SCIENTIFIC REASONING ABILITY OF HIGH SCHOOL STUDENTS IN PALANGKA RAYA IN PHYSICS LEARNING

Pri Ariadi Cahya Dinata, Rensi Lukas, Theo Jhoni Hartanto, Desy Kumala Sari

Abstract


Purpose-Scientific reasoning is an essential ability in learning science, including physics. This study aims to assess the scientific reasoning abilities of high school students in Palangka Raya City, focusing on six indicators: conservation reasoning, proportional reasoning, variable control, probabilistic reasoning, correlation reasoning, and hypothetical-deductive reasoning.

Methodology-To achieve the goals, descriptive research consisted of 187 samples from six schools in two districts using the multistage stratified random sampling method. The instrument used in this study is Lawson's Classroom Test of Scientific Reasoning (LCTSR), containing twelve multiple-choice items. The data were analyzed using the Kruskal-Wallis test to determine the differences in average scores between schools, and descriptive statistics were used to describe students' general scientific reasoning skills. The analysis results show a p-value of 0.001, indicating that the test detected a statistically significant difference in the average score of scientific reasoning ability among high school students in the sample schools in Palangka Raya City.

Findings-The descriptive analysis results showed that the conservation reasoning indicator had the highest percentage of correctness, while hypothetical-deductive reasoning was the least mastered by students. Additionally, most students are in the concrete operational thinking phase, despite having theoretically reached the formal operational phase in terms of cognitive development.

Contribution-This finding has implications for educators in designing physics learning strategies that encourage the development of students' scientific reasoning as they progress toward the formal operational phase.

Keywords


Descriptive research, Physics learning, Scientific reasoning

Full Text:

PDF

References


Abdullaeva, B., Abduvaliyeva, D., Ruzikulova, N., Yusupova, N., & Ishbaeva, N. (2020). Developing Critical Thinking and Problem-Solving Skills. In International Journal of Psychosocial Rehabilitation (Vol. 24, pp. 937–941). Hampstead Psychological Associates. https://doi.org/10.37200/ijpr/v24sp1/pr201237

Aini, N., Subiki, & Supriadi, B. (2018). Identifikasi Kemampuan Penalaran Ilmiah (Scientific Reasoning) Siswa SMA di Kabupaten Jember pada Pokok Bahasan Dinamika. Jurnal Pendidikan Fisika Dan Sains, 3.

Bao, L., Xiao, Y., Koenig, K., & Han, J. (2018). Validity evaluation of the Lawson classroom test of scientific reasoning. Physical Review Physics Education Research, 14(2). https://doi.org/10.1103/PhysRevPhysEducRes.14.020106

Bhaw, N., Kriek, J., & Lemmer, M. (2023). Insights from coherence in students’ scientific reasoning skills. Heliyon, 9(7). https://doi.org/10.1016/j.heliyon.2023.e17349

De Ribaupierre, A. (2015). Piaget's Theory of Cognitive Development. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (Vol. 18, pp. 120–124). https://doi.org/10.1016/B978-0-08-097086-8.23093-6

Erlina, N., Supeno, & Wicaksono, I. (2016). Penalaran Ilmiah dalam Pembelajaran Fisika. Prosiding Seminar Nasional, January 2016.

Girwidz, R., Theyßen, H., & Widenhorn, R. (2021). Experiments in Physics Teaching. In Physics Education (pp. 269–296). Springer International Publishing. https://doi.org/10.1007/978-3-030-87391-2_10

Han, J. (2013). Scientific reasoning: Research, development, and assessment [Ohio State University]. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366204433

Handayani, G. A., Windyariani, S., & Pauzi, R. Y. (2020). Profil Tingkat Penalaran Ilmiah Siswa Sekolah Menengah Atas Pada Materi Ekosistem. BIODIK, 6(2). https://doi.org/10.22437/bio.v6i2.9411

Hartsfield, D. E., Maxwell, N., Jones, J. L., & Hilaski, D. (2021). Cooperative Discussions for Critical Thinking. In Research Anthology on Developing Critical Thinking Skills in Students (pp. 712–735). IGI Global. https://doi.org/10.4018/978-1-7998-3022-1.ch037

Labouta, H. I., Kenny, N. A., Li, R., Anikovskiy, M., Reid, L., & Cramb, D. T. (2018). Learning science by doing science: an authentic science process-learning model in postsecondary education. International Journal of Science Education, 40(12), 1476–1492. https://doi.org/10.1080/09500693.2018.1484966

Lawson, A. E. (2004). The nature and development of scientific reasoning: A synthetic view. International Journal of Science and Mathematics Education, 2(3). https://doi.org/10.1007/s10763-004-3224-2

Lawson, A. E. (2010). Basic inferences of scientific reasoning, argumentation, and discovery. Science Education, 94(2). https://doi.org/10.1002/sce.20357

Lestari, T. P., Sarwi, S., & Sumarti, S. S. (2018). STEM-based Project-Based Learning model to increase science process and creative thinking skills of 5th grade. Journal of Primary Education, 7(1), 18–24.

