Repository Universitas Pakuan

Detail Karya Ilmiah Dosen

Leny Heliawati, Indarini Dwi Pursitasari, Idham Ibnu Afakillah

Judul : Creative Problem Solving Learning through Open-Ended Experiment for Students' Understanding and Scientific Work Using Online Learning

Abstrak :
The purpose of this research is to improve students' understanding and the ability to perform scientific work through creative problem-solving learning with the open-ended experiment approach to the separation of mixtures material using online learning. The study used a quasi-experimental method with the nonequivalent pretest-posttest control group research design. This study involved 72 students divided into two classes, 36 students in the control class and 36 students in the experimental class. Indicators of scientific work are formulating problems, describing problems, designing investigations, conducting experiments, processing data, and concluding. The results of the study showed an increase in the students' ability to perform scientific work, obtaining N-Gain of 71% (experimental class) and 48% (control class), as well as the value of tcount = 8.807 indicating tcount > ttable. The percentage of students' scientific work in the experimental class was in a very good category with 72%, while the control class was 53%. Thus, creative problem-solving learning through the open-ended experiment can improve students' understanding and scientific work.

Tahun : 2021 Media Publikasi : Jurnal Internasional

Kategori : Jurnal No/Vol/Tahun : 4 / 14 / 2021

ISSN/ISBN : 1308-1470

PTN/S : Universitas Pakuan Program Studi : PENDIDIKAN ILMU PENGETAHUAN ALAM

Bibliography :
Adel, M.E., & Yousra S.P. (2020). The Effect of Self-Regulated Learning Strategies on Developing Creative Problem Solving and Academic Self-Efficacy Among Intellectually Superior High School Students. International Journal of Psycho-Educational Sciences, 9(1), 97-106.

Ahmad, B., & Parlindungan, S. (2015). Experiment Based Creative Problem Solving (CPS) Learning Strategies to Improve Cognitive Ability and Creative Thinking Skills. Jurnal Pengajaran MIPA., 20(2), 133-143.

Aka, E.I., Guven, E & Aydogdu, M (2010) Effect of Problem Solving Method on Science Process Skills and Academic Achievement. Journal of Turkish Science Education, 7(4), 13-25.
Akinbobola, A.O., & Afolabi, F. (2010). Analysis of Science Process Skills in West African Senior Secondary School Certificate Physics Practical Examinations in Nigeria. American-Eurasian Journal of Scientific Research, 5(4), 234-240.
Alfi, S., Dawud, D., Heri, S., & Endah, T.P. (2019). Creative Thinking Patterns In Student's Scientific Works. Eurasian Journal of Educational Research. 19(81): 21-36.
Amna, E. (2017). Laboratory as a Chemical Learning Facility in Enhancing Knowledge and Scientific Work Skills. Lantanida Journal, 5(1), 89-92.
Arif., Maya, I., & Syahmani. (2018). Implementation of Problem Based Learning Assisted by Online Discussion of Problem Solving Ability and Chemical Learning Outcomes in the Buffer Solution Material. Journal of Chemistry and Education, 1(3), 237-244.
Ayel, S.L., Hasan, M., & Mursal, M. (2017). Development of Practicum Module Based on Open Ended Approaches to Increase Student Creativity. Jurnal Pendidikan Sains Indonesia, 5(1), 36-43.
Baker, R.S., Clarke, J.M., & Ocumpaugh, J. (2016). Towards General Models of Effective Science Inquiry in Virtual Performance Assessments. Journal of Computer Assisted Learning, 32(3), 267-280.
Bartholomew, S.R., & Strimel, G.J. (2018). Factors Influencing Student Success on Open-Ended Design Problems. International Journal of Technology and Design Education, 28(3), 753-770.
Bethany, R.W., & Heather, J.L. (2016). Open-Ended Versus Guided Laboratory Activities: Impact on Students' Beliefs About Experimental Physics. Physical Review Physics Education Research, 12(2), 1-8.
Cahaya, S.P., Feriansyah, S., & Ismu, W. (2019). Effect of Application of Creative Problem Solving Learning Model to Improve Creative Thinking Ability in Solving Physics Problems in High School Students. Jurnal Pendidikan Fisika, 7(2), 149-155.
Chansyanah, D., Liliasari., Agus, S., & Buchari, B. (2018). Using Project-Based Learning to Design, Build, and Test StudentMade Photometer by Measuring the Unknown Concentration of Colored Substances. Journal of Chemical Education, 95(3), 468-475.
Devin, S.I., & Kimberley A.F. (2011). Incorporating Student-Designed Research Projects in the Chemistry Curriculum. Journal of Chemical Education, 88(8), 1069-1073.
Diana, H., Mohamad, A., Mimien, I., Sri, I., & Muhammad, A. (2018). Integration of Project Activity to Enhance the Scientific Process Skill and Self-Efficacy in Zoology of Vertebrate Teaching and Learning. EURASIA Journal of Mathematics, Science, and Technology Education, 14(6), 2475-2485.

