Inquiry-Discovery Empowering High Order Thinking Skills and Scientific Literacy on Substance Pressure Topic

https://doi.org/10.24042/jipfalbiruni.v7i2.2629

Wartono Wartono, Johannis Takaria, John Rafafy Batlolona, Sascha Grusche, Muhammad Nur Hudha, Y. M. Jayanti

Abstract


Inquiry-discovery learning plays an important role in improving high-order thinking skills (HOTS) and scientific literacy (SL). In this HOTS and SL research, it was designed with Inquiry-discovery based learning. The purpose of this study was to promote Inquiry discovery models in empowering higher-order thinking skills and scientific literacy in physics with different classes. This research used Quasi-Experimental Design research, and Pretest-Posttest Control Group Design. The research analysis design matrix used two-way ANOVA. The sample was taken from two classes, namely the experimental and control classes of 68 students. The results of the study prove that Inquiry discovery can improve HOTS and SL physics of students. Thus, inquiry-discovery can be recommended to increase student's HOTS and SL physics when compared to conventional classes. The novelty of this study is that inquiry-discovery learning models are more likely to reconstruct students' scientific knowledge of physics on aspects of HOTS and SL with real-world life.

Keywords


HOTS; initial ability; inquiry-discovery; scientific literacy; substance pressure

Full Text:

PDF

References


Batlolona, J. R., & Haumahu. (2016). Aktivitas Siswa Dalam Pembelajaran Fisika Pada Konsep Listrik Dinamis Dengan Menerapkan Media Interaktif Siswa Kelas X SMA Kristen YPKPM Ambon [Student Activity in Learning Physics on the Concept of Dynamic Electricity by Applying Interactive Media to Cla. Seminar Nasional Pekan Ilmiah Fisika (PIF) XXVII, 88–91.

Belton, D. J. (2016). Teaching process simulation using video-enhanced and discovery/inquiry-based learning: Methodology and analysis within a theoretical framework for skill acquisition. Education for Chemical Engineers, 17(2002), 54–64. https://doi.org/10.1016/j.ece.2016.08.003

Bloom, B. S. (1956). Taxonomy of educational objectives, Handbook I: The cognitive domain. New York: McKay.

Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31, 21–32.

Çepni, S., Ayvacı, H. Ş., & Bacanak, A. T.-K. M. (2004). Fen Eğitimine Yeni Bir Bakış, Fen Teknoloji-Toplum. Trabzon: Top-Kar Matbaacılık.

Clark, D. (2010). Bloom’s taxonomy of learning domains: The three types of learning. Big Dog & Little Dog’s Performance Juxtaposition.

Costa, A. L. (1985). Developing Minds : A Resource Book for Teaching Thinking. West Street Alexandria, Virginia: ASCD.

Dillon, J., & Scott, W. (2002). Editorial – perspectives on environmental education-related research in science education. International Journal of Science Education, 24(11), 1111–1117. https://doi.org/10.1080/09500690210137737

Fatmawati, I.N & Utari, S. (2015). Penerapan Levels of Inquiry untuk Meningkatkan Literasi Sains Siswa SMP Tema Limbah dan Upaya Penanggulangannya. Jurnal Edusains, 7(2), 152–159.

Firman, H. (2007). Analisis Literasi Sains Berdasarkan Hasil PISA Nasional Tahun 2006. Jakarta: Pusat Penelitian Pendidikan Balitbang Depdiknas.

Fives, H., Huebner, W., Birnbaum, A. S., & Nicolich, M. (2014). Developing a Measure of Scientific Literacy for Middle School Students. Science Education, 98(4), 549–580. https://doi.org/10.1002/sce.21115

Forehand, M. (2011). BloomsTaxonomy.pdf. Bloom’s Taxanomy-Emerging Perspective on Learning, Teaching and Technology, p. 10. https://doi.org/10.4135/9781412957403.n51

Gormally, C., Brickman, P., & Lut, M. (2012). Developing a test of scientific literacy skills (TOSLS): Measuring undergraduates’ evaluation of scientific information and arguments. CBE Life Sciences Education, 11(4), 364–377. https://doi.org/10.1187/cbe.12-03-0026

In’am, Akhsanul; Hajar, S. (2017). Approach. 10(1), 55–70.

Jonassen, D. H. (1991). Objectivism vs.constructivism: Do we need a new philosophical paradigm? Educational Technology: Research and Development, 39(3), 5–14.

Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15(10), 661–667. https://doi.org/10.1111/j.0956-7976.2004.00737.x

Loverude, M. E., Kautz, C. H., & Heron, P. R. L. (2003). Helping students develop an understanding of Archimedes’ principle. I. Research on student understanding. American Journal of Physics, 71(11), 1178–1187. https://doi.org/10.1119/1.1607335

Madhuri, V. G., Kantamreddi, S. V, & Prakash Goteti, N. L. (2012). Promoting Higher Order Thinking Skills Using Inquiry-Based Learning. European Journal of Engineering Education, 37(April 2013), 117–123. https://doi.org/10.1080/03043797.2012.661701

Mawardini, A., Permanasari, A., & Sanjaya, Y. (2015). Profil Literasi Sains Siswa Smp Pada Pembelajaran Ipa Terpadu Tema Pencemaran Lingkungan Snf2015-Iv-49 Snf2015-Iv-50. IV(1996), 49–56.

