Foreword of Chair of Science Education program

Proceedinu

Ihe

4ft

lnlernulionul

Seminur 0n

Stierrre

[durulion

Bondung.

30

0clober

201 0

"Curriculum Development of

Science

Education

in

21't

Century"

tdilsr

Pro[

Dr.

Liliosori,

M.Pd

Dr.

Agus Seliowon,

M.Si

Dr.

Agus Setiobudi,

M.Si.

Dr.

Ari

Widodo, M.Ed

Dr.

liong

Rohmon, Itl.Si.

Sukismon

Purlodi,

M.Pd.

Drs. Sulopo, M.Si

r

l.

!.

I

I

i.i-r

lrrtr.! r)di,1,r,itl

S e rl irr:r,

Of 5.r:r:r,,,

ECrrrl'lr: r

'turricultrnr _{Development of Science}

Idrication irr _2]" t.errltrry" Bandung. 30 October 20i0

PROCEEDING

lSBN: 978-979--o9232-3-3

Foreword

of

Chair

of

Science

Education

program

The

fourth

_{lnternationalseminar of Science Education is conducted}

to,fulfill

_{annual agenda}

of

_the

School of _{6raduate Studies, lndonesia University of Education.}

The seminar theme "Curriculum Development

of

Science Education in the 2rst Century,' is chosen emerge

from

many problems

of

science education

in

lndonesia. One

of

them is

the

overstuffed condition

of

science curricuium

that

affected from rapicl development

of

information in this era.

Besides, tlrere are challenges of lndonesian people in facing against gtobal competition. To win the

competition they

have

to

think

critically. Therefore many massages harre

to

cover by

:cience curriculum caused it overloaded anc difficult to be implemented.

We are not able to _{overcome the problem ourselves. We need input of information and experience}

from

many researchers

all

over

the

world.

Therefore

this

seminar

hcped

to

be an

exchange experience

to

solve

the

problem and lead

to

the

discovery

of

science curriculum

to

enhance lndonesian science education quality.

I would

like

to

exPress my special gratitude

to

Prof Dr Bruce Waldrip

from

Monash University, Australia; Prof Dr Russell Tytler

from

Deakin University, Australia; and Dr. Benny H.W-yung

from

The Universlty

of

Hongkong; who are specially come here

to

be key note speakers. Thank

ytu for

sharing the result of your latesi result

with

us.

Finally I would like to thank to the committee w'ho have been working hard to prepare the seminar and publish the proceedings. Last but not least thank you

for

atl.speakers and participants of your

ccntribution today.

I

._f

i

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' g4 tnr,',',..:,,,,,,: 4 , Jf- rll,rl.:r

':" L1l i ...:.r

L dL:, .,1, ;

curriculum Development o{ Scierrc€

Educatii-rn in

Il'r

Cenl.rr\." Bandung, 30 Oct0ber ZC10

PROCEEDING

ISBN: 978-979-99232-3-3

Table

of

Content

Front

Page

Editor

Foreword

of

Head

of

Science

Education program

Table

of

Content

Keynote Speaker

r.

Effective Science Teaching and Learning through reasoning BruceWaldrip, Monash Llriversity - Australia

2.

Exploring the Australian Science Curriculum: A way forward? Russeil Tytler, Deakin University- Austraiia

3.

Preparing Teachers for Teachihg ldeas about Science: A Video-based Approach

Benny H.W.Y ung, The univ ersity of Hongkong

4.

Redesigning indonesian science curriculum based on generic science skitts

Prof. Dr.

Liliasari

;

I

ii

iii

v

A',

A:

A3

A4

Biology

ECucation

Authentic

assessment

competence

of

high school

biology

teachers

in Central Java

Alif N. Hidayati

1Nuryaniy.

_Rustaman,

sri

_{Redjeki, Ahmad}

Munandar

_Br

The use

of

interactive e-book

to

promote constructivist

learning

environment

in

biology

lessons

Ari Widodo, lmron Nugraha, Rinrin Tresnawati, Annisa Nurbaety,

and

Bian

Biona

Bz

study

on

learning

process

of

prospective biology teacher in

microbiology

Boiq F

atmawati,

_Nuryani

y.

