Karakteristik Kemampuan Siswa SMA dalam Menyelesaikan Well dan Ill Structured Problems pada Pembelajaran Fisika
DOI:
10.29303/jpft.v6i1.1053Diterbitkan:
2020-03-30Terbitan:
Vol 6 No 1 (2020): Januari-JuniKata Kunci:
Well-Structured Problems, Ill-Structured Problems, Problem SolvingArticles
Unduhan
Cara Mengutip
Unduhan
Metrik
Abstrak
One effort to improve the quality of learning physics is by developing abilities in problem solving. Problem solving abilities are complex cognitive activities using thought processes. For students, by knowing problem solving abilities, they can do self-reflection and have learning motivation to change for the better. For teachers, knowing students' abilities in problem solving can be used as a guide for designing learning strategies and evaluations that are suitable for improving problem solving skills. For this reason, it is necessary to identify problem solving abilities of high school students. Methods of research data collection using tests and interviews. Tests for measuring problem solving abilities are categorized as ill-structured problems and well-structured problems. The results showed that students were better able to solve well-structured problems than ill-structured problems. The ability of students to solve well-structured problems and ill-structured problems, most of them are included in the category of novice and only a small proportion are categorized as expert. The novice and expert characteristics based on the results of the study is described in detail in the part of discussion.Referensi
Abdani, R., Rokhmat, J., & Rahayu, S. (2018). Pengaruh Pendekatan Berpikir Kausalitik Ber-Scaffolding Dengan Pemberian Tugas Pendahuluan Terhadap Kemampuan Pemecahan Masalah Siswa SMA. Jurnal Pendidikan Fisika dan Teknologi, 4(2), 213-219.
Barak. (2013). Impacts of Learning Inventive Problem-Solving Principles: Studentsââ¬â¢ Transition from Systematic Searching to Heuristic Problem Solving. Instructional Science, 41(4), 657-679.
Barak, M. & Mesika, P. (2007). Teaching Methods for Inventive Problem-Solving in Junior High School. Thinking Skills and Creativity, 2(1), 19-29.
Bennett, S. (2010). Investigating Strategies for Using Related Cases to Support Design Problem Solving. Educational Technology Research and Development, 58(4), 459-480.
Bulu, S T. & Pederson, S. (2010). Scaffolding Middle School Studentsââ¬â¢ Content Knowledge and Ill-Structured Problem Solving in A Problem-Based Hypermedia Learning Environment. Educational Technology Research and Development, 58(5), 507-529.
Byun, H., Lee, J. & Cerreto, F A. (2014). Relative Effects of Three Questioning Strategies in Ill-Structured, Small Group Problem Solving. Instructional Science, 42(2), 229-250.
Chin, C. & Chia, L. G. (2004). Problem-Based Learning: Using Students' Questions to Drive Knowledge Construction, Science Education, 88(5), 707ââ¬â727.
Clariana, R. B., Engelmeann, T, & Yu, W. (2013). Using Centrality of Concept Maps as A Measure of Problem Space States in Computer-Supported Collaborative Problem Solving. Educational Technology Research and Development, 61(3), 423-442.
Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (Eds.). (2007). Taking Science to School: Learning and Teaching Science in Grades K-8. Washington: National Academies Press.
Fitriyani, R. V., Supeno, & Maryani, M. (2019). Pengaruh LKS Kolaboratif Pada Model Pembelajaran Berbasis Masalah Terhadap Keterampilan Pemecahan Masalah Fisika Siswa SMA. Berkala Ilmiah Pendidikan Fisika, 7(2), 71-81.
Ge, X. & Land, S. M. (2003). Scaffolding Studentsââ¬â¢ Problem-Solving Processes in An Ill-Structured Task Using Question Prompts and Peer Interactions. Educational Technology Research and Development, 51(1), 21ââ¬â38.
Ge, X. & Land S. M. (2004). A Conceptual Framework for Scaffolding Ill-Structured Problem-Solving Processes Using Question Prompts and Peer Interactions. Educational Technology Research and Development, 52(2), 5ââ¬â22.
