Intervensi Kognitif Dalam Pembelajaran IPA Untuk Memacu Perkembangan Kemampuan Berpikir Abstrak Siswa SD

Abstract

Science contains many abstract concepts and mathematical equations to view the connection among concepts. To understand them, students have to use their abstract thought. This study aims to know the effect of cognitive intervention on reasoning abilities of elementary school students. By using non equivalent pretest-posttest control group of quasi experimental design, sixty seventh students from the fourth class of SDN Puhsarang I, SDN Puhsarang II and SDN Pagung III are involved in this study. Data are collected by using SCDT test from Asia Pacific Forum on Science Teaching and Learning. The intervention programe is implemented in their learning for three months. T-test are used to determine the difference of students’ score on SCDT between pretest and posttest for both experimental and control groups at significant level of 5% and 1%. Descriptive analyses are also used to view students’ reasoning pattern. The results show that: (1) Many students of elementary school which are supposed to have abstract operation refer to Piagetian theory level do not reach abstract thought, (2) Intervention period of three months is not sufficient to stimulate abstract operational levels, but it is significantly increasing the students’concrete operational levels, (4) Socio-cultural factors seem to have a more important effect on cognitive development than the Piaget’s prediction. To stimulate students’ abstract reasoning need intervention systematicaly as long as their learning.