An Analysis of Student Decision-Making in Answering Reasoning Questions Based on Gender

Noor Novianawati; Nahadi Nahadi; Novia Novia

doi:10.24235/sc.educatia.v13i1.15038

An Analysis of Student Decision-Making in Answering Reasoning Questions Based on Gender

Noor Novianawati^(1*), Nahadi Nahadi⁽²⁾, Novia Novia⁽³⁾,

(1) Natural Science Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Cirebon
(2) Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Pendidikan Indonesia
(3) Elementary School Teacher Study Program, Faculty of Teacher Training and Education, Universitas Pakuan
(*) Corresponding Author

Abstract

The suboptimal empowerment of decision-making skills in young adolescents can hinder their ability to navigate complex choices. This research aims to determine how students make decisions when answering TIMSS science reasoning questions. This quantitative descriptive research was conducted on 178 (104 female and 74 male) 8th grade Junior High School students in Bandung. Samples came from 6 schools selected through a stratified random sampling technique. The instrument of this research is a constructed response to TIMSS questions in the cognitive domain of reasoning. Ten questions were asked to the samples. Quantitative data analysis was used in this research to determine the tendency of students to answer questions. The results show the tendency of students to make decisions when answering questions. Both male and female students useintuition, rational, and combination intuition-rational categories.These findings highlight the multifaceted nature of student decision-making in reasoning tasks. Further research is needed to explore the factors influencing these strategies and develop effective interventions to enhance decision-making skills in this crucial developmental stage.

Keywords

Decision-Making, Student Gender, Reasoning, TIMSS

Full Text:

PDF

References

Albert, D., & Steinberg, L. (2011). Judgment and decision making in adolescence. Journal of Research on Adolescence, 21(1). https://doi.org/10.1111/j.1532-7795.2010.00724.x

Bolat, N., & Odacı, H. (2017). High School Final Year Students’ Career Decision-Making Self-Efficacy, Attachment Styles and Gender Role Orientations. Current Psychology, 36(2). https://doi.org/10.1007/s12144-016-9409-3

Budaev, S., Jørgensen, C., Mangel, M., Eliassen, S., & Giske, J. (2019). Decision-Making From the Animal Perspective: Bridging Ecology and Subjective Cognition. Frontiers in Ecology and Evolution, 7. https://doi.org/10.3389/fevo.2019.00164

Cargas, S., Williams, S., & Rosenberg, M. (2017). An approach to teaching critical thinking across disciplines using performance tasks with a common rubric. Thinking Skills and Creativity, 26. https://doi.org/10.1016/j.tsc.2017.05.005

Cordero, J. M., Cristóbal, V., & Santín, D. (2018). Causal inference on education policies: a survey of empirical studies using PISA, TIMSS and PIRLS. Journal of Economic Surveys, 32(3). https://doi.org/10.1111/joes.12217

Creswell, W. J., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative adn Mixed Methods Approaches. In Journal of Chemical Information and Modeling (Vol. 53, Issue 9).

Daniel, M. F., & Auriac, E. (2011). Philosophy, Critical Thinking and Philosophy for Children. Educational Philosophy and Theory, 43(5). https://doi.org/10.1111/j.1469-5812.2008.00483.x

Dowling-Hetherington, L. (2020). Transnational Higher Education and the Factors Influencing Student Decision-Making: The Experience of an Irish University. Journal of Studies in International Education, 24(3). https://doi.org/10.1177/1028315319826320

Fang, S. C., Hsu, Y. S., & Lin, S. S. (2019). Conceptualizing Socioscientific Decision Making from a Review of Research in Science Education. International Journal of Science and Mathematics Education, 17(3). https://doi.org/10.1007/s10763-018-9890-2

Garrecht, C., Bruckermann, T., & Harms, U. (2018). Students’ decision-making in education for sustainability-related extracurricular activities-a systematic review of empirical studies. In Sustainability (Switzerland) (Vol. 10, Issue 11). https://doi.org/10.3390/su10113876

