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Winarti Winarti - One of the best experts on this subject based on the ideXlab platform.
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Analisis Kemampuan Penalaran (Reasoning Skill) Siswa tentang Usaha dan Energi di MA Mu’allimaat Muhammadiyah Yogyakarta
'State University of Malang (UM)', 2020Co-Authors: Widarti, Nurul Fitarini, Winarti WinartiAbstract:Penelitian ini bertujuan untuk mengetahui kemampuan penalaran (Reasoning Skill) siswa pada konsep usaha dan energi. Penelitian ini merupakan penelitian deskriptif kuantitatif. Penelitian ini melibatkan 58 siswa kelas X MIA MA Mu’allimaat Muhammadiyah Yogyakarta. Teknik pengumpulan data pada penelitian ini adalah teknik tes dan non tes. Instrumen yang digunakan adalah lembar soal tes diagnostik two tier dan pedoman wawancara. Hasil penelitian ini adalah kemampuan penalaran (Reasoning Skill) siswa berada pada kategori rendah. Pada pola penalaran untuk kategori formal didapatkan hasil persentase sebesar 0,00%; transisi sebesar 34,48%; dan konkret sebesar 65,52%. Kemampuan penalaran (Reasoning Skill) siswa berdasarkan indikator didapatkan hasil proportional Reasoning (PPR) sebesar 17,24%; control of variable (CV) sebesar 5,17%; probabilistic Reasoning (PBR) sebesar 0,00%; correlational Reasoning (CR) sebesar 18,96%; dan hypothetical deductive Reasoning (HDR) sebesar 15,52%. Berdasarkan persentase tersebut didapatkan pola penalaran yang paling tinggi dimiliki siswa adalah correlational Reasoning (CR) sebesar 18,96% dan terendah adalah probabilistic Reasoning (PBR) sebesar 0,00%
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analisis kemampuan penalaran Reasoning Skill siswa tentang usaha dan energi di ma mu allimaat muhammadiyah yogyakarta
Jurnal Riset Pendidikan Fisika, 2019Co-Authors: Nurul Fitarini Widarti, Winarti WinartiAbstract:Penelitian ini bertujuan untuk mengetahui: 1) Kemampuan penalaran (Reasoning Skill) siswa pada konsep usaha dan energi di MA Mu’allimat Muhammadiyah Yogyakarta. 2) Kendala yang dihadapi siswa di MA Mu’allimat Muhammadiyah Yogyakarta pada konsep usaha dan energi. Penelitian ini merupakan penelitian deskriptif kuantitatif. Penelitian ini melibatkan 58 siswa kelas X MIA di MA Mu’allimat Muhammadiyah Yogyakarta. Teknik pengumpulan data pada penelitian ini adalah teknik tes dan non-tes. Instrumen yang digunakan adalah lembar soal tes diagnostik two tier dan pedoman wawancara.. Hasil penelitian ini adalah 1) Kemampuan penalaran (Reasoning Skills) siswa berada pada kategori rendah. Pada pola penalaran untuk kategori formal didapatkan hasil persentase sebesar 0,00%, transisi sebesar 34,48%, dan konkrit sebesar 65,52%. Kemampuan penalaran (Reasoning Skills) siswa berdasarkan indikator didapatkan hasil proportional Reasoning (PPR) sebesar 17,24%, control of variable (CV) sebesar 5,17%, probabilistic Reasoning (PBR) sebesar 0,00% correlational Reasoning (CR) sebesar 18,96% dan hypothetical deductive Reasoning (HDR) sebesar 15,52%. Dari persentase tersebut didapatkan pola penalaran yang paling tinggi dimiliki siswa adalah correlational Reasoning (CR) sebesar 18,96% dan yang terendah adalah probabilistic Reasoning (PBR) sebesar 0,00%. 2) Kendala yang dihadapi siswa pada materi usaha dan energi adalah a) siswa masih kesulitan dalam memahami makna fisis dari konsep usaha dan energi b) siswa hanya terbiasa mengerjakan soal-soal matematis c) siswa masih cenderung menggunakan hapalan rumus dalam menyelesaikan sebuah soal tanpa memahami makna fisis pada konsep usaha dan energi.
