Demonstration and experiment on archaebacteria and eubacteria: effectiveness for cognitive learning outcomes (CLO) based on critical thinking skill
DOI:
https://doi.org/10.21009/biosferjpb.v13n1.75-85Keywords:
Demonstration method, Experiment method, Cognitif Learning outcome, Critical thinking skillsAbstract
The purpose of this study was to determine differences in students' cognitive learning outcomes (CLO) using demonstration and experimental learning methods. The Clo differences are in students who have high critical thinking skills (HCTS) and low critical thinking skills (LCTS), and whether there is or not the interaction between learning methods and critical thinking towards students CLO. Hopefully, this research could strengthen existing theories and inform other teacher colleagues by using demonstration and experimentation methods in other subjects to improve the quality of a school. The study design used a 2 x 2 factorial design. The study population was students of X science class in one of the state high schools in Central Lombok, Indonesia, which amounted to 18 schools. The study sample amounted to 2 schools. In order to select the research sample, we used purposive random sampling. CLO and critical thinking skills were measured by using essay tests.esting on the validity and reliability of CLO tests and critical thinking skill showed valid and reliable results. Data were analyzed using ANCOVA with pre-test scores as covariates. The results showed that there were significant differences in CLO between students learning to use the demonstration and experimental learning method. There was a significant difference in CLO between students who have HCTS and LCTS, and there was no interaction between learning methods and critical thinking on student’s CLO. Experimental method learning is more optimal to improving student CLO when When it is applied to HCTS students rather than LCTS students on Archaebacteria and Eubacteria.
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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. Retrieved from: http://oaji.net/articles/2017/987-1497156674.pdf
Prayitno, B. A., Suciati., & Titikusumawati, E. (2018). Enhancing students’ higher order thinking skills in science through. Journal of Baltic Science Education, 17(6), 1046–1055. https://doi.org/10.33225/jbse/18.17.1046
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Putra, B. K. B., Prayitno, B. A., & Maridi, M. (2018). The effectiveness of guided inquiry and INSTAD towards students’ critical thinking skills on circulatory system materials. Jurnal Pendidikan IPA Indonesia, 7(4), 476–482. https://doi.org/10.15294/jpii.v7i4.14302
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Syarifah., & Sumardi, Y. (2015). Development of malcolm's modeling learning model to improve critical thinking skills and student learning motivation. Jurnal Inovasi Pendidikan IPA, 1(2), 237–247. Retrieved from https://journal.uny.ac.id/index.php/jipi/article/view/7510
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Wardani, S., Lindawati, L., & Kusuma, S. B. W. (2017). The development of inquiry by using android-system-based chemistry board game to improve learning outcame and critical thinking ability. Jurnal Pendidikan IPA Indonesia, 6(2), 196-205. https://doi.org/10.15294/jpii.v6i2.8360
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Anazifa, R. D., & Djukri, D. (2017). Project-based learning and problem-based learning : Are they effective to improve student’s thinking skills ?. Jurnal Pendidikan IPA Indonesia. 6(2), 346–355. https://doi.org/10.15294/jpii.v6i2.11100
Augusto, P. A., Castelo-Grande, T., & Estevez, A. M. (2019). Practical demonstrations designed and developed by the students for pedagogical learning in transport phenomena. Education for Chemical Engineers, 26, 48–57. https://doi.org/10.1016/j.ece.2018.10.002
Azizah, N. R., Masykuri, M., & Prayitno, B. A. (2018). Scaffolding as an effort for thinking process optimization on heredity. Journal of Physics: Conference Series, 1006(1), 012017. https://doi.org/10.1088/1742-6596/1006/1/012017
Bezanilla, M. J., Fernández-Nogueira, D., Poblete, M., & Galindo-Domínguez, H. (2019). Methodologies for teaching-learning critical thinking in higher education. Thinking Skills And Creativity, 33, 100584. https://doi.org/10.1016/j.tsc.2019.100584
Boa, E. A., Wattanatorn, A., & Tagong, K. (2018). The development and validation of the Blended socratic method of teaching (BSMT): An instructional model to enhance critical thinking skills of undergraduate business students. Kasetsart Journal of Social Sciences, 39(1), 81–89. https://doi.org/10.1016/j.kjss.2018.01.001
Bustami, Y., Syafruddin, D., & Afriani, R. (2018). The implementation of contextual learning to enhance biology students’ critical thinking skills. Jurnal Pendidikan IPA Indonesia, 7(4), 451–457. https://doi.org/10.15294/jpii.v7i4.11721
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development : Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37–48. https://doi.org/10.14254/2071-8330.2018/11-2/3
El Soufi, N., & See, B. H. (2019). Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence. Studies in Educational Evaluation, 60, 140–162. https://doi.org/10.1016/j.stueduc.2018.12.006
Facione, P. A., & Gittens, C. A. (2015). Think Critically. Englewood Cliffs: Pearson Education.