Diane, J.K., Brian, N., Catherine, S., & Younsu, K. (2013). Improving Science Assessments by Situating Them in a Virtual Environment. Education Sains. Education Sciences, 3, 172-179.
Farsakoglu, O.F., Sahin, C., Karsli, F., Akpinar, M., & Ultay, N. (2008). A Study on Awareness Levels of Prospective Science Teachers on Science Process Skills in Science Education. World Applied Sciences Journal, 4(2), 174-182.
Fraenkel, J.R., & Norman E.W. (2007). How to Design and Evaluate Research in Education. New York: Mc Graw Hill.
Fian, T., Elfi, S., & Tri, R. (2012). Effectiveness of Creative Problem Learning Models Solving Completed with Learning Media Virtual Laboratory on Learning Achievement Students in Class XI IPA Colloid Materials Even Semester SMA Negeri 1 Karanganyar Study Year 2011/2012. Jurnal Pendidikan Kimia, 1(1), 74-79.
Gail, D.C., Mauro, M., & David, F.T. (2007). Achieving Greater Feedback and Flexibility Using Online Pre-Laboratory Exercises with Non-Major Chemistry Students. Journal of Chemical Education, 84(5), 884-888.

Hake, R.R. (1998). Interactive Engagement vs Traditional Methods: a Six Thousand- Student Survey of Mechanics Test Data for Introductory Physics Course. American Journal of Physics, 66(1), 64-74.

Hilarius, J.D., Herawati, S., & Peter, N. (2019). Enhancing Different Ethnicity Science Process Skills: Problem-Based Learning through Practicum and Authentic Assessment. International Journal of Instruction, 12(1), 1207-1222.
Hobri., Irma, K.U., Nanik, Y., & Dafik, D. (2020). The Effect of Jumping Task Based on Creative Problem Solving on Students' Problem Solving Ability. International Journal of Instruction, 13(1), 387-406.
Jalimah, D., Abdul, H., & Muhammad, K. (2019). Creative Problem Solving (CPS) Learning Model to Increase Scientific Creativity and Learning Outcomes of Supporting Material. Journal of Chemistry and Education, 3(1), 23-30.

Kate J.G., Nicholas, T.J., Chris P.S., & Edward J.M. (2014). Implementing a Student- Designed Green Chemistry Laboratory Project in Organic Chemistry. Journal of Chemical Education, 91(11), 1895-1900.

Kazembe, T., & Methias S. (2010). Effectiveness of Teachers at Preparing Grade 7 Candidates for Environmental Science Examinations, Eurasian Journal Physical Chemistry Education, 2(2), 64-81.
Kubiatko, M. (2017). Effect of Active Learning on Perception of And Performance in Science Subjects. Journal of Baltic Science Education, 16(4), 444-445.

