Scientific Reasoning Ability of Students in Engineering Chemistry Courses
The ability to reason scientifically (scientific reasoning) is needed in understanding science, including chemistry. The patterns of scientific reasoning enable students to analyze facts or information logically and systematically. Students with good scientific reasoning skills are expected to be able to construct concepts better. This study aims to describe the scientific reasoning ability of Mechanical Engineering Education students in Engineering Chemistry courses. Research subjects numbered 65 people. Students' scientific reasoning abilities are measured by the Classroom Test of Scientific Reasoning (CTSR). Based on this CTSR test score, the level of student development can be categorized into four levels of development, namely the level of concrete, low formal, upper formal and post formal. The results showed that as many as 89% of students were still at the level of concrete reasoning and only 11% had reached the level of reasoning low formal. This shows the level of scientific reasoning ability of students is still low and there is a delay in the development of reasoning ability. The lowest type of reasoning is the probability reasoning pattern and the conservation reasoning pattern is the reasoning most mastered by students.
Adey, P., & Shayer, M. 1990. Accelerating the development of formal thinking in middleand high school students. Journal of Research in Science Teaching, 27(3), 267 - 285.
Asnawi, R. 2015. Miskonsepsi pada Materi Elektrokimia Ditinjau dari Kemampuan Berpikir Ilmiah Siswa. Tesis tidak diterbitkan. Malang: Pascasarjana Universitas Negeri Malang.
Bao, L., T. Cai, K. Koenig, K. Fang, J. Han, J. Wang, Q. Liu. 2009. Learning and scientific reasoning. Science, 323 (5914): 586–587.
Coletta, V. P., & Phillips, J. A. 2005. Interpreting FCI Scores: Normalized Gain, Preinstruction Scores, And Scientific Reasoning Ability. American Journal of Physics, 73(12), 1172-1182.
Cracolice, Mark S.; Deming, John C.; Ehlert, Brian. 2008. Concept Learning versus Problem Solving: A Cognitive Difference. Journal of Chemical Education, 85(6): 873-879.
Lawson, A.E. 2000. The Generality Of Hypothetico-Deductive Reasoning: Making Scientific Reasoning Explicit. The American Biology Teacher, 62(7):482-495.
Lawson, A. E. 2004. The Nature And Development Of Scientific Reasoning: A Synthetic View. International Journal of Science and Mathematics Education 2(3): 307–338.
Lawson, A. E., Banks, D. L., & Logvin, M. 2007. Self-Efficacy, Reasoning Ability, And Achievement In College Biology. Journal of Research in Science Teaching, 44(5), 706-724.
Liao, Y. W. & She, H. C. 2009. Enhancing Eight Grade Students' Scientific Conceptual Change and Scientific Reasoning through a Web-based Learning Program. Educational Technology & Society 12(4): 228-240.
Mutammam, M. B dan Budiarto, M. T. 2013. Pemetaan Perkembangan Kognitif Piaget Siswa Sma Menggunakan Tes Operasi Logis (TOL) Piaget Ditinjau Dari Perbedaan Jenis Kelamin. E-journal Unesa, 2(2).
Oloyede, O. I. 2012. The Relationship between Acquisition of Science Process Skills, Formal Reasoning Ability and Chemistry Achievement. International Journal of African & African- American Studies, 8(1): 1-4.
Piraksa, C., Srisawasdi, N. & Koul, R. 2014. Effect of Gender on Students’ Scientific Reasoning Ability : A Case Study in Thailand. Procedia - Social and Behavioral Sciences 116: 486 – 491.
Schen, M.S. 2007. Scientific Reasoning Skills Development In The Introductory Biology Courses For Undergraduates. Unpublished Doctoral Dissertation, The Ohio State University.
Sund & Trowbridge. 1973. Teaching Science by Inquiry in the Secondary School. Columbus: Charles E. Merill Publishing Company.
Tajudin, N.M & Chinnappan, M. 2015. In M. Marshman, V. Geiger, & A. Bennison (Eds.). Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia), pp. 603–610. Sunshine Coast: MERGA.
Wiji., Liliasari., Sopandi, W., Martoprawiro, M. A. K.. 2014. Kemampuan Berpikir Logis dan Model Mental Kimia Sekolah Mahasiswa Calon Guru. Cakrawala Pendidikan 33(1): 147-156.
Zimmerman, C. 2005. The development of scientific reasoning: What psychologists contribute to an understanding of elementary science learning. Paper commissioned by the National Academies of Science (National Research Council’s Board of Science Education, Consensus Study on Learning Science, Kindergarten through Eighth Grade).
Copyright (c) 2018 FKIP Universitas Palangka Raya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright Ⓒ Author