Enriching Quality and Providing Affordable Education through New Academia | 88 sebagai identitas individu yang berwarga negara. Sebagaimana China yang berhasil dengan komunitasnya dan India dengan little India yang menjadi ciri khas bagi warga negaranya, sehingga mampu menimbulkan kebanggaan tersendiri bagi penduduk asalnya.
Jangka panjang
Jangka Menengah
Gambar 4.2 Grand Design IBDC
Skema pada gambar 4.3 menunjukan proses dibentuknya Indonesia Brain Drain Community (IBDC) bersinergi dengan pebisnis, dalam hal ini adalah Asosiasi Pengusaha Indonesia (APINDO) dan perusahaan swasta lain, serta 3 lembaga terkait, yang nantinya dapat secara kuat memberikan dukungan pada penggerak IBDC dalam mewujudkan program perdananya yaitu Nusantara Town. Nusantara Town merupakan strategi pemicu pelaku brain drain yang selanjutnya akan berdampak positif bagi Indonesia, serta memberikan banyak keuntungan sebagai akibat dari penerapan jangka menengah Nusantara Town. Nusantara
Enriching Quality and Providing Affordable Education through New Academia | 89 kerjasama dengan IBDC untuk melakukan suatu usaha yang akan di pasarkan di Nusantara Town. Sehingga Pengusaha yang bergabung juga dapat meningkatkan pangsa pasar hingga di luar negeri dan meningkatkan ekspor di Indonesia sehingga sinergitas antara akademisi dan pengusaha bisnis di Indonesia dapat berjalan dengan baik. Selain akademisi dan pengusaha, peran pemerintah juga sangat diperlukan dalam mendukung ide yang diciptakan oleh penulis. Pemerintah yang mendukung program ini adalah Kemendikbud, Kemenristek, dan Kemenkeu. Diharapkan di dalam Nusantara Town tidak hanya untuk meningkatkan pangsa pasar melalui peningkatan ekspor, namun juga dapat melakukan serangkaian acara dalam bentuk sosialisasi, seminar, talkshow, dsb tentang pengenalan Indonesia. Acara ini dapat dihadirkan narasumber yang berasal dari pengusaha Indonesia, dan representatif dari kementerian terkait untuk memberikan pemaparan tentang pengenalan dan peningkatan rasa nasionalisme di Indonesia. Praktek ini juga sejalan dengan apayang dilakukan oleh IDN dalam upaya memperkenalkan keanekaragaman Indonesia, sejarah bangsa dan konsep nationhood kepada putra putri diaspora Indonesia di Manila pada Bulan April 2016. Selain akadimisi dan pebisnis, peran pemerintah juga sangat diperlukan. Melihat situasi saat ini bahwa dunia riset hanya memberikan konstribusi sebesar 0.08% dari Produk Domestik Bruto (PDB) sesuai dengan data yang didapat dari LIPI (Lembaga Ilmu Pengetahuan Indonesia) angka ini masih sangatlah minim.
Oleh karena itu, diharapkan Kementerian Keuangan (Kemenkeu) menganggarkan dana untuk pengembangan ilmu pengetahuan dan teknologi (IPTEK) sehingga Kementerian Riset dan Teknologi (Kemenristek) serta Kementerian Pendidikan dan Kebudayaan (Kemendikbud) pun dapat memberikan dampak yang besar terhadap perkembangan Indonesia melalui riset. Kita sangat membutuhkan tenaga peneliti untuk mengembangkan negara ini khususnya dalam bidang pendidikan. Dalam jangka panjang, IBDC berharapagar perusahaan swasta dapat membentuk Coorporate Responsibility berupa pemberian beasiswa bagi penduduk pribumi untuk mencapai upaya sustainable. Melaui Nusantara Town, pemerintah juga secara tidak langsung membuka lapangan pekerjaan bagi para WNI yang tinggal di lingkungan negara di Nusatara Town. Selain itu, perekonomian Indonesia diprediksi akan meningkat melalui pertambahan pendapatan nasional negara jika program ini berhasil diterapkan dengan baik, mengingat dengan adanya program ini, dengan otomatis akan memicu para pelaku usaha pribumi meningkatkan produksi barang lokalnya untuk dapat di ekspor ke negara tujuan program Nusantara Town.