Kubiszyn, T. & Gary, D.B. (2015). Educational Testing and Measurement. United States of America
Laite, L, & Luis, D. (2013). Laboratory Activities, Science Education, and Problem Solving Skills. Procedia Social and Behavioral Sciences, 106, 1677-1686.
Lambertus, L., Arapu., & Patih, T. (2013). Application of Open-ended Approach to Improve Mathematical Creative Thinking Ability of Middle School Students. Jurnal Pendidikan Matematika, 4(1), 73-82.
Laura, R., Maria, K., Robert, C., Emily, S., Thomas, G., & Katie, L. (2019). Detecting Microplastics in Soil and Sediment in an Undergraduate Environmental Chemistry Laboratory Experiment That Promotes Skill Building and Encourages Environmental Awareness. Journal of Chemical Education, 96(2), 323−328.
Lim, K.K., Zaleha, I., & Yudariah, M.Y. (2016). A Review of Open-Ended Mathematical Problem. Anatolian Journal of Education, 1(1), 1-18.
Margaret, B., Denise, P., & Ignacio, J., Ferrer, V. (2015). Demystifying the Chemistry Literature: Building Information Literacy in First-Year Chemistry Students through Student-Centered Learning and Experiment Design. Journal of Chemical Education, 92(1), 52-57.
Martunis, M. (2014). Open Ended Learning in the Broad Triangle Area of SMA Negeri 2 Indrajaya Students. Journal Sains Riset, 1(19), 13-21.
Munroe, L. (2015). The Open-Ended Approach Framework. European Journal of Educational Research, 4(3), 97-104.
Nancy, W., Tomohiro, K., Kikelomo N.S., Ariana O.H., Sameer, P., Danielle M.Z.,
Rachel L.W., Devki B.K., & Anne J.M. (2019). Student-Designed Green Chemistry Experiment for a Large-Enrollment, Introductory Organic Laboratory Course. Journal of Chemical Education, 96(11), 2420-2425.
National Research Council. (2000). Inquiry and National Science Education Standards: A Guide for Teaching and Learning. New York: National Academic Press.
Nicolas, V., Florencia, L., Kenneth, I., MarÄ±a, N., RodrÄ±guez, A., & Julia, T. (2019). Online Pre-Laboratory Tools For First-Year Undergraduate Chemistry Course in Uruguay: Student Preferences and Implications on Student Performance. Journal of Chemistry Education Research and Practice, 20(1), 229 -245.
Noer, S.H. (2011). Mathematical Creative Thinking Ability and Open-ended Problem Based Mathematics Learning. Jurnal Pendidikan Matematika, 5(4), 104-111.
Noorsalim, M., Nurdiniah, S. H., & Saadi, P. (2014). Implementation of Website Based E-Learning Learning to Improve Learning Outcomes and Motivation of Class XI Science 1 Students on the Material of Solubility and Solubility Results at SMAN 12 Banjarmasin. Jurnal Inovasi Pendidikan Sains, 5(1), 99-105.

Novikasari, I. (2009). Development of Students' Critical Thinking Abilities through Open Ended Mathematics Learning in Primary Schools. Jurnal Pemikiran Alternatif Kependidikan, 14(2), 346-364
Nurdeli, L.S., Rahmatsyah, R., & Mariati, P.S. (2017). The Influence of Problem Based Learning Model on Scientific Process Skill and Problem Solving Ability of Student. IOSR Journal of Research & Method in Education, 7(4), 1-9.
Ottander, C., & Grelsson, G. (2006). Laboratory work: The Teachers' Perspective. Journal of Biological Education, 40(3), 113-118.
Planinsic, G. (2007). Project Laboratory for First Students. European Journal of Physics, (28), 71- 82.
Raden, H.S., & Idris, H. (2014). Effect of Open-Ended Approaches and Contextual Approaches Against Students' Problem Solving Capabilities and Attitudes Towards Mathematics. Jurnal Riset Pendidikan Matematika, 1(2), 240-256.
Rahman, A. A., Samingan., & Khairil, K. (2014). Application of Practicum Based Learning Against Student Learning Outcomes and Scientific Work Ability in the Concept of Circulatory Systems at SMA Negeri 2 Peusangan. Jurnal Edu-Bio Tropika, 2(1), 121-186.
Rebecca, U.E., & Nsimeneabasi, M.U. (2017). Effects of Practical Activities and Manual on Science Students' Academic Performance on Solubility in Uruan Local Education Authority of Akwa Ibom State. Journal of Education and Practice, 8(3), 202-209.
Reynders, G., Erica, S., Renee S.C., & Rebecca L.S. (2019). Developing Student Process Skills in a General Chemistry Laboratory. Journal of Chemical Education, 96(10), 2109-2119.
Ridong, H., Su, X., & Chich-Jen, S. (2017). A Study on the Application of Creative Problem Solving Teaching to Statistics Teaching. EURASIA Journal of Mathematics Science and Technology Education, 3(7), 3139-3149.
Risna, R., Abdul, H., & Atiek, W. (2017). Improving the Generic Science Skill and Learning Outcomes using Creative Problem Solving Models Completed Virtual Laboratory Hydrolysis Material Class XI IPA 2 SMA PGRI 4. Journal of Chemistry and Educations, 1(1), 131-142.
Rosmalinda, D., Rusdi, M., & Hariyadi, B. (2013). Practical Module Development High School Chemistry Based PBL (Problem Based Learning). Edu-Sains, 2(2), 1-7.
Royston, R. & Roni, R.P. (2017). Creative Self-Efficacy as Mediator Between Creative Mindsets and Creative Problem-Solving. Journal of Creative Behavior, 53(4), 472-481
Ruomei, G. (2015). Incorporating Students' Self-Designed, Research-Based Analytical Chemistry Projects Into the Instrumentation Curriculum. Journal of Chemical Education, 92(3), 444-449.

