•  
  •  
 

Keywords

discovery learning, learning module, multiple representations, science process skills

Document Type

Article

Abstract

The study examines the effectiveness of a multiple representation module based on discovery learning in enhancing students' critical thinking. The study used a quasi-experiment design with a 2×2 design analysis. The subjects were 114 students with high and low science process skills from Sleman district's class VII Islamic Junior High Schools. The sample was separated into two groups: a control group that utilized conventional modules and an experimental group that utilized a Discovery Learning-based Multiple Representation module; each sample group was further broken into two groups with high and low science process skills. The test of critical thinking skills was adopted by Facione (2011). Another instrument was an observation sheet to observe science process abilities. The data analysis revealed that implementing the Discovery Learning-based Multiple Representation modules improved students' critical thinking abilities. Not only did student science process abilities influence their critical thinking abilities, but there was also an interaction between the module and student science process abilities.

First Page

199

Last Page

209

Page Range

199-209

Issue

2

Volume

8

Digital Object Identifier (DOI)

10.21831/jipi.v8i2.49340

Source

https://journal.uny.ac.id/index.php/jipi/article/view/49340

References

Abdurrahman, A., Setyaningsih, C. A., & Jalmo, T. (2019). Implementating multiple representation-based worksheet to develop critical thinking skills. Journal of Turkish Science Education, 16(1), 138-155.

Ahmad, Z., & Mahmood, N. (2010). Effects of cooperative learning vs. traditional instruction on prospective teachers' learning experience and achievement. Ankara Ãœniversitesi EÄŸitim Bilimleri Fakültesi Dergisi, 43(1), 151-164.

Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183-198.

Aktamis, H., & Ergin, Ö. (2008). The effect of scientific process skills education on students' scientific creativity, science attitudes and academic achievements. Asia-Pacific Forum on Science Learning and Teaching, 9(1), 1-21.

Alexander, P. A., & Murphy, P. K. (1998). Profiling the differences in students' knowledge, interest, and strategic processing. Journal of Educational Psychology, 90(3), 435-447.

Areesophonpichet, S. (2013). A Development of Analytical Thinking Skills of Graduate Students by using Concept Mapping. The Asian Conference of Education 2013 Official Conference Proceedings, 795-816.

Arends, R. I. (2012). Learning to Teach. Mc Graw Hill.

Bano, M., Zowghi, D., Ferrari, A., Spoletini, P., & Donati, B. (2019). Teaching requirements elicitation interviews: an empirical study of learning from mistakes. Requirements Engineering, 24(3), 259-289.

Borg, W. R., & Gall, M. D. (1983). Educationnal Research. Longman.

Carey, S. S. (2011). A beginner's guide to scientific method. In M. Straton (Ed.), Learning (4th ed.). Wadsworth Cengage Learning.

Champine, S. L., Duffy, S. M., & Perkins, J. R. (2009). Jerome S. Bruner"Ÿ s Discovery Learning Model as the Theoretical Basis of Light Bounces Lesson. Educational Psychologist.

Chen, J., & Hu, J. (2018). Enhancing L2 Learners' Critical Thinking Skills Through a Connectivism-Based Intelligent Learning System. International Journal of English Linguistics, 8(6), 12-21.

Chiappetta, E. L., & Koballa, T. R. (2010). Science Instruction in the Middle and Secondary Schools: Developing Fundamental Knowledge and Skills (7th ed.). Pearson Education, Inc.

Chusni, M. M., Saputro, S., Suranto, & Rahardjo, S. B. (2020). The conceptual framework of designing a discovery learning modification model to empower students' essential thinking skills. Journal of Physics: Conference Series, 1467, 012015.

Ç?ÄŸr?k, E., & Ergül, R. (2010). The investion effect of using WebQuest on logical thinking ability in science education. Procedia - Social and Behavioral Sciences, 2(2), 4918-4922.

Creswel, J. (2013). Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed. Pustaka Pelajar.

Csikszentmihalyi, M. (1996). Flow and the psychology of discovery and invention (Vol. 56). New York: Harper Collins.

Daryanto, D. (2013). Menyusun modul bahan ajar untuk persiapan guru dalam mengajar. Yogyakarta: Gava Media.

Dipalaya, T., Susilo, H., & Corebima, A. D. (2016). The effect of pdeode (predict-discuss-explain-observe-discuss-explain) learning strategy in the different academic abilities on students' learning outcomes in senior high school makassar. Prosiding Seminar Nasional II Tahun 2016, Universitas Muhammadiyah Malang.

Edwards, M. C., & Briers, G. E. (2000). Higher-order and lower-order thinking skills achievement in secondary-level animal science: does block scheduling pattern influence end-of-course learner performance?. Journal of Agricultural Education, 41(4), 2-14.

Etkina, E., Van Heuvelen, A., White-Brahmia, S., Brookes, D. T., Gentile, M., Murthy, S., Rosengrant, D., & Warren, A. (2006). Scientific abilities and their assessment. Physical Review Special Topics - Physics Education Research, 2(2), 020103.

Hand, B., & Prain, V. (2012). Writing as a Learning Tool in Science: Lessons Learnt and Future Agendas. In Second International Handbook of Science Education (pp. 1375-1384). Springer Netherlands.

Heong, Y. M., Yunos, J. M., Othman, W., Hassan, R., Kiong, T. T., & Mohamad, M. M. (2012). The Needs Analysis of Learning Higher Order Thinking Skills for Generating Ideas. Procedia - Social and Behavioral Sciences, 59, 197-203.