Foo, S. Y., & Quek, C. L. (2019). Developing students’ critical thinking through asynchronous online discussions : A literature review. Malaysian Online Journal of Educational Technology, 7(2), 37–58 [online]. https://doi.org/10.17220/mojet.2019.02.003
Hadiati, S., Kuswanto, H., Rosana, D., & Pramuda, A. (2019). The effect of laboratory work style and reasoning with arduino to improve scientific attitude. International Journal of Instruction, 12(2), 321–336. https://doi.org/10.29333/iji.2019.12221a
Hatari, N., Widiyatmoko, A., & Parmin. (2016). The effectiveness of search, solve, create, and share (sscs) learning models against students' critical thinking skills. Unnes Science Education Journal, 5(2), 1253–1260. Retrieved from https://journal.unnes.ac.id/sju/index.php/usej/article/view/13144
Hayes, K. D., & Devitt, A. A. (2008). Classroom discussions with student-led feedback: A useful activity to enhance development of critical thinking skills. Journal of Food Science Education, 7(4), 65–68. https://doi.org/10.1111/j.1541-4329.2008.00054.x
Izzaty, A. M. (2014). The effect of students knowledge about environmental pollution (high knowledge vs low knowledge) to critical thinking. Biosfer: Jurnal Pendidikan Biologi, 7(2), 1-3. https://doi.org/10.21009/biosferjpb.7-2.1
Kurniahtunnisa, Dewi, N. K., & Utami, N. R. (2016). The effect of problem based learning models on students' critical thinking ability in the material for excretion system. Journal of Biology Education, 5(3), 310–318. Retrieved from https://journal.unnes.ac.id/sju/index.php/ujbe/article/view/14865
Labibah, R. M., & Ernawati, T. (2017). Concept map effect on students science achievement based on critical thinking skill. Jurnal Ilmiah Pendidikan IPA. 4(2), 19–25. Retrieved from http://jurnal.ustjogja.ac.id/index.php/NATURAL/article/view/1850
Marliani, R. (2013). Psikologi Eksperimen. Bandung: Pustaka Setia.
Mc Inerney, J., & Baird, M. (2016). Developing critical practitioners: A review of teaching methods in the bachelor of radiography and medical imaging. Radiography, 22(1), e40–e53. https://doi.org/10.1016/j.radi.2015.07.001
Miharja, F. J., Hindun, I., & Fauzi, A. (2019). Critical thinking, metacognitive skills, and cognitive learning outcomes: A correlation study in genetic studies. Biosfer: Jurnal Pendidikan Biologi, 12(2), 135-143. https://doi.org/10.21009/biosferjpb.v12n2.135-143
Ozden, M. (2008). Improving science and technology education achievement using mastery learning model. World Applied Sciences Journal, 5(1), 62–67. Retrieved from http://idosi.org/wasj/wasj5(1)/10.pdf
Özgüç, C. S., & Cavkaytar, A. (2015). Science education for students with intellectual disability: A case study. Journal of Baltic Science Education, 14(6), 804–820. Retrieved from http://www.scientiasocialis.lt/jbse/files/pdf/vol14/804-820.Ozguc_JBSE_Vol.14_No.6.pdf
Permana, F. H., & Chamisijatin, L. (2019). Project-based learning through edmodo: improving critical thinking and histology concepts. Biosfer: Jurnal Pendidikan Biologi, 12(1), 58-69. https://doi.org/10.21009/biosferjpb.v12n1.58-69
Perry, D. K., Retallick, M. S., & Paulsen, T. H. (2014). A critical thinking benchmark for a department of agricultural education and studies, Journal of Agricultural Education, 55(5), 207–221. Retrieved from https://eric.ed.gov/?id=EJ1122665
Prastiwi, L., Sigit, D. V., & Ristanto, R. H. (2019). Ecological literacy, environmental awareness, academic ability and environmental problem-solving skill at Adiwiyata school. Indonesian Journal of Science and Education, 3(2), 82-92. https://doi.org/10.31002/ijose.v3i2.1114
Prayitno, B. A., & Suciati. (2017). Narrowing the gap of science students ’ learning outcomes through INSTAD strategy. New Education Review, 50(4), 124–133. Retrieved from https://www.semanticscholar.org/paper/ad756212a2f8573b1e0ec3b1b93fc24bd79f268d
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. Retrieved from: http://oaji.net/articles/2017/987-1497156674.pdf
Prayitno, B. A., Suciati., & Titikusumawati, E. (2018). Enhancing students’ higher order thinking skills in science through. Journal of Baltic Science Education, 17(6), 1046–1055. https://doi.org/10.33225/jbse/18.17.1046
Prihatni, Y., Kumaidi., & Mundilarto. (2016). Development of cognitive diagnostic instruments in natural sciences in Junior High Schools. Jurnal Penelitian dan Evaluasi Pendidikan, 20(1), 111–125. https://doi.org/10.21831/pep.v20i1.7524
