Correlation between Science Process Skills and the Comprehension of

Physics Concept with Critical Thinking Skills on Newton’s Laws

Haris Rosdianto, Emi Sulistri, Rosmaiyadi, Mariyam, Nurul Husna, Nindy Citroresmi Prihatingtyas,

Rika Wahyuni, Nurhayati, Citra Utami

Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Singkawang, Jl. STKIP, Kelurahan Naram, Kecamatan

Singkawang Utara, Kota Singkawang, Kalimantan Barat, 79251, Indonesia

Keywords: Science Process Skills, Comprehension of Physics Concept, Critical Thinking Skills, Product Moment

Correlation, Partial Correlation, Multiple Correlation.

Abstract: The goal of this study was to determine: 1) whether there is a correlation between science process skills with

critical thinking skills, 2) whether there is a correlation between the comprehension of physics concept with

critical thinking skills, 3) whether there is a correlation between science process skills and the comprehension

of physics concept together with the critical thinking skills on Newton’s Law. This research is a correlation

study between three variables using correlation product moment and multiple correlations. The population

was all students of Mathematics Education Study Programme of STKIP Singkawang taking Fundamental

Physics 1 in Academic Years 2017/2018. Due to consists of only one class, then the sampling technique used

was saturation sampling. The instruments in this study were multiple-choice test with reasoned respectively

of 10 questions to measure science process skills, the comprehension of physics concept , and critical thinking

skills. All datas were analyzed using descriptive statistical analysis techniques. Research hypothesis testing

conducted at significance level α = 0.05, show that 1) There is a correlation between science process skills

with critical thinking skills, demonstrated by correlation coefficient r

X1Y

= 0.812 and partial correlation

coefficient 0.704. This suggests there is a positive correlation between science process skills with critical

thinking skills by 70.4%. 2) There is a correlation between the comprehension of physics concept with critical

thinking skills, demonstrated by correlation coefficient r

X2Y

= 0.628 and partial correlation coefficient 0.321.

This suggests there is a positive correlation between the comprehension of physics concept with critical

thinking skills by 32.1%. 3) There is a correlation between science process skills and the comprehension of

physics concept with science process skills, demonstrated by the multiple correlation coefficients R

= 0.833.

This suggests there is a positive correlation between science process skills and the comprehension of concept

physics with critical thinking skills by 83.3%.

1 INTRODUCTION

There are three essential aspects of the objectives of

physics learning, namely (1) the ability to process; (2)

building knowledge in the form of an understanding

of concepts, laws, and theories and their application;

(3) scientific attitudes, among others, the tendency of

science, critical thinking, analytical thinking,

attention to the problem of science, awards on things

that are science (Sumaji 1998). It is clear that there

are some abilities that must be acquired and

developed within the students to achieve the goals of

physics learning. These skills include science process

skills, conceptual understanding, and critical thinking

skills.

Scientific process skills can be defined as a complex

intellectual, manual and social, intellectually and

intellectually complex physical skills tool used by

scientists to conduct scientific investigations

(Karamustafaoğlu 2011) (Aji et al. 2014)

(Khaeruddin & Wasis 2016). These skills facilitate

physical science learning, generate active

participation, develop a sense of self-responsibility,

enhance learning sustainability, acquire methods and

research methods that think and behave like a

scientist (Raj & Devi 2015). In addition, the skills of

the science process are seen as the basis for the

increasingly complex of other thinking skills.

Through a series of scientific processes that students

must pass through observation activities, problem

Rosdianto, H., Sulistri, E., Rosmaiyadi, ., Mariyam, ., Husna, N., Citroresmi Prihatingtyas, N., Wahyuni, R., Nurhayati, . and Citra Utami, .

Correlation between Science Process Skills and the Comprehension of Physics Concept with Critical Thinking Skills on Newton’s Laws.

DOI: 10.5220/0009016100002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 42-47

ISBN: 978-989-758-470-1

formulation and hypothesis, hypothesis testing

through experiments, variable control, interpretation

of data, conclusion and application of concepts

(Choirunnisa et al. 2018) (Rosdianto et al. 2017)

(Sulistri & Lisdawati 2017). It is clear that the skills

of the science process is very important applied to

students in achieving the goals of physics learning as

previously described. This is reinforced by

Siradjuddin, et al, the skills of the science process is

very important to develop the science of education

and the quality of student learning both the theory and

skills in experimenting, especially in studying

physics (Siradjuddin et al. 2018).

