ANALISIS KRITIS & NOVELTY SCIENTIFIC REASONING
Laboratory as an Instrument in Improving the Scientific Reasoning Skills of Pre-Service Science Teachers with Different Cognitive Styles
Feride Sahin, Fatma Sasmaz Oren Department of Science Education, Manisa Celal Bayar University, Manisa, Turkey
Science Insights Education Frontiers 2022; 13(2):1875-1897.
https://files.eric.ed.gov/fulltext/EJ1364928.pdf
Nama Pengulas : Anggy Marthania Tatyanty Putri
Nim : 210321606912
Offering : B
S2 Pendidikan Fisika
ABSTRAK
In this study, it was aimed to investigate the effects of guided inquiry learning approach-based laboratory applications on the scientific reasoning skills of pre-service science teachers with different cognitive styles. Additionally, the opinions of pre-service science teachers with different cognitive styles about the effects of the application carried out in the study on the improvement of their scientific reasoning skills were also examined. The sample consisted of five pre-service science teachers studying at a state university in the west of Turkey. In the study, the partially mixed sequential dominant status design, which is a mixed-method research design, was used. The scientific reasoning skills of the participants were determined by using the Classroom Test of Formal Reasoning, and their cognitive styles were identified with the Group Embedded Figures Test. The opinions of the participants were taken through focus group interviews held after the application. As a result of the analysis, it was observed that the participants with field-dependent and field-intermediate cognitive styles achieved more targeted outcomes compared to those with field-independent cognitive styles. The potential relationship of this finding to the use of the guided inquiry learning approach and the hypothetico-deductive reasoning cycle during the applications was analyzed in terms of the concept of information processing, and recommendations were made for researchers.
NOVELTY
Metode Penelitian
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Desain: Partially mixed sequential dominant status design, menggabungkan pendekatan kuantitatif dan kualitatif secara berurutan.
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Instrumen:
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Classroom Test of Formal Reasoning untuk mengukur keterampilan penalaran ilmiah.
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Group Embedded Figures Test untuk mengidentifikasi gaya kognitif peserta.
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Wawancara kelompok fokus untuk memperoleh data kualitatif tentang persepsi peserta terhadap pembelajaran laboratorium.
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Subjek: Lima calon guru sains dari universitas negeri di Turki bagian barat.
2. Temuan Utama
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Peserta dengan gaya kognitif field-dependent dan field-intermediate menunjukkan peningkatan keterampilan penalaran ilmiah yang lebih signifikan dibandingkan dengan peserta field-independent.
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Pendekatan pembelajaran laboratorium berbasis guided inquiry efektif dalam meningkatkan keterampilan penalaran ilmiah, terutama ketika dikombinasikan dengan siklus penalaran hipotetiko-deduktif.
3. Kelebihan
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Pendekatan Personal: Menyesuaikan strategi pembelajaran dengan gaya kognitif peserta, memberikan wawasan tentang pembelajaran yang dipersonalisasi.
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Kombinasi Metodologi: Penggunaan metode campuran memungkinkan triangulasi data dan pemahaman yang lebih komprehensif.
4. Keterbatasan
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Ukuran Sampel: Jumlah peserta yang kecil (n=5) membatasi generalisasi temuan.
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Konteks Terbatas: Penelitian dilakukan di satu universitas di Turki, sehingga hasilnya mungkin tidak dapat diterapkan secara luas di konteks lain.
Kesimpulan
Penelitian ini memberikan wawasan berharga tentang bagaimana pendekatan pembelajaran laboratorium berbasis guided inquiry dapat disesuaikan dengan gaya kognitif peserta untuk meningkatkan keterampilan penalaran ilmiah. Meskipun memiliki keterbatasan dalam ukuran sampel dan konteks, studi ini membuka jalan bagi penelitian lebih lanjut dengan sampel yang lebih besar dan beragam untuk menguji efektivitas pendekatan ini di berbagai setting pendidikan.
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