Levitt, J., Holman, R., Levitt, R., & Bonabeau, E. (2017). Formal Analyses and Critical Thinking. In Building the Intentional University. The MIT Press. https://doi.org/10.7551/mitpress/9780262037150.003.0006

Linn, M. C. (1982). Theoretical and practical significance of formal reasoning. Journal of Research in Science Teaching, 19(9). https://doi.org/10.1002/tea.3660190903

Murdani, E. (2020). Hakikat Fisika dan Keterampilan Proses Sains. Jurnal Filsafat Indonesia, 3(3), 72–80. https://doi.org/10.23887/jfi.v3i3.22195

Nagara, D. T., Musyaffa, A. F., & Kusairi, S. (2019). Analisis Kemampuan Penalaran Ilmiah Siswa SMK Negeri 1 Singosari. Seminar Nasional Pendidikan Fisika 2028, 3(2).

Novitasari, E., & Mediatati, N. (2021). Evaluation of Project-Based Learning Model Through Online Settings to Increase Science Learning Outcomes. Journal of Research and Educational …. https://journal.unnes.ac.id/sju/index.php/jere/article/view/46396

Osborne, J. (2018). Styles of scientific reasoning: What can we learn from looking at the product, not the process, of scientific reasoning? In Scientific Reasoning and Argumentation: The Roles of Domain-Specific and Domain-General Knowledge. https://doi.org/10.4324/9780203731826

Ozkan, G., & Topsakal, U. U. (2020). Investigating the effectiveness of STEAM education on students’ conceptual understanding of force and energy topics. In Research in Science & Technological Education (pp. 1–20). Informa UK Limited. https://doi.org/10.1080/02635143.2020.1769586

Pakpahan, R. A. (2022). Improving Students' Scientific Literacy Through Problem-Based Learning. Jurnal Pendidikan LLDIKTI Wilayah 1 (JUDIK), 2(02). https://doi.org/10.54076/judik.v2i02.257

Planinic, M., Susac, A., Ivanjek, L., Jelicic, K., & Cvenic, K. M. (2021). Measuring Scientific Reasoning Using the LCTSR. In Challenges in Physics Education (pp. 163–169). https://doi.org/10.1007/978-3-030-78720-2_11

Puspitasari, W. D. (2022). Analisis Kemampuan Pemecahan Masalah Mahasiswa Calon Guru Pada Materi Gerak. Unnes Physics Education Journal, 11(1).

Suma, K. (2010). Efektivitas Pembelajaran Berbasis Inkuiri dalam Peningkatan Pengusaan Konten dan Penalaran Ilmiah Calon Guru Fisika. JPP Undiksha, 43(1).

Suna Ryu, 양성호, & Youngsun Kwak. (2018). Theoretical Exploration of a Process-centered Assessment Model for STEAM Competency Based on Learning Progressions. Journal of Science Education, 42(2), 132–147. https://doi.org/10.21796/jse.2018.42.2.132

Wijnia, L., Loyens, M. M., Derous, E., & Schmidt, H. G. (2016). University teacher judgments in problem-based learning : Their accuracy and reasoning. 59, 203–212. https://doi.org/10.1016/j.tate.2016.06.005

Wilujeng, I., & Wibowo, H. A. C. (2021). Penalaran Ilmiah Mahasiswa Calon Guru Fisika dalam Pembelajaran Daring. Edu Cendikia: Jurnal Ilmiah Kependidikan, 1(2). https://doi.org/10.47709/educendikia.v1i2.1025

Zimmerman, C. (2005). The Development of Scientific Reasoning Skills: What Psychologists Contribute to an Understanding of Elementary Science Learning. In Final Report to the National Research Council.

Zulkipli, Z. A., Mohd Yusof, M. M., Ibrahim, N., & Dalim, S. F. (2020). Identifying Scientific Reasoning Skills of Science Education Students. Asian Journal of University Education, 16(3). https://doi.org/10.24191/ajue.v16i3.10311




DOI: https://doi.org/10.36987/jes.v12i5.6623

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Pri Ariadi Cahya Dinata, Rensi Lukas, Theo Jhoni Hartanto, Desy Kumala Sari

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

Lisensi Creative Commons
Jurnal Eduscience (JES) by LPPM Universitas Labuhanbatu is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY - NC - SA 4.0)