A CORRELATIONAL STUDY ON SCIENTIFIC THINKING ABILITY AND STUDENTS’ COGNITIVE LEARNING OUTCOME AT TOURISM AREA OF THE SPECIAL REGION OF YOGYAKARTA

This study aims to examine the influence of scientific thinking ability in science literacy on students’ learning outcomes in the topic of plants within the Natural Sciences subject for Grade IV at SDN 012 Ujungbatu. Employing a quantitative approach with a correlational method, the research involved all 28 students in the class using a saturated sampling technique. Instruments used included a Guttman scale questionnaire to assess scientific thinking ability and multiple-choice tests to evaluate learning outcomes. Validity and reliability tests were conducted using SPSS version 25, with all items meeting the standards (Cronbach’s Alpha = 0.920 for the thinking skills questionnaire and 0.960 for the learning test). Item analysis revealed balanced levels of difficulty and good discriminating power. Prerequisite tests showed that the data met the assumptions of normality and homogeneity. The hypothesis test using linear regression analysis demonstrated a significant positive effect of scientific thinking ability on science learning outcomes, with a regression coefficient of 0.450 and a significance level of 0.000. The findings confirm that students with higher scientific thinking abilities tend to achieve better academic results. Therefore, fostering scientific thinking skills in the context of science literacy is essential to enhance students' academic performance and critical reasoning from an early age.

This study aimed at analyzing XI grade students’ scientific thinking abilities on the implementation of the scientific approach. 82 students of XI grade science class at three state senior high schools in Surakarta involved in this study. The students’ scientific thinking abilities illustrated as the students’ competence in seven aspects: the purpose of science; science question, science information, science interpretation, science concept, science assumption, science implication (Paul & Elder, 2003). The data on students’ scientific thinking abilities were collected using essay test on worksheet and interview methods. The instrument had been validated by expert judgement and students as a user. The scores were used to represent the students’ scientific thinking abilities in three categories (low, middle,high). The results of the study showed that students’ competence in seven aspects of scientific thinking abilities: purpose of science (62,00%); science question (36,6%), science information (39,66%), science interpretation (41,00%), science concept (43,33), science assumption (38,33%), science implication (21,33%). Therefore, it concluded that the XI grade students’ scientific thinking abilities on the implementation of scientific approach was at the low category. It was suggested that the learning model based scientific approach be conducted for the students’ scientific thinking abilities improvement.

Scientific thinking, characterized by purposeful knowledge-seeking and the harmonization of theory and facts, holds a crucial role in preparing young minds for an increasingly complex and technologically advanced world. This paper presents a research study aimed at fostering scientific thinking in early childhood, focusing on children aged 5 to 9 years, through experiential learning in Kids Science Labs (STEM). The study utilized a longitudinal exploration design, spanning 240 weeks from September 2018 to April 2023, to evaluate the effectiveness of the Kids Science Labs program in developing scientific thinking skills. Participants in the research comprised 72 children drawn from local schools and community organizations. Through a formative psychology-pedagogical experiment, the experimental group engaged in weekly STEM activities carefully designed to stimulate scientific thinking, while the control group participated in daily art classes for comparison. To assess the scientific thinking abilities of the participants, a registration table with evaluation criteria was developed. This table included indicators such as depth of questioning, resource utilization in research, logical reasoning in hypotheses, procedural accuracy in experiments, and reflection on research processes. The data analysis revealed dynamic fluctuations in the number of children at different levels of scientific thinking proficiency. While the development was not uniform across all participants, a main leading factor emerged, indicating that the Kids Science Labs program and formative experiment exerted a positive impact on enhancing scientific thinking skills in children within this age range. The study's findings support the hypothesis that systematic implementation of STEM activities effectively promotes and nurtures scientific thinking in children aged 5-9 years. Enriching education with a specially planned STEM program, tailoring scientific activities to children's psychological development, and implementing well-planned diagnostic and corrective measures emerged as essential pedagogical conditions for enhancing scientific thinking abilities in this age group. The results highlight the significant and positive impact of the systematic-activity approach in developing scientific thinking, leading to notable progress and growth in children's scientific thinking abilities over time. These findings have promising implications for educators and researchers, emphasizing the importance of incorporating STEM activities into educational curricula to foster scientific thinking from an early age. This study contributes valuable insights to the field of science education and underscores the potential of STEM-based interventions in shaping the future scientific minds of young children.