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analyzing Skill dan Reasoning Skill siswa madrasah aliyah di kota yogyakarta
Prosiding SNPS (Seminar Nasional Pendidikan Sains), 2015Co-Authors: Winarti Winarti, C Cari, Widha Sunarno, Edi IstiyonoAbstract:Salah satu kecapakan hidup yang perlu dikembangkan dari pendidikan adalah kemampuan berpikir. Kemampuan menganalisis ( analyzing Skill ) dan kemampuan penalaran ( Reasoning Skill ) merupakan bagian yang sangat penting dan diperlukan dalam pembelajaran fisika. Penelitian ini bertujuan untuk mengetahui level kemampuan siswa dalam menganalisis dan penalaran dalam memberi alasan ketika menyelesaikan soal fisika. Jenis penelitian ini merupakan penelitian deskriptif dengan pendekatan kuantitatif. Populasi penelitian ini adalah seluruh Madrasah Aliyah di Kota Yogyakarta yang terdiri dari 5 Madrasah Aliyah yang ada di kota Yogyakarta. Sampel penelitian ini adalah 3 Madrasah Aliyah yang terdiri dari MAN I Yogyakarta, MA Mualimin dan MA Nurul Ummah. Hasil penelitian menunjukkan bahwa kemampuan analisis siswa madrasah aliyah di 3 MA masih rendah, dibuktikan dengan rata-rata skor siswa adalah 2,69 dari skor maksimal yaitu 12. Kemampuan penalaran pada siswa 3 MA tersebut juga berada pada level rendah dengan capaian skor sebesar 1,05
Anton E Lawson - One of the best experts on this subject based on the ideXlab platform.
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Effect on development of proportional Reasoning Skill of physical experience and cognitive abilities associated with prefrontal lobe activity
Journal of Research in Science Teaching, 2000Co-Authors: Yong-ju Kwon, Anton E Lawson, Wan-ho Chung, Young-shin KimAbstract:The present study tested the hypothesis that maturing prefrontal lobes play a role in the development of proportional Reasoning Skill because the prefrontal lobes are involved in the inhibition of task-irrelevant information and the representation of task-relevant information. The hypothesis that Reasoning development is in part dependent upon physical experience was also tested. Students (all males) who failed to solve a diagnostic proportions task were administered several tests of prefrontal lobe functions. The students were then randomly assigned to manipulative or verbal tutoring groups. Both groups received a series of individual testing, tutoring and testing sessions on proportional Reasoning. As predicted, performance on the prefrontal lobe tasks (measures of inhibiting ability, planning ability, dissembedding ability, and working memory capacity) significantly predicted performance on proportional Reasoning tasks following tutoring. Students' computational Skills were not a significant predictor. Also, the manipulative group's proportional Reasoning performance was significantly higher than that of the verbal tutoring group. Therefore, the present results provide support for the hypothesis that maturing prefrontal lobes and physical experience play roles in the development of proportional Reasoning Skill.fl 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1171 - 1182, 2000
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The role of hypothetico-deductive Reasoning and physical analogues of molecular interactions in conceptual change
Journal of Research in Science Teaching, 1993Co-Authors: Anton E Lawson, William P. Baker, Lisa Didonato, Michael P. Verdi, Margaret A. JohnsonAbstract:Two hypotheses about theoretical concept acquisition, application, and change were tested. College biology students classified as intuitive, transitional, or reflective (hypothetico-deductive) reasoners were first taught two theoretical concepts (molecular polarity and bonding) to explain the mixing of dye with water, but not with oil, when all three were shaken in a container. The students were then tested in a context in which they misapplied the concepts in an attempt to explain the gradual spread of blue dye in standing water. Next students were taught another theoretical concept (diffusion), with and without the use of physical analogues. They were retested to see which students acquired the concept of diffusion and which students changed from use of the incorrect polarity and bonding concepts (i.e., the misconceptions) to use of the diffusion concept to correctly explain the dye's gradual spread. As predicted, the experimental/analogy group scored significantly higher than the control group on a posttest question that required the definition of diffusion. Also as predicted, hypothetico-deductive Reasoning Skill was significantly related to correct application of the diffusion concept and to a change from the misapplication of the polarity and bonding concepts to the correct application of the diffusion concept to explain the gradual spread of the blue dye. Thus, the results support the hypotheses that physical analogues are helpful in theoretical concept acquisition and that hypothetico-deductive Reasoning is needed for successful concept application and change. Educational implications are drawn.
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Learning about evolution and rejecting a belief in special creation: Effects of reflective Reasoning Skill, prior knowledge, prior belief and religious commitment
Journal of Research in Science Teaching, 1992Co-Authors: Anton E Lawson, William A. WorsnopAbstract:Students in three sections of a high school biology course were taught a unit on evolution and natural selection. Prior to instruction, students were pretested to determine their (a) reflective Reasoning Skill, (b) strength of religious commitment, (c) prior declarative knowledge of evolution and natural selection, and (d) beliefs in evolution or special creation and related religiously oriented beliefs. Following instruction the measures of declarative knowledge and beliefs were readministered. The study was designed to test (a) the hypothesis that the acquisition of domain-specific concepts and the modification of nonscientific beliefs largely depends upon reflective Reasoning Skill, not prior declarative knowledge; and (b) the hypothesis that strength of religious commitment and a belief in special creation hinder the acquisition of scientific beliefs. Although instruction produced no overall shift toward a belief in evolution, as predicted, reflective Reasoning Skill was significantly related to initial scientific beliefs, and reflective Reasoning Skill, but not prior declarative knowledge, was significantly related to gains in declarative knowledge. Reflective Reasoning Skill, however, was not significantly related to changes in beliefs. Also as predicted, strength of religious commitment was negatively correlated with initial belief in evolution and with a change in belief toward evolution. Interrelationships among the study's major variables, as well as educational implications, are discussed.
