MODEL OF EDUCATIONAL RECONSTRUCTION TO ENHANCE MODELING SKILLS, DOMAIN-SPECIFIC CRITICAL THINKING SKILLS, AND VIEW OF NOST ON SOLID STATE CHEMISTRY

Euis Nursa’adah, - (2018) MODEL OF EDUCATIONAL RECONSTRUCTION TO ENHANCE MODELING SKILLS, DOMAIN-SPECIFIC CRITICAL THINKING SKILLS, AND VIEW OF NOST ON SOLID STATE CHEMISTRY. S3 thesis, Universitas Pendidikan Indonesia.

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Official URL: http://repository.upi.edu/

Abstract

Solid State Chemistry (SSC) learning focuses on structure, properties, and application of solid material. It allows students to make connections between science, human daily life, and advance technology. However, abstract concepts in SSC make students difficult to understand it. The difficulty may cause misconception. They lack of students' ability to visualize structure of solid may be the main difficulty in studying SSC. Applying model and modeling activities in SSC learning may help student in visualizing structure of solid. Integrating domain-specific critical thinking (DS-CT) skills in SSC learning process may promote students’ conceptual understanding into scientific conception. A learning sequence was designed based on model of educational reconstruction (MER) to enhance all domain needed by students on SSC learning. The purpose of this study was to examine the use of MER to developing students’ conceptual knowledge (CK), modeling skills (MS), DS-CT skills, and NOST aspects. Mixed methods design with one group pre-test and post-test embedded experimental design was used in this study. Twenty four structured essay (SE) of CK, 22 SE of DS-CT skills, 5 SE of MS, and 9 questions of NOST aspects were developed to measure 33 pre-service chemistry teachers. Students’ CK, MS, DS-CT skills, and view of NOST before and after their engagement with the activities were analyzed. Paired sample t-tests were employed and results showed significant differences in the overall domain knowledge, sub-MS and DS-CT skills (p < .001). Students’ view of NOST aspects were improved from majority in naive (N) into real (R) category. Positive correlations among CK, DS-CT skills and MS (R = .82 and p <.001) showed that good DS-CT skills (explanations, inference, interpretation, and analysis skills) and MS (making a good structure, using model to explain, and using model to predict) help students to understand the concept well. Constant contribution of DS-CT skills and modeling skills on CK are 67.5%. This study provided insights into effective instructional designs for Chemistry educators in developing students’ CK, MS, DS-CT, and view of NOST aspects. It found that metallic crystal, analysis skill, and sub-modeling 3 (using model to predict) have the lowest n-gain. For further researches, it is recommended to embed deeper analysis of the students’ conception in body of knowledge in order to make them easier to predict, able to manipulate and create many chemical structures.-- Fokus pembelajaran SSC adalah menghubungkan struktur, sifat dan aplikasi material zat padat. Hal itu memungkinkan mahasiswa menghubungkan antara konten sains yang dipelajari dengan kehidupan sehari-hari dan teknologi terkini. Hanya saja konsep-konsep abstrak yang terdapat dalam SSC membuat mahasiswa kesulitan bahkan miskonsepsi dalam mempelajarinya. Kesulitan mahasiswa memvisualisasikan struktur zat padat menjadi kesulitan utama mempelajari SSC. Mengaplikasikan model dan pemodelan dalam proses pembelajaran SSC membantu mahasiswa memvisualisasikan struktur dengan baik. Mengntegrasikan domain-khusus CT (DS-CT) pada pembelajaran SSC dapat meningkatkan pemahaman yang mendalam mengenai suatu konsep. Tahapan pembelajaran SSC kemudian didesain berdasarkan kerangka model of educational reconstruction (MER) untuk meningkatkan kemampuan-kemampuan yang diperlukan dalam pembelajaran SSC. Oleh sebab itu tujuan penelitian ini untuk menguji penggunaan MER dalam mengembangkan pengetahuan konsep (CK), kemampuan pemodelan (MS), kemampuan DS-CT dan padangan mahasiswa mengenai aspek NOST. Desain mixed method dengan setting one group pre-test and post-test embedded experimental digunakan dalam penelitian ini. Dua puluh empat butir soal essay terstruktur (SE) terkait CK, 22 SE terkait DS-CT, 15 SE terkait MS, serta 9 pertanyaan tentang NOST dikembangkan untuk mengukur CK, MS, DS-CT dan aspek NOST 33 mahasiswa calon guru. Kemampuan-kemampuan tersebut sebelum dan sesudah terlibat dalam intervensi dianalisis menggunakan paired sample t-test. Hasil penelitian menunjukkan bahwa terdapat peningkatan yang signifikan pada seluruh domain pengetahuan, sub-MS, dan DS-CT (p < 0.001). Persepsi siswa meningkat dari sebelum pembelajaran ada di kategori naive (N) menjadi real (R). Hubungan positif antara CK dan MS serta DS-CT (R = 0.82 and p < 0.001) menunjukkan bahwa kemampuan DS-CT (kemampuan mengeksplanasi, menginferensi, menginterpretasi dan menganalisis) dan MS (membuat model struktur, menggunakan model struktur untuk menjelaskan sifat, serta menggunakan model struktur untuk memprediksi) yang baik membantu mahasiswa memahami konsep dengan baik. Konttribusi konstan dari DS-CT dan MS sebesar 67.5%. Hasil penelitian ini memberi pemikiran yang mendalam untuk pendidik kimia mengenai efektivitas desain pembelajaran berbasis MER dalam mengembangkan CK, MS, DS-CT, serta aspek NOST mahasiswa. Ditemukan bahwa topik kristal logam, kemampuan menganalisis, dan sub-MS 3 (menggunakan model untuk memprediksi) perolehan n-gainnya ada di kategori rendah, maka disarankan untuk menanamkan analisis yang mendalam mengenai konsepsi mahasiswa dalam suatu body of knowledge sehingga mereka mampu memprediksi, memanipulasi, serta membuat struktur kimia dengan mudah.

Item Type: Thesis (S3)
Additional Information: No. Panggil : D IPA EUI p-2018; Promotor : I. Liliasari Co Promotor : I. Ahmad Mudzakir, II. Hans Dieter Barke; NIM : 1402813
Uncontrolled Keywords: MER, Domain-Knowledge, DS-CT Skills, Modeling skills, NOST, Solid State Chemistry.
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
Q Science > QD Chemistry
Divisions: Sekolah Pasca Sarjana > Pendidikan IPA S-3
Depositing User: Rika Maysani
Date Deposited: 16 Aug 2019 07:28
Last Modified: 16 Aug 2019 07:28
URI: http://repository.upi.edu/id/eprint/37762

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