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International Conference on Science and Education and Technology 2018 (ISET 2018)
Abstract
Reasoning is an indispensable ability of learners in physics learning as it is related to the learning
outcomes achieved. This study aims to obtain a picture of scientific reasoning in 231 high school students in
Palembang City in academic year 2017/2018. The type of this research is descriptive research with survey
method. The ability of scientific reasoning and mastery of the physics concepts of students was obtained
through written test in the form of multiple choice reasons. Problems used in the study contained 18 items
with details of 12 questions about scientific reasoning and 6 questions about mastery of physics concepts.
The result of the research shows the scientific reasoning ability of high school students was in the low
category and the mastery of physics concept of students remained in the medium category.
transitional, and formal reasoning operations and Impulse materials, since the previous
(Kemendiknas, 2013). students have never received this material at
The ability of reasoning is not a static the junior level, so the correct understanding of
ability that is brought at birth. The the concept must absolutely be given to a
development of reasoning ability is influenced student teacher.
by many factors. Likewise with scientific Palembang is one of the cities in South
reasoning. The science approach and method Sumatra. The city of Palembang has 161 high
of teaching used by teachers is one of the schools, consisting of 31 SMA Negeri, and
factors that can influence the development of 130 private SMA. All state senior high schools
scientific reasoning. Scientific thinking and in Palembang have implemented Curriculum
reasoning skills can be trained through physics 2013. In addition, Ministry of Education and
learning that is conducted using a scientific Culture stated that the Human Development
approach (Agustin, Yulianti, and Zulaikah, Index (IPM) which one aspect of its
2016). In the process of learning based on a assessment is the quality of education shows
scientific approach, the (affective) sphere of that the ranking of provinces on the island of
dominance transforms the substantive Sumatra always under Java . Based on the
substance or teaching material so that learners above description, this study aims to describe
"know why." The skill area (psychomotor) the ability of scientific reasoning and mastery
takes the transformation of substance or of physics concepts in public high school
teaching material to make the learners "know students in the city of Palembang on the
how". The realm of knowledge (cognitive) material Momentum and Impulse. In this study
takes the transformation of substantive students' scientific reasoning abilities are
substance or teaching material to make the explored using scientifically applied scientific
learner "know what." The end result is the reasoning tests of Classroom Test of Scientific
improvement and balance between the ability Reasoning instruments (Lawson, 2000). While
to be a good human (soft skills) and human the ability of mastering the concept of students
being with the skills and knowledge to live in exploration with multiple choice questions
properly (hard skills ) of learners that includes reasoned by using 6 items.
aspects of attitude, skills, and knowledge
competencies. 2. Research methods
The 2013 curriculum emphasizes the Descriptive research with survey method
modern pedagogic dimension of learning, aims to obtain a picture of scientific reasoning
using a scientific approach. The scientific (scientific reasoning) and mastery of physics
appoach in such learning involves observing, concepts in high school students in the city of
asking, trying, processing, presenting, Palembang in the academic year 2017/2018.
summarizing and creating for all subjects. For Research subjects amounted to 231 students.
certain subjects, materials, or situations, it is Scientific reasoning data was obtained through
very likely that this scientific approach is not a written test using a scientific reasoning
always aptly applied procedurally. In these instrument adopted from a test instrument
circumstances, the learning process must, of developed by Lawson [18] that is classroom
course, still apply scientific values or traits and test of scientific reasoning (CTSR). As for the
avoid non-scientific values or traits. mastery of the concept of physics, students are
The material of Momentum and Impulse given a matter of double-choice beralasan with
is one of the materials studied in class X. This reference to Bloom's taxonomy.