Germeijs, V., Luyckx, K., Notelaers, G., Goossens, L., & Verschueren, K. (2012). Choosing a major in higher education: Profiles of students’ decision-making process. Contemporary Educational Psychology, 37(3). https://doi.org/10.1016/j.cedpsych.2011.12.002

Grace, M., Lee, Y. C., Asshoff, R., & Wallin, A. (2015). Student Decision-Making about a Globally Familiar Socioscientific Issue: The value of sharing and comparing views with international counterparts. International Journal of Science Education, 37(11). https://doi.org/10.1080/09500693.2015.1054000

Griffith, R., Bauml, M., & Quebec-Fuentes, S. (2016). Promoting Metacognitive Decision-Making in Teacher Education. Theory into Practice, 55(3). https://doi.org/10.1080/00405841.2016.1173997

Heijltjes, A., van Gog, T., Leppink, J., & Paas, F. (2015). Unraveling the effects of critical thinking instructions, practice, and self-explanation on students’ reasoning performance. Instructional Science, 43(4). https://doi.org/10.1007/s11251-015-9347-8

Higgins, S. (2014). Critical thinking for 21st-century education: A cyber-tooth curriculum? Prospects, 44(4). https://doi.org/10.1007/s11125-014-9323-0

Hora, M. T., & Hunter, A. B. (2014). Exploring the dynamics of organizational learning: identifying the decision chains science and math faculty use to plan and teach undergraduate courses. International Journal of STEM Education, 1(1). https://doi.org/10.1186/s40594-014-0008-2

Hwang, J., Choi, K. M., & Hand, B. (2020). Examining Domain-General Use of Reasoning Across Science and Mathematics Through Performance on Standardized Assessments. Canadian Journal of Science, Mathematics and Technology Education, 20(3). https://doi.org/10.1007/s42330-020-00108-4

Janoušková, S., Pyskatá Rathouská, L., Žák, V., & Urválková, E. S. (2023). The scientific thinking and reasoning framework and its applicability to manufacturing and services firms in natural sciences. Research in Science and Technological Education, 41(2). https://doi.org/10.1080/02635143.2021.1928048

Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the Test...or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding. Educational Psychology Review, 26(2). https://doi.org/10.1007/s10648-013-9248-9

Jho, H., Yoon, H. G., & Kim, M. (2014). The Relationship of Science Knowledge, Attitude and Decision Making on Socio-scientific Issues: The Case Study of Students’ Debates on a Nuclear Power Plant in Korea. Science and Education, 23(5). https://doi.org/10.1007/s11191-013-9652-z

Jones, G. W., & Pratomo, D. (2016). Contemporary Demographic Transformations in China, India and Indonesia. In Contemporary Demographic Transformations in China, India and Indonesia. https://doi.org/10.1007/978-3-319-24783-0

Kamaliyah, Zulkardi, & Darmawijoyo. (2013). Developing the sixth level of PISA-like mathematics problems for secondary school students. Journal on Mathematics Education, 4(1). https://doi.org/10.22342/jme.4.1.559.9-28

Kapici, H. O., Akcay, H., & Cakir, H. (2022). Investigating the effects of different levels of guidance in inquiry-based hands-on and virtual science laboratories. International Journal of Science Education, 44(2). https://doi.org/10.1080/09500693.2022.2028926

Kobakhidze, M. N. (2016). Shadow Education Research through TIMSS and PIRLS: Experiences and Lessons in the Republic of Georgia. In Researching Private Supplementary Tutoring. https://doi.org/10.1007/978-3-319-30042-9_1

Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers and Education, 78. https://doi.org/10.1016/j.compedu.2014.05.009

Kristjánsson, K. (2022). Reason and intuition in Aristotle’s moral psychology: why he was not a two-system dualist. Philosophical Explorations, 25(1). https://doi.org/10.1080/13869795.2021.1937681

Larsson, C., & Tibell, L. A. E. (2015). Challenging Students’ Intuitions—the Influence of a Tangible Model of Virus Assembly on Students’ Conceptual Reasoning About the Process of Self-Assembly. Research in Science Education, 45(5). https://doi.org/10.1007/s11165-014-9446-6