_Rustaman

Bl

Development

of

pedagoglcal

content knowledge

_(PCK)

training

program

of

genetic

concept

for

biology teacher

in

highschool

DidoHomidah,NuryoniRustamon,l

ModeAlitMariona

₈₄

Local

wisdom

of

the community around the

ulu

Masen

forest

Evi Apriana, _{Achmad MunanTar, NuryaniY Rustaman, Hertien Koosbandiah Surtikantf 85}

Profile

of

biology

teachers

task

in

development

of

an

integrated

sciencelearning

based on

environment

( Case studies in secondary

school

of ,,Xi in

Bandung City)

I ,lt

h

.'';!:: lo:eflral:oriai ..,-,.. ji Sem,ni,t :1..,.... ri. _{of Scref (:(}

Eiiurili0n

( _{t;t'tt(,tlunl DevelOpntent Cf SCience} [,].;iatron tn .2l" Centrry

e;,n,1t,ng, 30 ()clcber 2010

PROCEEDING

ISBN: 978-979-99232-3-3

\

ln

service

training

study

program ..Mwl,,

for

science

teacher

to

at special needs

Mia Nurkanti, Nuryoni

y

Rustaman, Zaenal

A,

Suroso

Ay

improve resu!t study

Prospective teachers

preconceptions

_{on vascular tissue}

of

_seed

plants

Purwati K,

suprapto,

Nuryani

y.

Rustaman,

sri

Redjeki

,

Adi

Rohmad

Bg

Profile material

difficulty

level

of

plant physiology

according

to

prospective

biology

teachers

Rahmi Susanti, Nuryani y.Rustaman, _{and Sri}

Redjeki

_Bg

Argumentation

skill

of

prospective biology

teachers on-the

concept of

neural system

Roshayanti Fenny

,

_{Rustaman Nuryani}

y.

_Barlian

Anggraini,

_Lukmana

lwa

Bto

Problem based

interactive

e-rnodule

to

improve

studentts

generic

science

ability

in

nervous

system

concept

Sihonbing, Rositc

Effort of debriefing

biotechnology

pedagogical

content knowledge

_(pCK)

through

mastery

basic concepts

for

biology teachgr candidate

Widi

Purwianingsih,

Nuryaniy.

_{Rustaman, Sri}

Redjeki

Btz Using quest on

weblog:

How

in service

teacher perceive

instructional

framework?

Yanti Herlanti

Br],

lmplementation

deductive

inquiry

model

to

increase

student

critical thinking skill

_and

concept

attainment

in

genetics

Zulfioni

il4

Preliminary

Profile of Tutor's Ability

in

Managing

_Practical

Work on plant

physiology

Through

Peer Assisted

Learning

(pAt)

Rrograir

-Sariwulan Diana and Nuryani Rustaman _Brs

Effectiveness

of

Cooperative Learning Model Type

_{STAD and TpS}

Against

the

Resutts

of

Student

Learners : case

studies in senior high

ichool

_in

Madura

_ci-ty

Bt

Btt

Yenny

Anwar

Analysis

on

Practicum

Based

Learning

to

lmprove studentsr critical

Scientific

Attitude

in

University

Fransisca sudorgo

7.,

Berti

yolida,

Eka Ariyoti,

sri

sukoesih

Br6

Thinking And

vi

L

senior high

school

students

in chemical

equilibrium

learning concept

Budhi SagitaWiratama,

Liliasari

Cr

Representational competence's

profile of

pre-service

chemistry

teachers

in

chemical

problem solving

lda Farido, Liliasari, Dwi H. Widyantoro and Wahyu Sop:.andi

Profile of

generic science skills in

the

assessment

of

practical inorganic

chemistry

Ramlawati, Liliasari, Muhamad Abciulkadtr M.,

and

Ana

RatnaWulan

Cz

Cj

ldentification

of

problem

difficulty

in learning

chemistry

at

Class

Xl

of high

schoots

in

Lampung

Province as

input

for

LPTK (Especially Chemical

Education Study Program

of

Lampung University)

