Students’ scientific reasoning on temperature and heat topic: A comparative study of students in urban and rural area

Ahmad Suryadi,Hari Wisodo,Lia Yuliati

doi:10.21067/mpej.v4i1.4122

Ahmad Suryadi, Hari Wisodo + Show 1 more

Open Access

https://doi.org/10.21067/mpej.v4i1.4122

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Abstract

This study aims to describe the scientific reasoning level of students in urban and rural areas on heat and temperature topic. This current study involved 104 students from two schools in urban areas and three schools in rural areas. The instrument used was a six-item essay test. The result showed that the students' scientific reasoning score was still low. However, based on the Mann–Whitney test, the study found that there was a significant difference in scientific reasoning scores between students in urban and rural areas. Both students in urban and rural areas were indicated to have higher proportional reasoning when compared to the other kinds of scientific reasoning. In particular, students’ proportional reasoning in urban areas was higher than in rural areas. The result also showed that probabilistic reasoning and correlational reasoning of students in the rural area tended to be unstable compared to students in the urban area. The implication is that physics teachers in the rural area should make maximum use of the facilities in practicing student reasoning skills.

Highlights

Educational equality receives tremendous attention across the world
We could report that the scientific reasoning score of students in urban areas was significantly different from students in rural areas, U = 654.00, p
The statistical analysis showed that there was a significant difference in scientific reasoning scores between students in urban and rural areas

Summary

Introduction

Educational equality receives tremendous attention across the world. It was a discourse topic in developing countries (Champahom et al, 2019) and in developed countries (Crawley et al, 2019). The gaps between student conditions in urban and rural areas reported in many studies (Vitale et al, 2019; Zarifa et al, 2019). Most of the reports showed that the gaps happen in technology use (Loong et al, 2011; Wu et al, 2019). Mudra (2018) study informed about some obstacles when teaching in a rural school in Indonesia. The study mentioned that learning materials or resources, learning media, slow internet connectivity, choice of language use, learners' motivation, and parental support were the barriers in Indonesian rural school

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