PROBLEM BASED LEARNING (PBL) MENGGUNAKAN PENDEKATAN SAINTIFIK TERHADAP KEMAMPUAN PEMECAHAN MASALAH KIMIA SISWA
Keywords:
Pendekatan Saintifik, Model PBL, Pemecahan Masalah Kimia
Abstract
This study aims to investigate the learning effectiveness of the PBL model using a scientific approach in Indonesian current curriculum in the context of students’ problem-solving ability in chemistry, specifically in the problem of acid-base solution. This research is designed in a quasi-experiment using a nonequivalent control group design. There were 43 students divided in 2 classes used as the sample in this research. The experiment class 1 was taught by using the PBL learning model of scientific approach while the conventional learning that is usually used by chemistry teachers, is applied in experiment class 2. The finding of the research shows that the PBL learning model using a scientific approach in learning acid-base solutions is highly effective to promote students’ problem-solving.
References
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Cardellini, L. (2006). Fostering creative problem solving in chemistry through group work. The Royal Society of Chemistry, Chemistry Education Research and Practice, 7, 131-140.
Chun & Chang, Y. (2010). Does problem solving = prior knowledge + reasoning skills in earth science? An exploratory study. Research in Science Education, 40, 103 – 116.
Dogru, M. (2008). The application of problem solving method on science teacher trainees on the solution of the environmental problems. Journal of Environmental & Science Education, 3, 9 – 18.
Fang, N. (2011). Students’perceptions of dynamics concept pairs and correlation with their problem – solving performance. Journal Science of Education and Technology.
Festus, C. & Ekpete, O. A. (2012). Improving students’performence and attitude towards chemistry through problem – based – solving techniques (PBST). International Journal of Academic Research in Progressive Education and Development, 1, 167 – 174.
Günter, T. & Alpat, S. K. (2013). The effect of problem – based learning (PBL) on the academic achievement of students studying ”electrochemistry”. Chemistry Education Research and Practice, 1 – 15.
Klegeris, A. & Hurren, H. (2011). Problem – based learning in a large classroom setting: methodology, student perception and problem solving skills. Proceedings of EDULEARN11 Conference, 2532 – 2541.
Lorenzo, M. (2005). The Developmet, Implementation, And Evaluation Of a Problem Solving Heuristic. International Journal of Science and Mathematics Education,National Science Council, 3, 33-58.
Ozgur, S. D., Temel, S. & Yilmaz A. (2012). The effect of learning styles of preservice chemistry teachers on their perceptions of problem solving skills and problem solving achievements. Procedia - Social and Behavioral Sciences, 46, 1450 – 1454.
Park, S. H. & Ertmer, P. A. (2007). Impact of Problem-Based Learning (PBL) on Teachers’ Beliefs Regarding Technology Use. Journal of Research on Technology in Education, 40, 247-267.
Pedersen, S. & Liu, M. (2002). The transfer of problem solving skills from a problem – based learning environment. Journal of Research on Technology in Education, 35, 303 – 320.
Polya, M. (1957). How to solve it (2nd Ed.). New York: Doubleday
Ramsted, M., Hedlund, T., Björn, E., Fick, J. & Jahnke, I. (2016). Rethinking chemistry in higher education towards technology – enhanced problem – based learning. Education Inquiry, 7, 115 – 135.
Salta, K. & Tzougraki, C. (2011). Conceptual versus algorithmic problem – solving: focusing on problems dealing with conservation of matter in chemistry. Research in Science Education, 41, 587 – 609.
Sungur, S. & Tekkaya, C. (2006). Effect of problem – based learning and traditional instruction on self – regulated learning. The Journal of Educational Research, 99, 307 – 320.
Surif, J., Ibrahim, N. H. & Mokhtar, M. (2012). Conceptual and Procedural Knowledge in Problem Solving. Procedia - Social and Behavioral Sciences, 56, 416 – 425.
Tarhan, L. & Ayyıldız, Y. (2014). The views of undergraduates about problem – based learning applications in a biochemistry course. Journal of Biological Education, 1 – 11.
Tatar, E. & Oktay, M. (2011). The effectivenes of problem – based learning on teaching the first law of thermodynamics. Research in Science & Technological Education, 29, 315 – 332.
Tosun, C. & Taskesenligil, Y. (2013). The effect of problem-based learning on undergraduate students’ learning about solutions and their physical properties and scientific processing skills. Chemistry Education Research and Practice, 14, 36 – 50.
Warnock, J. N., Mohammadi, M. J. & Aragh. (2016). Case study: use of problem – based learning to develop students’technical and profesional skills. European Journal of Engineering Education, 41, 142 – 153.
