The Student’s Reflective-Inquiry Competencies on Problem Solving

Mohammad Imam Farisi,Teguh Prakoso,Dwi Sambada

doi:10.11591/edulearn.v11i1.4285

Mohammad Imam Farisi, Teguh Prakoso + Show 1 more

Open Access

https://doi.org/10.11591/edulearn.v11i1.4285

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Abstract

This study describes student’s reflective-inquiry competencies on problem solving at Tuton assignments, majoring Curriculum and Materials of Citizenship Education (PKNI 4313). This study is conducted in two Tuton periods, 2015.1 and 2015.2 by using four stages of Research and Development. As the research subject, this study is involving 39 student participants. The reflective-inquiry contents are presented in real social or public problems, cases or issues, which give any challenge to the student to think by reflective-inquiry. The student’s reflective-inquiry competency is collected by Practical Inquiry Model instrument is used to assess the student’s cognitive, social, and teaching presence in the online learning context or computer conference. Generally, results of the study shown that student’s reflective-inquiry competency in the problem solving at Tuton assignments are “not satisfy” especially in the steps : (1) reflective-inquiry process, such as the ability of reviewing, examining, exploring, or analyzing all the consideration to reach the explication and clarification from the problem; building the relation of valuable linkages and finding the possibility explication; (2) reflective-inquiry post, such as the ability in making resolution or conclusion; and taking a projected decision that they have been clarified, combined, or solved.

Highlights

Citizenship education is an integrated scientific discipline and a school program that synergizes substantively, methodologically and epistemologically two or more knowledge (Somantri, 2001; Winataputra, 2001; Sapriya, 2012)
The problems of the study are how: (1) the validity of the results of improvement of tuton assignment's product of PKNI4313 course; (2) the profile on student‘s reflective-inquiry competency in finishing problem solving on tuton assignments; and (3) the student‘ point of view on to the taboo materials in citizenship education? The aim of this study is to describe on: (1) validity of the results of improvement of tuton assignment's product of PKNI4313 course; (2) profile on student‘s reflective-inquiry competency in finishing problem solving on tuton assignments; and (3) student‘ point of view on to the taboo materials in citizenship education
Validity Test of thePproduct The analysis results to competencies PKNI4313 subject does not find direct and specific competency containing of reflective contents, which support the improvement of student‘ reflectiveinquiry thinking

Summary

Introduction

Citizenship education is an integrated scientific discipline and a school program that synergizes substantively, methodologically and epistemologically two or more knowledge (Somantri, 2001; Winataputra, 2001; Sapriya, 2012). Citizenship education like another discipline has paradigms or traditions in providing a framework or a conceptual model for their community member to problem solving. According to Dewey (1910), reflective-inquiry is ―distinctively intellectual thinking,‖ a ―thinking operation in which present facts suggest other facts (or truths) is such a way as to induce a belief in the latter upon the ground or warrant of the former‖ Reflective inquiry is based on the manner of ―active, persistent, and careful consideration of any belief or supposed from of knowledge in the light of the grounds that support it; and the further conclusions to which it tends‖ (p.6)

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