POLA PENALARAN ILMIAH DAN KEMAMPUAN PENYELESAIAN MASALAH SINTESIS FISIKA

Nurhayati Nurhayati, Lia Yuliati, Nandang Mufti

Abstract


Scientific reasoning pattern and problem solving ability has an important role in learning physics which associate multiple concept. The study was conducted to describe the change in the pattern category reasoning, problem solving ability level synthesis of physics, and investigate the relationship between the pattern of scientific reasoning and problem solving abilities synthesis of physics students. This study uses a mixed method embedded experimental design. The research instrument used is the treatment and measurement instruments. Changes in the student category intuitive reasoning patterns influenced by the knowledge and experience of students in daily life. Student’s Problem solving ability level of synthesis problem at most are novice level. Novice student solve the problem without recognizing the concept and have a tendency to plug and chug limited to the equation they remembered. The pattern of scientific reasoning and problem solving abilities synthesis of physics has a positive relation.

Pola penalaran ilmiah dan kemampuan penyelesaian masalah memiliki peranan penting dalam pembelajaran fisika yang mengaitkan lebih dari satu konsep. Penelitian dilakukan untuk mendeskripsikan perubahan kategori pola penalaran, tingkat kemampuan penyelesaian masalah sintesis fisika, dan mengetahui hubungan antara pola penalaran ilmiah dan kemampuan penyelesaian masalah sintesis fisika siswa. Penelitian ini menggunakan embedded mixed method desain experimental model. Instrumen penelitian yang digunakan adalah instrumen perlakuan dan pengukuran. Perubahan kategori pola penalaran intuisi siswa dipengaruhi oleh pengetahuan dan pengalaman siswa di lingkungan. Tingkat kemampuan penyelesaian masalah sintesis fisika siswa paling banyak adalah novice. Siswa novice menyelesaikan masalah tanpa mengenali konsep dan memiliki kecenderungan plug dan chug sebatas persamaan yang mereka ingat. Pola penalaran ilmiah dan kemampuan penyelesaian masalah sintesis fisika memiliki hubungan yang positif.

 


Keywords


scientific reasoning pattern; synthesis problem solving; rigid body equilibrium; pola penalaran ilmiah; penyelesaian masalah sintesis; kesetimbangan benda tegar

Full Text:

PDF

References


De Cock, M. 2011. Representing Use and Strategy Choice in Physics Problem Solving. Physical Review Special Topics-Physics Education Research, 8(2): hlm. 1—15, (Online), dalam The American Physical Society (http://journals.aps.org/prstper/pdf/), diakses 16 Maret 2015.

Ding, L., dkk. 2011. Exploring the Role of Conceptual Scaffolding in Solving Synthesis Problems. Physical Review Special Topics-Physics Education Research, 7(2): hlm. 1—11, (Online), dalam The American Physical Society (http://journals.aps.org/prstper/pdf/), diakses 16 Maret 2015.

Ding, L. 2014. Verification of Causal Influences of Reasoning Skill and Epistemology on Physics Conceptual Learning. Physical Review Special Topics-Physics Education Research, 10(2): hlm. 1—5, (Online), dalam The American Physical Society (http://journals.aps.org/prstper/pdf/), diakses 16 Maret 2015.

Haniin, K. 2014. Pengaruh Pembelajaran TPS dengan Scaffolding Konseptual terhadap Kemampuan Menyelesaikan Masalah Sintesis Fisika ditinjau dari Pengetahuan Awal Siswa Kelas XI IPA SMAN 3 Malang. Tesis tidak diterbitkan. Malang: Pascasarjana Universitas Negeri Malang.

Joy, A. 2014. Impact of Discovery-Based Learning Method on Secondary School Physics. IOSR Journal of Research & Method in Education, 4(3): hlm. 32—36, (Online), (http://www.iosrjournals.org/e-ISSN:2320-7388.p-ISSN: 2320-737X), diakses 1 Maret 2015.

Kementrian Pendidikan Kebudayaan. 2013. Model Pembelajaran Penemuan (Discovery Learning). Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan. (Online), (http://www.), diakses 26 Juni 2013.