Sasaran Nusantara Town secara komprehensifbaik tempat atau kawasan maupun komponen yang akan dituju dalam jangka menengah ini yakni padabeberapa negara dibenua Eropa yang potensial seperti Inggris, Jerman, Belanda, sebagaimana dilansir dari www.bbc.com bahwa perkiraan migrasi ke Inggris mencapai angka tertinggi 336.000 dalam setahun, (Office for National Statistics (ONS), 2015). Untuk meminimalisisr pelaku brain drain melalui penyelenggaraan Nusantara Town ini memang merupakan solusi yang dapat dipertimbangkan dan segera direalisasikan. Karena, salah satu upaya untuk mengatasi masalah yang terkait, serta memberikan dampak bagi perekonomianIndonesia salah satunya adalah mempromosikan kebudayaan-kebudayaan yang ada di Indonesia kepada mancanegara. Nusantara Town akan dihiasi oleh berbagai makanan khas, pakaian tradisional, aksesories khas, dan pentas seni tradisional Indonesia untuk menarik pengunjung dari WNA sehingga mengidentifikasi para pelaku brain drain dapat terstimulus dari berjalannya program ini.Selain itu, yang paling menarik didalan Nusantara Town ini adalah adanya event berupa sosialisasi mengenal Indonesia. Penyelenggaraan Nusantara Town direncanakan secara monthly period, namun untuk selanjutnya, akan dibuat kawasan tetap layaknya china town dan little india.
Berdasarkan dengan penjelasan tersebut, dapat dipastikan arus brain drain dapat berubah menjadi brain gain, sejalan dengan strategi dan tujuan utama dibentuknya program ini untuk menarik para pelaku brain drain agar kembali menjadi tenaga ahli yang produktif dan kontributif, serta berdaya guna di negaranya sendiri dalam pembangunan nasional.
Enriching Quality and Providing Affordable Education through New Academia | 90 Pembahasan
Menurut Kamus Besar Bahasa Indonesia (KBBI), pengertian sumber daya manusiaadalah potensi manusia yang dapat dikembangkan untuk proses produksi.
Pengertian sumber daya manusia dapat dibagi menjadi dua, yaitu pengertian mikro dan makro. Pengertian sumber daya manusia secara mikro adalah individu yang bekerja dan menjadi anggota suatu perusahaan atau institusi dan biasa disebut sebagai pegawai, buruh, karyawan, pekerja, tenaga kerja dan lain sebagainya. Sedangkang pengertian sumber daya manusia secara makro adalah penduduk suatu negara yang sudah memasuki usia angkatan kerja, baik yang belum bekerja maupun yang sudah bekerja. Secara garis besar, pengertian sumber daya manusia adalah individu yang bekerja sebagai penggerak suatu organisasi, baik institusi maupun perusahaan dan berfungsi sebagai aset yang harus dilatih dan dikembangkan kemampuannya. Menurut Hasibuan (2003) sumber daya manusiaadalah kemampuan terpadu dari daya pikir dan daya fisik yang dimiliki individu. Pelaku dan sifatnya dilakukan oleh keturunan dan lingkungannya, sedangkan prestasi kerjanya dimotivasi oleh keinginan untuk memenuhi kepuasannya.Berdasarkan pada beberapa pengertian di atas, dapat disimpulkan bahwa sumber daya manusia adalah kemampuan dan potensi setiap individu dari daya pikir dan daya fisik yang dimiliki sebagai penggerak organisasi untuk memberikan kontribusi pemikirannya untuk proses mendukung strategi dan pencapaian tujuan organisasi.
Brain Drain
Brain drain secara garis besar mempunyai pengertian migrasinya para cendekiawan terdidik dan terlatih dari negara asal ke negara lain(Pan Mohammad Faiz, 2007). Menurut Philippe Le Grain (2006:184) istilah brain drain pertama kali digunakan oleh masyarakat Inggris untuk menggambarkan aliran para teknokrat dan ilmuan keluar menuju amerika utara pada 1950-1960. Secara tidak langsung brain drain juga dapat dikatakan sebagai berpindahnya (migrasi) ilmuan atau tenaga ahli dan terdidik yang berasal dari negara berkembang menuju negara maju dengan beberapa alasan baik dari pelaku brain drain itu sendiri maupun dari negara tujuan. Hal ini dianggap dapat mengurangi potensi dan kapasitas negara tersebut untuk berkembang lebih optimal.
