social Science, 6(8), 94—98.

Antwi, V., & Aryeetey, C. (2015). Students’ conception on heat and temperature: A Study on Two Senior High Schools in the Central Region of Ghana. International Journal of Innovative Research and Development, 4(4), 288—301.

Argaw, A. S. (2017). The Effect of Problem Based Learning (PBL) Instruction on Students’ Motivation and Problem Solving Skills of Physics. EURASIA Journal of Mathematics, Science and Technology Education, 13(3). https://doi.org/10.12973/eurasia.2017.00647a.

Aryani, A. A. S. N., Handayanto, S. K., & Wisodo, H. (2016). Penguasaan Konsep Siswa SMA pada Materi Suhu dan Kalor. Prosiding Semnas Pendidikan IPA Pascasarjana UM, I.

Celik, H. (2016). An Examination of Cross Sectional Change in Student’s Metaphorical Perceptions Towards Heat, Temperature and Energy Concepts. International Journal of Education in Mathematics, Science and Technology, 4(3), 229. https://doi.org/10.18404/ijemst.86044

Docktor, J. L., Dornfeld, J., Frodermann, E., Heller, K., Hsu, L., Jackson, K. A., & Yang, J. (2016). Assessing student written problem solutions: A problem-solving rubric with application to introductory physics. Physical Review Physics Education Research, 12(1). https://doi.org/10.1103/PhysRevPhysEducRes.12.010130.

Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015). Conceptual problem solving in high school physics. Physical Review Special Topics - Physics Education Research, 11(2). https://doi.org/10.1103/PhysRevSTPER.11.020106

Glaze, A. L. (2018). Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science. Education Sciences, 8(1), 12. https://doi.org/10.3390/educsci8010012

Gok, T. (2010). The General Assessment of Problem Solving Processes and Metacognition in Physics Education. Eurasian Journal of Physics and Chemistry Education, 2(2), 110—122.

Gonen, S., & Kocakaya, S. (2009). A Cross-Age Study on the Understanding of Heat and Temperatures. Eurasian Journal of Physics and Chemistry Education, 2(1), 1–15.

Gorghiu, G., & Santi, E. A. (2016). Applications of Experiential Learning in Science Education Non-Formal Contexts. The European Proceedings of Social & Behavioural Science, 320–326. https://doi.org/10.15405/epsbs.2016.11.33.

Jonassen, D. H. (2011). Learning to Solve Problems: A Handbook for Designing Problem-Solving Learning Environments. New York: Routledge.

Kartal, T., Öztürk, N., & Yalvaç, H. G. (2011). Misconceptions of science teacher candidates about heat and temperature. Procedia - Social and Behavioral Sciences, 15, 2758–2763. https://doi.org/10.1016/j.sbspro.2011.04.184

Kuh, G., O’Donnell, K., & Schneider, C.G. (2017). HIPs at Ten. Change: The Magazine of Higher Learning, 49(5), 8–16. https://doi.org/10.1080/00091383.2017.1366805

Kolb, A. Y., & Kolb, D. A. (2008). Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development. In The SAGE Handbook of Management Learning, Education and Development (pp. 42–68). 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd. https://doi.org/10.4135/9780857021038.n3

Kolb, D. A. (2015). Experiential Learning: Experience as the Source of Learning and Development (Second edition). Upper Saddle River, New Jersey: Pearson Education, Inc.

Leura, G. R., Otto, C. A., & Zitzewitz, P. W. (2011). Misconception Guided Instruction: Conceptual Change in Heat and Temperature. Procedia - Social and Behavioral Sciences, 12, 600-614. DOI: 10.1016/j.sbspro.2011.02.074

Madu, B. C., & Orji, E. (2015). Effects of Cognitive Conflict Instructional Strategy on Students’ Conceptual Change in Temperature and Heat. SAGE Open, 5(3), 1—9. https://doi.org/10.1177/2158244015594662

Mansyur, J. (2015). Teachers’ and Students’ Preliminary Stages in Physics Problem Solving. International Education Studies, 8(9). https://doi.org/10.5539/ies.v8n9p1

Marshall, M. M., Carrano, A. L., & Dannels, W. A. (2016). Adapting Experiential Learning to Develop Problem-Solving Skills in Deaf and Hard-of-Hearing Engineering Students. Journal of Deaf Studies and Deaf Education, 21(4), 403–415. https://doi.org/10.1093/deafed/enw050

Mayer, R. E. (2013). Problem Solving - Oxford Handbooks. Problem Solving, 18.

