The Profile of Students’ Analytical Thinking Skills on Chemistry Systemic Learning Approach

Nur Fitriyana; Marfuatun Marfuatun; Erfan Priyambodo

doi:10.24235/sc.educatia.v8i2.5272

The Profile of Students’ Analytical Thinking Skills on Chemistry Systemic Learning Approach

Nur Fitriyana^(1*), Marfuatun Marfuatun⁽²⁾, Erfan Priyambodo⁽³⁾,

(1) Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta
(2) Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta
(3) Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta
(*) Corresponding Author

Abstract

The movement of educational systems on the 21st century need to be change from linearity to systemic form. The aims of this research is to determine the effect of Chemistry Systemic Learning Approach (CSLA) toward Students’ Analytical Thinking Skills (SATS). A pre-experimental with pre-test and post-test design was adopted in this research. The population of this study were all of the students of public senior high school in Kulon Progo regency, Yogyakarta, Indonesia. Two classes from a public senior high school in those regency were cluster randomly selected as the research samples. A Systemic Test on Analytical Thinking (STAT) was used to collect the data of SATS, before and after the implementation of CSLA. The STAT covering four indicators of analytical thinking, they are differentiating, organizing, and attributing indicators. Meanwhile, the CSLA was integrated in the teaching-learning process and in the STAT, the CSLA was presented in the form of cyclic diagrams. The data of SATS on CSLA were analyse according to paired samples t-test and n-gain category analysis. The results of these analysis indicates that there was significant effect of CSLA on SATS. Moreover, the profile of SATS shows a satisfied improvement after the implementation of CSLA. Overall, a high n-gain category was reached that indicates the enhancement of students’ understanding of the inter-related concept in chemistry. This study gives a significant contribution on the use of CSLA to improve SATS. Hence, the used of CSLA should be emphasized on chemistry learning to promote students’ higher order thinking skills.

Keywords

Analytical thinking skills, chemistry achievement, cyclic diagram, systemic learning approach

Full Text:

PDF

References

Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing. New York, NY: Longman.

Areesophonpichet, S. (2013). A development of analytical thinking skills of graduate students. The Asian Conference on Education (pp. 1-5). Osaka, Japan: The International Academic Forum

Art-In., & Sitthipon. (2012). Development of teachers’ learning management emphasizing on analytical thinking in Thailand. Procedia Social and Behavioral Sciences, 46, 3339–3344. http://dx.doi.org/10.1016/j.sbspro.2012.06.063

Awad, B. M. (2017). Attractive educational strategies in teaching and learning chemistry. African Journal of Chemical Education, 7(3), 82-97. https://www.ajol.info/index.php/ajce/article/view/162212

Bashaireh, Z. A. (2011). Systemic approach effect on achievement of Tafila schools’ students in science. International Journal of Humanities and Social Science, 3(1), 47-52. http://www.ijhssnet.com/journals/Vol._1_No._3;_March_2011/7.pdf

Fahmy, A. F. M. (2017). The systemic approach to teaching and learning chemistry (SATLC): A 20-years review. African Journal of Chemical Education, 7(3), 2-44. http://www.satlcentral.com/

Fahmy, A. F. M., & Lagowski, J. J. (1999) The use of a systemic approach in teaching and learning chemistry for the 21st century. Pure Appl. Chem. 71(5), 859-863. http://dx.doi.org/10.1351/pac199971050859

Fahmy, A., & Lagowski, J. (2011). The systemic approaches to teaching and learning [SATL]: a 10-Year Review. African Journal of Chemical Education, 1(1), 29-47. http://www.faschem.org/AJCE/AJCE_2011_January.pdf

Fahmy, A., & Said, A. (2011). The systemic approach to teaching and learning: Water chemistry. African Journal of Chemical Education, 1(2), 50-58. https://www.ajol.info/index.php/ajce/article/view/82529

Fitriyana, N., Wiyarsi, A., & Sugiyarto, K. H. (2018). The profile of students’ self-efficacy on hydrocarbon hybrid learning and android-based-game. International Journal of New Trends in Education and Their Implications, 9(2), 1-15. http://www.ijonte.org/FileUpload/ks63207/File/01a.nur_fitriyana.pdf

Fitriyana, N., Wiyarsi, A., Ikhsan, J., & Sugiyarto, K. H. (2018). Fostering of students’ self-regulated learning and achievement: A study on hydrocarbon hybrid-learning and android-based-game. J. Phys.: Conf. Ser., 1097, 012064. http://dx.doi.org/10.1088/1742-6596/1097/1/012064

George, D., & Mallery, P. (2003). SPSS for windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston: Allyn & Bacon.