Ge, X., Chen, C., & Davis, K. A. (2005). Scaffolding Novice Instructional Designersââ¬â¢ Problem-Solving Processes Using Question Prompts in A Web-Based Learning Environment. Journal of Educational Computing Research, 33: 219ââ¬â248.
Gillies, R. M. & Haynes, M. (2011). Increasing Explanatory Behavior, Problem-Solving, And Reasoning Within Classes Using Cooperative Group Work. Instructional Science, 39(3), 349-366.
Gillies, R. & Khan, A. (2008). The Effects of Teacher Discourse on Studentsââ¬â¢ Discourse, Problem-Solving and Reasoning During Cooperative Learning. International Journal of Educational Research, 47, 323ââ¬â340.
Glaser, R. (1999). Expert Knowledge and Processes of Thinking. In: McCormick, R, C Paechter (Eds.). Learning and Knowledge. London: Paul Chapman.
Gog, T V., Kester, L., & Paas, F. (2011). Effects of Worked Examples, Example-Problem, And Problem-Example Pairs on Novicesââ¬â¢ Learning. Contemporary Educational Psychology, 36(3), 212-218.
Gunawan., Harjono, A., Sahidu, H., & Herayanti, L. (2017). Virtual Laboratory to Improve Studentsââ¬â¢ Problem-Solving Skills on Electricity Concept. Jurnal Pendidikan IPA Indonesia. 6(2), 257-264.
Harper, K A. (2004). Expert-Novice Comparisons to Illuminate Differences in Perceptions of Problem Solutions, AIP Conference Proceedings, 720(1): 129.
Hidayah, N., Sutrio, & Hikmawati. (2019). Pengaruh Model Conceptual Understanding Procedures Terhadap Penguasaan Konsep dan Kemampuan Pemecahan Masalah Fisika Peserta Didik Kelas X SMAN 1 Gerung. Jurnal Pendidikan Fisika dan Teknologi, 5(1), 182-189.
Hoellwarth, C., M. J. Moelter, & Knight, R. D. (2005). A Direct Comparison of Conceptual Learning and Problem-Solving Ability in Traditional and Studio Style Classrooms. American Journal of Physics, 73(5), 459-462.
Hsu, L., Brewe, E., Foster, T., & Harper, K. (2004). Resource letter RPS-1: Research in Problem Solving. American Journal of Physics, 72(9), 1147-1156.
Isman, A. (2011). Instructional Design in Education: New Model. The Turkish Online Journal of Educational Technology, 10(1), 136-142.
Jonassen, D. H. (2000). Toward A Design Theory of Problem Solving. Educational Technology and Research and Development, 48(4), 63-85.
Kemdikbud. (2013). Permendikbud Nomor 65 Tahun 2013 Tentang Standar Isi Pendidikan Dasar dan Menengah Kurikulum 2013. Jakarta.
Kirkley, J. (2003). Principles for Teaching Problem Solving, Technical Paper. Indiana: Plato Learning, Inc.
Kirschner, P. A., Sweller, J., & Clark, R. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of The Failure of Constructivist, Discovery, Problem-Based, Experiential, And Inquiry-Based Learning. Educational Psychologist, 41(2), 75ââ¬â86.
Lee, S-Y. (2016). Students' Use Of "Look Back" Strategies in Multiple Solution Methods. International Journal of Science and Mathematics Education, 14(4), 701-717.
Matlin, M.W. (2002). Cognition. (5th ed.). Fort Worth: Harcourt College Publishers.
Moustofa, K. S. (2003). Too intelligent for job? The Validity of Upper-Limit Cognitive Ability Test Scores in Selection. S.A.M Advanced Management Journal, 68(2), 4-10.
Noviatika, R., Gunawan, & Rokhmat, J. (2019). Pengaruh Model Pembelajaran Berbasis Masalah Berbantuan Mobile Pocket Book Fisika Terhadap Kemampuan Pemecahan Masalah Peserta Didik. Jurnal Pendidikan Fisika dan Teknologi, 5(2), 240-246.
Salden, R J C M., Aleven, V., Schwonke, R. & Renki, A. (2010). The Expertise Reversal Effect and Worked Examples in Tutored Problem Solving. Instructional Science, 38(3), 289-307.