Moore, A. (2016). Experiential Learning in the Thermal Sciences: Introducing and Reinforcing Fundamental Thermodynamics and Heat Transfer Principles to K-12 and Engineering Undergraduate Students, in: 2016 ASEE Annual Conference & Exposition Proceedings. Presented at the 2016 ASEE Annual Conference & Exposition, ASEE Conferences, New Orleans, Louisiana. https://doi.org/10.18260/p.26827

Nurita, T., Hastuti, P. W., & Sari, D. A. P. (2017). Problem-Solving Skill of Science Students in Optical Wave Courses. Jurnal Pendidian IPA Indonesia, 6(2), 341—345. https://doi.org/10.15294/jpii.v6i2.8184

Novick, L. R., & Sherman, S. J. (2008). The Effects of Superficial and Structural Information on Online Problem Solving for Good versus Poor Anagram Solvers. Q. J. Exp. Psychol. 61, 1098–1120. https://doi.org/10.1080/17470210701449936

OECD. (2016). PISA 2015 Results. In OECD, Excellence and Equity in Education (Vol. 1). OECD Publishing. Retrieved from http://www.oecd-ilibrary.org/education/pisa-2009-technical-report/programme-for-international-student-assessment_9789264167872-2-en

Przasnyski, Z. H., & Elias, F. G. (2011). An Experiential and Integrative Approach to Problem Solving and Decision Making. Journal of Executive Education, 10(1), 19—42.

Purnamasari, I., Yuliati, L., & Diantoro, M. (2017). Analisis Kemampuan Pemecahan Masalah Fisika pada Materi Fluida Statis. Seminar Pendidikan IPA Pascasarjarna UM II, 5.

Qamariah., Jumadi., Senam., & Wilujeng, I. (2017). Validity of “Hi_Science” as Instructional Media Based-Android Refer to Experiential Learning Model. AIP Conference Proceedings 1868, 080007. https://doi.org/10.1063/1.4995191

Sabella, M. S., & Redish, E. F. (2007). Knowledge Organization and Activation in Physics Problem Solving. American Journal of Physics, 75(11), 1017—1029.

Saavedra, A. R., & Opfer, V. D. (2012). Teaching and Learning 21st century Skills: Lessons from the Learning Sciences. Apera Conf. Syd. 35

Symeonidis, V., & Schwarz, J. F. (2016). Phenomenon-Based Teaching and Learning Through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland. Forum Oświatowe, 28(2), 31–47.

Vijesh, K., & Praveen, M. (2017). A Logical way of Solving Story Problems in Physics. International Journal of Scientific & Engineering Research, 8(5), 844—849.

Walsh, L. N., Howard, R. G., & Bowe, B. (2007). Phenomenographic Study of Students’ Problem Solving Approaches in Physics. Physical Review Special Topics - Physics Education Research, 3(2), 1—12. https://doi.org/10.1103/physrevstper.3.020108

Wareham, T., Evans, P., Rooij, I. van. (2011). What Does (and Doesn’t) Make Analogical Problem Solving Easy? A Complexity-Theoretic Perspective. The Journal of Problem Solving, 3(2), 30—71. https://doi.org/10.7771/1932-6246.1091.




DOI: http://dx.doi.org/10.17977/jptpp.v4i2.11934

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Prima Warta Santhalia, Lia Yuliati, Hari Wisodo

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JPtpp is accredited “Rank 2” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated October 24, 2018, No: 30/E/KPT/2018, effective for five years from Volume 3 Issue 1, 2018 until Volume 7 Issue 8, 2022.


Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal Of Education

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License