Ryan S.N., Godfrey, T.J., Nicholas T.M., & Craig C.W. (2016). Undergraduate Student Construction and Interpretation of Graphs in Physics Lab Activities. Physical Review Physics Education Research, 12(1), 1-19.
Safaruddin, S., Nurlaiha, I., Juhaeni, J., Harmilawati, H., & Laeli, Q. (2020). The Effect of Project-Based Learning Assisted by Electronic Media on Learning Motivation and Science Process Skills. Journal of Innovation in Educational and Cultural Research, 1(1), 22-29.
Satish, G.J., & Vinayak, N.G. (2019). Attaining Competencies in Programme Outcomes Through Open-Ended Experiments. Africa Education Review, 17(1), 116-140.
Seechalio, T., Natakuatoong, O., & Wannasuphoprasit, W. (2011). The Instructional Model Based on Engineering Creative Problem Solving Principles to Develop Creative Thinking Skills of Undergraduate Engineering Students. European Journal of Social Science, 26(3), 408- 420.
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of Secondary Vocational Education. International Journal of Instruction, 13(3), 371-386.
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Detail Karya Ilmiah Dosen

Leny Heliawati, Indarini Dwi Pursitasari, Idham Ibnu Afakillah

Judul	:	Creative Problem Solving Learning through Open-Ended Experiment for Students' Understanding and Scientific Work Using Online Learning
Abstrak	:	The purpose of this research is to improve students' understanding and the ability to perform scientific work through creative problem-solving learning with the open-ended experiment approach to the separation of mixtures material using online learning. The study used a quasi-experimental method with the nonequivalent pretest-posttest control group research design. This study involved 72 students divided into two classes, 36 students in the control class and 36 students in the experimental class. Indicators of scientific work are formulating problems, describing problems, designing investigations, conducting experiments, processing data, and concluding. The results of the study showed an increase in the students' ability to perform scientific work, obtaining N-Gain of 71% (experimental class) and 48% (control class), as well as the value of tcount = 8.807 indicating tcount > ttable. The percentage of students' scientific work in the experimental class was in a very good category with 72%, while the control class was 53%. Thus, creative problem-solving learning through the open-ended experiment can improve students' understanding and scientific work.
Tahun	:	2021	Media Publikasi	:	Jurnal Internasional
Kategori	:	Jurnal	No/Vol/Tahun	:	4 / 14 / 2021
ISSN/ISBN	:	1308-1470
PTN/S	:	Universitas Pakuan	Program Studi	:	PENDIDIKAN ILMU PENGETAHUAN ALAM
Bibliography	:	Adel, M.E., & Yousra S.P. (2020). The Effect of Self-Regulated Learning Strategies on Developing Creative Problem Solving and Academic Self-Efficacy Among Intellectually Superior High School Students. International Journal of Psycho-Educational Sciences, 9(1), 97-106. Ahmad, B., & Parlindungan, S. (2015). Experiment Based Creative Problem Solving (CPS) Learning Strategies to Improve Cognitive Ability and Creative Thinking Skills. Jurnal Pengajaran MIPA., 20(2), 133-143. Aka, E.I., Guven, E & Aydogdu, M (2010) Effect of Problem Solving Method on Science Process Skills and Academic Achievement. Journal of Turkish Science Education, 7(4), 13-25. Akinbobola, A.O., & Afolabi, F. (2010). Analysis of Science Process Skills in West African Senior Secondary School Certificate Physics Practical Examinations in Nigeria. American-Eurasian Journal of Scientific Research, 5(4), 234-240. Alfi, S., Dawud, D., Heri, S., & Endah, T.P. (2019). Creative Thinking Patterns In Student's Scientific Works. Eurasian Journal of Educational Research. 