The Efforts to Foster Students’ Skill in Making Questions through Thinking Tool (Question Matrix) Development

P. Pramudiyanti, H. Susilo, U. S. Hastuti, U. Lestari

Abstract

Asking questions and making statements is not easy for students. Many researchers have developed a question pattern, but it has several weaknesses. The question pattern generally has not guided the students to ask low to high level of questions; also, they have no idea what the issue is about and how to naturally propose the question. This research aimed to develop a thinking tool named Question Matrix. This thinking tool intends to train students’ questioning skills in various question levels based on learning purposes. This research was divided into two; small and large scale. The small scale was performed in the even semester, academic year of 2015/2016 while the large scale was in the even semester, academic year of 2016/2017. The method referred to the 4D (Define, Design, Develop, and Disseminate) model. The sample consisted of 104 students. The data were collected through students’ worksheets to collect students’ questions and questionnaires to collect the data of students’ responses to the use of the question matrix. The data collection was conducted in 8 meetings. The quality of students’ questions was scored by using the question quality assessment rubric and categorized according to the revised Bloom taxonomy to determine the percentage of LOT and HOT questions. The research results indicated that Question Matrix had helped the students in making questions. Before the use of Question Matrix, the average small scale research result was 48% (LOT) and 52% (HOT) and increased by 32.50% (LOT) and 67.502% (HOT) after the tool application. In the large scale research, the average cognitive level was 35% (LOT) and 73.5% (HOT). Also, 45.8% of the questions belonged to the ‘Good’ category. In sum, the findings indicated that the Question Matrix is sufficient to be used as guidance in making questions.

Keywords

question, question matrix, thinking tool, question tool

Full Text:

PDF

References

Albergaria-Almeida, P. (2010). Classroom Questioning: Teachers’ Perceptions and Practices. Procedia-Social and Behavioral Sciences, 2(2), 305-309.

Albert, B., Hopkin, J., Lewis, R.R, & Walter. (2010). Essential Cell Biology (3rd Ed.) New York: Garland Science.

Almeida, P. A. (2012). Can I Ask a Question? The Importance of Classroom Questioning. Procedia-Social and Behavioral Sciences, 31, 634-638.

Anderson, L.W. & Krathwohl, D.R.(2010). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen: Revisi Taksonomi Pendidikan Bloom (Cetakan1). Diterjemahkan oleh Agung Prihantoro. Yogyakarta: Pustaka Pelajar.

Arend, R.(2007). Learning to Teach: Belajar untuk Mengajar. Yogyakarta: Penerbit Pustaka Pelajar.

Arneson, J. B., & Offerdahl, E. G. (2018). Visual Literacy in Bloom: Using Bloom’s Taxonomy to Support Visual Learning Skills. CBE—Life Sciences Education, 17(1), ar7.

Brookhart, S. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom. USA: ASCD.

Browne, M. N., & Keeley, S. M. (2007). Asking the Right Questions: A Guide to Critical Thinking. Pearson Education.

Çakmak, M. (2009). Pre-Service Teachers’ Thoughts about Teachers’ Questions in Effective Teaching Process. İlköğretim Online, 8(3), 666-675.

Campbell, N.A, Reece, J.B . & Mitchell, L.G. (2003). Biologi (5th Eds.). Jakarta: Erlangga.

Cardoso, M. J., & Almeida, P. A. (2014). Fostering Student Questioning in the Study of Photossyntesis. Procedia-Social and Behavioral Sciences, 116(2014), 3776-3780.

Collins, R. (2014). Skills for the 21st Century: Teaching Higher-Order Thinking. Curriculum & Leadership Journal, 12(14).

Coutinho, M. J., & Almeida, P. A. (2014). Promoting Student Questioning in the Learning of Natural Sciences. Procedia-Social and Behavioral Sciences, 116(2014), 3781-3785.

Creswell, J. W. (2010). Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed. Yogyakarta: Pustaka Pelajar.

Facione, P. A. (2015). Critical thinking: What it is and Why it Counts. Retrieved from http://www.maximusveritas.com/wp-content/uploads/2015/08/Critical-Thinking.pdf

Hariyadi, S. Corebima, A.D., Zubaidah, S., &Ibrohim. (2017). The Comparison of the Question Types in the RQA (Reading, Questioning, and Answering) Learning Model and Conventional Learning Model. International Journal of Humanities Social Sciences and Education (IJHSSE), 4(7),10-18.

Jensen-Vallin, J. (2017). Teaching Students to Formulate Questions. PRIMUS, 27(2), 189-201.

