Abstract
<p>Biology learning in MA (Madrasah Aliyah) Khas Kempek was still dominated by teacher with low students’ involvement. This study would analyze the effectiveness of the 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation) learning model in improving scientific knowledge and problems solving. It also explained the relationship between students’ scientific reasoning with their problem-solving abilities. This was a pre-experimental research with one group pre-test post-test. Sixty students of MA Khas Kempek from XI MIA 3 and XI MIA 4 involved in this study. The learning outcome of the students was collected by the test of reasoning and problem-solving. The results showed that the rises of students’ scientific reasoning ability were 69.77% for XI MIA 3 and 66.27% for XI MIA 4, in the medium category. The problem-solving skills were 63.40% for XI MIA 3, 61.67% for XI MIA 4, and classified in the moderate category. The simple regression test found a linear correlation between students’ scientific reasoning and problem-solving ability. This study affirms that reasoning ability is needed in problem-solving. It is found that application of 5E learning model was effective to improve scientific reasoning and problem-solving ability of students.</p>
Highlights
Biology Learning in SMA (Senior High School)/ MA (Islamic Senior High School) is expected to develop high-order thinking skills such as developing reasoning ability and problem-solving
The results of interviews with some biology teachers showed that the teacher presented more questions to improve the cognitive knowledge, while scientific reasoning and problem-solving skills had never been trained to the students
Based on the results and discussion, it is found that the application of 5E learning model in biology learning on human reproductive system done in enough category
Summary
Biology Learning in SMA (Senior High School)/ MA (Islamic Senior High School) is expected to develop high-order thinking skills such as developing reasoning ability and problem-solving. The curriculum of 2013 emphasizes that every learning should improve students’ creativity. According to DeHaan (2009), students’ creativity can be achieved through a conducive learning by helping students engage in reasoning, practice high cognitive skills, and solve scientific problems. Previous observation found that teaching and learning activities were still dominated by teachers as resulting low student’s involvement. Direct teaching brings the tendency of teachers to give too much material without a deep understanding, with the expectation that students can understand by themselves. The results of interviews with some biology teachers showed that the teacher presented more questions to improve the cognitive knowledge, while scientific reasoning and problem-solving skills had never been trained to the students
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