Abstract
The lack of students concept mastery and generic science skills underlying this research. The purpose of this research was to improve the students’ concept mastery and generic science skill by applying the collaborative ranking-task model in Earth and Space Science learning. This type of research was a classroom action research, conducted in two cycles. The data were collected by observation technique, test, and questionnaire. The study was conducted on physics students amounted to 25 people (10 male and 15 female). The success of the study was determined by the grade point average which should be at least 70. The obtained data were analyzed descriptively. The results showed that there was an increase in the students’ concept mastery starting from cycle 1 to cycle 2 ( x1= 50, s1 = 11.4 in the ‘deficient’ category; and x2= 64, s2 = 8.3 in the ‘sufficient’ category). The generic science skills were numerically increased from cycle 1 to cycle 2 (x1= 58.4, s1 = 13.3; x2= 62.8, s2 =10.2; in the ‘moderate’category). The developed indicators of generic science skills included indirect observation, logic inference, and concept building. The mean score of student response was x = 58.6; s = 6.7 which was in the positive category.
Highlights
The Earth and Space Science is a subject taught from elementary school to college level
The cyclical determination was based on the Earth and Space Science materials created in ranking task excercises (RTE) form
The activities in the five phases were: (1) the lecturer explored the initial ideas of the students related to the topic being studied by asking questions and assigning students to create hypotheses connected to the proposed questions; (2) the lecturer assigned the students to collect information linking with the problems encountered through various sources; (3) the lecturer facilitated the students in conducting testing activities against hypotheses proposed through experiments, demonstrations, and collaborative group discussions, facilitated by ranking task exercises (RTE); (4) the lecturer guided the students to conduct class discussions dealing with the results of the investigation, the students drew conclusions about the results of observations they have done and had reflections on the development of learning; and (5) The students solved the problems in groups
Summary
The Earth and Space Science is a subject taught from elementary school to college level. The Earth and Space Science (ESS) has become an interesting subject for many people having either science or non-science educational background (Duschl & Grandy (2013). In Physics Education Department of Universitas Pendidikan Ganesha, ESS is a compulsory subject for physics teacher prospective students. This course aims to provide students with an understanding of concepts of the earth and space science as well as to develop generic science skills. One of the factors contributing to the low percentage of students was the learning strategy applied by the lecturer.
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