Teacher Candidate’s Generic Science Skills on Organic Chemistry Reactions Through Problem-Based Learning Model

Abstract

Purpose of the study: This study was aimed at obtaining information about teacher candidates’ generic science skills on organic chemistry reaction, namely addition, substitution, and elimination.
 Methodology: This study was one group pretest-postest design with the quasi-experimental method. The subject was done to teacher candidate students which consist of the experimental group taught by using the problem-based learning model (PBL) and control group taught by using the direct instruction model. The data were obtained through generic science skills tests in the form of multiple choices test and calculated by using SPSS version 20 as well as the practicum observation results.
 Main Findings: The result showed that generic science skills of an experimental class taught on addition and substitution material were at the high level and for elimination, the material was at the medium level, meanwhile for control class on addition and substitution material were at medium level and for elimination, the material was at a low level. The results of the logical inference practicum were at the high category. The practicum result of direct observation was at a high level.
 Applications of this study: The findings of this study are expected to give contribution to the organic chemistry learning model in order to develop students' generic science skills to improve the quality of the chemistry education students.
 Novelty/Originality of this study: This study is recommended to improve students' generic science skills on addition, substitution, and elimination materials by using the PBL model in the classroom or laboratory in the future.

The Effect of Problem Based Learning Approach in Enhancing Problem Solving Skills in Chemistry Education: A Systematic Review

“…They discuss the effect of problem-based learning on the generic science skills of teacher candidates in chemistry. Research by [24] aimed to determine the effect of PBL instruction on the generic science skills of respondents in organic chemistry, specifically addition, substitution, and elimination. The study reported that PBL has improved students' problem-solving skills and higher-order thinking skills.…”

“…Unlike references [16] and [25], the other five papers ( [24], [23], [27], [18], and [21]) have discussed PBL implementation without any specific framework. However, they included explanations of the phases, stages, and steps of the PBL implementation in their research.…”

“…However, they included explanations of the phases, stages, and steps of the PBL implementation in their research. [24] has implemented a five-phase PBL regime to enhance the generic science skills of teacher candidate students in organic chemistry. The researchers have adapted five steps outlined by Arends (2012), which include problem orientation, learning organization, individual or group investigation, development and presentation of work, and evaluation.…”

“…The researcher emphasized that the difficulty of the problems presented should align with the respondents' abilities, and be relevant to their life experiences. The learning environment must be conducive, and learning resources must be provided to the participants in the study to ensure successful PBL learning [24].…”

“…The steps discussed are as follows: the first step is grouping and task assignment; the second step is analyzing and clarifying the problem; the third step suggests possible methods; the fourth step is improving the details; and the fifth step is summarizing and evaluating. Although this research has followed a five-step approach, similar to [24], all the steps are distinct except for the final one, which involves evaluating the PBL process. In the study conducted by [24], the five steps were implemented over the course of one semester.…”