STUDENTS’ CONCEPTUAL CHANGE AND SCIENCE PROCESS SKILLS ACQUISITION ON SEPARATION OF MIXTURE CONCEPT THROUGH PREDICT-DISCUSS-EXPLAIN-OBSERVE-DISCUSS-EXPLAIN (PDEODE) METHOD.
Ineu Gustiani , 2013
Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
Universitas Pendidikan Indonesia | repository.upi.edu
STUDENTS’ CONCEPTUAL CHANGE AND SCIENCE PROCESS
SKILLS ACQUISITION ON SEPARATION OF MIXTURE CONCEPT
THROUGH
PREDICT-DISCUSS-EXPLAIN-OBSERVE-DISCUSS-EXPLAIN (PDEODE) METHOD
RESEARCH PAPER
Submitted as requirement to obtain degree of Sarjana Pendidikan in International Program on Science Education study program
Arranged by Ineu Gustiani
0902108
INTERNATIONAL PROGRAM ON SCIENCE EDUCATION FACULTY OF MATHEMATICS AND SCIENCE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION 2013
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Ineu Gustiani , 2013
Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
Universitas Pendidikan Indonesia | repository.upi.edu
APPROVAL FORM OF RESEARCH PAPER
INEU GUSTIANI 0902108
STUDENTS’ CONCEPTUAL CHANGE AND SCIENCE PROCESS
SKILLS ACQUISITION ON SEPARATION OF MIXTURE CONCEPT
THROUGH
PREDICT-DISCUSS-EXPLAIN-OBSERVE-DISCUSS-EXPLAIN (PDEODE) METHOD
APPROVED AND AUTHORIZED BY:Supervisor I
H. Hayat Sholihin, M.Sc, Ph.D
NIP: 1957112319840310001
Supervisor II
Dr. Phil. H. Ari Widodo, M.Ed.
NIP: 196705271992031001
Head of Study Program of
International Program on Science Education
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Ineu Gustiani , 2013
Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
Universitas Pendidikan Indonesia | repository.upi.edu
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Ineu Gustiani , 2013
Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
Universitas Pendidikan Indonesia | repository.upi.edu Lembar Hak Cipta
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Ineu Gustiani , 2013
Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
Universitas Pendidikan Indonesia | repository.upi.edu Lembar Hak Cipta
STUDENTS’ CONCEPTUAL CHANGE AND
SCIENCE PROCESS SKILLS ACQUISITION ON
SEPARATION OF MIXTURE CONCEPT THROUGH
PREDICT-DISCUSS-EXPLAIN-OBSERVE-DISCUSS-EXPLAIN (PDEODE) METHOD
Oleh: Ineu Gustiani
©Ineu Gustiani 2013
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam
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Ineu Gustiani , 2013
Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
STUDENTS’ CONCEPTUAL CHANGE AND SCIENCE PROCESS SKILLS ACQUISITION ON SEPARATION OF MIXTURE CONCEPT THROUGH PREDICT-DISCUSS-EXPLAIN-OBSERVE-DISCUSS-EXPLAIN (PDEODE)
METHOD
Ineu Gustiani 0902108
ABSTRACT
This study intended to examine the effectiveness of PDEODE
(Predict-Discuss-Explain-Observe-Discuss-Explain) method benefits students learning on the degree to which students accept scientific concepts and use them to generate conceptual change and improve their science process skills. This study used a descriptive design and
quantitative data collection method to investigate students’ conceptual change and
acquisition of science process skills on separation of mixture concept. The sample consists of 23 eight grade students in a bilingual secondary school. Students’ conceptual change was evaluated by administering conception sheet contains open-ended question related to the separation of mixture concept, meanwhile students’ acquisition of science process skills was evaluated through observation. After classroom intervention using PDEODE method was conducted, it revealed that the implementations of PDEODE method help students change their negative conception into positive conception about separation of mixture concept and there are two kinds of conceptual change patterns found on magnetic attraction concept, three kinds of conceptual change patterns found on decantation concept and two kinds of conceptual change patterns found on filtration and evaporation concept. PDEODE method influences the acquisition of science process skills on separation of mixture concept through hands on experiment. The highest acquisition is in conducting investigation skill, followed by followed by communicating skill, observing skill, predicting skill, inferring skill, applying concept skill, classifying skill, formulating hypotheses skill and the lowest percentage is questioning skill. Analysis of results indicates that
PDEODE method can be effectively implemented to help students generate conceptual change and give information about students’ acquisition of science process skills.