Scaffolding is a necessary process to achieve learners potential ability. This study depicts the importance of scaffolding in achieving scientific thinking ability. Subjects were 24 pre-service teachers enrolled in Teacher Professional Development Program. Results showed that pre-service biology teachers’ average scientific thinking ability was categorized as low and scaffolding was greatly needed to serve as a tool to enhance pre-service biology teachers’ scientific ability. Scaffolding scheme for Teacher Professional Development Program is proposed.

Science education in junior high school plays a crucial role in developing students' scientific thinking, particularly in understanding global issues like global warming. This study aims to assess the scientific thinking abilities of seventh-grade students at three state junior high schools in Palu City, using a descriptive approach and a test based on seven aspects of scientific thinking as defined by García-Carmona (2023). The findings reveal that approximately 80% of students showed progress in scientific thinking, with 12% achieving a competent level and 8% remaining in the beginner category. However, their understanding of scientific information from discourse and graphics averaged only 26%. Overall, students demonstrated developing scientific thinking skills, which could enhance their comprehension of scientific concepts, especially related to everyday experiences and environmental issues shared on social media. The role of teachers is essential in guiding students to understand and critically evaluate scientific information, such as articles on global warming. The study recommends developing interactive, problem-based teaching strategies to further improve students' scientific thinking skills. Future research should explore the role of media technology, teachers, and parents in supporting the development of scientific thinking regarding natural phenomena to advance science education in Palu and its surrounding areas.

This research aims to measure the effectiveness of Student Worksheets (LKPD) based on Project Based Learning (PBL) in improving students' cooperation and scientific thinking skills in science subjects in elementary schools. Using a quasi-experimental design with a nonequivalent control group, this research involved 60 fifth grade students who were divided into an experimental group (using PBL-based LKPD) and a control group (using conventional methods). Instrument is a questionnaire to measure cooperation and a written test to measure scientific thinking abilities. The results of the analysis show that the average student collaboration score in the experimental group was 85.3, higher than the control group which only reached 78.4. The average score for scientific thinking ability in the experimental group reached 82.7, compared to 75.6 in the control group. Data analysis using the independent t test, after fulfilling the assumptions of normality and homogeneity of variance, showed statistically significant differences with a p value < 0.05. Results indicate that the use of PBL-based LKPD is more effective in increasing students' cooperation and scientific thinking abilities compared to conventional methods. This research suggests a wider application of PBL in science learning in elementary schools to optimize students' collaborative and scientific thinking skills.

In the process of establishing the principle of genetics, Mendel discovered problems based on various observations. Mendel`s scientific thinking ability can be effective if this ability is embedded in gifted science education programs. The study aims to develop a science gifted education program utilizing Mendel`s scientific thinking ability shown in the principles of genetics and examine students` changes in scientific thinking ability before and after the program implementation. For the program development, first, the characteristics of Mendel`s scientific thinking ability in the process of establishing the principle of genetics were investigated and extracted the major elements of inquiry. Second, the science gifted education programs was developed by applying the inquiry elements from the Mendel`s Law. The program was implemented with 19 students of , graders who attend the science gifted education center affiliated with university during July 2011. The Mendel`s scientific thinking ability was classified into induction, deduction, and integration. The elements of inquiry extracted from the Mendel`s scientific thinking include making observation, puzzling observation, proposing causal questions, generating hypothesis, drawing inference, designing experiment, gathering and analyzing data, drawing conclusions, and making generalization. With applying these elements, the program was developed with four phases: - problem finding; - hypothesis generating; - hypothesis testing and - problem solving. After implementation, students` changes in scientific thinking ability were measured. The findings from the study are as follows: First, students` abilities of problem finding is significantly (p

