Scientific reasoning skills (SRS): Predictor to the student’s problem-solving in the biology classroom?

Maisuna Kundariati,Bagus Priambodo,Fatchur Rohman,Sri Endah Indriwati,Laila Maghfiroh,Noor Azean Atan

doi:10.21009/biosferjpb.20238

Maisuna Kundariati, Bagus Priambodo + Show 4 more

Open Access

https://doi.org/10.21009/biosferjpb.20238

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Abstract

Scientific reasoning and problem-solving have become primary interests in 21st-century education. These skills have an essential role in preparing students to face global competition. This study aims to determine the correlation between scientific reasoning and problem-solving skills of biology students in animal classification and whether scientific reasoning can be used to predict problem-solving skills. The participants were 56 undergraduate students of Biology Education. The scientific reasoning and problem-solving skills of students were assessed with the pre and post-test. A simple linear regression test using the SPSS 16.0 was applied in data analysis. The results showed a p-value of 0.00 < 0.05, so there is a correlation between scientific reasoning and argumentation skills. R-value indicates 0.523, which means a strong correlation. The contribution of scientific reasoning to argumentation skills was 27.3%, while other variables explained the rest.

Highlights

Scientific reasoning skills have five indicators, which are: 1) selecting a topic or argument, 2) existing knowledge, 3) methodology, 4) analysis, and 5) conclusions, limitations, and implications whether scientific reasoning and problem-solving skills can be developed through Science Project-based Learning (SPjBL)
The results showed that scientific reasoning patterns and problem-solving abilities in Physics synthesis had a positive relationship
The correlation of scientific reasoning and argumentation was determined by simple linear regression analysis using SPSS 16.00

Summary

INTRODUCTION

Education is facing a 21st-century challenge. Education systems attempt to meet the world's demand by managing its curriculum (Alismail & McGuire, 2015; Harjanti, 2018) and teaching-learning practice (Jansen & Merwe, 2015), including science classrooms. Scientific reasoning skills have five indicators, which are: 1) selecting a topic or argument, 2) existing knowledge, 3) methodology, 4) analysis, and 5) conclusions, limitations, and implications whether scientific reasoning and problem-solving skills can be developed through Science Project-based Learning (SPjBL). SPjBL model can train students in collaboration, analyze real-world problems around them, collect and analyze data, construct solutions to problems and reflect on the learning process experienced (Carlina & Djukri, 2018) This learning model has six stages; (1) start with the essential question, (2) design a plan for the project, (3) create a schedule, (4) monitor the students and the progress of the project, (5) assess the outcome, and 6) evaluate the experience (Husamah & Rahardjanto, 2018). This study result can hopefully help students to learn more effectively instead

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