Improving students’ problem-solving skills through RIAS model in science classes

Ahmad Muhlisin, Universitas Tidar, Indonesia
Sri Sarwanti, Universitas Tidar, Indonesia
Gentur Jalunggono, Universitas Tidar, Indonesia
Arnanda Yusliwidaka, Universitas Tidar, Indonesia
Sukron Mazid, Universitas Tidar, Indonesia
Lilia Ellany Mohtar, Sultan Idris Education University, Malaysia

 10.21831/cp.v41i1.47263

Abstract


Learning has indisputably been hampered throughout the Coronavirus 2019 pandemic, as perceived in undesirable observed phenomena such as students’ ennui, learning loss, poor engagement, poor problem analysis skill, and inability to properly provide solutions to various predicaments. In view of this, the present study aimed to examine the effect of the Reading, Identification, Analysis, and Self-reflection (RIAS) learning model implemented in online learning to improve students' problem-solving skills. It was quasi-experimental research with a pretest and posttest control group design involving 60 undergraduate students in a general biology course. They were divided into two groups each of which consisted of 30 students, as the control and experimental class. The control class harnessed the lecture method while the experimental one executed the RIAS model. To collect the data, this study used an essay test consisting of 20 items with a reliability level of 0.886, and the figures were later scrutinized by means of descriptive and ANCOVA analysis. The results revealed that the RIAS model with reading, identification, analysis, and self-reflection techniques had a considerable impact on problem-solving skills, as evidenced by the mean score difference of 33.06 (low) and 66.33 (very high) between the lecturing and RIAS groups. The findings recommend that educators should simulate the RIAS model before online learning so that the learning activities can run as planned and that students can be more focused on the discussions of the learning topics. A further study could improve the quality of student activities at each stage of learning and develop teaching materials to support the RIAS learning model for a more qualified teaching-learning process and outcome.

Keywords


problem solving skills; RIAS model

Full Text:

PDF

References


Anggraini, L., & Amin Fauzi, K. M. (2017). Implementation of group investigation learning model to improve problem solving ability in class VIII SMP Negeri 11 Medan. Inspiratif: Jurnal Pendidikan Matematika, 3(3), 72–81. https://doi.org/10.24114/jpmi.v3i3.8978

Apriyani, R., Ramalis, T. R., & Suwarma, I. R. (2019). Analyzing student’s problem-solving abilities of direct current electricity in STEM-based learning. Journal of Science Learning, 2(3), 85–91. https://doi.org/10.17509/jsl.v2i3.17559

Arıkan, E. E., & Ünal, H. (2015). Investigation of problem-solving and problem-posing abilities of seventh-grade students. Kuram ve Uygulamada Egitim Bilimleri, 15(5), 1403–1416. https://doi.org/10.12738/estp.2015.5.2678

Astuti, N. H., Rusilowati, A., & Subali, B. (2021). STEM-Based learning analysis to improve students’ problem-solving abilities in science subject: A literature review. Journal of Innovative Science Education, 9(3), 79–86. https://doi.org/10.15294/jise.v9i2.38505.

Bada & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. IOSR Journal of Research & Method in Education (IOSR-JRME), 5(6), 66-70.

Batlolona, J. R., Baskar, C., Kurnaz, M. A., & Leasa, M. (2018). The improvement of problem-solving skills and physics concept mastery on temperature and heat topic. Jurnal Pendidikan IPA Indonesia, 7(3), 273–279. https://doi.org/10.15294/jpii.v7i3.12432

Becker, K., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary. Journal of STEM Education, 12(5), 23–38. file:///Users/ruthsc/Downloads/out (1).pdf

Bhattacharjee, J. (2015). Constructivist approach to learning-an effective approach of teaching learning. International Research Journal of Interdisciplinary & Multidisciplinary Studies (IRJIMS), 1(7), 65-74.