material has not previously been discussed in The test instrument used in the form of
junior high school, so students do not have a multiple choice is based on 12 items. Each
basic concept of the material. The concept of item has a choice of answers and a choice of
this material is a concept that is abstract and reasons for choosing the answer. Each
theoretical. There are still many students question has a score of 1 if the answer and the
experiencing misconceptions so students have reason chosen are correct. If the answer or
difficulty in solving Momentum and Impulse reason is wrong, or both are wrong then the
problems (Agustin, Yulianti, and Zulaikah, score is 0. The maximum score of 12 is
2016; Anggraeni and Suliyanah, 2017). This obtained if all items are answered correctly
should be considered by educators in and the reason chosen is also correct. While
conveying the basic concepts of Momentum
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Advances in Social Science, Education and Humanities Research (ASSEHR), volume 247
the concept mastery test instrument consists of indicator used. The students' scientific
6 multiple choice questions reasoned. reasoning level is determined based on the test
The scientific reasoning indicator used in scores obtained. A score of 0-4 shows the level
the scientific reasoning test instrument in this of concrete operational reasoning, the 5-8
study is shown in Table 1. The test data score shows reasoning at the transitional level,
obtained is then analyzed to determine the the score 9-12 indicates the level of formal
grouping of students' scientific reasoning level. reasoning [18]. While the concept mastery
There will also be an analysis of the indicator is shown in Table 2.
achievement of each scientific reasoning
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Advances in Social Science, Education and Humanities Research (ASSEHR), volume 247
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Advances in Social Science, Education and Humanities Research (ASSEHR), volume 247
possible because the science learning received cognitive level C4 that are analyzing, C5
by students from elementary school to junior which is evaluating and C6 create, students
high school has not maximally involved them tend to be in trouble and have difficulty in
in the scientific process, but more focused on answering the problem. This happens because
the knowledge aspect. Physical learning done in the learning process students are rarely
by teachers has not been maximally oriented confronted with something contextual related
towards scientific approaches and methods. to the material being studied. Teachers are
Physical learning that should be able to oriented only on students' mathematical
encourage thinking and scientific reasoning abilities, finally when students are faced with
(physics) is not working properly. problems that require analytical skills, evaluate
The low ability of students 'scientific and create them difficult to solve the problem.
reasoning will also affect the mastery of To solve the problem of low scientific
students' concepts. Based on the results of reasoning ability and mastery of physics
research, the mastery of the physics concept of concept in public high school students in
high school students in Palembang city can be Palembang city, it is expected that teachers
seen in Table 4. will start to use the results of the research of
educational practitioners as a reference for
Table 4. Ability to master physics concept preparing lesson plans that will be carried out.
In addition, teachers should start using some of
Cognitive The number of
the models and methods that have been
Level students (%)
developed by educational practitioners to
C1 87.01
improve scientific reasoning and mastery of
C2 43.72
student concepts.
C3 66.23
C4 41.99 4. Conclusions
C5 58 Based on the results and discussion above,
C6 65.36 it can be concluded that scientific reasoning of
public senior high school students in
From Table 4 we see that the mastery of Palembang city for academic year 2017/2018
student concepts on the C1 level cognitive was at the level of concrete operational
ranks highest with the percentage of 87.01% reasoning (33.11%), transitional (30.41%), and
and included in the timggi category. At this formal operational (27.81%). Overall students'
level students are faced with the problem of scientific reasoning ability was 30.44% and
memorizing and most students are able to included into the low category. Mastery of
answer correctly. While the lowest mastery of physics concept of student on momentum and
the concept is at the level of cognitive C4 of impulse material based on cognitive level C1
41.99% and included in the category of being. was 87.01%; C2 was 43.72%; C3 was 66.23%,
At this level students are faced with the C4 was 41.99%; C5 was 58% and C6 was
problem of analyzing to conclude something 65.36%. Overall mastery of the concept of
and only a small percentage of students are physics of state senior high school students in
able to answer the problem correctly. If it is the city of Palembang reached 60.38%, and it
associated with reasoning ability, it is obvious is included in the category of being.
that students who have good scientific
reasoning ability will master the concept well 5. Reffrences
too. This explains that the ability of scientific
reasoning and mature conceptualization is Abdurrahman, D., Efendi, R and Wijaya,
absolutely necessary in studying physics that A.F.C. (2013). Level of Reasoning Profile
links more than one concept. and Improved Mastery of High School
Overall ability mastery of student concept Student Concept in Physics-Based
is at number 60,38% and included in medium Learning Task Exercise Peer Instruction.
category. Students can answer precisely the Jurnal Wahana Pendidikan Physics. 1:
questions that are at the C1 cognitive level that 84-91.
are remembering, the C2 which is the nature of Agustin, D. K., Yulianti, L and Zulaikah, S.
understanding and the C3 which is its (2016). Mistakes of High School Students
application. While in the questions that are in Solving the Impulse-Momentum
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