Koenig, K, dkk. 2012. Explicitly Targeting Pre-service Teacher Scientific Reasoning Abilities and Understanding of Nature of Science through an Introductory Science Course. Science Education, 21(2): hlm. 1—9, (Online), (http://www.nsta.org/college/connections/201307Koenig.pdf), diakses 21 Desember 2014.

Lawson, A. E., dkk. 2000. What Kinds of Scientific Concept Exist? Concept Construction and Intelektual Development in College Biology. Journal of Research in Science Teaching, 37(9): hlm. 996—1018, (Online), diakses 11 April 2015.

Lawson, A. E. 2004. The Nature and Development of Scientific Reasoninga Synthetic View. International Journal of Science and Mathematic Education , 2: hlm. 307—338, (Online), (http://www.phy.ilstu.edu/jpteo ), diakses 1 April 2015.

Lin, Shih-Yin & Singh, Chandralekha. 2013. Using an Isomorphic Problem Pair to Learn Introductory Physics: Transferring from a Two-Step Problem to A Three-Step Problem. Physical review Special Topics-Physics Education Research, 9(2): hlm. 1-21, (Online), dalam American Physical Society (http://journals.aps.org/prstper/pdf/10.1103/PhysRevSTPER.9.020114), diakses 23 Desember 2014.

Lindstrom, Christine & Sherma, Manjula D. 2009. Link Maps and Map Meetings: Scaffolding Student Learning. Physical Review Special Topics-Physics Education Research, 5(1): hlm. 1—11, (Online), dalam The American Physical Society (http://journals.aps.org/prstper/pdf/), diakses 16 Maret 2015.

Nieminen, P., dkk. 2012. Relation between Representational Consistensy, Conceptual Understanding of The Force Concept, and Scientific Reasoning. Physical review Special Topics-Physics Education Research, 8(1): hlm. 1-10, (Online), dalam American Physical Society (http://journals.aps.org/prstper/pdf/10.1103/PhysRevSTPER.8.010123), diakses 23 Desember 2014.

PISA. 2013. PISA 2012 Result: Creative Problem Solving Students Skills in Tackling Real-Life Problems (5). OECD.

Shofiyah, N., Supardi, Z.A.I., & Jatmiko, B. 2013. Mengembangkan Penalaran Ilmiah (Scientific Reasoning) Siswa melalui Model Pembelajaran 5E pada Siswa Kelas X SMAN 15 Surabaya. Jurnal Pendidikan IPA Indonesia, 2(1):hlm.83—87, (Online), (http://journal.unnes.ac.id/nju/index.php/jpii), diakses 6 April 2015.

Steinberg, R & Sebastian, C. 2013. Understanding and Affecting Science Teacher Candidates’ Scientific Reasoning in Introductory Astrophysics. Physical Review Special Topics-Physics Education Research, 9(2): hlm. 1—10, (Online), dalam The American Physical Society (http://journals.aps.org/prstper/pdf/), diakses 8 November 2014.

Wenning, Carl J. 2010. Level of Inquiry: Using Inquiry Spectrum Learning Sequences to Teach Science. Journal of Physics Teacher Education Online, 5(4): hlm. 11—20, (Online), (http://www.phy.ilstu.edu/jpteo/), diakses 1 April 2015.

Wenning, Carl J. 2010. The Level of Inquiry Model of Science Teaching. Journal of Physics Teacher Education Online, 6(2): hlm. 9—16, (Online), (http://www.phy.ilstu.edu/jpteo), diakses 2 April 2015.




DOI: http://dx.doi.org/10.17977/jp.v1i8.6674

Refbacks

  • There are currently no refbacks.


Copyright (c) 2016 Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan



JPtpp is accredited “Rank 3” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated December 7, 2022, No: 225/E/KPT/2022, effective for five years from Volume 7 Issue 8, 2022 until Volume 12 Issue 7, 2027. Link to download

Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal of Education: Theory, Research, and Development

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

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