Cheng, S. C., She, H. C., & Huang, L. Y. (2018). The impact of problem-solving instruction on middle school students’ physical science learning: Interplays of knowledge, reasoning, and problem-solving. Eurasia Journal of Mathematics, Science and Technology Education, 14(3), 731–743. https://doi.org/10.12973/ejmste/80902

Cho, M. K., & Kim, M. K. (2020). Investigating elementary students’ problem solving and teacher scaffolding in solving an Ill-structured problem. International Journal of Education in Mathematics, Science and Technology, 8(4), 274–289. https://doi.org/10.46328/IJEMST.V8I4.1148

Demir, K. A., Döven, G., & Sezen, B. (2019). Industry 5.0 and human-robot co-working. Procedia Computer Science, 158, 688–695. https://doi.org/10.1016/j.procs.2019.09.104

Ellitan, L. (2020). Competing in the era of industrial revolution 4.0 and society 5.0. Jurnal Maksipreneur: Manajemen, Koperasi, dan Entrepreneurship, 10(1), 1. https://doi.org/10.30588/jmp.v10i1.657

Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences of the United States of America, 118(17). https://doi.org/10.1073/PNAS.2022376118

Fernando, S., & Marikar, F. (2017). Constructivist teaching/learning theory and participatory teaching methods. Journal of Curriculum and Teaching, 6(1), 110-122.

Hagemann, V., & Kluge, A. (2017). Complex problem-solving in teams: The impact of collective orientation on team process demands. Frontiers in Psychology, 8(SEP), 1–17. https://doi.org/10.3389/fpsyg.2017.01730

Hidayati, R. M., & Wagiran, W. (2020). Implementation of problem-based learning to improve problem-solving skills in vocational high school. Jurnal Pendidikan Vokasi, 10(2), 177–187. https://doi.org/10.21831/jpv.v10i2.31210

Ilma, S., Al-Muhdhar, M. H. I., Rohman, F., & Saptasari, M. (2020). The correlation between science process skills and biology cognitive learning outcome of senior high school students. JPBI (Jurnal Pendidikan Biologi Indonesia), 6(1), 55–64. https://doi.org/10.22219/jpbi.v6i1.10794

Ismirawati, N., Corebima, A., Zubaidah, S., & Syamsuri, I. (2015). Prototipe model pembelajaran ercore (elicitation, restructuring, confirmation, reflection) untuk memberdayakan keterampilan metakognisi. SNPS V, 227-239.

Kisno et al. (2021). Teachers’ learning loss diminution through self-phased learning with guru Binar. 24(1), 17–26.

Klegeris, A., Bahniwal, M., & Hurren, H. (2013). Improvement in generic problem-solving abilities of students by use of tutor-less problem-based learning in a large classroom setting. CBE Life Sciences Education, 12(1), 73–79. https://doi.org/10.1187/cbe.12-06-0081

Küçükoğlu, H. (2013). Improving reading skills through effective reading strategies. Procedia - Social and Behavioral Sciences, 70, 709–714. https://doi.org/10.1016/j.sbspro.2013.01.113

Kurnianto, B., & Haryani, S. (2020). Critical thinking skills and learning outcomes by improving motivation in the model of flipped classroom. Journal of Primary Education, 8(6), 282–291.

Makhrus, M., & Hidayatullah, Z. (2021). The role of cognitive conflict approach to improving critical thinking skills and conceptual understanding in mechanical waves. Formatif: Jurnal Ilmiah Pendidikan MIPA, 11(1), 63–70.

Mokhtari, K., Dimitrov, D. M., & Reichard, C. A. (2018). Revising the metacognitive awareness of reading strategies inventory (MARSI) and testing for factorial invariance. Studies in Second Language Learning and Teaching, 8(2 Special Issue), 219–246. https://doi.org/10.14746/ssllt.2018.8.2.3

Muhlisin, A., Siswanto, S., Singgih, S., Dewantari, N., & Mohtar, L. E. (2020). Integration PBL with RMS: Improving problem solving skills on environmental education. Biosfer, 13(2), 155–166. https://doi.org/10.21009/biosferjpb.v13n2.155-166

Mukhopadhyay, D. R. (2013). Problem solving in science learning - some important considerations of a teacher. IOSR Journal of Humanities and Social Science, 8(6), 21–25. https://doi.org/10.9790/0837-0862125

Nicolas, C. A. T., & Emata, C. Y. (2018). An integrative approach through reading comprehension to enhance problem- Solving skills of Grade 7 mathematics students. International Journal of Innovation in Science and Mathematics Education, 26(3), 40–64.

Nirwana, M., Mohamad Nur, & Budi Jatmiko. (2021). The problem-solving skills profile of tsanawiyah islamic school students in the vibration, wave, and sound learning Materials. IJORER: International Journal of Recent Educational Research, 2(2), 158–170. https://doi.org/10.46245/ijorer.v2i2.86

Oliveras, B., Márquez, C., & Sanmartí, N. (2013). The use of newspaper articles as a tool to develop critical thinking in science classes. International Journal of Science Education, 35(6), 885–905. https://doi.org/10.1080/09500693.2011.586736

Özden, B., & Yenice, N. (2020). The effect of common knowledge construction model-based teaching on the cognitive and psychomotor learning of 7th grade students. Journal of Science Learning, 4(1), 31–40. https://doi.org/10.17509/jsl.v4i1.25607

Özsoy, G., Kuruyer, H. G., & Çakiroğlu, A. (2015). Evaluation of students’ mathematical problem-solving skills in relation to their reading levels. International Electronic Journal of Elementary Education, 8(1), 581–600.

