The critical thinking skills on global warming issue: Effect of the socio-scientific problems approach on problem-solving toward student’s
DOI:
https://doi.org/10.21009/biosferjpb.19963Keywords:
Critical thinking skills, Global warming, Socio-scientific issuesAbstract
This study aims to investigate the effect of socio-scientific issues learning approaches on problem-solving learning model toward improving the critical thinking skills of Islamic junior high public school students on global warming issue. The method used in this research was a quasi-experimental with a nonequivalent control group design. This study was conducted at one of the Islamic junior high public schools in Sukabumi with a research sample of class VII C as the experimental group and class VII B as the control. The sampling technique used was purposive. The instrument used was a test of critical thinking skills in the form of essays with as many as 9 items and questionnaires to investigate the response of students toward learning through 10 statements. The result of the research showed the average value of the experimental class N-gain of 0.38, which is higher than the control class of 0.24. Test of the difference in average critical thinking skills in the experimental class and control class using the t-test of N-gain data showed t-count 3.800> 2.009 t-table, therefore t-count> t-table, then H0 rejected and H1 accepted. So it can be concluded that the socioscientific issues learning approach affect the ability of student's critical thinking on global warming issue. Based on these results, we suggest that the socio-scientific issues learning approach can be applied by teachers in school for teaching with other socio-scientific issues such as genetic, ecology, and biodiversity.
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Wang, H. H., Hong, Z. R., Liu, S. C., & Lin, H. S. (2018). The impact of socio-scientific issue discussions on student environmentalism. Eurasia Journal of Mathematics, Science and Technology Education, 14(12). https://doi.org/10.29333/ejmste/95134
Zeidler, D. L., Sadler, T D., Michael, L., Simmons, & Elaine, V. H. (2005). Beyond STS: A Research-Based Framework for Socioscientific Issues Education.Science Education, 89(3), 357–77. https://doi.org/10.1002/sce.20048.
Zeidler, D. L., Sadler, T.D., & Applebaum, S.(2009). Advancing Reflective Judgment through Socio-scientific Issues. Journal of Research in Science Education, 46(1), 74-101. https://doi.org/10.1002/tea.20281
Callahan, Brendan, E. (2009). Enhancing Nature of Science Understanding, Reflective Judgment, and Argumentation through Socioscientific Issues. Dissertation. University of South Florida. Retrievedfrom https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=2885&context=etd
Cook, T.D., Campbell, D.T. (1979). Quasi-experimentation: Design & analysis issues in field settings. Boston, MA: Houghton Mifflin.
Cross, D., Taasoobshirazi, G., Hendricks, S., & Hickey, D.T. (2008). Argumentation: A strategy for improving achievement and revealing scientific identities, International Journal of Science Education, 30(6), 837-861.https://doi.org/10.1080/09500690701411567
Ennis, R.H. (2011). The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities. Retrieved from https://education.illinois.edu/docs/default-source/faculty-documents/robert-ennis/thenatureofcriticalthinking_51711_000.pdf
Gulo, W. (2002). Strategi Belajar Mengajar. Jakarta: Grasindo.
Gutierez, &Sally, B. (2015). Integrating Socio-Scientific Issues to Enhance the Bioethical Decision-Making Skills of High School Students,International Education Studies. 8(1), 142-149.https://doi.org/10.5539/ies.v8n1p142
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
Harahap, L. J., Ristanto, R. H., & Komala, R. (2020). Getting critical thinking about ecosystem: How impact and responses of students about the CirGi learning model?. Biosfer: Jurnal Pendidikan Biologi, 13(1), 86-100. https://doi.org/10.21009/biosferjpb.v13n1.86-100
Indah, R. N., & Kusuma, A. H. (2016). Factors Affecting The Development of Critical Thinking of Indonesian Learners of English Language. Journal of Huanities and Social Science, 21(6), 86-94.http://repository.uin-malang.ac.id/536/
Lathifah, Anis Samrotul & Susilo, Herawati. (2015). Penerapan Pembelajaran Socioscientific Issues melalui Metode Simposium berbasis Lesson Study untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa pada Mata Kuliah Biologi Umum. Prosiding Seminar Nasional Pendidikan Biologi 2015. Th III, 9-19.
Meltzer, D. E. (2002). The relationship between mathematics preparation and conceptual learning gains in physics: A possible “hidden variable” in diagnostic pretest scores. American Journal of Physics, 70(12), 1259–1268. https://doi.org/10.1119/1.1514215
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
National Center for Education Statistics. (2017). Highlights From TIMSS and TIMSS Advanced 2015.
