Peran Interaksi Guru-Siswa dan Gaya Belajar Siswa terhadap Disposisi Berpikir Kritis dalam Pembelajaran Fisika

Primadhani Setyaning Galih, Asmadi Alsa
(Submitted 11 October 2019)
(Published 30 October 2019)

Abstract


This study aimed to empirically determine the role of teacher-student interaction and students’ learning styles in students’ disposition toward critical thinking in physics subject. Research participants were high school students of grade XI majoring in natural science. Sampling in this study was done using convenience sampling with sample size of 67 students (25 males and 42 females). Data collection method used in this study was survey using Disposition toward Critical Thinking in Physics Subject Scale, Teacher-student Interaction in Physics Subject Scale, and Learning Styles in Physics Subject Scale. Analysis of covariance with one covariate showed 1) there was a correlation between teacher-student interaction and students’ disposition toward critical thinking in physics subject (F = 37.199; ƞ2p = 0.375; p < 0.01) and 2) there was difference of disposition toward critical thinking in physics subjects between student with diverging, assimilating, accommodating, and converging learning styles (F = 6.870; ƞ2p = 0.249; p < 0.01). Post-hoc test was also done to further analyze the data. The findings are going to help improving quality of learning especially in the subject being studied by fostering wholesome teacher-student interaction and accommodating students’ learning styles.

Keywords


analysis of covariance; disposition toward critical thinking; physics subject; students’ learning styles; teacher-student interaction

Full Text: PDF

DOI: 10.22146/gamajop.50538

References


An, G. J., & Yoo, M. S. (2008). Critical thinking and learning styles of nursing students at the baccalaureate nursing program in Korea. Contemporary Nurse, 29(1), 100-109.

Andreou, C., Papastavrou, E., & Merkouris, A. (2014). Learning styles and critical thinking relationship in baccalaureate nursing education: A systematic review. Nurse Education Today, 34(3), 362–371. doi: 10.1016/j.nedt.2013.06.004

Angeli, C., & Valanides, N. (2009). Instructional effects on critical thinking: Performance on ill-defined issues. Learning and Instruction, 19(4), 322-334. doi: 10.1016/j.learninstruc.2008.06.010

Battro, A. M., Calero, C. I., Goldin, A. P., Holper, L., Pezzatti, L., Shalóm, Diego, E., Sigman, M. (2013). The cognitive neuroscience of the teacher–student interaction. Mind, Brain, and Education, 7(3), 177-181. doi: 10.1111/mbe.12025

Bigozzi, L., Tarchi, C., Fiorentini, C., Falsini, P., & Stefanelli, F. (2018). The influence of teaching approach on students’ conceptual learning in physics. Frontiers in Psychology, 9, 1-14. doi: 10.3389%2Ffpsyg.2018.02474

Carter, L. M., & Rukholm, E. (2008). A study of critical thinking, teacher–student interaction, and discipline-specific writing in an online educational setting for registered nurses. Journal of Continuing Education in Nursing, 39(3), 133-138.

Cuthbert, P. F. (2005). The student learning process: Learning styles or learning approaches. Teaching in Higher Education, 10(2), 235-249. doi: 10.1080/1356251042000337972

Daly, W. M. (1998). Critical thinking as an outcome of nursing education. What is it? Why is it important to nursing practice? Journal of Advanced Nursing, 28(2), 323-331. doi: 10.1046/j.1365-2648.1998.00783.x

Davis, H. A. (2003). Conceptualizing the role and influence of student–teacher relationships on children’s social and cognitive development. Educational Psychologist, 38(4), 207–234. doi: 10.1207/S15326985EP3804_2

De Kock, A., Sleegers, P., & Voeten, M. J. (2004). New learning and the classification of learning environments in secondary education. Review of Educational Research, 74(2), 141-170. doi: 10.3102/00346543074002141