Brain drain ini hampir sama dengan peristiwa aglomerasi. Aglomerasi adalah keadaan dimana penduduk di suatu negara terpusat di daerah perkotaan, terutama penduduk-penduduk yang berkualitas. Tujuan mereka pindah ke kota adalah karena prospek ekonomi yang menjanjikan. Sama seperti brain drain ini, dimana orang-orang yang pandai akan pindah ke negara maju, dengan tujuan yang salah satunya sama dengan aglomerasi tadi. Sehingga banyak orang-orang pandai terpusat di negara-negara maju. Perbedaanya hanya kalau aglomerasi terjadi hanya di suatu negara, yaitu antar daerah saja. Sedangkan brain drain terjadi di seluruh dunia yang meliputi banyak negara, yaitu baik negara maju maupun negara berkembang.
Skema Triple Helix
Fenomena brain drain yang terjadi di Indonesia dapat di minimalisasi dengan mengoptimalkan skema Triple Helix. Skema Triple Helix diperkenalkan oleh Etzkowitz dan Leydersdorff (Fizanty dan Hiskia, 2007). Triple Helix merupakan sebuah kebijakan dimana tiga unsur yang meliputi A (academician), B (businessman), dan G (government) yang saling bersinergi. Akademisi sebagai sumber ilmu, bisnis/industry sebagai rumah produksi yang kemudian oleh pemerintah sebagai fasilitator dalam menjalankan ekonomi. Kalangan akademisi dengan sumber daya, ilmu pengetahuan, dan teknologinya memfokuskan diri untuk menghasilkan berbagai temuan dan inovasi yang aplikatif. Kalangan bisnis melakukan kapitalisasi yang memberikan keuntungan ekonomi dan kemanfaatan bagi masyarakat.
Sedangkan pemerintah menjamin dan menjaga stabilitas hubungan keduanya dengan regulasi kondusif (Etzkowitz&Leydesdorff, 2000).
Enriching Quality and Providing Affordable Education through New Academia | 91 Dengan demikian Triple Helix merupakan salah satu solusi dari beberapa kendala-kendala mengenai fenomena brain drain. Triple Helix sebagai aktor utama harus selalu bergerak melakukan sirkulasi dengan cara saling berkolaborasi dalam meningkatkan perekonomian negara agar para pelaku brain drain dapat kembali lagi ke Indonesia.
Diaspora
Diaspora secara istilah berasal dari bahasa Yunani yaitu diasperio yang berarti (penyebaran atau penaburan benih). Istilah diaspora digunakan oleh orang-orang Yunani untuk merujuk kepada warga suatu kota kerajaan yang berimigrasi ke wilayah jajahan, dengan maksud kolonisasi untuk mengasimilasikan wilayah itu ke dalam kerajaan.
Diasporalisme adalah sebuah konsep pemikiran yang merefleksikan perasaan di antara, memiliki dua loyalitas, dan kurangnya rasa keaslian sebagai masyarakat sebuah negara (Shabrina, 2012). Sedangkan menurut Kamus Besar Bahasa Indonesia (KBBI), diaspora adalah masa tercerai-berainya suatu bangsa yang tersebar di berbagai penjuru dunia dan bangsa tersebut tidak memiliki negara. Namun, seiring dengan perkembangan waktu, istilah diaspora mengalami pergeseran. Sehubungan dengan hal tersebut, secara sederhana diaspora dapat didefinisikan sebagai fenomena sosial dimana suatu individu atau kelompok melintas batas geografis dan mengalami pergolakan identitas di tempat tujuan.
Simpulan
Berdasarkan hasil analisis literatur, data dan pembahasan yang telah diuraikan pada bab IV maka dapat ditarik simpulan sebagai berikut:
Dalam upaya meminimalisir fenomena Brain Drain yang terjadi di Indonesia, paper ini menawarkan langkah strategis dan tepat menangani fenomena tersebut, antara lain dengan:
1. Merubah Brain Drain menjadi Brain Gain (Reserve Brain Drain) untuk meningkatkan perekonomian negara dengan cara alternatif sumber investasi, penurunan tingkat unemployment, optimalisasi kapasitas produksi negara, peningkatan kualitas SDM, uptodate perkembangan ilmu pengetahuan dan teknologi (IPTEK), dan international networking.
2. Penggunaan skema Triple Helix atau segitiga ABG. Komponen Triple Helix adalah Kementrian Riset dan Teknologi (Kemenristekdikti), Kementerian Keuangan (Kemenkeu), Kementerian Pendidikan dan Budaya (Kemendikbud) sebagai government, Asosiasi Pengusaha Indonsesia (APINDO) dan perusahaan-perusahaan swasta di Indonesia sebagai bisnis, dan pelaku brain drain sebagai akademisi yang dituju. Tujuan konsep ini untuk mempermudah strategi menimalisasi brain drain.
