Repository Universitas Pakuan

Detail Karya Ilmiah Dosen

Indarini Dwi Pursitasari, Anna Permanasari

Judul : Problem Solving Skill and Cognitive Ability of Prospective Teacher in Analytical Chemistry Learning with Open-ended Experiment
Abstrak :

The aims of this study were to increase problem solving skills and to enhance cognitive abilities of
prospective chemistry teacher. The subjects of this study were prospective chemistry teacher in one of
university in Central Sulawesi using quasi experimental method with one group pre-test and post-test
design. Data were collected through problem solving skill test, cognitive ability test, and questionnaires.
The results showed that implementation learning using open-ended experiment with group investigation
could increase problem solving skill and cognitive ability significantly. The prospective teacher also
responded positively to the learning with open-ended experiment in performing chemical quantitative
analysis subjects.

Tahun : 2018 Media Publikasi : Prosiding
Kategori : Prosiding No/Vol/Tahun : 1 / 2 / 2017
ISSN/ISBN : 978-989-758-331-5
PTN/S : Universitas Pakuan Program Studi : PENDIDIKAN ILMU PENGETAHUAN ALAM
Bibliography :

Aydoğdu. B.,Buldur, S., & Kartal, S. 2013. The Effect of Open-ended Science Experiments based on Scenarios on the Science Process Skills of te pre-service teachers. Procedia Social and Behavioral Sciences.93: 1162-1168

Blonder, R., Mamlok-Naaman, R., & Hofstein, A., 2008.Analyzing Inquiry Questions of High-school in a Gas Chromatography Open-ended Laboratory Experiments, Chemistry Education Research and Practice, 9, 250-258.

Cooper, M. M. & Kerns, T. S., 2006. Changing the Laboratoty: Effects of a Laboratory Course on Students’ Attititudes and Perception, Journal of Chemical Education. 83, (9), 1356-1361.

Haron, Z., Mohammad, A., Sam, A. R. M., Mustaffar, M., & Yatim, J. M. 2013. The Implementation of an OpenEnded Experiment in the Civil Engineering Laboratory. Procedia Social and Behavioral Sciences. 102: 548–559

Kelly, O. & Finlayson, O., 2008. A Hurdle Too High? Students’ Experience of a PBL Laboratory Module, Chemistry Education Research and Practice, 10, 42–52.

Lee, K-W.L, Tang, W-U, Goh, N-K, & Chia, L-S. 2001. The Predicting Role of Cognitive Variable in Problem Solving in Mole Concept. Chemistry Education Research and Practice in Europe. 2: 285-301.

Mahalingam, M., Schaefer, F., & Morlino, E., 2008. Promoting Student Learning through Group Problem Solving in General Chemistry Recitations, Journal of Chemical Education. 85, (11). 1577-1581.

Overtoon, T. & Potter, N., 2008. Solving Open-ended Problems and Influence of Cognitive Factor on Students Success, Chem. Educ. Res. Pract. 9: 65-69.

Planinsic, G., Project Laboratory for First Students”. 2007. European Journal of Physics, 28. S71-S82.

Priemer, B., 2004. Open-ended Eksperimen about Wind Energy: Department of Physics and Astronomy, Germany. [Online]. Tersedia: [30 Juni 2010]

Reid, N. & Yang, M., 2002. The Solving of problems in Chemistry: the More Open-ended Problems, Research in Science & Technological Education. 20, (1), 83-98.

Slavin, R. E., 1995. Cooperative Learning: Theory, Research, and Practice. Second edition. Boston: Allyn and Bacon.

Kofli, N. T. & Rahman, N. A. 2011. The Open Ended Laboratory for Measurement of Communication Skill for Chemical/Biochemical Engineering Students. Procedia Social and Behavioral Sciences. 18: 65–70

Wenning, C. J., 2011. Experimental Inquiry in Introductory Physics Courses, Journal  Physics Technological  Education  Online, 6, (2), 1-20. Wood, C., 2006. The Development of Creative Problem Solving in Chemistry, Chemistry Education Research and Practice. 7 (2), 96-113.

Wright. J.C., 1996. Authentic Learning Environment in Analytical Chemistry Using Cooperative Methods and Open-ended Laboratories in Large Learning Courses. Journal of Chemical Education. 73, (9), 827-831.

Zohler, U. & Pushkin, D., 2007. Matching Higher Order Cognitive Skill (HOCS) Promotion Goals with Problem Based Laboratory Practice in a Fresman Organic Chemistry Course, Chemistry Education Research and Practice. 8, (2), 153-171.