ORNE Learning Model to Improve Problem-Solving Skills of Physics Bachelor Candidates: An Alternative Learning in the Covid-19 Pandemic

Authors

  • Binar Kurnia Prahani (Scopus ID: 57207944019) Universitas Negeri Surabaya
  • Ali Hasbi Ramadani Universitas Negeri Surabaya
  • Diah Hari Kusumawati Universitas Negeri Surabaya
  • Nadi Suprapto Universitas Negeri Surabaya
  • Madlazim Madlazim Universitas Negeri Surabaya
  • Budi Jatmiko Universitas Negeri Surabaya
  • Zainul Arifin Imam Supardi Universitas Negeri Surabaya
  • Husni Mubarok Graduate institute of digital learning and education, National Taiwan University of Science and Technology
  • Shabrina Safitri College of Education, Central China Normal University
  • Utama Alan Deta Universitas Negeri Surabaya

DOI:

https://doi.org/10.26740/jpfa.v10n1.p71-80

Keywords:

COVID-19 Pandemic, Online learning, ORNE learning model, physics bachelor candidates, problem solving skills

Abstract

In this industrial revolution 4.0 era, professional science, technology, engineering, and mathematics (STEM) bachelor must have various skills. One of which is problem-solving skills. The development of problem-solving skills (PSS) is very important in higher education. Students must have PSS that must be improved to become excellent graduates, including physics bachelor candidates. Many physics bachelor candidates lack problem-solving skills. This problem is the basis for developing innovative learning models based online that, by design, can improve the problem-solving skills of physics bachelor candidates in the COVID-19 pandemic. This research aims to analyze the effectiveness ORNE learning model in improving the problem-solving skills of physics bachelor candidates as an alternative to online learning in the COVID-19 pandemic. The research design used a true-experiment with a non-equivalent control group design with 58 physics bachelor candidates. Data collected using the problem-solving skills test and then analyzed using the Paired Sample Test, Effect Size, N-gain, and Independent Sample Test. The results showed that the ORNE learning model proved effective in improving physics bachelor candidates' problem-solving skills. This research implies that the ORNE learning model can improve physics bachelor candidates' problem-solving skills as an alternative to online learning in the COVID-19 pandemic.

Author Biography

Binar Kurnia Prahani, (Scopus ID: 57207944019) Universitas Negeri Surabaya

Scopus ID : 57207944019
SINTA ID : 6689659
Google Scholar ID : fm7Tvb4AAAAJ

References

Stohlmann M, Moore T, and Roehrig G. Considerations for Teaching Integrated STEM Education. Journal of Pre-College Engineering Education Research. 2012; 2(1): 28-34. DOI: https://doi.org/10.5703/1288284314653.

Sassler S, Michelmore K, and Smith K. A tale of two majors: Explaining the Gender Gap in STEM Employment Among Computer Science and Engineering Degree holders. Social Science. 2017; 6(3): 69. DOI: https://doi.org/10.3390/socsci6030069.
Schuster D. In Pursuit of Sustainable STEM Certification Programs. Journal of College Science Teaching. 2013; 42(4): 38-45. Available from: https://www.jstor.org/stable/43631919.

Griffin P and Care E. Assessment and Teaching of 21st Century Skills: Methods and Approach. New York: Springer; 2015.

Siswanto J, Susantini E, and Jatmiko B. Practicality and Effectiveness of the IBMR Teaching Model to Improve Physics Problem Solving Skills. Journal of Baltic Science Education. 2018; 17(3): 381-394. Available from: http://oaji.net/articles/2017/987-1529508735.pdf.

Jatmiko B, Widodo W, Martini, Budiyanto M, Wicaksono I, and Pandiangan P. Effectiveness of the INQF-based on Learning on a General Physics for Improving Students Learning Outcomes. Journal of Baltic Science Education. 2016; 15(4): 441-451. Available from: http://journals.indexcopernicus.com/abstract.php?icid=1217757.

Pandiangan P, Sanjaya IGM, and Jatmiko B. The Validity and Effectiveness of Physics Independent Learning Model to Improve Physics Problem Solving and Self-Directed Learning Skills of Students in Open and Distance Education Systems. Journal of Baltic Science Education. 2017; 16(5): 651-665. Available from: http://oaji.net/articles/2017/987-1509213674.pdf.

Phumeechanya N and Wannapiroon P. Design of Problem-based with Scaffolding Learning Activities in Ubiquitous Learning Environment to Develop Problem-solving Skills. Procedia-Social and Behavioral Sciences. 2014; 116: 4803-4808. DOI: https://doi.org/10.1016/j.sbspro.2014.01.1028.