Nuangchalerm, P. (2010). Engaging students to perceive nature of science through socioscientific issues-based instruction. European Journal of Social Sciences, 13 (1), 34–37.
OECD. (2015). PISA 2015 Result in Focus.
Partnership for 21st century Skill. (2002). Learning for the 21st century. A Report and MILE Guide for 21st century skills.Retrieved fromhttps://eric.ed.gov/?id=ED480035
Ristanto, R. H., Miarsyah, M., Muharomah, D. R., Astuti, T. A., & Aini, S. Prihatin., AI (2019). Light-Board: simple media to learn photosynthesis concepts. International Journal of Advanced Trends in Computer Science and Engineering, 9(1), 299-303. https://doi.org/10.30534/ijatcse/2020/45912020
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
Ristanto, R.H, Sabrina, A., & Komala, R. (2021). Critical Thinking Skills of Environmental Changes: A Biological Instruction Using Guided Discovery Learning-Argument Mapping (GDL-AM). Participatory Educational Research, 9(1), 173-191. https://doi.org/10.17275/per.22.10.9.1
Sanjaya, Wina. (2013). Strategi Pembelajaran. Jakarta: Kencana Prenada Media Group.
Subiantoro, A. W., Handziko, R. C., & Wibowo, Y. (2021). A narrative inquiry of socio-scientific issues-based e-learning development in biology to promote student health literacy . Biosfer: Jurnal Pendidikan Biologi, 14(1), 132-143. https://doi.org/10.21009/biosferjpb.20373
Subiantoro, A. W. (2011). Socio-Scientific Issues and Its Potency on Biology Instruction for Character Edu- Cation in Indonesia. Proceeding of The 4th Inter- National Conference on Science and Mathematics Education. Malaysia: SEAMEO RECSAM21(2), 136–44. https://doi: 10.17977/jip.v21i2.8367.
Subiantoro, A.W., Paidi, & Ariyanti, N. A. (2012). Lesson Study dalam Perkuliahan Biologi Umum dengan Socioscientific Issues-based Instruction untuk Character Building. Makalah pada Seminar Nasional IX Pendidikan Biologi FKIP UNS.
Subiantoro, A. W., Ariyanti, N. A., & Sulistyo. (2013). Pembelajaran materi ekosistem dengan socio-scientific issues dan pengaruhnya terhadap reflective judgment siswa. Jurnal Pendidikan IPA Indonesia, 2(1), 41–47.https://journal.unnes.ac.id/nju/index.php/jpii/article/view/2508
Sudiarta I.G. (2009). Pengembangan pembelajara berpendekatan tematik berorientasi pemecahan masalah matematika terbuka untuk mengembangkan kompetensi berpiki divergen, kritis, dan kreatif. Jurnal Pendidikandan Pengajaran UNDIKSHA. 2 (4): 373-392.
Sugiyono. (2013). Metode Penelitian Pendidikan. Bandung: Penerbit Alfabeta.
Suparini, S., Rusdi, R., & Ristanto, R. H. (2020). Guided discovery-blended learning (GDBL) for critical thinking skill empowerment: A learning strategy in human excretory system. Biosfer: Jurnal Pendidikan Biologi, 13(2), 266–279. https://doi.org/10.21009/biosferjpb.v13n2.266-279
Susilawati, Aznam, N., Paidi, & Irwanto, I. (2020). Socio-scientific issues as a vehicle to promote soft skills and environmental awareness. European Journal of Educational Research, 10(1), 161–174. https://doi.org/10.12973/EU-JER.10.1.161
Wang, H. H., Hong, Z. R., Liu, S. C., & Lin, H. S. (2018). The impact of socio-scientific issue discussions on student environmentalism. Eurasia Journal of Mathematics, Science and Technology Education, 14(12). https://doi.org/10.29333/ejmste/95134
Zeidler, D. L., Sadler, T D., Michael, L., Simmons, & Elaine, V. H. (2005). Beyond STS: A Research-Based Framework for Socioscientific Issues Education.Science Education, 89(3), 357–77. https://doi.org/10.1002/sce.20048.
Zeidler, D. L., Sadler, T.D., & Applebaum, S.(2009). Advancing Reflective Judgment through Socio-scientific Issues. Journal of Research in Science Education, 46(1), 74-101. https://doi.org/10.1002/tea.20281
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Published
2021-10-11
How to Cite
Pauzi, R. Y., & Windiaryani, S. (2021). The critical thinking skills on global warming issue: Effect of the socio-scientific problems approach on problem-solving toward student’s. Biosfer: Jurnal Pendidikan Biologi, 14(2), 228–237. https://doi.org/10.21009/biosferjpb.19963
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