Sambada, D. (2012). Peranan Kreativitas Siswa Terhadap Kemampuan Memecahkan Masalah Fisika Dalam Pembelajaran Kontekstual. Jurnal Penelitian Fisika dan Aplikasinya, 2(2), 37-47.
Sternberg, R.J. (2006). Cognitive Psychology. (4th ed.). United Kingdom: Thomson Wadsworth.
Sujarwanto, E., Hidayat, A., & Wartono. (2014). Kemampuan Pemecahan Masalah Fisika Pada Modeling Instruction Pada Siswa SMA Kelas XI, Jurnal Pendidikan IPA Indonesia, 3(1), 65-78.
Supeno, Subiki, & Rohma, L. W. (2018). Studentsââ¬â¢ Ability in Solving Physics Problems on Newtonsââ¬â¢ Law of Motion. Jurnal Ilmiah Pendidikan Fisika Al-BiRuNi, 7(1), 59-70.
Sutarno, Setiawan, A., Suhandi, A., Kaniawati, I., & Putri D. H. (2017). Keterampilan Pemecahan Masalah Mahasiswa Dalam Pembelajaran Bandul Fisis Menggunakan Model Problem Solving Virtual Laboratory. Jurnal Pendidikan Fisika dan Teknologi, 3(2), 164-172.
Tipler, P. A. & Mosca, G. (2008). Physics for Scientists and Engineers with Modern Physics; 6th Edition. New York: W. H. Freeman and Company.
Walker, J.T. & Lofton, S.P. (2003). Effect of A Problem-Based Learning Curriculum on Studentsââ¬â¢ Perceptions of Self-Directed Learning. Issues in Educational Research, 13(2), 71-100.
Young, H. D. & Freedman, R. A. (2016). Sears and Zemanskyââ¬â¢s University Physics: with Modern Physics, 14th Edition. San Francisco: Pearson Education, Inc.
Yousoof, M., Sapiyan, M., & Kamaluddin, K. (2006). Reducing Cognitive Load in Learning Computer Programming. Transactions on Engineering, Computing and Technology, 12, 259-262.
Xie, K., & Bradshaw, A. C. (2008). Using Question Prompts to Support Ill-Structured Problem Solving in Online Peer Collaborations. International Journal of Technology in Teaching and Learning, 4(2), 148ââ¬â165.
Biografi Penulis
Supeno Supeno, University of Jember
Sri Handono Budi Prastowo, University of Jember
Marlina Puji Rahayu, University of Jember
Lisensi
Penulis yang menerbitkan Jurnal Pendidikan Fisika dan Teknologi (JPFT) setuju dengan ketentuan sebagai berikut:
- Penulis memiliki hak cipta dan memberikan hak jurnal untuk publikasi pertama dengan karya yang dilisensikan secara bersamaan di bawah Lisensi Internasional Creative Commons Attribution-ShareAlike License 4.0 (Lisensi CC-BY-SA). Lisensi ini memungkinkan penulis untuk menggunakan semua artikel, kumpulan data, grafik, dan lampiran dalam aplikasi penambangan data, mesin pencari, situs web, blog, dan platform lain dengan memberikan referensi yang sesuai. Jurnal memungkinkan penulis untuk memegang hak cipta tanpa batasan dan akan mempertahankan hak penerbitan tanpa batasan.
- Penulis dapat membuat pengaturan kontrak tambahan yang terpisah untuk distribusi non-eksklusif dari versi jurnal yang diterbitkan dari karya tersebut (misalnya, mempostingnya ke penyimpanan institusional atau menerbitkannya dalam sebuah buku), dengan pengakuan atas publikasi awalnya di Jurnal Pendidikan Fisika dan Teknologi (JPFT).
- Penulis diizinkan dan didorong untuk memposting karya mereka secara online (misalnya, di repositori institusional atau di situs web mereka) sebelum dan selama proses pengiriman, karena hal itu dapat mengarah pada pertukaran yang produktif, serta kutipan yang lebih awal dan lebih besar dari karya yang diterbitkan (Lihat The Pengaruh Akses Terbuka).