Sunyono Cq

Local

Culture

Based Guided

lnquiry

Laboratory

Activity

ln Enhancing

Students'Critical

Thinking

Skills

I Nyoman Suarcianat, Liliasariz, Omay

Sumarnaz

CS

Tematic

Learning

the

lnfluence

of

Aditive

Food

Toward

Human

Healthy with

STL(Scientific and

Technological

Literacy)

Approach

to lncrerye

Science

Literacy

Mulyitno, Ahmad Mudzokir dan Anna

permanasari

C6

Physics

Education

Multiple

rePresentations

skills and its influenced

toward

students, critical thinking

disposition

using a

virtual laboratory activity

Abdurrahman,

Liliasari

pt

The

relationship

of

between spatial

abilitn

mathematics

performance

and

kinentaiics

graph interpretation

skills

of

pre-service

physics

teacher

students

Suhandi, Hikmat,

Samsudin

pz

l1

The

development

of

problem solving skills through instruction in optic

for

physics

ll

education student

ll

Eko Swistoro, Nuryani Y. Rustam an, and Agus

Setiawan

p3

Using

virtual

laboratory

to

increase

students'understanding

on

modern

physics

'

_Gunawan,

AgusSetiawan

p+

Characteristic

of

mechanics

teaching materials

for

increasing students

of

ptri..r:,.

teacher

candidates

representation

ability

on

verbal,

mathematical,

picture,

and

graphic

f

.

"*:'th

ai' F loternat,o,';i

,#s:isff;,

i' Educalron

;r r rc ulur ir i_raveloprttent of 5crence

Ior;i.atit rr in 2]." Cenlury"

ll;iirriurri' 30 O{.tolrer 2010

PROCE I DING

lSBN : 978-979-99232-3-3

\

I Ketut Mahardika, Agus Setiawan, Dadi Rusdiana,

A.

Rusli

p5

The phenomenon

based

learnlng

in heat

concept

to

improve problem solving

skills

iunior

high

school students

LasmaBr Hotang, Dadi Rusdiana and lda

Hamidah

P6

The

amazing

physics

interactive multimedia support

for

eyes

learning

as

a part

of

opticalinstrument

in

Junior

High School

Sardianto Markos

Siahaan

Pl

Development

of

assessment

isomorphic problem model

at

subject

matter

wav€

Sudarto

and

Liliasari

The use

of

spreadsheet

software

in waves

learning

Muh.Tawil, Liliasari, Benny Suprapto Brotosiswojo, and Dadi

Rusdiana

P9

Developing

students' metacognitive skills

inscience

teaching and learning

:

From

theories

into practice

TomoDjudin

Development

of

learning

creativity sheet, as performance

assessment

in

dynamicfluid

concept of high school students

Viyanti, Undang Rosidin

Ptt

to

The

usage

of

generative learning model

within the

learning

of

light

t'efraction

increase

student's

physics

learning achievement

Wiendortun, Heni Rusnayati,'

M.

Nana Agustian Ptz

The

implementation

of

problem

based

instruction

model

to

improve

students

learning

achievement

and

find out

students learning

motivation

in

learning physic

Wendartun,

P arlindungan Si naga, M. T aufiqurrohim Sy ah

P8

Pto

learning

Pr3

The use

of blog

as

subiect

matter in the lecture

of

basic

physics

to

improve

teacher

candidates on

biology

students

in

the mastery

of motion

concept

Toto

pr4

lntegrated science competence

using

inquiry

approach

of

science

education

undergraduate

student

lnsihWiluieng,

Agus Setiawan

,

Liliasori Pr5

The ways

the

physics

teachers solve

a

multifaceted real-world

probtem retates

to the

behavior

of

gas

Sutopo

pro

Minimizing misconception

of

physics

teacher

with through simulation

on

the topic

of

electricity

and

magnetism

I

,ath

,,1': .t;i lnlernat,ortat

;1.'.',-.! Seminn'

ol Sciefr:..