Not only for the basis of scientific investigation and

the enhancer of complex scientific thinking skills, the

application of science process skills to students can

also tackle the attitude needed to understand a

concept (Anderson 2002) (Jack 2013). The linkage of

conceptual understanding with the skills of the

process of science is shown in the construction of the

student’s concept (Sulistri et al. 2016). The more

science process skilled, the better the structure of the

conceptual understanding acquired, and the

decreasing the science process skill possessed, the

narrower the structure of conceptual understanding

acquired (Siswono 2015). Conceptual understanding

is the foundation and important stage in the series in

physics learning (Rosdianto 2017). By understanding

the concept, students have a foundation to understand

the material provided and useful in solving the given

problems, such as making assumptions, choosing a

procedure that facilitates the solution of the problem.

In addition, the understanding of the concept of

science can also be a provision for learners to learn

about themselves and the natural surroundings, as

well as a foundation in solving problems in everyday

life (Putra et al. 2015), then this issue provides an

opportunity to explore or investigate of course with

questions so that theorems, propositions, notions and

new concepts can be raised from the issues proposed

(Citroresmi & Suratman 2016).

In addition to the science process skills and the ability

to understand the concept, the third most important

thing according to the aspect of the goal of physics

learning is critical thinking skills. Critical thinking is

a systematic thinking process that makes it possible

to formulate and decide and emphasizes the beliefs

themselves both logically and rationally that provide

a set of standard procedures to analyze, test and

evaluate each decision appropriately (Khaeruddin &

Wasis 2016) (Wahyuni et al. 2018) (Nadiya et al.

2016) (Irhamna et al. 2017). Alatas and Sari et al.,

states that through the skills of critical thinking,

students' cognitive intelligence can be trained and

developed, and with the knowledge they possess can

connect facts or information to make a predicted

outcome. Students who are critical in physics learning

can learn how to look at their self-consciousness

symptoms, and approach the situation objectively and

logically (Alatas 2014) (Sari et al. 2016). For this

reason, as reported by Magno and Robert, critical

thinking skill strongly supports learners' success in

learning, so improving and developing this ability is

one of the goals in learning to be achieved (Magno

2010) (Marzano 1988). So by having critical thinking

skills in the learning of physics, students will try to

find the problem and try to solve it both in learning

on campus or in everyday life.

Based on the three capabilities students must possess,

this study looks for correlation of science process

skills and conceptual understanding of students'

critical thinking skills on Newton's legal material.

Newton's law is an important part of mechanics and

dynamics that describes a force acting on an object

(Sari et al. 2016). Newton's law is a meteor that

discusses the relationship between internal and

external forces acting on an object and its motion

(Halliday & Resnick 2008) (Serway & Jewet 2010).

In general before the student level, in Newton's legal

material, students have difficulty in identifying types

of styles, having errors in answering questions about

style and motion, many having misconceptions, and

students still have difficulty in representing concepts

or sentences in the form of a mathematical language,

charts, diagrams and so forth (Türker 2005) (Kohl &

Finkelstein 2008) (Brookes & Etkina 2009)

(Anderson 2002) (Pablico 2010) (Nguyen & Rebello

2011) (Docktor & Mestre 2014) (Fadaei & Mora

2015) (Ergin 2016). The difficulties and

misconceptions experienced in Newton's legal

material are indicated by the conceptual

understanding of low style and motion discussions

and low critical thinking skills (Chia 1996)

(Eraikhuemen & Ogumogu 2014). Obviously this is

closely related to the skills of science process skills,

because conceptual understanding will be better and

meaningful if students find their own concepts

learned through the process of science (Putra et al.

2015).

Characteristics of Newton's legal material demanded

the balance of processes and products, thus raising

questions to the researcher whether the skills of

science processes and understanding of student

concepts have a positive correlation with their critical

thinking skills. The purpose of this research is to

know: 1) correlation between science process skills

with critical thinking skills; 2) the correlation

between conceptual understanding with critical

Correlation between Science Process Skills and the Comprehension of Physics Concept with Critical Thinking Skills on Newton’s Laws

thinking skills; and 3) the correlation between science

process skills and understanding of physics concepts

with students' critical thinking skills on Newton's

Law material.

2 RESEARCH METHODS

This study includes the type of correlation research

between the three variables using methods product

moment correlation and multiple correlation. The

population of this research is Mathematics Education

Students at STKIP Singkawang who take Basic

Physics I course in Academic Year 2017/2018. The

technique sampling used is sampling saturated.