3. Pengembangan skema Triple Helix dengan pembentukan Indonesia Brain Drain Community (IBDC) melalui program Nusantara Town sebagai strategi jangka panjang bagi pemerintah dan inovasi baru untuk mewadahi para pelaku brain drainyang sustainableguna memajukan pembangunan dan perekonomian negara di sektor industri dan manufaktur secara global.
Referensi
Brundin, E. Wigren,C., Isaacs, E., Friedrich, C., & Visser, K. (2008). Triple Helix.
ChunliYuan and Chunying Zhang, "The Crisis Management of Enterprise's Collective Brain Drain, " International Business Research. Vol. 1, No. 4, October 2008, pp. 104-107.
Dean Young and Claudia A. Martinez, Remittances and Poverty in Migrants Home Areas:
Evidence from the Philippines. Qaglar Ozden and Maurice Schif (ed.), 'lntemational, Migraton, Remittances, and the Brain Drain.' New York: The International Bank for Reconstructbn and Development /The world Bank, 2006, pp.80-121.
Effendi, Ridwan Drs, M.Ed. Dra. Elly M. Setiadi, Msi, 2006 Pendidikan Lingkungan Sosial Budaya dan Teknologi (PLSBT). Bandung : UPI PRESS.
Grecic Vladimir, 'The Role of Migrant Professional in the Process of Transition in Yugoslavia,"
Mendjunarodni Probleni, Vol.54, No.3, 2002, pp.253-271.
Enriching Quality and Providing Affordable Education through New Academia | 92 Hagopian Amy, et al, 'The migrdion of Physicians from Sub-Saharan Africa to the United States of America: Measures of the African Brain Drain," Human Resources for Health, Vol.2, No. 1, 2004, pp. 1 -10.
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Kirigia Joses, et al. "The Cost of Health Professional's Brain Drain in Kenya," BMC Health Services Research, Vol.6, No.1, 2006, pp.1-10.
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Queen's Health Science Journal, Vol.9, No.2, Fall 2009, pp.21-24.
Michel Beine. et al, "Brain Drain and Economic Growth: Theory and Evidence," Journal of Development Economics, Vol. 64, 2001, pp. 275-299.
Networks in a Multicultural Context : Triggers and Barriers for fostering Growth and Sustainability. Journal of development Entrepreneurship.
Tesfaye simela, "Vulnerability to Brain-Drain among Academics in Institutions of Higher Learning in Ethiopia," Asian Socra/ Science, Vol.7, No.1, 2011, pp.3-18.
http://www.bbc.com/indonesia/majalah/2015/11/151126_majalah_inggris_migrasi
http://www.kompasiana.com/www.technopreneursociety.com/menahan-arus-brain-drain_550efc9a813311c22cbc6657
Enriching Quality and Providing Affordable Education through New Academia | 93
INTERRELATIONSHIP OF CHEMISTRY ACHIEVEMENT AND STRATEGIC METACOGNITION IN STUDENTS GENDER PERSPECTIVE
Benny Yodi Sawuwu, Senna Prasemmi [email protected], [email protected]
Chemistry Education, Graduate School, Yogyakarta State University, Indonesia Chemistry Education Department, Malang State University, Indonesia
Abstract
The study is aimed to describe the differences between male and female students in learning chemistry specially in strategic metacognition and its relationship with students’ chemistry achievement. Focus discussion of this research is revealing and analyzing the trend and factor affecting the gender differences based on cognition achievement and strategic metacognition in chemistry. This was a descriptive quantitative research. This research subject was 92 senior high school students in XI grade bilingual class program, consisted of 51 males and 41 females. Chemistry cognition achievement of students was collected through cognitive tests while strategic metacognition of students was revealed by chemical question possing sheet. The result of the test was analyzed through trend of data and description of causal relationship of male and female students in every domain of strategic metacognition. The result of this study indicate that male students were better in strategic metacognition in chemical question possing than female students. This result also indicated that the excellent achieved students dominated the high intermediate level in the content aspect, thinking level and chemistry understanding of their strategic metacognition. The implication of this research would be discussed.