.. Educatir'r,

( Ur ricul{rrr [)eVelopment of Science

F rirr; ;lir-lrt ir-r z'l'' Centur y" [iandting, 30 October 2010

PROCEENIT'JG

l58N: 978-979-99232-3-3

\

Mursalin and Agus

Setiawan

PV

The Development

of

slEducative Game

Kit"

Based Puzzle

and

Card Game

for

Learning

of

Science-Physics

in Elementary

School

Joni

Rokhmat

Needs analysis

of

chemistry

teachers

to

curriculum

rnJtcr:al

with "atk"

model

and "

adir"

educative

framework

Momo

Rosbiono

Pg

The

Content

of

Physics

Lecture

Courses

!o

Support

the

€ompetence

of

Energy

Conversion

Techniques

Graduates at Bandung

State Polytechnic

I 6ede Rasagamat, Agus Setiawan, Liliosari, and Hermagasantos

Zein

Pzo

Science

Education

The

application

of

classical

test theory

to

determine

item characteristic

of

scientific

literacy

in

context of

balinese

culture

A.A.

lstri

Agung Roi Sudiatmika

The development

of

competency

based

training program $or improving

primary

school

scien€e

teacherts professional competencies

using/with t'science by

inquiry"

learning

modules

Didin Wahidin, Nuryani Y. Rustaman

The

Predict-Observe-Explaln-Write (POEW)

model

of

learning

is

thinking

skill

of

SMA

Student

H eppy Samosir, Agus Setiow an, and lda Kaniaw

ati

Pr8

Gr

Gz

to

enhance critical

63

L

i I "Crrrrirllirm _"Curricuiirm n6..sl^6..66r _{Development ^f of} (rionr _Sciencep PROC.EIDING

r'lrl€t:a:rCnai

,

!,"I'l':"'

Education in 2rtt Century"

Bandung, 30 October

20i0

E .tf

,,,$.;$Effig$i,

"$"-

*4*.*h

tffit.

THE

DEVELoPMENT

oF

PRoBLEM soLVtN

G

srjL&&"fu$FtJ

'

INSTRUCTION IN

OPTIC

FOR

PHYSICS

EDUCATION

STUDENT

Eko

Swistoro*,

NuryaniY. Rustaman**,

and Agus

Setiawan**

(*Bengkulu

University,

**lndonesia

University

of

Education)

Abstract

A study using ouasi-experintent with one gregp pretest-posttest design was carried out to improve students' physics

concept unde!.standing and students' problerr, solving skills. The freshmen (First year studenis) who eni'oiled in Basic

Phl,sics course at phys:c: educatit'rn dep:'ln.cnt in cne c{ ieachers C-ollege ip _{$s:rgkl:ltr P!'(rvit':ce rr'ere} inri:l"cci

l:

research subiects. The treatment was given to one group of students who war foliovring course in instruction program

with problem solving strategy. Research data was coilected by tising a concept understanciing test and probiem soh'rng

skills test. Data was then analyzed Lrased on normalized gain score. Result of the researt:h shows that N-gain ol students' concept understanding and students' problem solving skills significantly improved. A./erage N-gain of students'(oncePt

understanding was o,8rr for higher level, o,o7 ior middle level, and o,4't lor lorver level. For stud?nts' problem sclving skills, average N-gain rtas o,7)q lor higher ievel, o,46 for middle levei, and o,368 lor lower level.

Keywords: problerr solving strategy, concept understanding, problem solving skills One paragraph (font: Candara _9pt

reguler)

Background

Learning physics

in

college generaily place more

emphasis

on

mastery

of

concepts and

do

not

develop

thinking skills (problem

solving skills.) Learning in the classroom needs io

be associated rn ith a real situation where stucients

are

in,

encouraging students make connections

between physics concepts owned by its application

in everyday life in society, so that more meaningful

learning. As such, students need to be conditioned

'

in

_{learning situations}

that

allow

_{students to}

understand

and

understand

the

meaning of

learning, ihe benefits and the role and status in the

learning process. lf a student can comprehend and

understand it, the student will strive to achieve and

require faculty as mentors and facilitators.

The process of learning the daily

i

legular lecturer

proved

yet

done optimally

to

develop problem

solving skils of students.

lt

can be seen from the

inability

of

studenis

in

solving

problems

encountered in life. Learning more usual to provide

theories that are not rooted in the real world of students. This is

the

background presence

of

an innovative learning program

to

help

students

understand

/

master

the

concepts and thinking

skills

by

associating

the

material

with

real life

studdnts.

