Abstract
The logical-thinking ability is one of the important competencies of 21st century that should be empowered. It is one of the aspects in a cognitive science domain that has not been implemented effectively in teaching and learning in the class. Then, this study aimed to analyzed the influence of generative learning model to enhance students' logical-thinking ability. This study was also conducted by using a quasi-experimental study with pretest-posttest non-equivalent control group design. The sample was chosen by using simple random sampling technique. This study involved two classes which had 67 participants consisting of 34 students in Class VIII.9 as an experimental group and 33 students in Class VIII.7 as a control group. The researcher used the instrument of logical-thinking ability formulated in the form of multiple choice tests with five alternative answers that had been tested for its validity and reliability. The analysis of data employed t-test using SPSS 21. The result indicated that the t-count > t-table (2.44 > 1.99) and p-value = 0.017 (p <0.05). It could be concluded that the application of generative learning model resulted in a significant influence on students' logical-thinking ability. The result of the analysis could be used by the schools for evaluating the quality of natural science learning in order to encourage students’ logical-thinking ability.
Highlights
The development of science and technology in the 21st century requires individuals who are responsive to making decisions to solve problems encountered in the community (Voogt & Roblin, 2012)
The ability to make decisions based on mindset and cognitive knowledge is an important skill in the logical-thinking ability (Pezzuti et al, 2014; Seyhan 2015)
These results show that Indonesian students have not been able to solve high category problems that require logical-thinking ability
Summary
The development of science and technology in the 21st century requires individuals who are responsive to making decisions to solve problems encountered in the community (Voogt & Roblin, 2012). Ministry of Education and Culture formulates a set of paradigm for 21st century learning whereby it orients to emphasize students’ skills at exploring information, making hypotheses, thinking logically, and collaborating to solve problems (Ministry of Education and Culture, 2013). The results of TIMSS 2011 and 2015 data analysis on cognitive domains (knowing, applying, and reasoning) indicate that the percentage of Indonesian students who answered correctly, especially in the aspect of reasoning ability which represents the part that has not been able to be optimally developed (Martin & Mullis, 2015)
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