This study aimed to determine the effectiveness of using the STEM approach in learning direct electric circuits to achieve high school students' scientific and practical thinking skills. This research is a quasi-experimental method. This study used two class groups, namely the experimental class and the control class, with the experimental class being the class group that received the STEM learning treatment. In contrast, the control class was the class group that only received the immediate learning model treatment. The research design uses a non-equivalent control group design. The research was carried out in the even semester of 2021-2022 and the place of this research was one of the schools in Serang City, Banten province. The sample consisted of two classes; one class was given the learning treatment with the STEM approach, which served as the experimental class, and the other class received no therapy and functioned as the control class. Each course has 40 students, including 20 male and 20 female students. The average age of students is 17 years. The instrument used in this study was in the form of 10 essay questions. This question covered electric current circuit material with indicators of scientific thinking ability and practice. The instrument used in this study was in the form of 10 essay questions. This question covered electric current circuit material with indicators of scientific thinking ability and practice. The data obtained after the research will be analyzed using N-Gain data analysis. The N-gain result in the experimental class was 0.67, while the control class was 0.46. The N-Gain results of the two types show the same category, namely the good category. However, the N-gain results from the experimental class show a value greater than 21% than the control class. These results prove that learning electric circuits using STEM is more effective than learning directly. The implications of this research are 1) It can foster an understanding of the relationship between the concept of electric circuits with practical skills in assembling electric current circuits, 2) Arouse students' curiosity and activate creative imagination and critical thinking, 3) Help students to understand and experiment with the scientific process.

본 연구에서는 영재 학생과 일반 학생의 과학 탐구 능력과 과학적 사고력을 비교하였다. 연구 대상은 중학교 1 학년 재학 중인 과학 영재 학생 50 명과 일반 학생 64명이었다. 과학 탐구 능력을 검사하는 도구로 김수경 외 (2007) 가 개발한 ‘중학생의 과학 탐구 능력 측정을 위한 평가 도구’를 사용하였고 과학적 사고력을 검사하는 도구로 김소연 (2018)이 개발한 ‘과학 글쓰기를 활용한 과학적 사고력 평가 도구’ 중 ‘광합성’을 주제로 한 평가 도구를 사용하였다. 과학 탐구 능력 검사 결과, 총 26점 중 영재 학생의 평균은 24.26이고 일반 학생의 평균은 16.78로 .001 수준에서 유의한 차이가 나타났고, 기초 탐구 기능에 비해 통합 탐구 기능에서 더 큰 차이를 보였다. 요소별 비교를 한 결과, 기초 탐구 기능의 ‘측정’과 통합 탐구 기능의 ‘변인 통제’에서 두 집단 모두 평균이 낮았고, 기초 탐구 기능의 ‘의사소통’과 통합 탐구 기능의 ‘가설 설정’에서 두 집단 모두 평균이 높았다. 과학적 사고력 검사에서 총 36 점 중 영재 학생의 평균은 23.38이고 일반 학생은 14.66으로 .001 수준에서 유의한 차이가 있었고, 하위 영역인 귀납적, 연역적, 비판적, 창의적 사고력에서도 유의한 차이가 나타났다. 귀납적 사고력을 요구하는 문항에서는 영재 학생과 일반 학생 모두 하나의 근거만 제시하였다. 연역적 사고력을 요구하는 문항에서는 두 집단 모두 두 가지 이상의 근거를 제시하였으나 결론과 설명이 명확하지 않았다. 비판적 사고력을 요구하는 문항에서 영재 학생과 일반 학생 모두, 주장과 근거에 대한 설명과 부연 그 리고 반증이 부족하였다. 창의적 사고력을 요구하는 문항에서 영재 학생의 ‘ 독창성’ 요소의 점수가 다른 요소에 비해 상대적으로 낮았다. 과학 탐구 능력의 일부 요소의 경우 점수가 낮게 나타난 것을 볼 때 , 과학 탐구 능력의 요소별로 명시적으로 안내하고 연습할 기회를 제공할 필요가 있다. 그리고 과학적 사고력을 향상시키기 위해 주장에 대한 근거, 설명 부연, 반증을 하는 능력과 독창성에 중점을 두어 지도할 필요가 있다.In this study, science inquiry ability and scientific thinking ability of gifted students and non-gifted students were compared. The subjects of this study were 50 science gifted students and 64 non-gifted students in the first grade of middle school. ‘Test of science inquiry skills for middle school students’ developed by Kim et al.(2007) and ‘Evaluation instruments for scientific thinking ability using science writing’ developed by Kim(2018) were administered. In the science inquiry ability test, the mean of gifted students was 24.26 out of 26 points, and that of non-gifted students was 16.78. There was a significant difference at .001 level, and there was a bigger difference in integrated process skill compared to basic process skill. In both ‘measurement’ and ‘controling variables’, the means of the two groups were low, but in both ‘communication’ and ‘hypothesizing’, those of the two groups were high. In the scientific thinking ability test, the mean of gifted students was 23.38 out of 36 points and that of non-gifted students was 14.66. There was a significant difference at .001 level, and also significant differences in the sub-area ‘inductive’, ‘deductive’, ‘critical’, and ‘creative’ thinking. For the question requiring inductive thinking ability, both gifted students and non-gifted students presented only one data. In the question requiring deductive thinking ability, both groups provided more than two data, but the claim and explanation were not clear. They wrote the answers with lacked explanation, backing, and rebuttal for the question requiring critical thinking ability. The score of ‘originality’ element of gifted students was relatively lower than that of other elements in the question requiring creative thinking ability. It is necessary to provide the opportunities to guide and practice on the elements of science inquiry ability explicitly, and to emphasize on the data, explanation, backing, rebuttal of the claim and originality in order to improve scientific thinking ability.