Regular

learning which

only

produce

mastery

of

concepts, needs

to

be

improved by

implemerrting learning programs that not only can

enhance

the

mastery

of

concepts

but

also to

improve

the

ability

to

think. The importance of developing thinking skills

is

supported

by

the results

of a

survey conducted

by

the American

lnstitute of Physics (AlF) in U.S.. The suney results

indicate that the skiils most often used by workers

Sz and 53 physics graduates is proficiency in solving

problems,

working

groups,

and

communicate. Knowledge

of

subject matter the

frequency

of

usage in the wcrkplace on average

only

about

a

quarter

compared

to

the

use

of problem solving skills (van Heuvelen, zoor).

Some physicists claim that problem solving is seen

as a fundamental part

of

learning physics (Heler,

Keith,

&

Anderson, r99z). Problem solving is one

method

of

learrring that can be used in teaching physics as physics of nratter in accordance with the content (6ok & Silay _, zooS). From the opinions of experts

in the

abcve can be said

that

problem

solving skills be the focus

of

purpose in learning physics.

Topics optics, especially in optics geometry is one

of the subject matter of basic physics. This material

covers

the

study

of

reflection, refraction, color

descriptions,

and

cptical

instruments. Characteristics of the mate:'iai is quite

abstract and involves

a lot

of

reasoning affect

students understand the difficulty

to

understand

the concept.

The developrre;1t of problem solving skill through....

Learning pr{)gram r^,,ith p)oblem solying strategies

used in rhis stuciy is expected

to

help prospective

teachers improve undersianding

I

mastery of physics concepts

and

develop problem solving

ski!ls.

ln

learning lvith problem solving strategies,

prospective teacher will be involved mentally and

physics tc so!ve a given problern. Learning program

with

a strategy

for

physics pi'oblem solving is to

follorv

five

sreps are:

r)

[ocus

the

Probiem, z) Describe the Physics,3) Plan a Solution. 4) Execute

the

Plan, and

5)

Evaluate the Answer (Heller &

lieiler,

)ooo;

Kyursi'runov,

:oo5;

\'ousu{

&

Chaveznava, 2oo6).

The study of thinking ability of students rer/ealeci

that problerrr solving

skills

are

not

developed

without an explicit and deliberate effort investecj in

iis

deveioprnen'r.

A

student

will not

be

abie to

develop prcblem solving skills

with

gooci

if

not trained

to

think solving problems

in

the fielci of

study he had learned. l-he purpose of this research

is to imorove the mastery of concepis and problem

solving skills of prosoective teachers.

Method

This research used quasi-experimental research

design

with

a

"one

group

pretest-posttest

design" (McMillan anci Schumacher, zoot). This

design provides a treatment

of

research subjects

without compared

with the

control class, then

compare _{whether there} are significant differences

between pretest and posttest. The subject of this

research is a student of physics teacher candidates,

in

a

LPTK

in

Bengkuiu

by the

number

of

_3:

individuals from one class who

took the

course

Physics z. Research subjects are classified into three

g!'oups of achievement, namely the achievement of top, nredium, and bottom.. To colleit the necessary

data in this study used i'esearch instrunrents in the

form of a test of understanding the concept in the form of multiple choice test which is expanded (the amount of _{about 30 items}

to

the topic

of

color,

reflection, and refraction, as well as 20 items about

the topic optical instruments) and physics problem

solving ability

teit

in

the

form

of

an

essay test

amounted to t7 items.

To find out the problem soving skill enhancement

of students is done by calculating the normalized

gain (N-gain _/ g). Normalized gain score is also used

as

a

basis

for

determining

the

effectiveness of

learning programs.

t

he

equation used

to

calculate (Hake, r999)

.s',_,..-..

-

.s'r,,"

ar:+

.\'

- :i,'.t.i_:

-

_{-- lrj i}

.\

Here is explained that g is the normalized gain

(N-gain), S max is the maximu,.n score (ideal) frorn the

initial

test

and final test, 5 post is the final test

score, while the S pre is the rest score

earl',,. HiBh or low nonnalized gain (N-gain) can be

classified

as

follow's:

(r) if

g > o.7,

the

N-gain resuiting

in

higher categories, (t'1

if

o.7> g>o.3, then N-gain generated in the mediurn category, and

(:) if g

<o.j,

then

the

resulting N-gain

in

the

category low.