Luescher-Mamashela, T. M. (2013). Student representation in university decision making: good reasons, a new lens? Studies in Higher Education, 38(10). https://doi.org/10.1080/03075079.2011.625496

Misbah, Z., Gulikers, J., & Mulder, M. (2019). Competence and knowledge development in competence-based vocational education in Indonesia. Learning Environments Research, 22(2). https://doi.org/10.1007/s10984-018-9276-y

Molnár, G., Greiff, S., & Csapó, B. (2013). Inductive reasoning, domain specific and complex problem solving: Relations and development. Thinking Skills and Creativity, 9. https://doi.org/10.1016/j.tsc.2013.03.002

Nida, S., Rahayu, S., & Eilks, I. (2020). A survey of Indonesian science teachers’ experience and perceptions toward socio-scientific issues-based science education. Education Sciences, 10(2). https://doi.org/10.3390/educsci10020039

Novianawati, N., & Nahadi. (2015). Analysis of students’ decision making to solve science reasoning test of trends in international mathematics and science study (Timss). Jurnal Pendidikan IPA Indonesia, 4(1). https://doi.org/10.15294/jpii.v4i1.3491

Novianawati, N., & Nahadi, N. (2019). An investigation of reasoning ability at the secondary level students. Journal of Physics: Conference Series, 1157(2). https://doi.org/10.1088/1742-6596/1157/2/022061

Novianawati, N., Nahadi, & Novia. (2022). Students’ decision making in science reasoning cognitive domain of TIMSS. AIP Conference Proceedings, 2468. https://doi.org/10.1063/5.0102822

Opfer, J. E., Nehm, R. H., & Ha, M. (2012). Cognitive foundations for science assessment design: Knowing what students know about evolution. Journal of Research in Science Teaching, 49(6). https://doi.org/10.1002/tea.21028

Özgelen, S. (2012). Students’ science process skills within a cognitive domain framework. Eurasia Journal of Mathematics, Science and Technology Education, 8(4). https://doi.org/10.12973/eurasia.2012.846a

Schmidt, H. G., Rotgans, J. I., & Yew, E. H. J. (2011). The process of problem-based learning: What works and why. Medical Education, 45(8). https://doi.org/10.1111/j.1365-2923.2011.04035.x

Soeharto, S., & Csapó, B. (2022). Assessing Indonesian student inductive reasoning: Rasch analysis. Thinking Skills and Creativity, 46. https://doi.org/10.1016/j.tsc.2022.101132

Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research. ZDM - Mathematics Education, 48(1–2). https://doi.org/10.1007/s11858-016-0775-y

Wang, Y., & Ruhe, G. (2011). The Cognitive Process of Decision Making. In Novel Approaches in Cognitive Informatics and Natural Intelligence. IGI Global. https://doi.org/10.4018/9781605661704.ch009

Wijaya, A. (2017). The relationships between Indonesian fourth graders’ difficulties in fractions and the opportunity to learn fractions: A snapshot of TIMSS results. International Journal of Instruction, 10(4). https://doi.org/10.12973/iji.2017.10413a

Wu, Y. T., & Tsai, C. C. (2011). High school students’ informal reasoning regarding a socio-scientific issue, with relation to scientific epistemological beliefs and cognitive structures. International Journal of Science Education, 33(3). https://doi.org/10.1080/09500690903505661

Yacoubian, H. A. (2018). Scientific literacy for democratic decision-making. International Journal of Science Education, 40(3). https://doi.org/10.1080/09500693.2017.1420266

Zlatkin-Troitschanskaia, O., Beck, K., Fischer, J., Braunheim, D., Schmidt, S., & Shavelson, R. J. (2020). The Role of Students’ Beliefs When Critically Reasoning From Multiple Contradictory Sources of Information in Performance Assessments. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.02192

DOI: 10.24235/sc.educatia.v13i1.15038