Docktor LJ, Strand EN, Mestre PJ, and Ross HB. Conceptual Problem Solving in High School Physics. Physical Review Physics Education Research. 2015; 11: 020106. DOI: https://doi.org/10.1103/PhysRevSTPER.11.020106.

Fakcharoenphol W, Morphew JW, and Mestre JP. Judgments of Physics Problem Difficulty among Experts and Novices. Physical Review Physics Education Research. 2015; 11: 020128. DOI: https://doi.org/10.1103/PhysRevSTPER.11.020128.

Teodorescu RE, Bennhold C, Feldman G, and Medsker L. Curricular Reforms that Improve Students Attitudes and Problem-solving Performance. European Journal of Physics Education. 2014; 5(1), 15-44. Available from: http://www.eu-journal.org/index.php/EJPE/article/view/60.

Ibrahim B and Robelo S. Role of Mental Representations in Problem Solving Students Approaches to Nondirected Tasks. Physical Review Physics Education Research. 2013; 9: 020106. DOI: https://doi.org/10.1103/PhysRevSTPER.9.020106.

Walsh LN, Howard GR, and Bowe B. Phenomenographic Study of Students Problem Solving Approaches in Physics. Physical Review Physics Education Research. 2007; 3: 020108. DOI: https://doi.org/10.1103/PhysRevSTPER.3.020108.

Hestenes D. Toward a Modeling Theory of Physics Instruction. American Journal of Physics. 1987; 55(5), 440-454. DOI: https://doi.org/10.1119/1.15129.

Wells M, Hestenes D, and Swackhamer G. A Modeling Method for High School Physics Instruction. American Journal of Physics. 1995; 63(7), 606-619. DOI: https://doi.org/10.1119/1.17849.

Halloun IA. Mediated Modeling in Science Education. Science & Education. 2007; 16, 653-697. DOI: https://doi.org/10.1007/s11191-006-9004-3.

Malone KL. The Convergence of Knowledge Organization, Problem-solving Behavior, and Metacognition Research with the Modeling Method of Physics Instruction-part II. Journal of Physics Teacher Education Online, 2007; 4(2), 3-15. Available from: http://www2.phy.ilstu.edu/~cjwennin/jpteo/issues/jpteo4(2)win07.pdf#page=3.

Jackson J, Dukerich L, and Hestenes D. Modeling instruction: An Effective Model for Science Education. Science Educator, 2008; 17(1), 10-17. Available from: https://files.eric.ed.gov/fulltext/EJ851867.pdf.

Wright TL. The Effects of Modeling Instruction on High School Physics Academic Achievement. Tennessee: ETD Collection for Tennessee State University; 2012.

Skinner VJ, Braunack-Mayer A, and Winning TA. The Purpose and Value for Students of PBL Groups for Learning. Interdisciplinary Journal of Problem Based Learning. 2015; 9(1): 19-32. DOI: https://doi.org/10.7771/1541-5015.1499.

Ageorges P, Bacila A, Poutot G, and Blandin B. Some Lessons From a 3-year Experiment of Problem Based Learning in Physics in a French School of Engineering. American Educational Research Journal. 2014; 2(8): 564-567. DOI: https://doi.org/10.12691/education-2-8-1.

Temel S. The Effect of Problem-based Learning on Pre-service Teachers Critical Thinking Dispositions and Perceptions of Problem Solving Ability. South African Journal of Education. 2014; 34(1): 769. DOI: https://doi.org/10.15700/201412120936.

Klegeris A, Bahniwal M, and Hurren H. Improvement in Generic Problem-solving Abilities of Student by Use of Tutor-less Problem-based Learning in a Large Classroom Setting. CBE--Life Sciences Education. 2013; 12(1): 73-79. DOI: https://dx.doi.org/10.1187%2Fcbe.12-06-0081.

Arends RI. Learning to Teach. New York: Mc. Graw-Hill Companies; 2012.

Brewe E. Modeling Theory Applied: Modeling Instruction in Introductory Physics. American Journal of Physics. 2008; 76(12): 1155-1160. DOI: https://doi.org/10.1119/1.2983148.

Sockalingam N and Schmidt HG. Characteristics of Problems for Problem Based Learning: The Students Perspective. Interdisciplinary Journal of Problem Based Learning. 2011; 5(1): 6-33. DOI: https://doi.org/10.7771/1541-5015.1135.