Discussion

Dragnet mastery

of

physics ccncepts using the

concepi mastery test an expanded forn-. of multiple

choice. Data from increasing student mastery of

concepts obtained on each subject matter in optics

can be seen in Table r.

Table t Data Concept Mastery Test Results

No.

Topic

Crouf Average

N-Gain lnformation

content

pretest

posttest (%)

t :Color

,-Top

,

-

io.9-.286

io.6t76

4.o7

'7716

:High

3.75

,7t,7't

iHigh

,Medium'

.''..--':

;Low

0.588 ...-;-. . . .

;Reflection

:Top

11:26

|'-.

!

i1.1

,nnedium i

:

iLow

;o.95 Refraction

Top

i't:24

;:

'

1:O9 jtvteoiumi

rLow

lt:o7

iTop

i26.571

:"" *'^'i-'

i

:22.529

;Medium:

i

iMedium

iHigh

'Medium ,3:9-oo

'4.27 ,3.84

v:o6

i4:t9

3.73

i -'

i3:o3

"

i49,87

:'^'-;86.57t ;81,71

'73.294 165,53

'53-6-2. 'Medium

i80,48 :High

70,26

iHigh

a

,9L19- iMedium ,.78,46 iHigh

:;t;;;

iM;iu-'Optical

'Tools

;

;Low

:2o i51

38,lj

_iMedium

ln

Table

r

shows

that the

acquisition

of

the

normalized gain for each topic to the top is in the

high

category.

While

the

acquisition

of

the

1

I

t

Pt -3

norrnaiized _)ain scores for each r.opic f or tire grouij

under the middle category. For medium-onlv group

on the topic of coicr who are at high categor)'.

Recapitulation average score based on yoLir level of

mastery of concepts can be seen in Figure t.

Grafik Skor Rata'rata TPX

Total Average

Standard deviation (s)

Description PU = Ceneral Approach, PF = Physical

Approach, PM = Procedure Mathematics, and 5P =

All Solutions

ln Table z shows that the increase in ability occurs in all aspects with the increase in the average score

of

the normalizeci gain (N-Cain) is abotrt 5i.9o:ji

with a standard Ceviation of about o.o96.lrnproved

ability to gain a nornralized score for that irrclucjed

in the medium category.

To

prorride

a

clearer picture

of

the

data, the average score of problem solving skils based on

ability level is presented in Figure

z-Figure

z

graphs

average

score

of problern

solving skils between tlre pretest and posttest

Based

on

the

analysis

of

data obtained

by

the

mastery

of

the

ccncept

of

pretest and posttest,

students

experienced

an

increase

after

learning. Overall, teacher candidates obtain the normalized

gain

scores included

in

the

high

category (N-Gain for the high group average is o.8r)

and moderate (N-Gain

for the

middle class and

below each average is o.67 and o.45t). Though not

tall, but can be argued that the program is applied

effectivety enhance

students'mastery

of

concepts to the topic of optics. The effectiveness of

this

learning

was

analyzed

by

performing the

acquisition value of the pretest and posttest scores are expressed

with

the

normalized gain. This is

consistent

with

research conducted by 6alili and

Hazan (zooo)

who

studied

the

effectiveness of

teaching optics to show the difficulties of students

in

their understanding

of

optics. Results showed

that

students had difficulty about

the

light that

shines is accepted as an obiect observed by the

eye. This research is also consistent with research

conducted by Yap & Wong (zooZ) who studied the

aspects

of

the

process of problem solving arrd

understanding

of

the

concept after learning the concept

of

a

flat

mirror. The results showed that o

.:. o

l.::t :ir, :1{1.

