Developing Science Process Skills and Problem Solving Abilities Based on Outdoor Learning in Junior High School

S. Wahyuni, I. Indrawati, S. Sudarti, W. Suana

Abstract

This research aims to develop science process skills and problem-solving abilities based on outdoor learning in junior high school. This study uses a mixed method design embedded experimental models. Data was performed in the qualitative and quantitative analysis. Qualitative data analysis is used to determine the science process skills while quantitative data analysis is used to determine the increasing problem-solving ability by using normalized gain (N gain) formula. The results show that the science process skills developed at every phase comprise of making observations, formulating hypotheses, experiment, create data, classify and analyze the data, formulating its conclusions, communicate, and apply the concepts and make predictions obtained by the average value of 75.33 in the good category. While the problem-solving ability of students based on outdoor learning also increased by 0.58 in the medium category. The conclusions of this research show that the application of outdoor learning can be teacher use as an alternative to learning, so it is quite effective in developing science process skills and problem-solving abilities.

Keywords

science process skills; problem-solving abilities; outdoor learning

Full Text:

PDF

References

Afriana, J., Permanasari, A., & Fitriani, A. (2016). Project based learning integrated to stem to enhance elementary schools students scientific literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 261-267.

Ali, H. (2008). Efektivitas Pembelajaran Biologi melalui Metode Out Door Study dalam Upaya Meningkatkan Minat Belajar Siswa. Jurnal Bionature, 8(1), 18-23.

Amini, R. (2015). Outdoor based environmental .education learning and its effect in caring attitude toward environment. Jurnal Pendidikan IPA Indonesia, 4(1), 43-47.

Ango, M. L. (2002). Mastery of Science Process Skills and Their Effective Use in the Teaching of Science: An Educology of Science Education in the Nigerian Context. Online Submission, 16(1), 11-30.

Arend, R.I. 2008. Learning To Teach. New York: Mc Graw Hill Companies, Inc.

Duran, M., I?ik, H., Mihladiz, G., & zdemir, O. (2011). The relationship between the pre-service science teachersscientific process skills and learning styles. Western Anatolia Journal of Education Science: 467-476.

Creswell, John W. 2013. Research Design. Yogyakarta: Pustaka Pelajar.

Eggen, Paul. & Kauchak, Don. 2012. Strategi dan Model Pembelajaran Mengajarkan Konten dan Ketrampilan Berpikir. Jakarta: PT. Indeks.

Ergl, R., ??m?ekl?, Y., ali?, S., zd?lek, Z., Gmeneleb?, ?., & ?anli, M. (2011). The effects of inquiry-based science teaching on elementary school studentsscience process skills and science attitudes. Bulgarian Journal of Science & Education Policy, 5(1), 48-68.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66(1), 64-74.

Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. American journal of physics, 60(7), 627-636.

Listyawati, M. (2012). Pengembangan perangkat pembelajaran IPA Terpadu di SMP. Journal of Innovative Science Education, 1(1), 61-69.

Liu, T. Y., Tan, T. H., & Chu, Y. L. (2009). Outdoor natural science learning with an RFID-supported immersive ubiquitous learning environment. Educational Technology & Society, 12(4), 161-175.

McBride, D. L., Zollman, D., & Rebello, N. S. (2010). Method for analyzing students utilization of prior physics learning in new contexts. Physical Review Special Topics-Physics Education Research, 6(2), 020101, 1-10.

Ogilvie, C. A. (2009). Changes in students problem-solving strategies in a course that includes context-rich, multifaceted problems. Physical Review Special Topics-Physics Education Research, 5(2), 020102, 1-14.

Santiningtyas, K., Prasetyo, A. P. B., & Priyono, B. (2012). Pengaruh Outdoor Learning Berbasis Inkuiri terhadap Hasil belajar Materi Ekosistem. Unnes Journal of Biology Education, 1(2), 91-98.

Solichah, A. P., Parmin, P., & Nurhayati, S. (2013). Pengembangan lembar eksperimen ipa terpadu berbasis inkuiri dalam outdoor learning pada tema ekosistem. Unnes Science Education Journal, 2(2), 337-343.

Sumarni, W., Wardani, S., Sudarmin, S., & Gupitasari, D. N. (2016). Project based learning (pbl) to improve psychomotoric skills: a classroom action research. Jurnal Pendidikan IPA Indonesia, 5(2), 157-163.

Syawiji. 2009. Metode Outdoor Learning dan Peningkatan Minat Belajar Aritmatika Social. Jurnal Pendidikan, 9(1): 30-46.

Tolga, G. . K. (2008). Effects of problem-solving strategies teaching on the problem-solving attitudes of cooperative learning groups in physics education. Journal of Theory and Practice in Education, 4(2), 253-266.

Wahyuni, S. (2015). Developing web-based performance assessment in integrated science course. Jurnal Pendidikan IPA Indonesia, 4(1), 7-10.

Wahyuni, S. (2016). Developing science learning instruments based on local wisdom to improve studentscritical thinking skills. Jurnal Pendidikan Fisika Indonesia, 11(2): 156-161.

Yuniastuti, E. (2016). Peningkatan Keterampilan Proses, Motivasi, dan Hasil Belajar Biologi dengan Strategi Pembelajaran Inkuiri Terbimbing pada Siswa Kelas VII SMP Kartika V-1 Balikpapan. Jurnal Penelitian Pendidikan, 13(1), 78-86.

Zwick, T. T., & Miller, K. W. (1996). A comparison of integrated outdoor education activities and traditional science learning with American Indian students. Journal of American Indian Education, 1-9.

Refbacks

  • There are currently no refbacks.