ABILITY OF STUDENTS WITH REFLECTIVE AND IMPULSIVE COGNITIVE STYLES IN WRITING A SCIENTIFIC ARTICLE

Cintamulya Cintamulya

doi:10.52634/mier/2017/v7/i2/1410

Abstract

The present study focuses on making the students aware about various environmental issues by using case studies. The ability of students to reveal their findings about environmental issues has been developed through scientific literature, one of which was writing scientific articles. Each student has a different thinking style or cognitive style, so the possibilities in terms of scientific writing can be different. A cognitive style is shown in individuals receiving, processing and organizing information, and presenting the information based on the experiences they have had. This study aimed to describe the ability of the students who have a reflective or impulsive cognitive style to write a scientific article as a result of employing case studies on environmental issues. To achieve these objectives, the research involved the students of biology education UNIROW Tuban class of 2011. The ability to write scientific articles was analysed descriptively and included: title, credit lines, abstract, introduction, methods, results and discussion, conclusions and bibliography. To measure the reflective vs impulsive cognitive styles, the study used the MFFT (Matching Familiar Figure Test) instrument which was designed and developed by Warli (2010). The results showed that the ability of students who had a reflective cognitive style to write scientific articles tended to follow the rules, except when they were writing a bibliography. Therefore, there was a difference between students who write with a reflective cognitive style and students who write with an impulsive cognitive style in terms of their ability to write a scientific article as the result of case studies about environmental issues.

Highlights

Writing a scientific paper is a usual activity of the students in the learning process in a college
It can be concluded that students who have a reflective-cognitive ability of writing scientific articles are better than students who have impulsive cognitive style
As for further research on reflective cognitive style and impulsive cognitive style it is recommended to view the differences on other aspects such as metacognition, creative thinking, academic achievement, problem solving, and understanding of the concept

Summary

Introduction

Writing a scientific paper is a usual activity of the students in the learning process in a college. The activity is useful to train students in thinking skills to develop a scientific temper. Along with the development of science, students are required to have skills of writing scientific papers in the form of scientific articles. As per the demands of the development of science today, it is generally necessary to develop the ability to write scientific articles in students and especially in students of biology education of University PGRI Ronggolawe Tuban class of 2011. Does the introduction contains reason to do research, hypotheses and research purposes?. The introduction contains reason to do research and research purposes b. Does the introduction contain The introduction formulation of the problem?. C. Does the introduction contain The introduction does description of state of the art not contain description research?. Does the introduction contain The introduction does the thought of writing on not contain the thought issues?

Objectives

Results

Conclusion