:;r

Wr

t

t,-"',ffi

:; i..l i', :+i'

,r&

i2,OO

,3rOO

' ; --'- r,'''- '

i1,47

i3:oo

1,9

i3'75

;;

',1,95

i3.5o

itrg-9

,2's

! i;6:,,:

',,.1t i:. .:i;'

i:..-Tinglat XemamPuan

Figure 1. Comparison of Average Score pi'etest,

posttest, and N-gain mastery of concepts

Data Results Physical Ability Test Problem solving

The ability of problem solving expressid by using the instrument in the form

of

an essay test' The average score

for

each

asPect class problem

solving skills of each group are shown in Table z.

Table u Problem solving skills Prospective Teacher

Group

No. Sub Proble Average

Score

N-Gain

'm Solving

,pr"i"tt

li"tttest

(o/o) .

:Skills

i

" :'-'

----':

I9P_

..

I lY*

-

*'.,2'!f

'a:?!.

,

'Pl

'2.7_

:414

,3 :PM

_{-i --}

,2.14

'4.28

-4 lSP.

:2t9o

:4,35

Top 6rouo

Average

'2,32

4,32

'''t '

Second

'5 IPU

iz,o3

i3,58

ary

6PF

'3i42

!a0,

33,30

i

79,+4

7t18

:73f80

78f56 73,49 '60,55

:

h F,

7

'PM

,.'.-r_:_'.

'8

isP

AVbrage Seccndary

6roup

Under

9

PU

10

,PF

'+3,r4

'46,07

,36,82

.fi lPM

;2,oo

:2,5o

-

--,r: 5{:--:-riry-.

t,

ilsr

Average Down

GrouP

it,tz

i3,5

sef?o

'aj9ls

42,21

i18,93

j

I ,t ,

The development of problenr solving skillthrough....

the lnaiority o{ students

*ho

can explain the way

light anrj shadows formed by

the

flat

mirror is

conrpiete (using

a

sketch)

and stiil there

is

scmething wrong in painting

the

course

of

rays,

and still there are students who portray that angle

+ reflection angle.

Based

on

the

results

of

data

analysis, problem

solving skils of students can be concluded that the

average gain-ncrmalized average

of

.639 was the

students' ability in st>lving the problern is still low,

because

the

nriddle

category. However, the

learning program with problem solving strategies in

this study is quite effective to improve the ability of

prospective teachers' problem solving. The result is

in line with research conducted by Selquk, (altSkan

and Erol (zoo8) whc studied the effect of teaching

with problem solving in learning achievement , the

performance

of

proble."n

solving

and

use

of probierrr solving strategies

used

in

teaching

physics

at

the

beginning

of

college. The results

showed tnat teaching is an effective strategy for

achievement

of

learning

and problem

solvingperforrnan€e as well as having

a

positive

effect on students' physics

lf

the review is based on group performance was

oniy

a

student

at

the

high

grouP

that

has categorized problem solving skills

of

high (<g> =

o.84.

while the middle class and below only has the ability to problem solvirrg are categorized (each

successive are _{<g> =} o.45o and <g> ₌ 0,368).Cause

who

can

put

forward

here

is the

top

grgup

students who started to get used to practicing with the problemd of physics, both from his teacher at

school or through the guidance of leamed that they

follow.At low and medium groups while

in

high

school found

that

they

rarely faced

with

the

problem

of

physics,

they

just

practice the application

of the

formula

or

homework tasks

whose solution is already in their textbooks.

Students who

do

not

usually face problems in

physics problem will be stuck

to

always determine

what the equation will be used first. They do not follow the steps as presented

by

Heller

&

Heler

(zooo), which focus

the

problem, describe the physics, plan a'solution, execute

the

plan, and

evaluate the answer. Most students eventually get used to the order of what is

knoln,

what is asked

\ _{(emlnOB /A .^.}

,,'ts{tSt

'-

"'

tc'i

=-..S*,#="*

;

_Pr- ?,,

F'-,

,-

--

=

'q, \, " j.

equation. 5o

it

must first be focuse|,qfi."1'vhat

the

.

;

problem,

then

elaboraterl

-{$tte",

r,riof

:'\"

' .'

phvsics. Through the translation of these'S4damensJ "'

r,,ill

be

seen

what

can

be

used

to.

solve the

problem. Then put-magnitude scale, after that need

to be evaluated again to see if the steps are correct

and consistent use. tn addition, it appears that most

of the students is very ineffrcient in solving step as

a

result

of

their

f ocus

is

not the

problem in

advance,

but

instead tend

to

write

the

steps to

try (trlvial).