De Wolf, E. (2003). The impact of physics on society and the mission of physics education in secondary schools. Europhysics News, 34(3), 98-103. doi: 10.1051/epn:2003305

Dietrich, J., Dicke, A.-L., Kracke, B., & Noack, P. (2015). Teacher support and its influence on students' intrinsic value and effort: Dimensional comparison effects across subjects. Learning and Instruction, 39, 45-54. doi: 10.1016/j.learninstruc.2015.05.007

Dilekli, Y. (2017). The relationships between critical thinking skills and learning styles of gifted students. European Journal of Education Studies, 3(4), 69-96. doi: 10.5281/zenodo.344919

Ennis, R. H. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18(3), 4-10. doi: 10.3102%2F0013189X018003004

Etkina, E. (2010). Pedagogical content knowledge and preparation of high school physics teachers. Physical Review Special Topics - Physics Education, 6(2), 1-26. doi: 10.1103/PhysRevSTPER.6.020110

Etkina, E. van Heuvelen, A., Brookes, D. T., & Mills, D. (2002). Role of experiments in physics instruction — a process approach. The Physics Teacher, 40(6), 351-355. doi: 10.1119/1.1511592

Facione, P. A. (2015). Critical thinking: What it is and why it counts. Hermosa Beach, CA: Insight Assessment.

Facione, P. A., Facione, N. C., & Giancarlo, C. A. (1997). The motivation to think in working and learning. In E. A. Jones (Ed.), New directions for higher education (Vol. 96, pp. 67-79). San Fransisco: Jossey-Bass.

Facione, P. A., Facione, N. C., & Giancarlo, C. A. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill. Informal Logic, 20(1), 61-84. doi: 10.22329/il.v20i1.2254

Field, A. (2013). Discovering statistics using IBM SPSS statistics (Edisi keempat). London: Sage Publications Ltd.

Giancarlo, C. A., Blohm, S. W., & Urdan, T. (2004). Assessing secondary students’ disposition toward critical thinking: Development of the California measure of mental motivation. Educational and Psychological Measurement, 64(2), 347-364. doi: 10.1177%2F0013164403258464

Hafen, C. A., Hamre, B. K., Allen, J. P., Bell, C. A., Gitomer, D. H., & Pianta, R. C. (2015). Teaching through interactions in secondary school classrooms: Revisiting the factor structure and practical application of the Classroom Assessment Scoring System–Secondary. Journal of Early Adolescence, 35(5-6), 651–680. doi: 10.1177%2F0272431614537117

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (Edisi ketujuh.). Pearson Prentice Hall.

Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor common errors and some comment on improved practice. Educational and Psychological Measurement, 66(3), 393-416. doi: 10.1177%2F0013164405282485

Jones, C., Reichard, C., & Mokhtari, K. (2003). Are student learning styles discipline specific?. Community College Journal of Research and Practice, 27(5), 363-375. doi: 10.1080/713838162

Kolb. (1981). Learning styles and disciplinary differences. In A. Chickering (Ed.), The Modern American College: Responding to the new realities of diverse students and a changing society (pp. 232-255). San Fransisco, CA: Jossey-Bass, Inc.

Kolb, A. Y., & Kolb, D. A. (2009). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. In S. J. Armstrong, & C. V. Fukami (Eds.), The Sage handbook of management learning, education and development (pp. 42-68). Los Angeles: Sage Publishing.

Kurniawati, I. D., Wartono, & Diantoro, M. (2014). Pengaruh pembelajaran inkuiri terbimbing integrasi peer instruction terhadap penguasaan konsep dan kemampuan berpikir kritis siswa. Jurnal Pendidikan Fisika Indonesia, 10, 36-46. doi: 10.15294/jpfi.v10i1.3049

Mariani, D. A. (2007). Peran belajar berdasarkan regulasi diri dan gaya belajar terhadap prestasi belajar matematika siswa sekolah menengah atas (Tesis tidak dipublikasikan). Yogyakarta: Universitas Gadjah Mada.

