Abstract
The low logical thinking ability of students causes them to experience difficulties in making the reasoning of genetic concepts. This study aims to examine the effectiveness of scaffolding based virtual class to improve student’s logical thinking ability. Quasi experiment was used in this study. The population was the 4th semester students of Biology education of Faculty of Teacher Training and Education at one of University at Serang, Indonesia, Academic Year 2016/2017, taking the Genetics course. Samples were taken randomly. The student’s logical thinking ability was measured by using the Test of Logical Thinking Ability (TOLT). The students pretest results of logical thinking ability in the experimental and control classes show the same average value of 2.64 included in the transition category, whereas post test results show different values. The experimental class indicates an average grade of 6.41 and a control class of 4.13, although the average difference between the two groups is significantly different, but both still show the same category of initial formal. Based on Mann-Whitney statistical test results, there is a difference of logical thinking ability between the two treatment classes. This can be interpreted that learning by using scaffolding based virtual class is effective in improving student’s logical thinking ability.
Highlights
Understanding of a lecture material is not enough just to memorize, but requires a specific skill in accordance with the characteristics it learns
Genetics is one of the compulsory courses in Biology education program, which is in the fourth semester with the weight of 3 credits courses
This shows that the learning of virtual class based on scaffolding given can improve students' logical thinking ability compared to conventional learning
Summary
Understanding of a lecture material is not enough just to memorize, but requires a specific skill in accordance with the characteristics it learns. The result of student’s logical thinking initial ability in the experimental and control classes showed the same value of 2.64 included in the transition category, whereas posttest results showed different values of the experimental class indicated an average grade of 6.41 and a control class of 4.13, the difference the average of the two groups is significantly different, but both still show the same category of early formal (Valadines, 1996) This statement is supported by statistical test results using Mann-Whitney, since pretest and postes data are not normally distributed. The lowest ability of the experimental class is in the transition category, while the control class is in the concrete category This shows that the learning of virtual class based on scaffolding given can improve students' logical thinking ability compared to conventional learning. The result of data analysis of logical thinking ability of each aspect can be seen in figure 1 and Figure 2
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