Wilder, S. (2014). Impact of problem – based learning on academic achievement in high school: a systematic review. Educational Review, 1 – 21.
Witte, K. & Rogge, N. (2014). Problem – based learning in secondary education: evaluation by an experiment. Education Economics, 1-22.
Yoon, H., Woo, A. J., Treagust, D. & Chandrasegaran, A. (2012). The efficacy of problem – based learning in an analytical laboratory course for pre-service chemistry teachers. International Journal of Science Education, 1-24.
Cardellini, L. (2006). Fostering creative problem solving in chemistry through group work. The Royal Society of Chemistry, Chemistry Education Research and Practice, 7, 131-140.
Chun & Chang, Y. (2010). Does problem solving = prior knowledge + reasoning skills in earth science? An exploratory study. Research in Science Education, 40, 103 – 116.
Dogru, M. (2008). The application of problem solving method on science teacher trainees on the solution of the environmental problems. Journal of Environmental & Science Education, 3, 9 – 18.
Fang, N. (2011). Students’perceptions of dynamics concept pairs and correlation with their problem – solving performance. Journal Science of Education and Technology.
Festus, C. & Ekpete, O. A. (2012). Improving students’performence and attitude towards chemistry through problem – based – solving techniques (PBST). International Journal of Academic Research in Progressive Education and Development, 1, 167 – 174.
Günter, T. & Alpat, S. K. (2013). The effect of problem – based learning (PBL) on the academic achievement of students studying ”electrochemistry”. Chemistry Education Research and Practice, 1 – 15.
Klegeris, A. & Hurren, H. (2011). Problem – based learning in a large classroom setting: methodology, student perception and problem solving skills. Proceedings of EDULEARN11 Conference, 2532 – 2541.
Lorenzo, M. (2005). The Developmet, Implementation, And Evaluation Of a Problem Solving Heuristic. International Journal of Science and Mathematics Education,National Science Council, 3, 33-58.
Ozgur, S. D., Temel, S. & Yilmaz A. (2012). The effect of learning styles of preservice chemistry teachers on their perceptions of problem solving skills and problem solving achievements. Procedia - Social and Behavioral Sciences, 46, 1450 – 1454.
Park, S. H. & Ertmer, P. A. (2007). Impact of Problem-Based Learning (PBL) on Teachers’ Beliefs Regarding Technology Use. Journal of Research on Technology in Education, 40, 247-267.
Pedersen, S. & Liu, M. (2002). The transfer of problem solving skills from a problem – based learning environment. Journal of Research on Technology in Education, 35, 303 – 320.
Polya, M. (1957). How to solve it (2nd Ed.). New York: Doubleday
Ramsted, M., Hedlund, T., Björn, E., Fick, J. & Jahnke, I. (2016). Rethinking chemistry in higher education towards technology – enhanced problem – based learning. Education Inquiry, 7, 115 – 135.
Salta, K. & Tzougraki, C. (2011). Conceptual versus algorithmic problem – solving: focusing on problems dealing with conservation of matter in chemistry. Research in Science Education, 41, 587 – 609.
Sungur, S. & Tekkaya, C. (2006). Effect of problem – based learning and traditional instruction on self – regulated learning. The Journal of Educational Research, 99, 307 – 320.
Surif, J., Ibrahim, N. H. & Mokhtar, M. (2012). Conceptual and Procedural Knowledge in Problem Solving. Procedia - Social and Behavioral Sciences, 56, 416 – 425.
Tarhan, L. & Ayyıldız, Y. (2014). The views of undergraduates about problem – based learning applications in a biochemistry course. Journal of Biological Education, 1 – 11.
Tatar, E. & Oktay, M. (2011). The effectivenes of problem – based learning on teaching the first law of thermodynamics. Research in Science & Technological Education, 29, 315 – 332.
Tosun, C. & Taskesenligil, Y. (2013). The effect of problem-based learning on undergraduate students’ learning about solutions and their physical properties and scientific processing skills. Chemistry Education Research and Practice, 14, 36 – 50.
Warnock, J. N., Mohammadi, M. J. & Aragh. (2016). Case study: use of problem – based learning to develop students’technical and profesional skills. European Journal of Engineering Education, 41, 142 – 153.
Wilder, S. (2014). Impact of problem – based learning on academic achievement in high school: a systematic review. Educational Review, 1 – 21.
Witte, K. & Rogge, N. (2014). Problem – based learning in secondary education: evaluation by an experiment. Education Economics, 1-22.
Yoon, H., Woo, A. J., Treagust, D. & Chandrasegaran, A. (2012). The efficacy of problem – based learning in an analytical laboratory course for pre-service chemistry teachers. International Journal of Science Education, 1-24.
Published
2018-11-01
Section
Articles