McCune, V., & Entwistle, N. (2011). Cultivating the disposition to understand in 21st century university education. Learning and Individual Differences, 21(3), 303-310. doi: 10.1016/j.lindif.2010.11.017

McDermott, L. C. (2001). Physics education research: The key to student learning. American Journal of Physics, 69(11), 1127-1137.

Molnar, A., Boninger, F., & Fogarty, J. (2011). The educational cost of schoolhouse commercialism. Boulder, CO: National Education Policy Center. Diakses melalui http://nepc.colorado.edu/publication/schoolhouse-commercialism-2011 (pada 22 Januari 2017)

National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: National Academic Press.

Organisation for Economic Co-operation and Development (OECD). (2016). PISA 2015: Results in focus. OECD.

Pianta, R. C., Belsky, J., Houts, R., & Morrison, F. (2007). Opportunities to learn in America’s elementary classrooms. Science, 315, 1795-1796. doi: 10.1126/science.1139719

Pithers, R. T. (2002). Cognitive learning Style: A review of the field dependent-field independent approach. Journal of Vocational Education & Training, 54(1), 117-132. doi: 10.1080/13636820200200191

Polit, D. F., & Benk, C. T. (2010). Essentials of nursing research: Appraising evidence for nursing practice (Edisi ketujuh). Philadelphia: Lippincott Williams & Wilkins.

Salsali, M., Tajvidi, M., & Ghiyasvandian, S. (2013). Critical thinking dispositions of nursing students in Asian and non-Asian countries: A literature review. Global Journal of Health Science, 5(6), 172–178. doi: 10.5539/gjhs.v5n6p172

Sternberg, R. J., Grigorenko, E. L., & Zhang, L. F. (2008). Styles of learning and thinking matter in instruction and assessment. Perspectives on Psychological Science, 3(6), 486-506. doi: 10.5539/gjhs.v5n6p172

Suliman, W. A. (2006). Critical thinking and learning styles of students in conventional and accelerated programmes. International Nursing Review, 53(1), 73-79. doi: 10.1111/j.1466-7657.2006.00445.x

Talebinejad, M. R., & Matou, Z. (2012). Teacher–student interaction in EFL reading comprehension contexts at university level: A critical thinking perspective. SAGE Open, 1-16. doi: 10.1177/2158244012459335

Torres, R. M., & Cano, J. (1995). Critical thinking as influenced by learning style. Journal of Agricultural Education, 36(4), 55-62.

Treffinger, D. J., Selby, E. C., & Isaksen, S. G. (2008). Understanding individual problem-solving style: A key to learning and applying creative problem solving. Learning and Individual Differences, 18(4), 390-401. doi: 10.1016/j.lindif.2007.11.007

Tsui, L. (2002). Fostering critical thinking through effective pedagogy: Evidence from four institutional case studies. The Journal of Higher Education, 73(6), 740-763. doi: 10.1080/00221546.2002.11777179

van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 22(3), 271–296. doi: 10.1007/s10648-010-9127-6

van Gelder, T. (2005). Teaching critical thinking: Some lessons from cognitive science. College Teaching, 53(1), 41-46.

Wass, R., & Golding, C. (2014). Sharpening a tool for teaching: The zone of proximal development. Teaching in Higher Education, 19(6), 671–684. doi: 10.1080/13562517.2014.901958

Watanabe, K. (2013). Teaching as a dynamic phenomenon with interpersonal interactions. Mind, Brain, and Education, 7(2), 91-100. doi: 10.1080/13562517.2014.901958

Zhang, L. F. (2003). Contributions of thinking styles to critical thinking dispositions. The Journal of Psychology: Interdisciplinary and Applied, 137(6), 517-544. doi: 10.1080/00223980309600633


Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Gadjah Mada Journal of Psychology (GamaJoP)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.