Karp, G. 2010. Cell Biology (6 Ed.). Singapore: John Wiley & Son.

Keeling, E. L., Polacek, K. M., & Ingram, E. L. (2009). A Statistical Analysis of Student Questions in a Cell Biology Laboratory. CBE—Life Sciences Education, 8(2), 131-139.

King, A. (1995). Designing the Instructional Process to Enhance Critical Thinking Across The Curriculum. Teaching of Psychology, 22(1), 13-17.

Kuhn, D. (2010). Teaching and Learning Science as Argument. Science Education, 94(5), 810-824.

Lemons, P.P., & Lemons, J.D. (2013).Questions for Assessing HOCS. CBE—Life Sciences Education, 12(1), 239–249.

Llewellyn, D. (2013). Teaching High School Science through Inquiry and Argumentation. USA: Corwin.

Lukitasari, M. (2013, October). Penggunaan Jurnal Belajar Berbasis Lesson Study untuk Identifikasi Proses Berpikir dan Pemahaman Konsep Mahasiswa di Perkuliahan Biologi Sel. In Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning (Vol. 10, No. 1).

Martomidjojo, R., & Rustaman, N. Y. (2011). Pembelajaran Biologi Sel Berbasis Keterampilan Berpikir Kritis Menggunakan “Concept Attainment Model”. In Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning (Vol. 8, No. 1, pp. 317-323).

McTighe, J., & Lyman Jr, F. T. (1988). Cueing Thinking in the Classroom: The Promise of Theory-Embedded Tools. Educational Leadership, 45(7), 18-24.

Momsen, J., Offerdahl, E., Kryjevskaia, M., Montplaisir, L., Anderson, E., & Grosz, N. (2013). Using Assessments to Investigate and Compare the Nature of Learning in Undergraduate Science Courses. CBE—Life Sciences Education, 12(2), 239-249.

Mukaka, M. M. (2012). A guide to Appropriate Use of Correlation Coefficient in Medical Research. Malawi Medical Journal, 24(3), 69-71.

Pramudiyanti, P., Susilo, H., Hastuti, U. S., & i Lestari, U. (2017, May). A Study of Pre-Service Teachers’ Critical Thinking on the Cell Biology Learning. In International Conference on Education (ICE2) 2018: Education and Innovation in Science in the Digital Era (pp. 719-728).

Pramudiyanti, Susilo, H., & Amin, M. (2015). Analisis Tingkat Berpikir Kognitif Mahasiswa Pada Pembelajaran Biologi Sel melalui Teknik Menuliskan Pertanyaan. In Prosiding Seminar Nasional (pp. 987-999).

Pudiyono. (2016). Kemampuan Mahasiswa dalam Membuat Comprehension Questions. Khazanah Pendidikan Jurnal Ilmiah Kependidikan, X(1), 1-12.

Ragatz, A. B. (2010). Di Dalam Ruang Kelas Matematika di Indonesia: Studi Video TIMSS tentang Kegiatan Pembelajaran dan Capaian Siswa. Bank Dunia. Jakarta. Indonesia. D. Heisley, Richard J. Semenik, Peter Dickson, Valarie Zeithaml, and Roger L. Jenk. Chicago: American Marketing Association, 209-216.

Saptono, S. & Rustaman, N. (2011). Undergraduate Students’ Reasoning and Analytical Thinking Skills in Cell Biology. In Proceeding International Seminar of Science Education (pp.36.1-36.9).

Stes, A., Coertjens, L., & Van Petegem, P. (2010). Instructional Development for Teachers in Higher Education: Impact on Teaching Approach. Higher Education, 60(2), 187-204.

Taber, K. S. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research in Science Education, 48(6), 1273-1296.

Thiagarajan, S., Semmel, D.S, & Semmel, M.I. (1974). Instructional Development for Training Teacher of Exceptional Children: A Sourcebook. Indiana: The Council for Exceptional Children.

Walsh, J. A., & Sattes, B. D. (2011). Thinking through Quality Questioning: Deepening Student Engagement. Corwin Press.

Yesil, R. &Korkmaz, Ö. (2010). A Comparison of Different Teaching Applications Based on Questioning in Terms of their Effects upon Pre-Service Teachers’ Good Questioning Skills. Procedia Social and Behavioral Sciences, 2, 1075–1082.

Yuliani, Sikumbang, D., & Yolida, B. (2015). Analisis Kualitas Pertanyaan Siswa Berdasarkan Gender dan Taksonomi Bloom. Jurnal Bioterdidik, 3(1).

Refbacks

  • There are currently no refbacks.