Analysis of Problem Solving Ability Judging by Scientific Work of

Science Education Students

Ellyna Hafizah, Rizky Febriyani Putri, and Syubhan Annur

Science Education Department, Faculty of Teacher Training and Education, Universitas Lambung Mangkurat,

Banjarmasin, Indonesia

Keywords: Problem Solving Ability, Students Scientific Work.

Abstract: This study aims at examining the relationship between capabilities of problem solving and student’s scientific

work. This research was conducted in even semester of academic year 2017/2018. Sample in this research

was a whole students of science education IPA batch 2015 who were taking basic electronics subject with the

amount of sample was 44 students. The research instruments in this research were used in the form of problem

solving test problem and observation sheet of student scientific work. Data analysis has been done by using

prerequisite test of linear regression model, test of correlation coefficient Pearson/Product Moment formula,

t-test of correlation coefficient, and coefficient determination. The result of this study indicates that there is a

significant relationship between problem solving abilities and student scientific work. It means that the higher

the student's scientific work the higher the student's problem solving ability.

1 INTRODUCTION

Nature of science is a body of knowledge that is

arranged in a systematic. The development of science

is not only characterized by the existence of a

collection of facts, but also marked by the existence

of scientific methods and scientific attitudes. Besides

nature of science is studies the symptoms through a

series of scientific process built on the scientific

attitude and the results are manifested as a scientific

product that is composed of three essential

components in the form of concepts, principles, and

theories that apply universally(Trianto, 2010). Based

on the explanation, nature of science is the science

that was born and developed through the steps of

observation, problem formulation, formulation of

hypotheses, testing hypotheses through

experimentation, inference, as well as the discovery

of the theory and concepts.

In general, the process of science education has

two components, the content and process. Content

related to the structure of knowledge while the

process is a necessary skill to acquire, implement, and

generate knowledge. Most schools and colleges,

leaving emphasis process to the level of

understanding of students and higher students. The

reason is the students need to get the facts before they

can apply it. This often makes science into static and

trigger an action that deviates so that the passing

standards achieved. With the teaching conditions,

students follow instructions without contributing

thoughts on what they have learned or how it can be

applied. The result is a general apathy and frustration

toward science (Zawadzki, 2010).

The existence of apathy and frustration toward

science require an effort to improve the learning

process. Teaching and learning strategies should be

directed to the activity so that students can master the

concepts in the learning process of science.

According to Alkrismanto (2003), in other words an

active process of people who are learning or student

activity will provide opportunities for students to use

the thinking skills to achieve results that are more

meaningful.

The essence of good thinking skills is the ability

to solve problems. The basis of problem solving is the

ability to learn in situations of thought processes. The

success of the problem-solving process is strongly

influenced by students' thinking skills (Meador,

1997). High thinking skills of students will give

success to solve problems more effectively (Ozden &

Gultekin, 2008).

Research related to problem-solving ability in

science is focused on two main topics (Caliskan,

2010). The first is the study of comparative and

problem-solving behavior differences between expert

and novice troubleshooter. The second is about

problem-solving strategies to make students become

Haﬁzah, E., Febriyani Putri, R. and Annur, S.

Analysis of Problem Solving Ability Judging by Scientiﬁc Work of Science Education Students.

DOI: 10.5220/0009016600002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 65-69

ISBN: 978-989-758-470-1

problem solvers. Experienced problem solvers tend to

need a little time to solve problems. Usually an

experienced problem solver in solving the problem is

not always robust to a breakdown structure but uses

the concepts that have been obtained previously and

associate into a unity that support. An experienced

problem solver requires less time than a less

experienced in solving problems.

Problem solving is a fundamental part of science

learning at schools. After the teacher introduces the

concept, students use the concept in the problem

(Ifamuyiwa, 2011). Learners require different stages

of resolving a problem that is passed. The existence

of stages in solving this problem to make learners not

only require the concept of cognitive (minds-on) but

also an activity (hans-on).

