Gender Difference as a Factor in Fostering Scientific Reasoning Skill Among Students

Talib, Corrienna Abdul; Rajan, Shamimi Thanga; Hakim, Nur Wahidah Abd; Malik, Adi Maimum Abdul; Kang, Hooi-Siang; Ali, Mohamad Bilal

doi:10.1109/iceed.2018.8626888

Cited by 4 publications

(10 citation statements)

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“…In this direction, the association between 8 th -grade middle school students' gender and scientific reasoning ability was investigated in this study, and the results revealed that there was no significant difference between girls' and boys' scientific reasoning ability (F (1,267) = 1.62, ρ > 0.05). This result was consistent with some other studies in the literature (Al-Zoubi et al, 2009;Hacıömeroğlu and Hacıömeroğlu, 2017;Piraksa et al, 2014;Valanides, 1996;Talib et al, 2018;Yüzüak, 2012). At this point, it is important to note that the association between students' gender and science-related outcome variables can be influenced by sociocultural factors (Kahle et al, 1993).…”

Section: Discussionsupporting

confidence: 93%

“…On the other hand, boys were found to be better than girls concerning combinational thinking (Demirtaş, 2011), controlling variables, probabilistic thinking (Valanides, 1997), and proportional thinking (Yenilmez et al, 2005). In other studies, no significant gender differences were detected concerning scientific reasoning ability (Al-Zoubi et al, 2009;Hacıömeroğlu and Hacıömeroğlu, 2017;Piraksa et al, 2014;Talib et al, 2018;Valanides, 1996;Yüzüak, 2012). Since the above-mentioned studies were inconclusive regarding gender differences in scientific reasoning ability, there is a need for further examination of the association between these variables for a clearer understanding.…”

Section: Scientific Reasoning Ability and Gendermentioning

confidence: 82%

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How is Middle School Students’ Scientific Reasoning Ability Associated with Gender and Learning Environment?

Bezci

Sungur

2021

SEI

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This study examined middle school students’ scientific reasoning ability in relation to gender and learning environment perceptions. The data were obtained from 269 (148 girls and 121 boys) students. A two-tier multiple-choice test was used to assess students’ scientific reasoning ability, while a Likert scale-type self-report questionnaire was used to assess students’ learning environment perceptions. Results showed that there was no significant difference between girls and boys regarding their scientific reasoning abilities. On the other hand, students’ scientific reasoning ability was found to be positively associated with involvement, task orientation, and teacher support, while it was negatively related to cooperation in science learning environments. Since students spent thousands of hours in classrooms, it is vital to examine and deepen the knowledge about the relationship between the learning environment and student outcomes. The current study presented and discussed considering the context of science education in Turkey; further studies can be conducted in different countries and contexts.

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Section: Discussionsupporting

confidence: 93%

Section: Scientific Reasoning Ability and Gendermentioning

confidence: 82%

How is Middle School Students’ Scientific Reasoning Ability Associated with Gender and Learning Environment?

Bezci

Sungur

2021

SEI

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“…Begitupula pada tabel 6 menunjukkan bahwa pada ketujuh indikator KPI, tidak ditemukan perbedaan yang signifikan di antara kedua jenis kelamin. Temuan ini konsisten dengan penelitian sebelumnya (Aartsen et al, 2004;Acar, Büber, et al, 2015;Acar, Türkmen, et al, 2015;Piraksa et al, 2014;Tajudin & Chinnappan, 2016;Talib et al, 2018;Thuneberg et al, 2015). Hasil ini juga didukung berkenaan dengan volume otak manusia yang memengaruhi kecerdasan individu.…”

Section: Perbedaan Keterampilan Penalaran Ilmiahunclassified

“…Meskipun demikian, siswa perempuan memilki nilai mean yang sedikit lebih tinggi daripada laki-laki dalam KPI. Hasil ini mengonfirmasi penelitian Alshamali & Daher, (2016); Talib et al, (2018). Fawaiz,Handayanto,Wahyudi,Eksplorasi Keterampilan Penalaran… 940 Capaian Indikator Keterampilan Penalaran Penalaran Ilmiah Capaian indikator terendah KPI pada penelitian ini adalah penalaran kombinatorial dan capaian indikator tertinggi ialah penalaran korelasi.…”