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hypothetico deductive Reasoning Skill and concept acquisition testing a constructivist hypothesis
Journal of Research in Science Teaching, 1991Co-Authors: Anton E Lawson, Christine B Mcelrath, Margaret S Burton, Bart D James, Roy P Doyle, Stephen L Woodward, Lawrence Kellerman, Jan D SnyderAbstract:This study tested the constructivist hypothesis that the acquisition of domain-specific conceptual knowledge (declarative knowledge) requires use of general procedural knowledge. More specifically, it was hypothesized that use of a general pattern of hypothetico-deductive Reasoning is necessary for the acquisition of novel domain-specific concepts. To test this hypothesis 314 high school biology and chemistry students were first tested to determine whether or not they were Skilled in the use of hypothetico-deductive Reasoning. Based on this test, students were classified as reflective, transitional, or intuitive thinkers. All students were then presented with a series of four concept-acquisition tasks. It was predicted that reflective (hypothetico-deductive) thinkers would acquire the concepts while intuitive (empirico-inductive) thinkers would not. Transitional thinkers were expected to be partially successful. These predictions were confirmed as Skill in hypothetico-deductive Reasoning (developmental level), but not age, was highly correlated with performance on the concept acquisition tasks (X2 = 71.14, p < 0.00001). This result was interpreted to be supportive of the constructivist hypothesis.
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Hypothetico‐deductive Reasoning Skill and concept acquisition: Testing a constructivist hypothesis
Journal of Research in Science Teaching, 1991Co-Authors: Anton E Lawson, Christine B Mcelrath, Margaret S Burton, Bart D James, Roy P Doyle, Stephen L Woodward, Lawrence Kellerman, Jan D SnyderAbstract:This study tested the constructivist hypothesis that the acquisition of domain-specific conceptual knowledge (declarative knowledge) requires use of general procedural knowledge. More specifically, it was hypothesized that use of a general pattern of hypothetico-deductive Reasoning is necessary for the acquisition of novel domain-specific concepts. To test this hypothesis 314 high school biology and chemistry students were first tested to determine whether or not they were Skilled in the use of hypothetico-deductive Reasoning. Based on this test, students were classified as reflective, transitional, or intuitive thinkers. All students were then presented with a series of four concept-acquisition tasks. It was predicted that reflective (hypothetico-deductive) thinkers would acquire the concepts while intuitive (empirico-inductive) thinkers would not. Transitional thinkers were expected to be partially successful. These predictions were confirmed as Skill in hypothetico-deductive Reasoning (developmental level), but not age, was highly correlated with performance on the concept acquisition tasks (X2 = 71.14, p < 0.00001). This result was interpreted to be supportive of the constructivist hypothesis.
Siriwan Suebnukarn - One of the best experts on this subject based on the ideXlab platform.
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Intelligent tutoring system for clinical Reasoning Skill acquisition in dental students.
Journal of dental education, 2009Co-Authors: Siriwan SuebnukarnAbstract:Learning clinical Reasoning is an important core activity of the modern dental curriculum. This article describes an intelligent tutoring system (ITS) for clinical Reasoning Skill acquisition. The system is designed to provide an experience that emulates that of live human-tutored problem-based learning (PBL) sessions as much as possible, while at the same time permitting the students to participate collaboratively from disparate locations. The system uses Bayesian networks to model individual student knowledge and activity, as well as that of the group. Tutoring algorithms use the models to generate tutoring hints. The system incorporates a multimodal interface that integrates text and graphics so as to provide a rich communication channel between the students and the system, as well as among students in the group. Comparison of learning outcomes shows that student clinical Reasoning gains from the ITS are similar to those obtained from human-tutored sessions.
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IJCAI - Clinical-Reasoning Skill acquisition through intelligent group tutoring
2005Co-Authors: Siriwan Suebnukarn, Peter HaddawyAbstract:This paper describes COMET, a collaborative intelligent tutoring system for medical problembased learning. COMET uses Bayesian networks to model individual student knowledge and activity, as well as that of the group. Generic domainindependent tutoring algorithms use the models to generate tutoring hints. We present an overview of the system and then the results of two evaluation studies. The validity of the modeling approach is evaluated in the areas of head injury, stroke and heart attack. Receiver operating characteristic (ROC) curve analysis indicates that, the models are accurate in predicting individual student actions. Comparison of learning outcomes shows that student clinical Reasoning gains from our system are significantly higher than those obtained from human tutored sessions (Mann-Whitney, p = 0.011).
