THE EFFECT OF 5E LEARNING CYCLE INSTRUCTIONAL MODEL USING SOCIOSCIENTIFIC ISSUES (SSI) LEARNING CONTEXT ON STUDENTS CRITICAL THINKING

A. Cahyarini, S. Rahayu, Y. Yahmin

Abstract

The aim of this study was to investigate the effect of 5E learning cycle instructional model using socioscientific issues (SSI) learning context on students critical thinking skills of acid-base. This study used quasi-experimental posttest only control group design. The sample consisted of three classes, which were XI MIA-4class (n = 32) that learned using 5E LC model, XI MIA-5 class (n = 33) that learned using 5E LC+SSI, and XI MIA-6 class (n = 32) that learned using conventional method. The samples were choosen by convenience sampling technique. The test instrument consisted of 15 multiple choice items which were valid and reliable (r = 0.806). The data were analyzed using one way ANOVA test and LSD posthoc test. The results of this study indicated that the students who learned using 5E LC+SSI model showed greater levels of critical thinking skills ( = 74,95) than both the student who learned using 5E LC model ( = 74,17) and the student who learned using conventional method ( = 68,96). Based on statistics analysis, there was significant differences on students critical thinkings between students taught using conventional method and students taught either using 5E LC+SSI model and 5E LC model. However, there was no significant differences on students critical thinking skills between students taught using 5E LC+SSI model and the students taught using 5E LC model.

Keywords

socioscientific issues; 5E learning cycle model; critical thinking skills; acid base concept

Full Text:

PDF

References

Akarsu, B., Bayram, K., Slisko, J.,& Cruz, A.C. 2013. Understanding Elementary Students Argumentation SkilSkills through Discrepant EventMarbles in the Jar. International Journal of Scientific Research in Education, 6 (3): 221-232.

Bailin, S. 2002. Critical Thinking and Science Education. Science & Education, 11 (4): 361375.

Bassham, G., Irwin, W., Nrdone, H.,& Wallace, J.M. 2010.Critical Thinking: A Student Introduction4th Edition. New York: McGraw-Hill Company, Inc.

Birjandi P. & Bagherkazemi, M. 2010. The Relationship between Iranian EFL Teachers Critical Thinking Ability and their Professional Success. English Language Teaching, 3 (2): 135-145.

Budprom, W., Suksringam, P.,& Singsriwo, A. 2010. Effects of Learning Environmental Education Using the 5E-Learning Cycle with Multiple Intelligences and Teachers Handbook Approaches on Learning Achievement, Basic Science Process Skills and Critical Thinking of Grade 9 Students. Pakistan Journal of Social Sciences, 7 (3): 200-204.

Burek, K. 2012. The Impact of Socioscientific Issues Based Curriculum Involving Environmental Outdoor Education for Fourth Grade Students. (Dissertation). Florida: University of South Florida.

Bybee, R.W., Taylor, J.A., Gardner, A., Scotter, P.V., Powell, J.C., Westbrook, A.,& Landes, N.2006.The BSCS 5E Instructional Model: Origins and Effectiveness. Colorado Springs: BSCS.

Callahan, B.E. 2009. Enhancing Nature of Science Understanding, Reflective Judgment, and Argumentation through Socioscientific Issues. (Dissertation). Florida: University of South Florida.

Christenson, N., Rundgren, S.N.C.,& Zeidler, D.L. 2014. The Relationship of Discipline Background to Upper Secondary Students Argumentationon Socioscientific Issues. Research in Science Education, 44: 581601.

Creswell, J.E. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Fourth Edition. Boston: Pearson Education, Inc.

Dawson, V. 2015. Western Australian High School Students Understandings about the Socioscientific Issue of Climate Change. International Journal of Science Education, 37 (7): 10241043.

Dubey, S. 2013. Acid Rain-The Major Cause of Pollution: Its Causes, Effects and Solution. International Journal of Scientific Engineering and Technology, 2 (8): 772-775.

Ennis, R.H. 2011. The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities (Last Revised May, 2011). Sixth International Conference on Thinking at MIT, Cambridge, July 1994.

