Development of Students’ Informal Reasoning across School Level

Abstract

Informal reasoning is the basic reasoning frequently used by people to solve complex daily life problems. Unlike scientific reasoning, informal reasoning includes cognitive and affective processes in which the types of reasoning can be intuitive, emotive and rational. This cross sectional study aims at analysing development pattern of students' informal reasoning at elementary school, junior high school, and senior high school. Moreover, the study also identifies differences between boys and girls reasoning. The participants were 20 elementary school students, 30 junior high school students, and 30 high school students who attended schools managed by the same foundation. The data were collected using five items test on issues found in everyday life. Students' responses were grouped into intuitive, emotive, or rational reasoning. The study finds that students' informal reasoning tends to develop in accordance with the school grade. Related to gender, the study finds that girls tend to use rational reasoning while boys tend to use intuitive reasoning.

Analysis of Abstract Reasoning From Grade 8 Students in Mathematical Problem Solving With Solo Taxonomy Guide

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The Use of Scientific Writing Heuristics (SWH) to Build Rebuttal Abilities in Scientific Argumentation

“…Indeed, for predictions regarding speciation in animals that breed quickly can be known based on many phenotypic and genotypic features (Stern & Orgogozo, 2009) but for the evidence of speciation in humans not many provide the correct data source so that students who support are not convinced that speciation in humans is possible. This means that students are more likely to choose according to emotional reasons rather than intuitive (Widodo, Saptarani, Riandi, & Rochintaniawati, 2018). Besides, the molecular discussion of genetics has not been dealt with deeply by students at the high school level.…”

Pengaruh Pembelajaran Biologi Berbasis STEM terhadap Literasi Teknologi dan Keterampilan Pengambilan Keputusan Siswa SMA

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“…Setelah pembelajaran, terjadi penurunan pada kategori intuitif, sedangkan peningkatan persentase terdapat pada kategori emotif dan rasionalistik. Perkembangan penalaran emotif tampaknya berkorelasi negatif dengan penalaran intuitif (Widodo et al, 2017). Selain itu, perubahan tersebut dapat terjadi karena setelah melaksanakan pembelajaran siswa memiliki beberapa pertimbangan, terutama penalaran terkait konsep-konsep sains yang telah dipelajarinya dalam mengambil keputusan untuk menyelesaikan suatu masalah.…”

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