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clinical Reasoning Skill acquisition through intelligent group tutoring
International Joint Conference on Artificial Intelligence, 2005Co-Authors: Siriwan Suebnukarn, Peter HaddawyAbstract:This paper describes COMET, a collaborative intelligent tutoring system for medical problembased learning. COMET uses Bayesian networks to model individual student knowledge and activity, as well as that of the group. Generic domainindependent tutoring algorithms use the models to generate tutoring hints. We present an overview of the system and then the results of two evaluation studies. The validity of the modeling approach is evaluated in the areas of head injury, stroke and heart attack. Receiver operating characteristic (ROC) curve analysis indicates that, the models are accurate in predicting individual student actions. Comparison of learning outcomes shows that student clinical Reasoning gains from our system are significantly higher than those obtained from human tutored sessions (Mann-Whitney, p = 0.011).
Carolyn W. Keys - One of the best experts on this subject based on the ideXlab platform.
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The development of scientific Reasoning Skills in conjunction with collaborative writing assignments: An interpretive study of six ninth‐grade students
Journal of Research in Science Teaching, 1994Co-Authors: Carolyn W. KeysAbstract:In this investigation, three classes of ninth-grade general science students participated in a collaborative report-writing intervention. The purpose of this portion of the study was to evaluate students' collaboratively written laboratory reports for evidence of the use of scientific Reasoning Skills and to document qualitative changes in Reasoning Skill use over time. The participants in the study were 6 ninth-grade students, representing three collaborative writing pairs. During the intervention, students wrote 10 laboratory reports over a 4.5-month period. The author and classroom teacher designed report guideline prompts to scaffold students in the use of relevant scientific Reasoning Skills. The results indicated that students used Reasoning Skills to assess their current models of scientific understanding, make observations, interpret the meaning of results, and generate new models based on their data and relevant information. Participants showed the most improvement in writing that reflected the Reasoning Skills of (a) selecting and processing textbook passages, (b) drawing conclusions and formulating models, and (c) comparing/contrasting. Over time, participants improved their ability to compose explanations that represented a synthesis of prior knowledge, activity observations, and other sources of information. Collaborative writing encouraged students to construct their own understandings of science concepts by creating an environment in which thinking, Reasoning, and discussion were valued.
Nurul Fitarini Widarti, Nim. 14690011 - One of the best experts on this subject based on the ideXlab platform.
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ANALISIS KEMAMPUAN PENALARAN (Reasoning Skill) SISWA TENTANG USAHA DAN ENERGI DI MA MU’ALLIMAT MUHAMMADIYAH YOGYAKARTA
2019Co-Authors: Nurul Fitarini Widarti, Nim. 14690011Abstract:Penelitian ini bertujuan untuk mengetahui: 1) Kemampuan penalaran (Reasoning Skill) siswa pada konsep usaha dan energi di MA Mu’allimat Muhammadiyah Yogyakarta. 2) Kendala yang dihadapi siswa di MA Mu’allimat Muhammadiyah Yogyakarta pada konsep usaha dan energi. Penelitian ini merupakan penelitian deskriptif kuantitatif. Penelitian ini melibatkan 58 siswa kelas X MIA di MA Mu’allimat Muhammadiyah Yogyakarta. Teknik pengumpulan data pada penelitian ini adalah teknik tes dan non-tes. Instrumen yang digunakan adalah lembar soal tes diagnostik two tier dan pedoman wawancara.. Hasil penelitian ini adalah 1) Kemampuan penalaran (Reasoning Skills) siswa berada pada kategori rendah. Pada pola penalaran untuk kategori formal didapatkan hasil persentase sebesar 0,00%, transisi sebesar 34,48%, dan konkrit sebesar 65,52%. Kemampuan penalaran (Reasoning Skills) siswa berdasarkan indikator didapatkan hasil proportional Reasoning (PPR) sebesar 17,24%, control of variable (CV) sebesar 5,17%, probabilistic Reasoning (PBR) sebesar 0,00% correlational Reasoning (CR) sebesar 18,96% dan hypothetical deductive Reasoning (HDR) sebesar 15,52%. Dari persentase tersebut didapatkan pola penalaran yang paling tinggi dimiliki siswa adalah correlational Reasoning (CR) sebesar 18,96% dan yang terendah adalah probabilistic Reasoning (PBR) sebesar 0,00%. 2) Kendala yang dihadapi siswa pada materi usaha dan energi adalah a) siswa masih kesulitan dalam memahami makna fisis dari konsep usaha dan energi b) siswa hanya terbiasa mengerjakan soal-soal matematis c) siswa masih cenderung menggunakan hapalan rumus dalam menyelesaikan sebuah soal tanpa memahami makna fisis pada konsep usaha dan energi