Technique sampling is due to only consist of one

sample class only. The instrument in this study is a

multiple choice test grounded in which each item

consists of 10 items to measure the skills of the

science process, the understanding of physics

concepts, and the critical thinking skills of the

students. Data analysis using descriptive analysis

technique. Data processing correlation between

variables using correlation equation product-moment

and multiple correlation.

3 RESULTS AND DISCUSSION

3.1 Results

3.1.1 Correlation between Science Process

Skills with Critical Thinking Skills

The first hypothesis in this study is about the

correlation between science process skills with

students' critical thinking skills on Newton's Law

material tested by using product moment correlation

and partial correlation. The results of the correlation

test between the skills of the science process with

students' critical thinking skills on Newton's Law

materials are presented in the following Table 1.

Table 1: Correlation Analysis Between Science Process

Skills And Critical Thinking Skills

X1Y

Description

0.812 0.704 Positive

Based on Table 1 shows that the correlation

coefficient r

X1Y

= 0.812 and partial correlation

coefficient of 0.704. This shows that there is a

positive correlation between science process skill and

student's critical thinking skill which is 70.4%.

Furthermore, to see linearity between science process

skills with students' critical thinking skills on

Newton's Law material conducted a simple linear

regression analysis test. The result of simple linear

regression test of linearity between science process

skill and student's critical thinking skill is presented

in Table 2 below.

Table 2: Linearity Test Between Science Process Skills And

Critical Thinking Skills

a b t

obs

c.v.

Decision

18.635 0.981 54.614 3.35 Ho rejected

Based on Table 2, it is known for data with a

significant level of 0.05 value t

c.v.

that is equal to

54.614 bigger than value of t

obs

that is equal to 3.35,

hence can be concluded that Ho is rejected, so the

equation is linear or Science process skill (X

) has

relationship with Critical Thinking Skill (Y).

3.1.2 Correlation between Understandings

of Physics Concept with Critical

Thinking Skills

The second hypothesis in this research is about the

correlation between the understanding of physics

concepts with students' critical thinking skills on

Newton's Law material tested by using product

moment correlation and partial correlation. The

results of the correlation test between the

understandings of physics concepts with students'

critical thinking skills on Newton's Law materials are

presented in the following Table 3.

Table 3: Analysis Correlation Between Understandings Of

Physical Concepts With Critical Thinking Skills

X2Y

Description

0.628 0.321 Positive

Based on Table 3 shows that the correlation

coefficient r

X2Y

= 0.628 and partial correlation

coefficient of 0.321. This shows that there is a

positive correlation between the understanding of

physics concept and students' critical thinking skill

which is 3.21%. Furthermore, to see linearity between

the understandings of physics concepts with students'

critical thinking skills on Newton's Law material

conducted a simple linear regression analysis test.

The result of simple linear regression test between the

understanding of physics concept and students'

critical thinking skill is presented in Table 4 below.

BICESS 2018 - Borneo International Conference On Education And Social

Table 4: Linearity Test Between Understanding Of Physics

Concept And Critical Thinking Skills

a b t

obs

c.v.

Decision

19.534 0.750 18.218 3.35 Ho rejected

Based on Table 4, it is known for data with a

significant 0.05 value of t

obs

that is equal to 19.534

bigger than value t

c.v.

that is equal to 3.35, hence can

be concluded that Ho is rejected, so the equation is

linear or understanding of physics concept (X

) has

relationship with critical thinking skill (Y).

3.1.3 Correlation between Science Process

Skills and Understanding of Physics

Concepts with Critical Thinking Skills

The third hypothesis in this research is about the

correlation between science process skills and

understanding of physics concepts with students'

critical thinking skills on Newton's Law material

tested using multiple correlation. The results of the

correlation test between the understandings of

physics concepts with students' critical thinking skills

on Newton's Law materials are presented to the

following Table 5.

Table 5: Correlation Analysis Between Science Process

Skills And Understanding Of Physics Concepts With

Critical Thinking Skills

X1X2Y

Description

0.833 0.694 Positive

Based on Table 5 shows that the double correlation

coefficient of 0.833. This indicates a positive

correlation between the science process skills and the

understanding of physics concepts with critical

thinking skills of 8.33% students. Furthermore, to see

linearity between the science process skills and

understanding of physics concepts with students'

critical thinking skills on Newton's Law material

conducted a simple linear regression analysis test.

