INDUCTIVE REASONING WORKSHEET FOR DEVELOPING STUDENTS UNDERSTANDING OF INORGANIC COMPOUND NOMENCLATURE

Abudarin Abudarin, Sri Wahyutami Wahyutami

Abstract


A constructivist learner should be able to construct their own knowledge. This study developed inductive reasoning worksheet to guide the students in constructing and understanding inorganic compound nomenclature. The developed worksheet was considered as feasible and was implemented to 36 senior high schools students in Palangka Raya, Central Kalimantan-Indonesia. The worksheet effectively guided the students to construct and understand inorganic compound nomenclature.The ability to construct inorganic compound nomenclature was positively correlated with the understanding of the nomenclature concept.


Keywords


students’ worksheet; Inductive reasoning; inorganic compound nomeclature; chemistry education

References


DAFTAR PUSTAKA

Amineh, R.J. & Asl, H.D. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9-16.

Azwar. S. (2015). Reliabilitas dan Validitas. Yogyakarta: Pustaka Pelajar.

BADA and Olusegun S., (2015), Constructivism learning theory: A paradigm for teaching and learning, Journal of Research & Method in Education, 5(6), 66-70.

Bakirci, H., Arzu, K. B., & Alper, S. (2011). The effecs of simulation tecnique and worksheet on formal operational stage in science and tecnology lessons. Procedia Science and Behavioral Science, 15, 1462-1469. http://dx.doi.org/10.1016/j.sbspro.2011.03.311.

Bogar,Y., Kalender, S., Sarikaya, M. (2012). The effects of constructive learning method on students’ academic achievement, retention of knowledge, gender and attitudes towards science course in “matter of structure and characteristics” unit. Procedia Social and Behavioral Sciences 46, 1766–1770.

Brighta, A. K. & Feeneyb, A. (2014). Causal knowledge and the development of inductive reasoning. Journal of Experimental Child Psychology, 122, 48–61.

Coley, J. D. & Vasilyeva, N. Y. (2010). Generating inductive inferences: premise relations and property effects. Psychology of Learning and Motivation, 53, 183–226.

Crespo, M., & Pozo, J. J. (2004). Relationship between everyday knowledge and scientific knowledge: Understanding how matter change, International Journal of Science Education, 26(11), 1325-1343, http://dx.doi.org/10.1080/0950069042000205350.

Daryanti, E.P., Rinato, Y., Dwiastuti, S. (2015). Peningkatan kemampuan penalaran ilmiah melalui model pembelajaran inkuiri terbimbing pada materi sistem pernafasan manusia. Jurnal Pendidikan Matematika dan Sains, (3)2. 163-168.

Furtak, E. M., Seidel, T., Iverson, H., Briggs, D. (2012). Experimental and quasi experimental studied of inquiry-based science teaching: A meta-analysis. American Educational Research Assiciation & SAGE: Review of Educational Research, 82(3). 300-329.

Gurses, A., Demiray,S., Doğar, C. (2015). A Design practice for interactive - direct teaching based on constructivist learning (IDTBCL): Dissolution and solutions. Procedia - Social and Behavioral Sciences, 191, 44 – 49.

Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64 –74.

Hiebert, J. (1986). Conceptual and pocedural knawledge the case of mathematics. London: Lawrence Erbaum Associates Publishers.

Huda, M. (2014). Model-Model Pengajaran dan Pembelajaran. Yogyakarta: Pustaka Pelajar.

Kalpana, T. (2014). A Constructivist perspective on teaching and learning: A conceptual framework. International Research Journal of Social Sciences, 3(1), 27-29.

Jia, Q. A. 2010. Brief study on the implication of constructivism teaching theory on classroom teaching reform in basic education. International Education Studie, 3(2), 197-199.

Kao, C. (2016). Analogy’s straddling of analytical and creative thinking and relationships to big five factors of personality. Thinking Skills and Creativity, 19, 26-37.

Kibar, Z. B. & Alipasa, A. (2010). Implementing of worksheet related to physical and chemical change concepts. Procedia Social and Behavioral Sciences, 2(2), 733-738, http://dx.doi.org/10.1016/j.sbspro.2010.03.093.

Klauer, K. J. & Willmes, K. (2002). Inducing inductive reasoning: Does it transfer to fluid intelligence?. Contemporary Educational Psychology, 27, 1–25, http://dx.doi.org/10.1006/ ceps.2001.1079

Lu, S. (2010). Recruitment of the Pre-motor Area in Human Inductive Reasoning: An FMRI Study. Cognitive Systems Research, 11(1), 74-80.

Putra, H.D. Herman, T., & Sumarmo, U. (2017), Development of student worksheets to improve the ability of mathematical problem posing. International Journal on Emerging Mathematics Education, 1(1), 1-10.

Riduwan. (2006). Belajar Mudah Penelitian. Bandung: Alfabeta.

Rottman, B. M. (2016). Do People reason rationally about causally related events? markov violations, weak inferences, and failures of explaining away. Cognitive Psychology, 87, 88-134.

Siddiqui, M. H. (2013). Inductive thinking model of teaching: Increase capacity to handle information. Indian Journal of Research, 3(2), 71-73.

Sulastri, L. & Ginting, E.M. (2014). Pengaruh model pembelajaran induktif dengan menggunakan animasi macromedia flash terhadap hasil belajar pada materi kalor siswa kelas VII SMP Negeri 1 Pagaran T.A. 2013/2014. Jurnal Inpafi, 3(2),172–181.

Swan, K. (2005). A constructivist model for thinking about learning online. In J. Bourne, & J. C. Moore (Eds.), Element of quality online education: Engaging communities. Needham, MA: Sloan-C.

Susantini, E. I., & Lisa, L. (2016). Effectiveness of genetics student worksheet to improve creative thinking skills of teacher candidate students. Journal of Science Education, 17(2), 74-79.

Taber, K. S. (2011). Contructivism as educational theory: Contingency in learning, and optimally guided instruction. In educational theory. Hassaskhah, J. (Eds). Nova Science Publishers Inc, 36 – 61.

Tomlinson, B. (2012). Material development for language learning and teaching. Cambridge Journal Lang Teach, 45(2), 143-179, http://dx.doi.org/10.1017/S0261444811000528

Trianto. (2009). Mendesain pembelajaran inovatif progresi: Konsep landasan dan implementasinya pada kurikulum tingkat satuan pendidikan. Jakarta: Kencana.

Trewet, C. B., & Nancy, F. (2013). Evaluation of the impact of a continuing profesional developmentworksheet on sustained learning and implementing change after continuing pharmacy education activity. Research in Social and Administrative Pharmacy, 9(2), 215-221, http://dx.doi.org/10.1016/j.sapharm.2012.06.002.

Utami, W.S., Sumarmi, Ruja, I.N., & Utaya, S. (2016). The Effectiveness of geography student worksheet to develop learning experiences for high school students. Journal of Education and Learning, 5(3), 315 -321.

Wati, Y., P. & Ismono. (2012). Development of chemistry student worksheet on main material acid, base, and salt with science process skills orientation for pioneering international standard junior high school. Journal of Chemical Education, 1(1), 235-243.




DOI: http://dx.doi.org/10.18269/jpmipa.v22i2.7782

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Jurnal Pengajaran MIPA

JPMIPA http://journal.fpmipa.upi.edu/index.php/jpmipa/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam (JPMIPA) or Journal of Mathematics and Science Teaching 

All rights reserverd. pISSN 1412-0917 eISSN 2443-3616

Copyright © Faculty of Mathematics and Science Education (FPMIPA) Universitas Pendidikan Indonesia (UPI)

View JPMIPA Stats