Students as future generations need to be equipped with high-level abilities, such as creative thinking and critical scientific thinking. The purpose of this research is to know how much creative thinking skills and scientific critical thinking are possessed by high school students in Bandung. In this research, the instrument used is a test-shaped essay as many as 12 questions about static fluid topic. The appreciation instruments used in this study were Critical Thinking (ACTA) type instruments. Tests of students’ critical thinking skills were analyzed using the Rasch model. The research population is a grade XI student in one high school in Bandung City. Research samples were selected with a random sampling technique of 32 students. Research results show that students have not been able to analyze the arguments, assess or evaluate, make decisions or solve problems, and make conclusions using inductive or deductive reasoning. It is shown by the low percentage of scientific critical thinking ability on every aspect, Critical thinking ability of 1 26.5%, Critical thinking ability of 2 23%, Critical thinking ability of 3 13%. It was concluded that the student’s scientific critical thinking skill level in the static fluid is motionless very low.

This study aims to: (1) describe social studies learning based on local wisdom to improve the scientific thinking ability of elementary school students, (2) formulate the development of social studies learning designs based on local wisdom to improve the scientific thinking skills of elementary school, (3) analyze the effectiveness of social studies learning based on local wisdom to improve the scientific thinking skills of elementary school students. This research is development research using the Borg & Gall model. The development steps include: 1) analyzing the needs in elementary schools; 2) develop a preliminary design; 3) validation and revision; 4) limited trials; 5) extensive trials; 6) dissemination. The trial was conducted on 36 teachers at SD 1 and 2 Sadang as experimental classes and 36 teachers, and 36 teachers at SD 3 and 4 Sadang as control classes. Data were collected by observation, questionnaires, tests, interviews. The validation result data is analyzed by accumulating the number of scores. Data on the effectiveness of the local wisdom-based Personality Competency model were analyzed by gain test, t test at a significance level of 0.05. The results of the study showed a significant increase in learning outcomes, namely in the control group, as many as 53.1% had an increase in moderate learning outcomes and 46.9% in the low category. In the experimental group, 58.1% had a moderate increase in learning outcomes and 41.9% were high; (2) Learning outcomes achieve completeness, namely due diligence results for the experimental group of 5.97 with a significance value of 0.000 < 0.05, which means that the average learning outcome of 80.58 markedly exceeds 69 or has reached learning completeness, while in the control group of -0.781 with a significance of 0.441 > 0.05, which means that in the control group has not reached completeness. The completeness of students' classical learning in the experimental class was 87.1% and in the control, class was 59.4%. The conclusion obtained is that the personality competency design model based on local wisdom improves the performance of elementary school teachers. It is recommended that teachers use a personality competency design model based on local wisdom because it is able to improve the performance of elementary school teachers.

