Naturalistic intelligence is a part of multiple intelligences, while problem-solving skills are part of higher-order thinking. Both are learning outcomes required to be developed and improved since these competences were considered poor in Indonesia. Field trip is a learning method that can encourage students to interact directly with the real object in nature. That learning method is expected to improve students' naturalistic intelligence and problem-solving skills. In this case, this research was conducted to discover the influence of field trip on students' naturalistic intelligence and problem-solving skills. This research was an experimental research using pre-test and post-test design. The eighth-graders of Islamic school (Madrasah Tsanawiyah) Pameungpeuk, Garut, year of 2017/2018 were employed as the respondents. The obtained data were analysed using the average comparison tests, which were t-test (for parametric data) and Wilcoxon test (for nonparametric data) with α value of 0.05. Based on the analysis, there was a significant difference of students' natural intelligence with the sign value of 00,05. These results were supported by the percentage of the affective aspect questionnaire in naturalistic intelligence. In problem-solving skills analysis, the test score revealed a significant difference with sign value of 0.025 even though the results of the questionnaire only showed a slight difference. Therefore, it was concluded that field trip influenced students' naturalistic intelligence, however, it had no influence on the affective aspect of problemsolving skills, and conversely it influenced the cognitive aspect of problem-solving skills. Field trip is potential to be an alternative method for teacher in junior high school to improve naturalistic intelligence and problem-solving skills applied in ecosystem subject.
The occurrence of plant blindness among students, then the plant literacy movement must be carried out intensively through learning in schools by applying phenetics approach. This study used a pre-experimental design pre-test and post-tests group. Pre-test about system thinking which is part of 21st century skills of critical thinking and problem solving regarding seed plants as aspects of 21st century plant literacy in high school students of class X MIPA in Bandung, conducted before phenetics learning. During learning, students are assigned to begin by identifying and selecting the characters of each taxon until reconstructing the phenogram. After phenetics learning, a post test was conducted. The results showed that there was an increase in 21st century plant literacy as much as 0.61 which included moderate categories and students could positively accept phenetics learning. Thus in addition to being a curriculum demand, phenetics also has the potential as a means to improve 21st century student plant literacy, but only a few aspects of system thinking can be developed. Further improvement is needed in phenetics learning, especially in selecting taxon and determining its characteristics.
Research about the achievement of 21st-century students' plant literacy by field trip implementation has carried out to improve students' plant literacy. This study used a quasi-experimental method. This design includes a group of students observed in the pretest phase which is then followed by treatment with field trip implementation and ends with a posttest. The Field trip includes determining the aspects to be observed, carrying out observations, collecting data, discussion of results and reporting. Research instruments include a set of plant literacy questions and its rubric, worksheet for field trip students and its rubric, and a questionnaire about student response to the implementation of the field trip. There was a slight increase (N-gain 0.16) of students' plant literacy in the experimental class and the control class (N-gain 0.23). The result shows that the 21st-century students' plant literacy has the potential to develop through field trip implementation.
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