Meijerman, I., Storm, G., Moret, E., & Koster, A. (2013). Development and student evaluation of an inquiry-based elective course on drug discovery and preclinical drug development. Currents in Pharmacy Teaching and Learning, 5(1), 14–22. https://doi.org/10.1016/j.cptl.2012.09.009

Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353–369. https://doi.org/10.1007/s11165-006-9029-2

OECD. (2001). OECD Annual Report 2001. In publié en français sous le titre. Paris, France.

OECD. (2004). OECD Annual Report 2004. In publié en français sous le titre. Retrieved from https://www.oecd.org/corporate/ca/corporategovernanceprinciples/31557724.pdf

OECD. (2006). OECD Annual Report 2006. https://doi.org/10.1787/annrep-2006-en

OECD. (2009). OECD Annual report 2009. Paris, France: publié en français sous le titre.

OECD. (2014). OECD Annual Report 2014. https://doi.org/10.1787/eag_highlights-2014-en

PISA 2006 P rogramme for I nternational S tudent A ssessment. (2006).

Piten, S., Rakkapao, S., & Prasitpong, S. (2017). Cambodian students’ prior knowledge of projectile motion. Journal of Physics: Conference Series, 901(1). https://doi.org/10.1088/1742-6596/901/1/012116

Polly, D., Ausband, L., Polly, D., & Ausband, L. (2014). Skills through WebOuests. (January 2015), 37–41. https://doi.org/10.1080/10402454.2009.10784628

Putri, Z. A. (2018). Rata-rata Nilai UN SMP 2018 alami penurunan.

Richardson, V., & Renner, J. W. (1970). A Study of the Inquiry-Discovery Method of Laboratory instruction. J. Chem. Educ., 47(1), 77–79. https://doi.org/10.1021/ed047p77

Risqiana, N., Hidayat, A., Soepriyono, K. H. (2015). Pengaruh Pembelajaran Fisika Model Problem Based Learning (PBL) terhadap Kemampuan Literasi Sains Siswa Ditinjau dari Kemampuan Awal [The Effect of Physics Learning on Problem Based Learning Model (PBL) on Students’ Science Literacy Ability Viewed from In. Prosiding Pertemuan Ilmiah. Malang: Universitas Kanjuruhan Malang.

Saab, N., Van Joolingen, W. R., & Van Hout-Wolters, B. H. A. M. (2005). Communication in collaborative discovery learning. British Journal of Educational Psychology, 75(4), 603–621. https://doi.org/10.1348/000709905X42905

Sund, R. B., & Trowbridge, L. W. (1973). Teaching science by inquiry in the secondary school. Merrill Publishing Company.

Susman, K., & Pavlin, J. (n.d.). It Seems Easy To Float , But Is It Really ? a. 1–11.

Taale, K. D. (2011). Improving physics problem solving skills of students of Somanya Senior High Secondary Technical School in the Yilo Krobo District of Eastern Region of Ghana. Journal of Education and Practice, 2(6), 8–21.

Tompo, B., Ahmad, A., & Muris, M. (2016). The development of discovery-inquiry learning model to reduce the science misconceptions of junior high school students. International Journal of Environmental and Science Education, 11(12), 5676–5686.

Turgut, H. (2007). Scientific Literacy for All. Ankara University, Journal of Faculty of Educational Sciences, 40(2), 233–256. https://doi.org/10.1501/Egifak_0000000176

Vlassi, M., & Karaliota, A. (2013). The Comparison between Guided Inquiry and Traditional Teaching Method. A Case Study for the Teaching of the Structure of Matter to 8th Grade Greek Students. Procedia - Social and Behavioral Sciences, 93, 494–497. https://doi.org/10.1016/j.sbspro.2013.09.226

Wartono, W., Diantoro, M., & Bartlolona, J. R. (2018). Influence of Problem Based Learning Learning Model on Student Creative Thinking on Elasticity Topics A Material. Jurnal Pendidikan Fisika Indonesia, 14(1), 32–39. https://doi.org/10.15294/jpfi.v14i1.10654

Wartono, W., Hudha, M. N., & Batlolona, J. R. (2018). How are the physics critical thinking skills of the students taught by using inquiry-discovery through empirical and theorethical overview? Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 691–697. https://doi.org/10.12973/ejmste/80632

Wilks, S. (1995). Critical & creative thinking: Strategies for classroom inquiry. Heinemann Educational Publishers.

Yahya, A. A., Toukal, Z., & Osman, A. (2012). Bloom ’ s Taxonomy – Based Classification for Item Bank. Modern Advances in Intelligent Systems and Tools, 431, 135–140.

Yuenyong, C. (2013). Enhancing Scientific Literacy in Thailand. Global Studies of Childhood, 3(1).

Zohar, A. (2004). Higher order thinking in science classrooms: Students’ learning and teachers’ professional development (Vol. 22). Springer Science & Business Media.

Zoller, U., Dori, Y. J., & Lubezky, A. (2002). Algorithmic, LOCS and HOCS (chemistry) exam questions: Performance and attitudes of college students. International Journal of Science Education, 24(2), 185–203. https://doi.org/10.1080/09500690110049060




DOI: https://doi.org/10.24042/jipfalbiruni.v7i2.2629

Article Metrics

Abstract views : 464 | PDF downloads : 209

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Jurnal Ilmiah Pendidikan Fisika Al-Biruni

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License

Jurnal Ilmiah Pendidikan Fisika Al-Biruni is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Copyright © UIN Raden Intan Lampung. All rights reservedp-ISSN 2303-1832 | e-ISSN 2503-023X