19(81): 21-36. Amna, E. (2017). Laboratory as a Chemical Learning Facility in Enhancing Knowledge and Scientific Work Skills. Lantanida Journal, 5(1), 89-92. Arif., Maya, I., & Syahmani. (2018). Implementation of Problem Based Learning Assisted by Online Discussion of Problem Solving Ability and Chemical Learning Outcomes in the Buffer Solution Material. Journal of Chemistry and Education, 1(3), 237-244. Ayel, S.L., Hasan, M., & Mursal, M. (2017). Development of Practicum Module Based on Open Ended Approaches to Increase Student Creativity. Jurnal Pendidikan Sains Indonesia, 5(1), 36-43. Baker, R.S., Clarke, J.M., & Ocumpaugh, J. (2016). Towards General Models of Effective Science Inquiry in Virtual Performance Assessments. Journal of Computer Assisted Learning, 32(3), 267-280. Bartholomew, S.R., & Strimel, G.J. (2018). Factors Influencing Student Success on Open-Ended Design Problems. International Journal of Technology and Design Education, 28(3), 753-770. Bethany, R.W., & Heather, J.L. (2016). Open-Ended Versus Guided Laboratory Activities: Impact on Students' Beliefs About Experimental Physics. Physical Review Physics Education Research, 12(2), 1-8. Cahaya, S.P., Feriansyah, S., & Ismu, W. (2019). Effect of Application of Creative Problem Solving Learning Model to Improve Creative Thinking Ability in Solving Physics Problems in High School Students. Jurnal Pendidikan Fisika, 7(2), 149-155. Chansyanah, D., Liliasari., Agus, S., & Buchari, B. (2018). Using Project-Based Learning to Design, Build, and Test StudentMade Photometer by Measuring the Unknown Concentration of Colored Substances. Journal of Chemical Education, 95(3), 468-475. Devin, S.I., & Kimberley A.F. (2011). Incorporating Student-Designed Research Projects in the Chemistry Curriculum. Journal of Chemical Education, 88(8), 1069-1073. Diana, H., Mohamad, A., Mimien, I., Sri, I., & Muhammad, A. (2018). Integration of Project Activity to Enhance the Scientific Process Skill and Self-Efficacy in Zoology of Vertebrate Teaching and Learning. EURASIA Journal of Mathematics, Science, and Technology Education, 14(6), 2475-2485. Diane, J.K., Brian, N., Catherine, S., & Younsu, K. (2013). Improving Science Assessments by Situating Them in a Virtual Environment. Education Sains. Education Sciences, 3, 172-179. Farsakoglu, O.F., Sahin, C., Karsli, F., Akpinar, M., & Ultay, N. (2008). A Study on Awareness Levels of Prospective Science Teachers on Science Process Skills in Science Education. World Applied Sciences Journal, 4(2), 174-182. Fraenkel, J.R., & Norman E.W. (2007). How to Design and Evaluate Research in Education. New York: Mc Graw Hill. Fian, T., Elfi, S., & Tri, R. (2012). Effectiveness of Creative Problem Learning Models Solving Completed with Learning Media Virtual Laboratory on Learning Achievement Students in Class XI IPA Colloid Materials Even Semester SMA Negeri 1 Karanganyar Study Year 2011/2012. Jurnal Pendidikan Kimia, 1(1), 74-79. Gail, D.C., Mauro, M., & David, F.T. (2007). Achieving Greater Feedback and Flexibility Using Online Pre-Laboratory Exercises with Non-Major Chemistry Students. Journal of Chemical Education, 84(5), 884-888. Hake, R.R. (1998). Interactive Engagement vs Traditional Methods: a Six Thousand- Student Survey of Mechanics Test Data for Introductory Physics Course. American Journal of Physics, 66(1), 64-74. Hilarius, J.D., Herawati, S., & Peter, N. (2019). Enhancing Different Ethnicity Science Process Skills: Problem-Based Learning through Practicum and Authentic Assessment. International Journal of Instruction, 12(1), 1207-1222. Hobri., Irma, K.U., Nanik, Y., & Dafik, D. (2020). The Effect of Jumping Task Based on Creative Problem Solving on Students' Problem Solving Ability. International Journal of Instruction, 13(1), 387-406. Jalimah, D., Abdul, H., & Muhammad, K. (2019). Creative Problem Solving (CPS) Learning Model to Increase Scientific Creativity and Learning Outcomes of Supporting Material. Journal of Chemistry and Education, 3(1), 23-30. Kate J.G., Nicholas, T.J., Chris P.S., & Edward J.M. (2014). Implementing a Student- Designed Green Chemistry Laboratory Project in Organic Chemistry. Journal of Chemical Education, 91(11), 1895-1900. Kazembe, T., & Methias S. (2010). Effectiveness of Teachers at Preparing Grade 7 Candidates for Environmental Science