Facione, P.A. 2011. Critical Thinking: What It Is and Why It Counts. San Jose: Insight Asessment.

Fisher, A. 2007. Berpikir Kritis: Sebuah Pengantar. Terjemahan oleh Benyamin Hadinata. Jakarta: Erlangga.(in Bahasa Indonesia).

Fowler, S.R., Zeidler, D.L.,& Sadler, T.D. 2009.Moral Sensitivity in the Context of Socioscientific Issues in High School Science Students. International Journal of Science Education, 31 (2): 279-296.

Hastuti, P.W., Nurohman, S.,& Wibowo, W.S. 2013. Model Integrated Science Berbasis Socioscientific Issues untuk Mengembangkan Thinking Skills dalam Mewujudkan 21st Century Skills. Jurnal Pendidikan Matematika dan Sains, 1 (2): 158-164.

Holbrook, J. 2005. Making Chemistry Teaching Relevant. Chemical Education International, 6 (1): 1-12.

Klimovien?, G., Urbonien?, J.,& Barzdiukien?, R. 2006. Developing Critical Thinking through Cooperative Learning. Studies about Languages, 9: 77-85.

Lubezky, A., Dori, Y.J., & Zoller, U. 2004.HOCS-promoting Assessment of Students Performance on Environment-Related Undergraduate Chemistry. Chemistry education research and practice,5 (2), 175-184.

Nuangchalerm, P. 2010. Engaging Students to Perceive Nature of Science Through Socioscientific Issues-Based Instruction. European Journal of Social Sciences, 13 (1), 34-37.

Parappilly, M.B., Siddiqui, S., Zadnik, M.G., Shapter, J.,& Schmidt, L. 2013.An Inquiry-Based Approach to Laboratory Experiences: Investigating Students' Ways of Active Learning. International Journal of Innovation in Science and Mathematics Education, 21(5): 42-53.

Pithers, R.T & Soden, R. 2000. Critical Thinking in Education: A Review. Educational Research, 42 (3): 237-249.

Rendhana, I.W. & Liliasari. 2008. Program Pembelajaran Keterampilan Berpikir Kritis pada Topik Laju Reaksi untuk Siswa SMA. Forum Kependidikan, 27 (2): 103-112. (In Bahasa Indonesia)

Roberto, J. & Bernardo, R. 2012. The Pre-Service Physics Teacher and The Challenge of The Socio-Scientific Issues-Based Approach. E-Book Proceedings of the ESERA 2011 Conference: Science learning and Citizenship. Lyon, September 5th-9th, 2011.

Sadler, T.D & Zeidler, D.L. 2005. Patterns of Informal Reasoning in the Context of Socioscientific Decision Making. Journal of Research in Science Teaching, 42 (1): 112-138.

Sadler, T.D. 2004. Informal Reasoning Regarding Socioscientific Issues: A Critical Review of Research. Journal of Research in Science Teaching, 41 (5): 513-536.

Siribunnam, S., Nuangchalerm, P.,& Jansawang, N.2014. Socio-scientific Decision Making in the Science Classroom. International Journal for Cross-Disciplinary Subjects in Education, 5 (4): 1777-1782.

Sulistyowati, N., Suyatno, & Poedjiastoeti, S.2014. Pembelajaran Kimia dengan Model Learning Cycle 5Euntuk Meningkatkan Penguasaan Konsep dan Keterampilan Berpikir Kritis Siswa SMK pada Pokok Bahasan Termokimia. Makalah disajikan dalam Seminar Nasional Kimia, Jurusan Kimia FMIPA Universitas Negeri Surabaya, Surabaya, 20 September 2014. (In Bahasa Indonesia).

Turkmen, H. 2006. What Technology Plays Supporting Role in Learning Cycle Approach for Science Education. The Turkish Online Journal of Educational Technology, 5 (2): 71-76.

Zeidler, D.L. & Nichols, B.H. 2009. Socioscientific Issues: Theory and Practice. Journal of Elementary Science Education, 21 (2): 49-58.

Refbacks

  • There are currently no refbacks.