The Effect of Problem Posing and Problem Solving Model on Chemistry Learning Outcome

DOI

10.2991/seadric-17.2017.19How to use a DOI?

Keywords

Cognitive Achievement, Mole Concept, Problem Posing, Problem Solving, Problem Posing-solving

Abstract

This study was aimed to determine differences in learning achievements and to find out the most effective learning model among the problem posing, problem solving, and problem posing-solving models in grade X SMAN 6 Banjarmasin. This research used a quasi-experimental methods with a pretest-posttest comparison group design. The samples were class X MIA 1 as an experimental class 1, X MIA 2 as an experimental class 2, and X MIA 3 as the experimental class 3. A test-technique was used to collect data and the data were analyzed using one-way Anova test, N-gain test and Duncan test to analyze the cognitive achievement of students who learn chemistry using problem posing, problem solving, and problem posing-solving learning models.The results showed that (1) there were significant differences in cognitive learning achievements among students in the experimental class 1, experimental class 2 and experimental class 3. (2) the use of the learning model problem posing-solving was more effective when applied to the learning process compared to the problem posing model and problem solving model.

Copyright

© 2017, 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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TY  - CONF
AU  - Rilia Iriani
AU  - Nor Hidayah
PY  - 2017/05
DA  - 2017/05
TI  - The Effect of Problem Posing and Problem Solving Model on Chemistry Learning Outcome
BT  - Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)
PB  - Atlantis Press
SP  - 87
EP  - 90
SN  - 2352-5398
UR  - https://doi.org/10.2991/seadric-17.2017.19
DO  - 10.2991/seadric-17.2017.19
ID  - Iriani2017/05
ER  -