-ludging from the students' ability to conciude that

the higher the higher the abiiity of student problem

solving skills. in-

this

case, students

with

higher

ability have a greater ability to determine the steps

and equations used to solve the problem' This can

be explained as the resuit of mastery of their more

numerous

and

varied

than

the

siudent group underneath.

Low ability solving problems caused

by

students

because students

are

not

familiarized

wilh

the patterns of problem solving them. During this time they were in high school teachers ihink that with

the usual form of training they provide, studenis

ai'e

trained

in

problem

solving, and

training (dril!) does not form a problem. There are

teachers who have named their teacfring methcds

with a method of problem solving, but are given to

students

is the

question

that

the

answer is

instant.

lf

the method is trained properly and the

problem

is

really

a

problem

for

students as suggested

by

Heller,

it is

expected

that

the

ability

problem

solving

to

increase student. To

implement learning

with

problem

solving

strategies, first understanding of the problems of physics teachers should

be

improved. Teachers

should

be

able

to

distinguish

the

exercise or

assignment w-ith the problem.Oniy problem in the

form of

problems

that can

enhance

students' problem solving skills. Without

accustomed, then in his daily life students could not use his knowledge to solve his problems.

Furthermore,

if

the

student

answers

to

each

question test capability Physics problem solving are

analyzed further aPpears that most students do not

know what to do. lt can be inferred from the empty

sheet

of

students' answers

tc

each guestion and

the many mistakes made. Conclusion

The conclusion

of

this

study are as follows: r) learning with problem solving strate$es

on

the

l,

and directly on what the equation. Such a move is

6

onlV suitable for understanding the exercise of an

S

equation. At about the physics of the problem, the

ff-

-'t

"r's

topic cf optic\ to improve the maste ry cf concepts,

and

:)

learning with problem solving strategy on

the topic of optics to improve problem solving skills

of

students ot

PhYsics

teacher

candidates. lncreasing mastery

oi

the

concept

occurred in each group, in top group with increased

capacity

for

an average

of

8't.'t% (high)' medium

t

group with an aver ediutn), and the iower gt'ouP wit ase of .45

,

i%

(medium).

While

the

ase

in problem

sol.ring

skills

af

students

of

physics teacher

candidates

to

top the group by n49% (high), for

the rnedium group 45.o7% (medium) and the lower

grcup of 36.82%(medium).

o _,,.

, ,," ''t ''d

Fx.'fr

, \' .,'

*

'\"Hdc.-

sEi,f

etar

References

Calili, i & Hazan. A. (:ooo). "The infiuence of an historicall.v orienred course on students' contrlni knorr'!e<lse

in optics evaluated by means of Facets-schemes analysis". PHY.Educ. Res-, Am- J. Phys. Suppl' 67 (7

'\,

53-St+.

6ok, T. a Silay, l. (:oo8). Effect of Problem'SolvirrgStrategies, leaching on the Problem Solving Attit udes o{

Cooperative LearningGrotps in Physics Education. )ournol of Theory and Proctice in Education _[online], Vol 4 (z),

v

pages.

Available: nttp://eiu.cornu.edu.tr/index/4/2/tgok_isilay.pdf [June z, zooS].

Hake, RR (rSSg).Analyzing Change i Cain

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:oo8]

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special focus on physics. Karelian State Pedagogical iJniversity, Russia.

McMilan, JH & Schumacfrer, S. (u oor). "Research and education: A conceptual introduction (4 !! Ed.). llew

York: Longman

van Heuve!en, A. (ioor). "lv'lillikan Lecture r999: The u;orkplace, student minds, dnd physics learning

systems". Am. )our. Phys. (6c') it, l'lovember 2oo1' pp' 1139'1146'

Selguk, GS, (ah5kan, S., & Erol, M. (zoo8). The Effects of Problem Solving lnstruction on Physics

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yap, KC a Wong CL (zoo7). Assessing conceptuai learningfrom quantitative problem solving of a plane

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