TEACHER CANDIDATE’S GENERIC SCIENCE SKILLS ON ORGANIC CHEMISTRY REACTIONS THROUGH PROBLEM-BASED LEARNING MODEL

Abstract

Purpose of the study: This study was aimed at obtaining information about teacher candidates’ generic science skills on organic chemistry reaction, namely addition, substitution, and elimination.
 Methodology: This study was one group pretest-postest design with the quasi-experimental method. The subject was done to teacher candidate students which consist of the experimental group taught by using the problem-based learning model (PBL) and control group taught by using the direct instruction model. The data were obtained through generic science skills tests in the form of multiple choices test and calculated by using SPSS version 20 as well as the practicum observation results.
 Main Findings: The result showed that generic science skills of an experimental class taught on addition and substitution material were at the high level and for elimination, the material was at the medium level, meanwhile for control class on addition and substitution material were at medium level and for elimination, the material was at a low level. The results of the logical inference practicum were at the high category. The practicum result of direct observation was at a high level.
 Applications of this study: The findings of this study are expected to give contribution to the organic chemistry learning model in order to develop students' generic science skills to improve the quality of the chemistry education students.
 Novelty/Originality of this study: This study is recommended to improve students' generic science skills on addition, substitution, and elimination materials by using the PBL model in the classroom or laboratory in the future.