The result of simple linear regression test of linearity

between science process skill and understanding of

physics concept with students' critical thinking skill is

presented in Table 6 below.

Table 6: Linearity Test Between Science Process Skills And

Understanding Of Physics Concepts With Critical Thinking

Skills

a b c t

obs

c.v.

Decision

8.685 0.817 0.276 30.668 3.35 Ho rejected

Based on Table 6, data with a significant level of 0.05

value of t

obs

that is equal to 30.668 bigger than value

of t

c.v.

that is equal to 3.35, hence can be concluded

that Ho is rejected, so the equation is linear or science

process skill (X

), understanding of physics concept

) together have linear relation to Critical thinking

skills (Y).

3.2 Discussion

The results of the first hypothesis and data analysis

show that there is a positive correlation between

science process skills and students' critical thinking

skills. The emergence of a positive correlation

because when students have the science process skills

in learning, the physical and mental abilities that are

intellectual, manual and social also develop. So that

critical thinking skills can also increase. This is in line

with the results of Spiritual research which shows that

there is a strong correlation between the science

process skills and students' critical thinking. Means

the higher the science process skills, the higher the

critical thinking.

Results of research and analysis of the second data

indicate that there is a positive correlation between

the ability of conceptual understanding with students'

critical thinking skills. In accordance with the results

of research Sari, et al., the ability to think critically

and understanding the concept of Newton's legal

material has a very strong positive correlation with

correlation coefficient value 0.845 and has a value of

71% determination, so that critical thinking skills has

a relationship with understanding the concept on

Newton's legal material, whereas students 'critical

thinking skills on Newton's legal material have

increased, the students' understanding of Newton's

legal material will also increase (Sari et al. 2016).

Positive correlation can occur because when students

have a good conceptual understanding, then the

knowledge it has will lead to always find out what

things are being studied. Things are formulated in a

problem to solve the problem, then the students will

perform thinking activities. Some studies show that

when students have high critical thinking skills,

students will easily understand concepts and seek

alternative solutions to solve problems and make

appropriate and reasonable conclusions (Marzano

1988).

The result of third hypothesis and data analysis shows

that there is a positive correlation between science

process skill and conceptual understanding to

students' critical thinking skill. The existence of this

positive correlation because when students have the

science processes skill in learning simultaneously the

ability to conceptual understanding also developed.

So that students' critical thinking skills can also

Correlation between Science Process Skills and the Comprehension of Physics Concept with Critical Thinking Skills on Newton’s Laws

increase. Science process skills are the physical and

mental skills associated with the fundamental abilities

possessed, controlled and applied in a scientific

activity, so that scientists succeed in finding

something new (Nasution 2007). With the science

process skills, students become trained to know from

the basic things so that they can acquire and develop

their knowledge. Simultaneously the ability of

conceptual understanding comes along. Conceptual

understanding is the individual's ability to understand

a particular concept (Nasution 2000). That way,

students who have a conceptual understanding,

knowledge is also growing and growing. Students

become more understanding about a concept, can

interpret it, and even apply it. In line with this,

according to Putra et al., a student has had a

conceptual understanding when students have had

meaning or meaning of a concept (Putra et al. 2015).

Based on that opinion, students who have a good

understanding of the concept will become more

critical in facing problems. So that students' critical

thinking skills can also improve for the better.

It can be concluded that students who have the

science process skill and good conceptual

understanding in learning will have good critical

thinking skills. In other words, the higher the science

process skill and the students 'conceptual

understanding the higher the students' critical

thinking skills. So the science process skill and

student conceptual understanding are two variables

which together give positive correlation to student's

critical thinking skill variable.

4 CONCLUSION

Conclusions derived from the correlation between

science process skills and conceptual understanding

with critical thinking skills students are as follows:

(1) there is a positive correlation between the skills of

science process with students' critical thinking skill in

Newton's Law material is 70.4%, Ho is rejected. (2)

There is a positive correlation between the

understandings of physics concepts with students'

critical thinking skills on Newton's Law material is

3.21%, Ho is rejected. (3) There is a positive

correlation between the science process skills and the

understanding of physics concepts with students'

critical thinking skills on Newton's Law material of

8.33%, Ho is rejected.

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Correlation between Science Process Skills and the Comprehension of Physics Concept with Critical Thinking Skills on Newton’s Laws