Teodorescu ER, Bennhold C, Feldman G, and Medsker L. New Approach to Analyzing Physics Problems: A Taxonomy of Introductory Physics Problems. Physical Review Physics Education Research. 2014; 9: 010103. DOI: https://doi.org/10.1103/PhysRevSTPER.9.010103.

Docktor JL, Mestre JP, and Ross BH. Impact of a Short Intervention on Novices Categorization Criteria. Physical Review Physics Education Research. 2012; 8: 020102. DOI: http://dx.doi.org/10.1103/PhysRevSTPER.8.020102.

Selcuke GS, Caliskan S, Erol M. The Effects of Problem Solving Instruction on Physics Achievement, Problem Solving Performance and Strategy Use. Latin-American Journal of Physics Education. 2008; 2(3): 151-166. Available from: http://www.lajpe.org/sep08/01_Gamze_Sezgin.pdf.

Nieveen, N., McKenney, S. and van. Akker. Educational Design Research. New York: Routledge; 2007.

Fraenkel J, Wallen N, Hyun H. How to Design and Evaluate Research in Education. New York: McGraw-Hill; 2012.

Hake RR. Interactive-engagement versus Traditional Methods: A Six-thousand-student Survey of Mechanics Test Data for Introductory Physics Courses. American Journal of Physics. 1998; 66(1): 64-74. DOI: http://dx.doi.org/10.1119/1.18809.

Moreno R. Educational Psychology. New Mexico: John Wiley & Sons, Inc; 2010.

Slavin ER. Educational Psychology: Theory and Practice. Boston: Pearson; 2011.

Solso RL, MacLin OH, MacLin MK. Cognitive Psychology. Boston: Pearson Education; 2008.

Hariadi B, Sunarto MJD, Sudarmaningtyas P, Jatmiko B. Hybrid Learning by Using Brilian Applications as One of the Learning Alternatives to Improve Learning Outcomes in College. International Journal of Emerging Technology Learning. 2019; 14(10), 34-45. DOI: https://doi.org/10.3991/ijet.v14i10.10150.
Celik P, Onder F, Silay I. The Effects of Problem-based Learning on the Students Success in Physics Course. Procedia-Social and Behavioral Sciences. 2011; 28: 656-600. DOI: https://doi.org/10.1016/j.sbspro.2011.11.124.

Habibbulloh M, Jatmiko B, Wahono W. The Development of Learning Media in Guided Discovery Learning Model Based on Virtual Lab to Reduce Students Misconception in Vocational High School on Photoelectric Effect Topic. Jurnal Penelitian Fisika dan Aplikasinya (JPFA. 2017; 7(1): 27-43. DOI: http://dx.doi.org/10.26740/jpfa.v7n1.p27-43.

Wicaksono I, Wasis, Madlazim. The Effectiveness of Virtual Science Teaching Model (VS-TM) to Improve Students Scientific Creativity and Concept Mastery on Senior High School Physics Subject. Journal of Baltic Science Education. 2017; 16(4): 549-561. Available from: http://oaji.net/articles/2017/987-1503905158.pdf.

Astutik S. Pengembangan Model Collaborative Creativity untuk Meningkatkan Kreativitas Ilmiah dan Afektif Collaborative siswa SMP. Surabaya: Pascasarjana Unesa; 2017.

Astutik S, Nur M, and Susantini E. Validity of Collaborative Creativity (CC) Models. Proceedings of The 3 International Conferences on Research, Implementation and Education of Mathematics and Science, Yogyakarta: UNY. 2016; 73-78.

Plomp T. Preparing Education for the Information Society: The Need for New Knowledge and Skills. International Journal of Social Media and Interactive Learning Environments. 2013; 1(1): 3-18. DOI: https://doi.org/10.1504/IJSMILE.2013.051651.

Downloads

Published

2020-09-25

How to Cite

Prahani, B. K., Ramadani, A. H., Kusumawati, D. H., Suprapto, N., Madlazim, M., Jatmiko, B., Supardi, Z. A. I., Mubarok, H., Safitri, S. and Deta, U. A. (2020) “ORNE Learning Model to Improve Problem-Solving Skills of Physics Bachelor Candidates: An Alternative Learning in the Covid-19 Pandemic”, Jurnal Penelitian Fisika dan Aplikasinya (JPFA), 10(1), pp. 71–80. doi: 10.26740/jpfa.v10n1.p71-80.

Issue

Section

Articles
Abstract views: 1524 , PDF Downloads: 836

Most read articles by the same author(s)

> >>