Prahani, B. K., Ramadani, A. H., Kusumawati, D. H., Suprapto, N., Madlazim, M., Jatmiko, B., Supardi, Z. A. I., Mubarok, H., Safitri, S., & Deta, U. A. (2020). ORNE Learning model to improve problem-solving skills of physics bachelor candidates: An alternative learning in the Covid-19 pandemic. Jurnal Penelitian Fisika dan Aplikasinya (JPFA), 10(1), 71. https://doi.org/10.26740/jpfa.v10n1.p71-80

Rachmawati, R. I. (2018). Pengaruh penerapan metode problem solving dan metode group investigation terhadap kemampuan berpikir kritis siswa dilihat dari kemampuan awal. Indonesian Journal of Economic Education (IJEE), 1(1), 85–102. https://doi.org/10.17509/jurnal

Reddy, M. V. B., & Panacharoensawad, B. (2017). Students problem-solving difficulties and implications in physics: An empirical study on influencing factors. Journal of Education and Practice, 8(14), 59–62.

Samani, M., Sunwinarti, S., Putra, B. A. W., Rahmadian, R., & Rohman, J. N. (2019). Learning strategy to develop critical thinking, creativity, and problem-solving skills for vocational school students. Jurnal Pendidikan Teknologi dan Kejuruan, 25(1), 36–42. https://doi.org/10.21831/jptk.v25i1.22574

Sari, A. N., Rosidin, U., & Abdurrahman, A. (2020). Developing an instrument of performance assessment to measure problem-solving skills of senior high school students in physics inquiry-based learning. Scientiae Educatia, 9(1), 1. https://doi.org/10.24235/sc.educatia.v9i1.5654

Setiawati & Corebima. (2017). Empowering critical thinking skills of the students having different academic ability in biology learning of senior high school through PQ4R - TPS strategy. The International Journal of Social Sciences and Humanities Invention, 4(5), 3521–3526. https://doi.org/10.18535/ijsshi/v4i5.09

Shieh, R. S., & Chang, W. (2014). Fostering student’s creative and problem-solving skills through a hands-on activity. Journal of Baltic Science Education, 13(5), 650–661.

Sivaci, S. Y. (2017). The relationship between reflective thinking tendencies and social problem-solving abilities of pre-service teachers. Journal of Education and Training Studies, 5(11), 21. https://doi.org/10.11114/jets.v5i11.2273

Solak, E., & Altay, F. (2014). The reading strategies used by prospective English teachers in Turkish ELT context. 1(3), 78–89.

Sugiyono. (2017). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.

Sudirman, M., Fatimah, S., & Jupri, A. (2017). Improving problem solving skills and self-regulated learning of senior high school students through scientific approach using quantum learning strategy. International Journal of Science and Applied Science: Conference Series, 2(1), 249. https://doi.org/10.20961/ijsascs.v2i1.16720

Suparno et al. (2018). Student learning achievement in the concrete. Applying The Problem-Solving Method to Improve Student Learning Achievement in the Concrete Construction 1 Course, 201(Aptekindo), 234–238.

Surya, E., Putri, F. A., & Mukhtar. (2017). Improving mathematical problem-solving ability and self-confidence of high school students through contextual learning model. Journal on Mathematics Education, 8(1), 85–94. https://doi.org/10.22342/jme.8.1.3324.85-94

Wu, B., & Wang, M. (2012). Integrating problem-solving and knowledge construction through dual mapping. Knowledge Management and E-Learning, 4(3), 248–257. https://doi.org/10.34105/j.kmel.2012.04.021

Zubaidah et al. (2018). Using remap-TmPS learning to improve low-ability students' critical thinking skills. Asia-Pacific Forum on Science Learning and Teaching, 19(1), 2-29




DOI: https://doi.org/10.21831/cp.v41i1.47263

Refbacks

  • There are currently no refbacks.


Bookmark and Share


 

Social Media:

     

 

 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/cp/index.

Translator
 
 web analytics
View Our Stats