Keywords: Strategic Metacognition, Chemistry Achievement, Gender
Introduction
The studies about gender differences in science generally and in chemistry learning particular showed inconsistent trends. Some studies said that boys had a better performance in chemistry (Cheung, 2009; Turner & Lindsay, 2013; Karatjas & Webb, 2015; Taasoobshirazi
& Carr, 2008). The other studies indicated that girls had a better performance in chemistry (Majere, Role & Makewa, 2012; Hudson, 2012; Eriba & Ande, 2006; Ziegler & Stoeger, 2004;
Tang & Neber, 2008; Falvo & Suits, 2009; Blonder, Rap, Mamlok-Naaman & Hofstein, 2014;
Lang, Wong & Fraser, 2005). Ozkan and Hatice (2013) research showed that metacognitive awareness of high school students differed based on academic and individual variable. Male students used slightly more memory, cognitive, and metacognitive strategies than female students (Radwan, 2011). In the other research, Jaleel and Premachandran (2016), examined secondary school students’ level of metacognitive awareness according to gender and found that there was no significant difference. This study suggest that gender contribute to metacognition relate students’ achievement.
Metacognition
Metacognition is the awareness of students’ thinking and the strategies that is using, so students enable to be more mindful of what they are doing, and why, and of how the skills they are learning might be used differently in different situations (Jaleel & Premachandran, 2016:165). Shannon (2008:18) define metacognition is thinking about one’s own thinking, and metacognitiion can be metaphored as the engine that drives self-directed learning.
However Kazemi and Ghoraishi (2012) said that metacognition is a self-awareness ability and
Enriching Quality and Providing Affordable Education through New Academia | 94 explained that students are often not conscious about their knowledge and skills in the learning process. So, most of psychocognitive specialists defined metacognition as thinking about thinking.
Metacognition includes three dimensions those are (a) knowledge about one own self, (b) knowledge about thinking process, and (c) control of one’s commitment, affective and attention to learn new or complex thing (Pulmones, 2007:166). Lai (2011:7) list two typologies of metacognition component those are cognitive knowledge / knowledge metacognition and cognitive regulation. Cognitive knowledge has three types those are knowledge about oneself as a learner and factor affecting cognition (declarative knowledge), awareness and management of cognition including knowledge about strategy (procedural knowledge) and knowledge about why and when to use a given srategy (conditional knowledge).
Strategic metacognition
Metacognitive strategies are techniques that learners use to plan, monitor and control, and evaluate their own cognitive processes (Kaberman & Dori, 2008). Metacognitive strategies are ordered processes used to control one’s own cognitive activities and to ensure that a cognitive goal has been met. A student with good metacognitive awareness oversee his own learning process, plan and monitor ongoing cognitive activities. Metacognitive strategies can help students to improve their achievement level because the strategy has strengths in each different situation (Veloo, 2015:72).
Question possing
Question possing has defined as a means of instruction where the students construct questions in response to different circumstances, namely real life situations, another mathematical problem, or the teacher (Ghasempour, Bakar & Jahanshahloo, 2013). Watts et.
al (in Kaberman & Dori, 2008) divided students’ questions into three categories: (a) consolidation: students may feel hey have grasped an idea and seek reassurance that this is in fact the case; (b) exploration: students’ question seek to both expand knowledge and test constructs that they have formed; and (c) elaboration: students examine claims and counterclaims, elaborating on their previous knowledge and experience.
Kaberman and Dori (2008) arranged the classification of chemical questions into three aspects: (a) Content: the question should not only focus on the phenomenon described in the text. It should involve such aspects as potential hazards or endangerments or their possible solutions; (b) Thinking level: the question requires a response at thinking level higher than knowledge or understanding; (c) Chemistry understanding level: the question calls for a response that requires the invocation of at least two out of the four chemistry understanding levels – symbolic, macroscopic, microscopic and process.
Purpose
This research was conducted to describe the differences between male and female students in learning chemistry specially in strategic metacognition and its relationship with students chemistry achievement. Focus discussion of this research is revealing and analyzing the trend and factor affecting the gender differences based on cognition achievement and strategic metacognition in chemistry.
Methodology Method and Partisipant
The reseach method used was a descriptive quantitative method. The subject of this research was 92 students of XI grade in IBC (Immanuel Bilingual Class: superior class with English in medium language) of Christian Senior High School Immanuel Pontianak, Indonesia, in academic year of 2014/2015, consisted of 51 males and 41 females.
Data Collecting and Processing
Enriching Quality and Providing Affordable Education through New Academia | 95 Chemical question possing sheet was a written instrument used to expose strategic metacogniton in chemistry. Data prosessing of chemical question possing sheet was categorized based on the student’s question possing skill. Students had to create a question in their own words in five minutes maximum according to the quotation given about a phenomenon related to chemistry. Rubric of the categorization of question possing skill was modified from Kaberman and Dori (2008) shown on Table 1.
