Instrument development of causalitic thinking approach in physics learning to increase problem solving ability of pre-service teachers

Abstract

Abstract. It has been developed instruments of Causalitic Thinking Approach (CTA) in Physics learning to increase Problem Solving Ability (PSA) of pre-service teachers (low and high groups). Causalitic means causality and analitic. Implementation of the CTA at kinematics and Newton's law about movement increased the PSA of students (significance 5%) and the increases were not different between the low and high groups. PSA includes abilities of understanding (IPSA-1), selecting (IPSA-2), differentiating (IPSA-3), determining (IPSA-4), applying (IPSA-5), and identifying (IPSA-6). The differences between pre-test (initial PSA) and post-test (final PSA), and between PSA-gain of low and high groups were tested using Wilcoxon signed-ranks test. Pairs of tcounted and ttable (tcount, ttable) at IPSA-1 to IPSA-6 for low group were

The Influence of Causal Thinking with Scaffolding Type 2A and 2B on Optics Problem-Solving Ability

“…Moreover, it increases the ability to implement cptlP in composing arguments and explaining why each effect occurs by involving cptlP. This finding is in line with recommendations for the development of learning instruments with a causal thinking approach with scaffolding (Rokhmat, Marzuki, Hikmawati, & Verawati (2017). Meanwhile, the effectiveness of this form of scaffolding is in line with the research of Helmi, Rokhmat, & Arhuha (2017), Tamami, Rokhmat, & Gunada (2017), Putrie (2016), and Yuliana (2016), as well as Yuliana, Rokhmat, and Gunada (2017).…”

“…Also, special handouts related to the material being discussed can be considered; therefore, the exploration process of reference material can be more effective. These recommendations are in line with Rokhmat, Marzuki, Hikmawati, and Verawati (2017), which means that to overcome the limitations of implementing the causal thinking approach, among others, by providing handouts, using only one phenomenon in each worksheet, is given an example of a phenomenon that has been answered in full, as well as the provision of preliminary assignments at least two days before face-to-face learning.…”

“…There are six indicators of problem-solving (IPS), namely (1) understanding, it means the ability to understand ideas or ideas in each question, (2) selecting, which explains the ability to choose or select a variety of possible consequences that will occur regarding the causes in the matter, (3) differentiating, the ability to distinguish and choose causes that can produce a certain effect, (4) determining, the ability to determine the concepts, principles, theories, and / or laws of physics to support in identifying a number of causes to produce a consequence, (5) applying, the ability to use concepts, principles, theories, and / or physical laws to support a identify or cause certain consequences, and (6) identifying, that is, identifying the causes which produce a particular effect (Rokhmat, 2013;Rokhmat, Marzuki, Hikmawati, and Verawati, 2017;Helmi, Rokhmat, and Ardhuha, 2017;Tamami, Rokhmat, and Gunada, 2017;and Yuliana, Rokhmat, and Gunada, 2017). In solving the problem, students often have the difficulties in distinguishing the causal elements as the factors of the desired answer especially if the problem states that the real cause is not a factor of the effect but as a factor of the other.…”

The Scaffolding Causalitic-Thinking Approach to Increase the Problem-Solving Ability of Students on Fluids

“…As examples, Baser (2006) uses conflict-cognitive learning, Yürük (2007) implements process of meta-conceptual, awareness, monitoring, and conceptual evaluation, Hake (2007) develops learning based on Interactive engagement, Escudero (2009) develops theorem-in-action learning, and Dykstra (2009) uses demonstration of three accelerated movements. Next, Dori (2004) uses Technology Enabled Active Learning (TEAL)-studio format, Obaidat (2009) uses power point presentation and experimental demonstration, Hung (2006) uses causal reasoning, Rasagama (2011) develops Physics Lecturing Program (PLP) to increase ability of analyzing and creating, and Rokhmat (2013Rokhmat ( , 2015Rokhmat ( , and 2017 uses causalitic (causality and analytic) thinking approach to increase Problem-solving ability (PSA) of students. Rokhmat (2013Rokhmat ( , 2015Rokhmat ( , 2017 has implemented causalitic learning approach to investigate its impact to PSA on seven subjects, kinematics, Newton's law about movement, work and energy, linear momentum, gravity, rigid body equilibrium, and thermodynamics.…”

“…Next, Dori (2004) uses Technology Enabled Active Learning (TEAL)-studio format, Obaidat (2009) uses power point presentation and experimental demonstration, Hung (2006) uses causal reasoning, Rasagama (2011) develops Physics Lecturing Program (PLP) to increase ability of analyzing and creating, and Rokhmat (2013Rokhmat ( , 2015Rokhmat ( , and 2017 uses causalitic (causality and analytic) thinking approach to increase Problem-solving ability (PSA) of students. Rokhmat (2013Rokhmat ( , 2015Rokhmat ( , 2017 has implemented causalitic learning approach to investigate its impact to PSA on seven subjects, kinematics, Newton's law about movement, work and energy, linear momentum, gravity, rigid body equilibrium, and thermodynamics. He finds that the PSA increased significantly.…”