Putra, B. K. B., Prayitno, B. A., & Maridi, M. (2018). The effectiveness of guided inquiry and INSTAD towards students’ critical thinking skills on circulatory system materials. Jurnal Pendidikan IPA Indonesia, 7(4), 476–482. https://doi.org/10.15294/jpii.v7i4.14302
Purwanti, A. (2017). The effectiveness of experimental methods on science skills and learning outcomes of class viii middle school students, Pendidik. Jurnal Pendidikan Matematika dan Sains, 5(1), 77–88, https://doi.org/10.21831/jpms.v5i1.13458
Rati, N. W., & Dewi, D. A. K. (2017). Optimizing the use of experimental methods in science learning to improve student learning achievement. International Journal of Elementary Education. 1(1), 47–51. https://doi.org/10.23887/ijee.v1i1.11438
Ristanto, R. H., Djamahar, R., Heryanti, E., & Ichsan, I. Z. (2020). Enhancing students' biology-critical thinking skill through circ-based scientific approach (cirsa). Universal Journal of Educational Research, 8(4A), 1-8. Retrieved from http://www.hrpub.org/journals/article_info.php?aid=9087
Riswari, L. A., Yanto, H., & Sunarso, A. (2018). The effect of problem based learning by using demonstration method on the ability of problem solving. Journal of Primary Education. 7(3), 356–362. Retrieved from https://journal.unnes.ac.id/sju/index.php/jpe/article/view/24519.
Sahoo, S., & Mohammed, C. A. (2018). Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum. Korean Journal of Medical Education, 30(2), 109–118 [online] https://doi.org/10.3946/kjme.2018.86
Sever, S., Yurumezoglu, K., & Oguz-unver, A. (2010). Comparison teaching strategies of videotaped and demonstration experiments in inquiry-based science education. Procedia Social and Behavioral Sciences, 2(2), 5619–5624. https://doi.org/10.1016/j.sbspro.2010.03.916.
Sümen, Ö. Ö., & Çalişici, H. (2017). Examining the 21st century skills of secondary school students : A mixed method study. Journal of Education & Social Policy, 4(4), 92–100. Available from http://jespnet.com/journals/Vol_4_No_4_December_2017/10.pdf
Suratno., & Kurniati, D. (2017). Implementation of math-science learning model based on performance assessment to improve students' critical thinking ability in the coffee plantation area of Jember. Jurnal Penelitian dan Evaluasi Pendidikan, 21(2), 1–10. https://doi.org/10.21831/pep.v21i1.11799.
Suwono, H., Pratiwi, H. E., Susanto, H., & Susilo, H. (2017). Enhancement of students’ biological literacy and critical thinking of biology through socio-biological. Jurnal Pendidikan IPA Indonesia, 6(2), 213-220. https://doi.org/10.15294/jpii.v6i2.9622.
Syarifah., & Sumardi, Y. (2015). Development of malcolm's modeling learning model to improve critical thinking skills and student learning motivation. Jurnal Inovasi Pendidikan IPA, 1(2), 237–247. Retrieved from https://journal.uny.ac.id/index.php/jipi/article/view/7510
Triwiyono. (2011). Physics learning program using guided experimentation methods to improve critical thinking skills. Jurnal Pendidikan Fisika Indonesia, 7(2), 80-83. Retrieved from https://journal.unnes.ac.id/nju/index.php/JPFI/article/view/1076 .
Van Peppen, L. M., Verkoeijen, P. P., Heijltjes, A. E., Janssen, E. M., Koopmans, D., & Van Gog, T. (2018). Effects of self-explaining on learning and transfer of critical thinking skills. Frontiers In Education, 3, 100. https://doi.org/10.3389/feduc.2018.00100
Wardani, S., Lindawati, L., & Kusuma, S. B. W. (2017). The development of inquiry by using android-system-based chemistry board game to improve learning outcame and critical thinking ability. Jurnal Pendidikan IPA Indonesia, 6(2), 196-205. https://doi.org/10.15294/jpii.v6i2.8360
Yuliana, S., & Ariswan. (2016). Physics learning with experimental methods to improve cognitive learning outcomes and science process skills. Jurnal Inovasi Pendidikan IPA, 2(2), 252–261. https://doi.org/10.21831/jipi.v2i2.6278.
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2020-05-14
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Hamdani, M., Prayitno, B. A., & Karyanto, P. (2020). Demonstration and experiment on archaebacteria and eubacteria: effectiveness for cognitive learning outcomes (CLO) based on critical thinking skill. Biosfer: Jurnal Pendidikan Biologi, 13(1), 75–85. https://doi.org/10.21009/biosferjpb.v13n1.75-85
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