Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018)

The Effects of Visual Mapping and Science-Related Attitudes on Students’ Problem Solving Skills

Authors
Muhammad Jamhari, Syarifuddin, Herbert Sipahutar
Corresponding Author
Muhammad Jamhari
Available Online December 2018.
DOI
10.2991/aisteel-18.2018.9How to use a DOI?
Keywords
Visual mapping, science-related attitudes, problem solving skills
Abstract

The aims of this study were to find out: (1) the effects of visual mapping on students’ problem solving skills, (2) the effects of science-related attitudes on students’ problem solving skills, and (3) the interactions between visual mapping and science-related attitudes on students’ problem solving skills. This study was conducted at MAN 1 Tanjung Pura, with the samples of 141 students of XI-Science Program. This study was a quasi-experimental technique by using a pretest-posttest experimental group with 4x2 factorial design. The technique of data analysis was processed by the Two-Way ANOVA and followed by Duncan’s Multiple Range Test with the aid of SPSS 22.00 on the significance level of 0.05. The results showed that: (1) there were the significant effects of visual mapping on students’ problem solving skills (F=94.214; P=0.000), where the scores of students’ problem solving skills taught by concept mapping (87.74±2.586) were significantly higher than taught by direct instruction (78.84±2.689), (2) there were the significant effects of science-related attitudes on students’ problem solving skills (F=3.397; P=0.031), where the scores of high science-related attitudes on students’ problem solving skills taught by visual mapping (85.68±4.312) were significantly higher than the scores of low science-related attitudes on students’ problem solving skills taught by visual mapping (77.26±3.614), and (3) there were the interactions between visual mapping and science-related attitudes on students’ problem solving skills (F=2.195; P=0.000), where the scores of students’ problem solving skills taught by argument mapping with high science-related attitudes were significantly different than taught by direct instruction with high science-related attitudes (P=0.042<0.05) and low science-related attitudes (P=0.000<0.05).

Copyright
© 2018, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
December 2018
ISBN
978-94-6252-633-4
ISSN
2352-5398
DOI
10.2991/aisteel-18.2018.9How to use a DOI?
Copyright
© 2018, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Muhammad Jamhari
AU  - Syarifuddin
AU  - Herbert Sipahutar
PY  - 2018/12
DA  - 2018/12
TI  - The Effects of Visual Mapping and Science-Related Attitudes on Students’ Problem Solving Skills
BT  - Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018)
PB  - Atlantis Press
SP  - 40
EP  - 47
SN  - 2352-5398
UR  - https://doi.org/10.2991/aisteel-18.2018.9
DO  - 10.2991/aisteel-18.2018.9
ID  - Jamhari2018/12
ER  -