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
https://doi.org/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).
Open Access
This is an open access article distributed under the CC BY-NC license.

Download article (PDF)

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  - https://doi.org/10.2991/aisteel-18.2018.9
ID  - Jamhari2018/12
ER  -