This study aims to (1) determine the implementation of scientific learning at SMA Negeri 25 Pulau Makian, Kec. Makian Barat, and (2) Improving students' scientific thinking skills through scientific learning. This study is a classroom action research (Class Room Action Research). The design of study used Kemmis and McTaggart model which included four steps (steps): (1) planning; (2) actions; (3) observation; and (4) reflection. Data collection techniques were carried out by (1) Test, test used to determine students' scientific thinking skills, (2) observation is conducted to observe the learning process using a scientific approach model. The observation focus on the implementation of learning by teachers starting from initial activities, core activities, and final activities, as well as student activities in learning, and (3) documentation used to take pictures/photos of the implementation of learning by teachers and student activities in learning. Students' scientific thinking ability was analyzed qualitatively with a scale of five categories, the implementation of learning by teachers was analyzed qualitatively with a scale of five categories, and students' learning activities were analyzed qualitatively with a scale of four categories. The results showed that (1) the average percentage of students' scientific thinking skills in cycle one obtained a value of 24% with very poor criteria and increased in cycle two by 75% with good criteria, and (2) the average percentage of learning implementation by the teacher in the first cycle obtained a score of 87% with very good criteria and increased again in the second cycle by 100% with the same criteria. Meanwhile, for student activity, the average percentage of cycle one is 71% with high criteria and has increased in cycle two by 82% with very high criteria.

This study aims to describe the effectiveness of discovery learning model based on group investigation with concrete objects on students' scientific thinking skills. The type of research used in this case is an experiment with true experimental design and posttest only control design. This research was conducted to 60 students of class VIII SMPN 1 Jetis Ponorogo. This study used multiple choice tests and questionnaires as data collection instruments. The student test data were analyzed quantitatively using the two-tailed and one-tailed t-test. Based on the results of the two-tailed t test, the value of 0.011 <alpha was obtained, which means that there are differences in the scientific thinking ability of the experimental and control classes. Then from the results of the one-tailed t test, the value of 0.006 <alpha is obtained, which means H0 is rejected and H1 is accepted so can be concluded that the scientific thinking ability of experimental class students which use discovery learning and group investigation with concrete objects is better than the control class. This research can be used as a reference for educators in implementing active learning with discovery learning and group investigation models that can improve students' scientific thinking skill.

AbstrakSalah satu materi kimia SMA yang berisi konsep konkrit, abstrak dan melibatkan perhitunganmatematika adalah kelarutan dan hasil kali kelarutan (Ksp). Pemahaman konseptual dinyatakandengan kalimat pendek sedangkan pemahaman algoritma dinyatakan dengan persamaanmatematika. Keduasaling barkaitan, sehingga untuk pembelajaran perlu strategi yang tepat.Strategi pembelajaran inkuiri terbimbing dan Problem Solving diduga ampu tingkatkankonseptual dan pemahaman algoritma siswa dengan Kemampuan Berpikir Ilmiah Rendah(KBIR). Tujuan penelitian ini mengetahui perbedaan dan pemahaman algoritma siswa denganKBIR yang dibelajarkan dengan strategi inkuiri terbimbing dan Problem Solving. Rancanganyang digunakan ialah eksperimen semu dengan posttest only control group design. Data hasiltes pemahaman konseptual dan algoritma diperoleh dari tes menggunakan 20 soal pilihan gandadengan nilai koefisien reliabilitas sebesar 0,71 dan validitas isi sebesar 93,17%. Analisis datamenggunakan uji t dan korelasi Product Moment pada taraf signifikansi 5%. Hasil penelitianmenunjukkan bahwa hasil belajar siswa KBIR yang menggunakan strategi inkuiri terbimbinglebih tinggi dibandingkan dengan siswa yang menggunakan strategi Problem Solving danpemahaman algoritma siswa dengan KBIR lebih tinggi dibandingkan pemahamankonseptualnya baik menggunakan strategi inkuiri terbimbing maupun dengan strategi ProblemSolving.Kata Kunci: inkuiri terbimbing, problem solving, pemahaman konseptual, pemahaman algoritma, kemampuan berpikir ilmiah

The purpose of this study was to describe the profile of the scientific thinking ability of junior high school students. This type of research is descriptive research. The target of this study was 223 junior high school students (13-15 years old) in Ngawi, East Java. This research uses the Classroom Test of Scientific Reasoning (CTSR) developed by Lawson, the result of revision in 2000 which has been translated by Asnawi into Indonesian. The test has a reliability coefficient, calculated by the KR-20 formula, of 0.76. This instrument consists of 24 multiple-choice questions. The result of the research obtained is the profile of the level of scientific thinking ability of junior high school students is 89.24% of students at the concrete level, 8.97% of students at the Low Formal level, and 1.79% of students at the Upper Formal level.