Improving Students’ Scientific Reasoning Skills through the Three Levels of Inquiry

Yanto, Bagus Endri; Subali, Bambang; Suyanto, Slamet

doi:10.29333/iji.2019.12444a

Cited by 30 publications

(26 citation statements)

References 35 publications

(29 reference statements)

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“…The accommodation of cognitive styles in the CSBLS is an effort to facilitate the differences in the way students process information by scaffolding learning so that each student learns in an optimal manner. Previous studies report that the use of scaffolding in the form of three levels of inquiry (structured, guided and free inquiry) can improve competencies such as students' scientific reasoning skills (Yanto, Subali, & Suyanto, 2019), science processing skills (Hardianti & Kuswanto, 2017;Solahuddin & Shadriyah, 2017), cognitive skills, procedural skills, critical thinking, scientific concept understanding and motivation (Artayasa, Susilo, Lestari, & Indriwati, 2018;Zion & Mendelovici, 2012). Malacapay (2019), reported that scaffolding in accordance with students' learning styles could improve their learning outcomes.…”

Section: Ability the Csbls To Facilitate Students' Cognitive Stylesmentioning

confidence: 99%

Using a Cognitive Style-Based Learning Strategy to Improve Students’ Environmental Knowledge and Scientific Literacy

Sholahuddin¹,

Susilowati²,

Prahanı³

et al. 2021

INT J INSTRUCTION

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Scientific literacy is the ability to explain phenomena and solve problems using scientific knowledge. Despite being an important factor in the scientific and technological advancement of society, students worldwide struggle to attain the skills necessary to demonstrate competency in scientif literacy. This study examines the capacity for a cognitive style-based learning strategy (CSBLS) to improving students' environmental knowledge and scientific literacy. 55 students from two Indonesian state junior high schools (SMPN) participated in the research; 30 students from SMPN 6, Banjarmasin and 25 students from SMPN 21, Banjarmasin. The CSBLS was applied during six classroom meetings over a three week period using a group pre-test and post-test on the topic of environmental pollution. The study concluded that the CSBLS was able to improve students' environmental knowledge and scientific literacy. In addition, the learning strategy supported students different cognitive styles (Field Independent/FI and Field Dependent/FD, although scaffolding was still needed for tasks that required more complex thinking such as scientific literacy, particularly for FD. This research indicates that a CSBLS has the potential to improve students' environmental knowledge and scientific literacy throughout the learning process.

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Section: Ability the Csbls To Facilitate Students' Cognitive Stylesmentioning

confidence: 99%

Using a Cognitive Style-Based Learning Strategy to Improve Students’ Environmental Knowledge and Scientific Literacy

Sholahuddin¹,

Susilowati²,

Prahanı³

et al. 2021

INT J INSTRUCTION

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“…ICT literacy is a 21st century skill which emphasizes not only on the hardware but also on cognitive skill such as ideas generating and brainstorming, categorizing, conclusion, decision making, and executing the idea to collect the latest information [2]. Meanwhile, problem solving which bases on scientific reasoning ability enables students to answer hypothesis correctly [3]. Therefore, students are acknowledged with 21st century skill and teaching in order to implement social value professionally.…”

Section: Introductionmentioning

confidence: 99%

E-STEM project-based learning in teaching science to increase ICT literacy and problem solving

Muzana

Jumadi

Wilujeng

et al. 2021

IJERE

Self Cite

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The aim of the research was to determine the effectivity of implementation of e-learning science, technology, engineering, and mathematics (E-STEM) project-based learning model in teaching science to improve information, communication, and technology (ICT) literacy and problem solving. The study adopted quasi-experimental non-equivalent control group design. E-STEM project-based learning model was applied in experimental classroom, while the control classroom applied conventional teaching. The sample was 46 students who was selected using cluster sampling method. They were in grade VIII academic year 2020/2021 which representing the population students of Junior High School 8, in Aceh Besar, Indonesia. The data were collected using test instrument and questionnaires. Validity verification of instrument measured based on Aiken index, while instrument reliability was determined based on Cronbach’s alpha coefficient. The data were analyzed using Manova and descriptive quantitative. The result of the study showed that there is meaningful difference of ICT literacy and problem solving mean score based on the difference of both teaching approach. It is concluded that the implementation of E-STEM project-based learning model and problem solving in teaching science has significant impact in increasing ICT literacy and problem solving.

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“…Argumentation skill can be empowered through the provision of problems that are used as triggers in the syntax of problem-based learning (Fang et al, 2019;Pritasari et al, 2015;Tawfik, 2017). The studies includes positive effect of learning model toward scientific reasoning, i.e three level inquiry based learning (Yanto et al, 2019) and 5E learning model (Susilowati & Anam, 2017). Some researchers also reveal the effectiveness of context-based learning (Yu et al, 2015); problem-based learning (Suciati et al, 2020;Syafii & Yasin, 2013); and inquiry learning (Gunawan et al, 2020) toward problem-solving skill.…”

Section: Introductionmentioning

confidence: 99%

Revealing the effect of local-based teaching materials toward scientific reasoning, argumentation, and problem-solving in biology classroom

Kundariati

Maghfiroh

Indriwati

et al. 2022

JPBI

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Scientific reasoning, argumentation, and problem-solving are essential skills in 21st century. They help people solve problems in daily life. This study aimed to investigate the effect of local-based teaching materials on student’s argumentation, scientific reasoning, and problem-solving skills using Science Project-based Learning (SPjBL). Argumentation skill is a social and dynamic process, involving individuals engaged in thinking, constructing, and critiquing knowledge in science. Scientific Reasoning skills require students to give reasons in the form of opinion or actions and conclusions by using appropriate language to explain what they think and making judgments or decisions based on the produced reasons or evidence. Problem-Solving skill is a process of designing, evaluating, and implementing a strategy to answer questions. In this study, the time series approach was used as a part of the quasi-experimental design with Science Project-based Learning (SPjBL) as the learning model. A total of 29 Biology students of Universitas Negeri Malang participated in this study in August-November 2019 at the Department of Biology of the university. The data was collected using pre-test and post-test instruments which measured scientific argumentation, scientific reasoning, and Problem-solving skill variables. The data analysis was done using ANCOVA test in SPSS 16.0. The results of this study show that there is positive effects of local-based invertebrate and vertebrate materials on scientific argumentation, scientific reasoning, and problem-solving skills. These findings can be used as reference for educator to gain students’ scientific reasoning, argumentation, and problem-solving skills in science classroom through Science Project-based Learning (SPjBL) with the help of local-based teaching materials.

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Improving Students’ Scientific Reasoning Skills through the Three Levels of Inquiry

Cited by 30 publications

References 35 publications

Using a Cognitive Style-Based Learning Strategy to Improve Students’ Environmental Knowledge and Scientific Literacy

Using a Cognitive Style-Based Learning Strategy to Improve Students’ Environmental Knowledge and Scientific Literacy

E-STEM project-based learning in teaching science to increase ICT literacy and problem solving

Revealing the effect of local-based teaching materials toward scientific reasoning, argumentation, and problem-solving in biology classroom

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