Examinations, Eurasian Journal Physical Chemistry Education, 2(2), 64-81. Kubiatko, M. (2017). Effect of Active Learning on Perception of And Performance in Science Subjects. Journal of Baltic Science Education, 16(4), 444-445. Kubiszyn, T. & Gary, D.B. (2015). Educational Testing and Measurement. United States of America Laite, L, & Luis, D. (2013). Laboratory Activities, Science Education, and Problem Solving Skills. Procedia Social and Behavioral Sciences, 106, 1677-1686. Lambertus, L., Arapu., & Patih, T. (2013). Application of Open-ended Approach to Improve Mathematical Creative Thinking Ability of Middle School Students. Jurnal Pendidikan Matematika, 4(1), 73-82. Laura, R., Maria, K., Robert, C., Emily, S., Thomas, G., & Katie, L. (2019). Detecting Microplastics in Soil and Sediment in an Undergraduate Environmental Chemistry Laboratory Experiment That Promotes Skill Building and Encourages Environmental Awareness. Journal of Chemical Education, 96(2), 323−328. Lim, K.K., Zaleha, I., & Yudariah, M.Y. (2016). A Review of Open-Ended Mathematical Problem. Anatolian Journal of Education, 1(1), 1-18. Margaret, B., Denise, P., & Ignacio, J., Ferrer, V. (2015). Demystifying the Chemistry Literature: Building Information Literacy in First-Year Chemistry Students through Student-Centered Learning and Experiment Design. Journal of Chemical Education, 92(1), 52-57. Martunis, M. (2014). Open Ended Learning in the Broad Triangle Area of SMA Negeri 2 Indrajaya Students. Journal Sains Riset, 1(19), 13-21. Munroe, L. (2015). The Open-Ended Approach Framework. European Journal of Educational Research, 4(3), 97-104. Nancy, W., Tomohiro, K., Kikelomo N.S., Ariana O.H., Sameer, P., Danielle M.Z., Rachel L.W., Devki B.K., & Anne J.M. (2019). Student-Designed Green Chemistry Experiment for a Large-Enrollment, Introductory Organic Laboratory Course. Journal of Chemical Education, 96(11), 2420-2425. National Research Council. (2000). Inquiry and National Science Education Standards: A Guide for Teaching and Learning. New York: National Academic Press. Nicolas, V., Florencia, L., Kenneth, I., MarÄ±a, N., RodrÄ±guez, A., & Julia, T. (2019). Online Pre-Laboratory Tools For First-Year Undergraduate Chemistry Course in Uruguay: Student Preferences and Implications on Student Performance. Journal of Chemistry Education Research and Practice, 20(1), 229 -245. Noer, S.H. (2011). Mathematical Creative Thinking Ability and Open-ended Problem Based Mathematics Learning. Jurnal Pendidikan Matematika, 5(4), 104-111. Noorsalim, M., Nurdiniah, S. H., & Saadi, P. (2014). Implementation of Website Based E-Learning Learning to Improve Learning Outcomes and Motivation of Class XI Science 1 Students on the Material of Solubility and Solubility Results at SMAN 12 Banjarmasin. Jurnal Inovasi Pendidikan Sains, 5(1), 99-105. Novikasari, I. (2009). Development of Students' Critical Thinking Abilities through Open Ended Mathematics Learning in Primary Schools. Jurnal Pemikiran Alternatif Kependidikan, 14(2), 346-364 Nurdeli, L.S., Rahmatsyah, R., & Mariati, P.S. (2017). The Influence of Problem Based Learning Model on Scientific Process Skill and Problem Solving Ability of Student. IOSR Journal of Research & Method in Education, 7(4), 1-9. Ottander, C., & Grelsson, G. (2006). Laboratory work: The Teachers' Perspective. Journal of Biological Education, 40(3), 113-118. Planinsic, G. (2007). Project Laboratory for First Students. European Journal of Physics, (28), 71- 82. Raden, H.S., & Idris, H. (2014). Effect of Open-Ended Approaches and Contextual Approaches Against Students' Problem Solving Capabilities and Attitudes Towards Mathematics. Jurnal Riset Pendidikan Matematika, 1(2), 240-256. Rahman, A. A., Samingan., & Khairil, K. (2014). Application of Practicum Based Learning Against Student Learning Outcomes and Scientific Work Ability in the Concept of Circulatory Systems at SMA Negeri 2 Peusangan. Jurnal Edu-Bio Tropika, 2(1), 121-186. Rebecca, U.E., & Nsimeneabasi, M.U. (2017). 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