Golemi, S. B. (2017). Implementation of the systemic approach in teaching and learning biochemistry in Albania. African Journal of Chemical Education, 7(3), 98-117. http://www.faschem.org/AJCE/AJCE_2017_October_Special.pdf

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics’ test data for introductory physics course. American Journal of Physics, 66(1), 64-74. http://dx.doi.org/10.1119/1.18809

Hrin, T. N., Milenković, D. D., & Segedinac, M. D. (2015). The effect of systemic synthesis questions [SSynQs] on students’ performance and meaningful learning in secondary organic chemistry teaching. Int J of Sci and Math Educ, 14(5), 805-824. doi:10.1007/s10763-015-9620-y

Hrin, T. N., Milenković, D. D., & Segedinac, M. D. (2017). Examining systems thinking through the application of systemic approach in the secondary school chemistry teaching. African Journal of Chemical Education, 7(3), 66-81. http://www.faschem.org/AJCE/AJCE_2017_October_Special.pdf

Hrin, T. N., Milenković, D. D., Segedinac, M. D., Horvat, S. (2016). Enhancement and assessment of students’ systems thinking skills by application of systemic synthesis questions in the organic chemistry course. J. Serb. Chem. Soc. 81(12) 1455–1471. doi: 10.2298/JSC160811097H

Marfuatun, & Hardiningtyas, R. F. (2018). Development of website teaching materials based on systemic approach in thermochemistry. J. Phys.: Conf. Ser., 1097, 012063. doi: 10.1088/1742-6596/1097/1/012063

Marfuatun, Fillaeli, A., & Yuanita, D. (2014, November) The implementation of systemic approach based on contextual learning to improve the student's understanding of concept and scientific process skill in experiment of physical chemistry II. Paper presented in National Chemistry Conference, Yogyakarta.

Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226-232. doi: 10.1207/s15430421tip4104_4

Naqvi, I. I., Summer, S., Kanwal, G., & Hasnat, S. (2017). SATL based lesson for teaching metabolism in biochemistry. African Journal of Chemical Education, 7(3), 57-65. http://www.faschem.org/AJCE/AJCE_2017_October_Special.pdf

Petrovska, S., & Veselinovska, S. S. (2013). Contemporary pedagogical approaches for developing higher level thinking on science classes. Procedia – Social and Behavioral Sciences, 92, 702-710. doi: 10.1016/j.sbspro.2013.08.72

Priyambodo, E., & Marfuatun. (2016). Validity and reliability of chemistry systemic multiple choices questions (CSMCQs). International Journal of Evaluation and Research in Education, 5(4), 306-309. http://iaesjournal.com/online/index.php/IJERE

Putri, A. S., & Aznam, N. (2019). The effectiveness of science learning media using focusky software on junior high school students’ higher order thinking skills. Scientiae Educatia: Jurnal Pendidikan Sains, 8(1), 12-22. http://dx.doi.org/10.24235/sc.educatia.v8i1.3886

Ramirez, R. P. B., & Ganaden, M. S. (2008). Creative activities and students’ higher order thinking skills. Education Quarterly, 66(1), 22-33. doi: 10.1.1.824.9279

Rutledge, J. J. (2006). Analytical reasoning: A tool for life.

Sinlarat, P. (2000). Weak point of academic work in thai higher education system. Higher Education, 26(261), 14-17.

Sirhan, G. (2007). Learning Difficulties in Chemistry: an Overview. Journal of Turkish Science Education, 4, 2-20. http://www.tused.org/internet/tufed/arsiv/v4/i2/metin/tusedv4i2s1.pdf

Suyanta, Marfuatun, & Widjajanti, E. (2013) The application of systemic learning approach to increase the understanding of student concept in general chemistry 1. Jurnal Pendidikan Matematika dan Sains, 1(1), 54-59. https://media.neliti.com/media/publications/122997-ID-penerapan-pendekatan-pembelajaran-sistem.pdf

Taleb, D. M., & Chadwick, C. (2016). Enhancing student critical and analytical thinking skills at a higher education level in developing countries: case study of the british university in dubai. Journal of Educational and Instructional Studies, 6(1), 67-77. http://www.wjeis.org/FileUpload/ds217232/File/8.hanan_m._taleb.pdf

Thaneerananon, T., Triampo, W., & Nokkaew, A. (2016). Development of a test to evaluate students’ analytical thinking based on fact versus opinion differentiation. International Journal of Instruction, 9(2), 123-138. doi: 10.12973/iji.2016.929a

Wiyarsi, A., Fitriyana, N., & Ikhsan, J. (2019). Using technology in hydrocarbon topics: A profile on students’ self-regulated learning. Journal for the Education of Gifted Young Scientists, 7(4), 961-972. http://dx.doi.org/10.17478/jegys.2018.82

DOI: 10.24235/sc.educatia.v8i2.5272