The skill that combines minds-on and hans-on

according to Wenning (2007) is scientific work.

Scientific work is actually an extension of the

scientific method and defined as a scientific inquiry

applied in action in learning science and in life

(Wenning, 2011). Furthermore, scientific work is a

powerful way to understand the concept of science.

Scientific work is an activity that refers to the ways

scientists in studying the world and provide an

explanation based on the fact the work such as

designing experiments, collecting data, analyzing

data, providing an explanation of the data, present the

results of the experiment, and concluded (Wenning,

2007). Under these conditions, the scientific work is

a skill that can be trained.

The relationship between problem-solving skills

with scientific work that is owned, so it is necessary

to analyze the problem solving scientific work of

students in terms of science education.In addition,

research conducted by previous researchers found

that the students problem solving abilities science

education is still relatively low.

2 METHODOLOGY

The design of this study is a correlational study that

aimed to find the relationship between the problem

solving and scientific work of students without first

giving any treatment. The subjects were Science

Education Department of Universitas Lambung

Mangkurat students of 2015. The study was

conducted on April 2018 and May 2018.

The research instrument used was the problem

solving instrument test and scientific work

observation sheet. Problem solving ability data

obtained through the test activity, scientific work data

obtained from the observation sheet during the lecture

took place.

The analytical techniques used in this study using

simple regression analysis (ANAREG). Data

processing is done manually by using Microsoft

Excel without the help of certain statistical software.

Linearity test prerequisite test done before the data is

processed. After the test prerequisites are met, then

test ANAREG simple linear equation as follows:



(1)

Explanation:

Y = Kriterium

X = Prediktor

 = Intersep (konstantaregresi)

b = Koefisienregresi

(Winarsunu, 2015)

The next data process is the correlation

coefficient test using thePearson/Product Moment

equation.







∑





∑









(2)

then use the t test to see the correlation coefficient.









√

2

√

1



(3)

If t

hitung

t

tabel

,then H

is significant, and vice versa. If

the correlation coefficient is significant, the influence

between variables can be obtained with a coefficient

of determination.

 







100%

(4)

Guidelines to provide interpretation of the correlation

coefficient obtained from the calculation results can

be seen in Table 1 below:

Table1: Guidance Interpretation of Correlation Coefficient

Interval Coefficient Relationship Level

0.00 – 0.199 Very low

0.20 – 0.399 Low

0.40 – 0.599 Medium

0.60 – 0.799 Strong

0.80 – 1.000 Very strong

(Sugiono, 2012)

BICESS 2018 - Borneo International Conference On Education And Social

3 RESULTS AND DISCUSSION

Data of problem solving ability obtained through post

test in the form of essay matter, scientific work data

obtained from the observation during learning

activities were conducted. Once the data was

obtained, the next step is to find a correlation between

the data. Before the data is analyzed by simple linear

regression model first tested the linearity of the data

problem-solving ability and scientific work of

students. Complete linearity test results are shown in

Table 2.

Table 2. Linearity Test Results

Parameter

Scientific

Work(X)

Problem

Solving Skill

(Y)

X*Y

∑ 3235 3160.889 240175 229823.4 234518.6

JKt 229823.4

Jka 227073.1

B 0.910878

A 4.86815

JKb 1932.349

Jkres 817.8922

JKg 772.26 dbg 37

JKtc 45.63215 dbt 5

Rktc 9.126431

RKkg 20.87189

hitung

0.437259

tabel

2.48

Status Linear

Based on Table 2 above shows that

Fhitung<Ftabel, it means that both data are linear.

This shows that the scientific work can predict

problem-solving ability of students and showed

systematic changes. Systematic score changes show

that most individuals experience a score change in the

same capacity (Winarsunu, 2015).

The next analysis is to obtain a simple linear

regression equation as a whole. Based on Table

2found that the value of a = 4.87 dan b = 0.91 so that

a simple linear regression equation obtained is:

  4.87  0.91

(5)

Based on the above equation, it appears that the

value of b is positive. It means that the increment is

linearly proportional. The higher the value of X

(scientific work) the higher the value of Y obtained

(problem solving skill).