Tabel 1 Rubric for Assessing Students’ Question Possing Skill
Score Content Thinking Level Number of Chemistry
Understanding Level 0 Irrelevant question and
there is no relation with the problem
Response of question is described in the problem
There is no direct relation with chemical aspect
1 Question relates to the text explicitly
Knowledge and comprehension
1 aspect minimum is required 2 Risk question but the
answer can be found in the text
Application and
Analysis 2 aspect minimum are required
3 Complex question Evaluation and
creation 3 aspect minimum are required
Adapted from Kaberman and Dori (2008).
Table 2 Classification of Strategic Metacognition Average Score Strategic Metacognition Level
0,00 – 1,00 Low
1,01 – 2,00 Low intermediate 2,01 – 2,50 High intermediate 2,51 – 3,00 High
Table 3 Classification of Academic Achievement Quantitative Value Qualitative Value
100,00 – 90,01 Outstanding 80,01 – 90,00 Excellent 75,01 – 80,00 Adequate 70,00 – 75,00 Moderate
< 70,00 Poor
Students’ academic achievement was chemistry value of third semester before remediation. It was done to get accurate data of students’ achievement. Classification of the students’ achievement in quality scale from converting the quantitative score range into five academic achievement level as shown on Table 3. The last level was determine by minimum value that student had to reached to pass the matter that decided by school.
Result and Discussion
The students’ cognitive achievement in chemistry class was classified in Figure 1. The students’ cognitive achievement (the average was 79,99 and the standard deviation was 8,95) showed that students tended to have excellent level especially female students. The result of study conducted by Eriba and Ande (2006) also indicated that the female students were capable of doing chemistry. Majere, Role and Makewa (2012) investigated that the girls had a higher self-concept in chemistry than the boys. They found that self-concept did not influence performance in chemistry since boys outshone the girls in spite of the girls’ higher self-concept. Girls reported more frequent use of superficial strategies in learning chemistry
Enriching Quality and Providing Affordable Education through New Academia | 96 than boys (Tang & Neber, 2008). These reasons contributed in higher achievement of female students in chemistry.
Figure 1 Students Percentage based on Gender in Chemistry Achievement Level
The result of students’ chemical question possing was showed up by Table 4. Students had a tendency to have “risk question but not highly complex” (high intermediate level). In this level most of students possed the question about “what” in long sentences impinged substance contained, reaction, properties, replaceable with alternative thing, factor affected and possibility of side effect occured. Male students had a better content aspect in their question possing. They had a tendency in exploration question. Most of students possed question with compared and expanded their previous knowledge. From the case, students knew that color changing was one of chemical reaction. So, they explored their curiosity to find the causal factor of the case and expanded about “what” and “why”. Only could some students reach “elaboration question” (high level), because students examined and counterclaimed through the question by elaborated their both experiences and understanding-analysis infrequently. In the case, students possed “why” and “how” the chemical reaction could be occured by combined of thinking and science experinces of students. Such as why did the process use the oven while the paper would be burned?; how the process of color changing; and how the time permenency of the brown secret message could be seen. These were complex questions that need a higher level thinking.
Students had a tendency to think in application and analysis level. In this aspect, male students had better attainment than female students. In this thinking level, students thought just enough to know about “what” and possed the question about the simple reason of “what”.
In application and analysis level, student who had good procedural knowledge had higher attainment. In this thinking level, students thought the possibility of alternative ways in
“what” to “why” phenomenon occured. They also analyzed in an inquiry question. According to King and Rosenshine (in Kaberman & Dori, 2008) there were seven question structures.
The result of this research was found that students’ question structure in thinking about application (2,17%), developing example (30,44%), analyzing relationship (32,61%), making prediction (6,52%), synthesing ideas (7,61%), comparing and contrasting (7,61%) and evaluation (0%). There were 13,04% students who thought out-context, where they possed questions irrelevant or not had relation with the case. Most of students analyzed the quotation and had a curiosity to find the relation of every variable involved. Some students were able to make a question in high level of question structure. They made questions by comparing the previous knowledge and their curiosity to find the answer about difference and new detectable information from the case. The discrepancy stimulated students to made question in high level of content.
Table 4 Student’s Percentage based on Gender in Question Possing Skill 1.96
31.37
27.45 25.49
13.73 17.07
56.10
12.20
4.88 9.76
Outstanding Excellent Adequate Moderate Poor
Chemistry Achievement Level
Male Female