Section: Perbedaan Keterampilan Penalaran Ilmiahunclassified

“…Beberapa penelitian eksplorasi KPI sebelumnya telah dilakukan berdasarkan jenis kelamin siswa menggunakan instrumen Lawson, (1978Lawson, ( , 2000. Pada siswa kelas VIII (Acar, Büber, et al, 2015;Acar, Türkmen, et al, 2015), siswa kelas XI (Tajudin & Chinnappan, 2016), dan remaja berumur sebelas hingga tujuh belas tahun (Talib et al, 2018) telah dievaluasi KPI mereka dan ditemukan tidak ada perbedaan yang signifikan di antara siswa laki-laki dan perempuan. Lebih spesifik lagi, c menyelidiki perbedaan KPI beserta masing-masing keenam indikator, dan hasil yang sama yaitu tidak ditemukan perbedaan yang signifikan berdasarkan kedua jenis kelamin.…”

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Eksplorasi Keterampilan Penalaran Ilmiah Berdasarkan Jenis Kelamin Siswa SMA

Fawaiz¹,

Handayanto²,

Wahyudi

2020

Jur.Pend.Teo.Pen.Peng.

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Abstract: Scientific reasoning skills are very important for students to be obtained as their future provisions considering they are firmly related to problem solving and critical thinking skills. The purpose of this study was to identify high school students’ SRA based on gender in Situbondo Regency. This research method is quantitative descriptive utilizing a sample of 195 high school students selected utilizing purposive sampling. The instrument consisted of 26 open-ended multiple-choice questions with a reliability coefficient α = 0.797. The results of this research indicate that the distinctions in SRA between male and female students are inexistent. However, female students have a slightly higher average SRS value and outperform the SRS level achievement of male students, spesifically on correlational reasoning, probabilistic reasoning, and hyphotetico-deductive reasoning. In addition, most of students (84,10%) remain on the concrete operational level and this indicates that the students’ SRSs is still low. Combinatorial reasoning considered as the lowest achievement indicators whilst correlation reasoning indicators quite the opposite. Based on the findings, the implication based on theory and practices have been discussed.Abstrak: Keterampilan penalaran ilmiah sangat penting dimiliki siswa sebagai bekal masa depan mereka, karena berkaitan erat dengan pemecahan masalah dan ketereampilan berpikir kritis. Tujuan penelitian ini untuk mengidentifikasi Keterampilan Penalaran Ilmiah siswa SMA berdasarkan jenis kelamin di Kabupaten Situbondo. Metode penelitian ini adalah deksriptif kuantitatif, dengan sampel sebanyak 195 siswa SMA dipilih dengan purposive sampling. Instrumen terdiri atas 26 butir soal pilihan ganda berlasan terbuka dengan koefisien reliabilitas α = 0,797. Hasil penelitian ini menunjukkan bahwa tidak ada perbedaan KPI antara siswa laki-laki dan perempuan. Namun demikian, siswa perempuan memiliki nilai rata-rata KPI sedikit lebih tinggi dan mengungguli pencapaian level Keterampilan Penalaran Ilmiah siswa laki-laki, khususnya pada penalaran korelasi, probabilistik, dan hypothetico-deductive reasoning. Selain itu, sebagian besar siswa (84,10%) berada pada tingkat operasional konkret dan hal ini mengindikasikan KPI siswa masih rendah. Penalaran kombinatorial sebagai indikator capaian terendah, sementara indikator penalaran korelasi sebaliknya. Berdasarkan temuan, implikasi berdasarkan teori dan praktik telah didiskusikan.

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Profile of Pesantren Students’ Character, Scientific Reasoning Skills and Its’ Relationship

et al. 2022

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Pesantren is an institution that focuses on students' character building. Students have to stay 24 hours in pesantren to participate in character building conducted by pesantren. Many people trust to educate their children in pesantren. Due to people's trust in pesantren and 21 st century skills that should be conquered, the research was conducted to identify students' character, scientific reasoning skills, and its' relationship. The research was conducted in a survey method, using the LCTSR version of 2000 and character selfassessment. It was conducted in one of pesantren in Pamekasan. 56 students were participated as the sample of the research. Learning instruction and character building in pesantren were also described. The result shows that students in pesantren have hard work character as the highest character score and honesty as the lowest character score. It indicates that pesantren needs to reform character building program, especially to build honesty. Students' scientific reasoning skills are low. More than 98% are at a concrete level of cognitive development and there is no correlation between students' character and scientific reasoning skills. Due to the result, there should be a transformation in the learning system in pesantren, to improve students' scientific reasoning skills.

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Gender Difference as a Factor in Fostering Scientific Reasoning Skill Among Students

Cited by 4 publications

References 12 publications

How is Middle School Students’ Scientific Reasoning Ability Associated with Gender and Learning Environment?

How is Middle School Students’ Scientific Reasoning Ability Associated with Gender and Learning Environment?

Eksplorasi Keterampilan Penalaran Ilmiah Berdasarkan Jenis Kelamin Siswa SMA

Profile of Pesantren Students’ Character, Scientific Reasoning Skills and Its’ Relationship

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