Data of scientific work and problem solving skills

that have been obtained subsequently determined the

level of correlation between the two with a correlation

coefficient using the formula Pearson/Product

Moment. This correlation test calculation results as a

whole are presented in Table 3 below.

Analysis of Problem Solving Ability Judging by Scientiﬁc Work of Science Education Students

Table 3.Correlation Test Results and Coefficient of Determination

Parameter

Science

Work(X)

Problem

Solving Skill

(Y)

(X-



)

(Y-



)

∑ 3235 3160.889 3E-13 0 2329.0 2750.2 2121.414

Average 73.52273 71.83838

hitung

0.838219

tabel

0.297

Status

Positive

correlation

hitung

9.961379

tabel

2.021

Status H

rejected

D 70.26%

Based on Table 3, it was found that rhitung value

of 0.84, which means that the problem solving ability

of students overall have a very strong relationship with

the scientific work of the student. It means that the

higher the scientific work of students, the higher

problem-solving ability possessed, and vice versa.

Having obtained a correlation coefficient of 0.84

will be determined coefficients are significant or not

with t test. Based on Table 3 above shows that

thitung>ttabel (9.96 > 2.02) it means there is a

significant relationship between student problem

solving skills with scientific work.

Based on Table 3 also shows that the coefficient of

determination of data problem-solving abilities and

scientific work of students amounted to 70.26%. It

means that the contribution of scientific work to

students problem solving ability is 70.26% and

29.74% by other factors.

The results obtained show that the process of

problem-based learning is able to foster scientific

work and problem solving skills. This is in line with

the results of Ulfa’s study (2015) which states that

students who learn with problem-based learning

strategies can be relied upon in terms of problem-

solving skills. The use of problem-based learning

strategy provides an opportunity for students to more

quickly in solving problems, with the completion of

the steps that can be trained. Problem-solving skills

are also supported by its own students' beliefs about

learning undertaken that such learning is not as

difficult as imagined.

Problem-based learning activities proven to

improve the problem solving and scientific work of

students.This problem-based learning allows students

to understand and construct their own knowledge and

understanding through a series of learning experiences

that passed, so it can reflect the results obtained with

the knowledge and understanding that has been

previously owned (Akcay, 2009). In addition,

problem-based learning is also able to improve variety

of other soft skills such as learning motivation,

communication skills, collaboration and make an

independent learner (Surif, 2013).

The problem solving and scientific work that can

be trained in the learning process make the learning

process should be designed so that both these

capabilities can be improved. The problem solving

and scientific work is the ability to support to make

students independent learner. Independent learners

who are able to face the real problems in life as the

ultimate goal of a learning process.

Problem-solving skills and scientific work also

have real relevance. Students who have high scientific

work also had high problem-solving ability (Sitika,

2015). This is because in a problem-based learning,

students are faced with a problem that must be solved

with the steps and scientific methods. Problem solving

process iscan not be separated from the processes,

where the student have to identify the problem to be

investigated, to make a hypothesis, make predictions

generalization of hypotheses, designing experiments,

conducting experiments, observations to test

hypotheses (identifying an experimental systems,

identifying and defining variables, control

experiments or observations), collect data, organize

data, and analyze data (analyzing data to find

relationships, interpreting graphs, developing factual

laws using a graphical methods), using a statistical

method to construct conclusions, explain the results do

not match, said the results of the experiment. All these

steps are part of the scientific work indicator that has

been said by Wenning (2007).

BICESS 2018 - Borneo International Conference On Education And Social

4 CONCLUSIONS

Based on the research result and the results of

hypothesis test that has been done, it can be

concluded that there is a strong relationship between

problem-solving skills with scientific work of

students.The higher the scientific work that owned

the higher the students problem solving abilities.

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Analysis of Problem Solving Ability Judging by Scientiﬁc Work of Science Education Students