Hobri, Murtikusuma, R. P., Fatahillah, A., Susanto, & Rini, S. M. (2018). The Analysis on Critical Thinking Ability in Solving PISA Question, and Its Scaffolding. Advanced Science Letters, 24(11), 8215-8218.

Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447-454.

Kaddoura, M. A. (2011). Critical thinking skills of nursing students in lecture-based teaching and case-based learning. International Journal for the Scholarship of Teaching and Learning, 5(2), 1-18.

Kavenuke, P. S., Kinyota, M., & Kayombo, J. J. (2020). The critical thinking skills of prospective teachers: Investigating their systematicity, self-confidence and scepticism. Thinking Skills and Creativity, 37(September 2020), 100677.

Khasanah, A. N., Sajidan, S., & Widoretno, S. (2017). Effectiveness of critical thinking indicator-based module in empowering student's learning outcome in respiratory system study material. Jurnal Pendidikan IPA Indonesia, 6(1), 187-195.

King, F. J., Goodson, L., & Rohani, F. (1998). Higher-Order Thinking Skills: Definitions, Strategies. Assessment.

Kohl, P. B., Rosengrant, D., & Finkelstein, N. D. (2007). Strongly and weakly directed approaches to teaching multiple representation use in physics. Physical Review Special Topics - Physics Education Research, 3(1), 1-10. =

Kozma, R. B. (2012). Th e Use of Multiple Representations and the Social Construction of Understanding in Chemistry. In Innovations in science and mathematics education (pp. 24-59). Routledge.

Krathwohl, D. R., Anderson, L. W., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2002). A Taxonomy for learning, teaching, and assessing: a revision of bloom's taxonomy of educational objectives. New York Longman, 41(4), 302.

Kuhn, D., Amsel, E., O'Loughlin, M., Schauble, L., Leadbeater, B., & Yotive, W. (1988). The development of scientific thinking skills. Academic Press.

Lancaster, R. W. (2017). A comparison of student-centered and teacher-centered learning approaches in one alternative learning classroom environment. Arkansas State University.

Mahanal, S., Tendrita, M., Ramadhan, F., Ismirawati, N., & Zubaidah, S. (2017). The analysis of students' critical thinking skills on biology subject. Anatolian Journal of Education, 2(2), 21-39.

Masek, A., & Yamin, S. (2012). The impact of instructional methods on critical thinking: a comparison of problem-based learning and conventional approach in engineering education. ISRN Education, 2012(February), 1-6.

Mbewe, S., Chabalengula, V. M., & Mumba, F. (2010). Pre-service teachers' familiarity, interest and conceptual understanding of science process skills. Problems of Education in the 21st Century, 22(22), 76-86.

Mutakinati, L., Anwari, I., & Yoshisuke, K. (2018). Analysis of students ' critical thinking skill of middle school through stem education project-based learning. Jurnal Pendidikan IPA Indonesia, 7(1), 54-65.

Nuangchalerm, P., & Thammasena, B. (2009). Cognitive development, analytical thinking, and learning satisfaction of second grade students learned through inquiry-based learning. Asian Social Science, 5(10), 82-87.

OECD. (2019). PISA 2018 Results. In OECD Publishing: Vol. III. OECD.

Prayitno, B. A., Corebima, D., Susilo, H., Zubaidah, S., & Ramli, M. (2017). Closing the science process skills gap between students with high and low level academic achievement. Journal of Baltic Science Education, 16(2), 266-277.

Presseisen, B. Z. (2001). Thinking skills: Meanings and models revisited. Developing Minds: A Resource Book for Teaching Thinking, 1, 47-53.

Retnawati, H., Djidu, H., Kartianom, A., & Anazifa, R. D. (2018). Teachers' knowledge about higher-order thinking skills and its learning strategy. Problems of Education in the 21st Century, 76(2), 215-230.

Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3(3), 257-279.

Schumacher, D. J., Englander, R., & Carraccio, C. (2013). Developing the master learner: applying learning theory to the learner, the teacher, and the learning environment. Academic Medicine, 88(11), 1635-1645.

Silberman, M. (1996). Active Learning: 101 Strategies To Teach Any Subject. ERIC.

Suryawati, E., & Osman, K. (2017). Contextual learning: Innovative approach towards the development of students' scientific attitude and natural science performance. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 61-76.

Tanudjaya, C. P., & Doorman, M. (2020). Examining higher order thinking in indonesian lower secondary mathematics classrooms. Journal on Mathematics Education, 11(2), 277-300.

van Joolingen, W. (1999). Cognitive tools for discovery learning. International Journal of Artificial Intelligence in Education, 10(3), 385-397.

Wartono, W., Hudha, M. N., & Batlolona, J. R. (2017). How are the physics critical thinking skills of the students taught by using inquiry-discovery through empirical and theoretical overview? EURASIA Journal of Mathematics, Science and Technology Education, 14(2), 691-697.

Wigfield, A., Tonks, S., & Klauda, S. L. (2009). Expectancy-Value Theory. In Handbook of motivation at school (pp. 69-90). Routledge.

Zhou, Q., Huang, Q., & Tian, H. (2013). Developing students' critical thinking skills by task-based learning in chemistry experiment teaching. Creative Education, 4(12), 40-45.

Share

COinS