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Ineu Gustiani , 2013
Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
PERUBAHAN KONSEPTUAL DAN AKUISISI KETERAMPILAN PROSES SAINS SISWA PADA KONSEP PEMISAHAN CAMPURAN MELALUI METODE PREDICT-DISCUSS-EXPLAIN-OBSERVE-DISCUSS-EXPLAIN (PDEODE)
Ineu Gustiani 0902108
ABSTRAK
Penelitian ini bertujuan untuk menguji keefektifan metode PDEODE
(Predict-Discuss-Explain-Observe-Discuss-Explain) pada pembelajaran siswa dalam tingkat siswa menerima konsep ilmiah dan menggunakannya untuk menghasilkan perubahan konseptual meningkatkan keterampilan proses sains. Penelitian ini menggunakan metode pengumpulan data kuantitatif dengan desain deskriptif untuk meneliti perubahan konseptual dan akuisisi keterampilan proses sains siswa pada konsep pemisahan campuran. Sampel penelitian ini tediri dari 23 siswa kelas delapan di sebuah sekolah menengah bilingual. Perubahan konseptual siswa dievaluasi melalui lembar konsepsi siswa yang mengandung pertanyaan open-ended berkaitan dengan konsep pemisahan campuran, sementara akuisisi keterampilan proses sains siswa dievaluasi melalui observasi. Setelah pembelajaran di kelas dengan menggunakan metode PDEODE dilakukan, terungkap bahwa penerapan metode PDEODE membantu siswa merubah konsepsi negatif pada konsep pemisahan campuran menjadi konsepsi positif dan ada dua jenis perubahan konseptual yang ditemukan pada konsep pemisahan campuran melalui daya tarik magnet, tiga jenis perubahan konseptual yang ditemukan pada konsep pemisahan campuran melalui penuangan dan dua jenis perubahan konseptual yang ditemukan pada konsep pemisahan campuran melalui penyaringan dan penguapan. Metode PDEODE mempengaruhi akuisisi keterampillan proses sains siswa melalui kegiatan eksperimen. Akuisisi tertinggi ditemukan pada kemampuan melaksanakan penelitian, kemampuan mengkomunikasikan, kemampuan mengamati, kemampuan memprediksi, kemampuan menarik keimpulan, kemampuan mengaplikasikan konsep, kemampuan mengklasifikasi, dan kemampuan merumuskan hipotesis, sementara akuisisi terendah ditemukan pada kemmpuan mengajukan pertanyaan. Analisis hasil penelitian mengindikasikan bahwa metode PDEODE dapat diterapkan secara efektif untuk membantu siswa menghsilkan perubahan konseptual dan memberikan informasi mengenai akuisisi keterampilan proses sains siswa.
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
TABLE OF CONTENT
Page APPROVAL FORM
DECLARATION
PREFACE………i
ACKNOWLEDGEMENT……….ii
ABSTRACT.………..iv
TABLE OF CONTENT……….v
TABLE LIST………vii
FIGURE LIST……….viii
APPENDIX LIST ……….ix
CHAPTER I INTRODUCTION A. Background………...1
B. Statement of Problem …...5
C. Aim of the Study………...6
D. Benefits of the Study ………...6
E. Research Paper Structure...7
CHAPTER II CONCEPTUAL CHANGE, SCIENCE PROCESS SKILLS, PDEODE (PREDICT-DISCUSS-EXPLAIN-OBSERVE-DISCUSS-EXPLAIN) METHOD, AND SEPARATION OF MIXTURE CONCEPT A. Conceptual Change ...8
B. Science Process Skills...10
C. PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) Method………..………...16
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
CHAPTER III METHODOLOGY
A. Participant of the Study…….……...29
B. Time and Location...29
C. Method and Design of Research………...29
D. Operational Definition ………...33
E. Research Instrument ………...34
F. Data Processing Techniques ……….………......39
CHAPTER IV RESULT AND DISCUSSION A. PDEODE and Students’ Conceptual Change……….48
B. PDEODE and Students’ Acquisition of Science Process Skills……70
C. Discussion………..76
CHAPTER V CONCLUSION AND RECOMMENDATION A. Conclusion ……….80
B. Recommendation ………...81
REFERENCES…………..…..82
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
TABLE LIST
2.1. Science Process Skills Aspects………..11
2.2. Indicator of Science Process Skills………12
2.3. Methods of Separation Mixtures………22
3.1. Blueprint of Students’ Conception Sheet………...34
3.2. Identification of Science Process Skills Aspects………36
3.3. Students’ Conception of Magnetic Attraction Experiment (Separating Staples from Sand)………..……40
3.4. Students’ Conception of Decantation Experiment (separating oil from water)….41 3.5. Students’ Conception of Filtration and Evaporation Experiment (separating salt from sand)………...42
3.6. Code of Students’ Conception on Magnetic Attraction Experiment………..44
3.7. Code of Students’ Conception on Decantation Experiment………...45
3.8. Code of Students’ Conception on Filtration and Evaporation Experiment………45
4.1. Students’ Conception of Magnetic Attraction Experiment (Separating Staples from Sand)………...50
4.2. Students’ Conceptual Change Pattern of Magnetic Attraction Experiment (Separating Staples from Sand)………...55
4.3. Students’ Conception of Decantation Experiment (separating oil from water)…57 4.4. Students’ Conceptual Change Pattern of Decantation Experiment.………..61
4.5. Students’ Conception of Filtration and Evaporation Experiment (separating salt from sand)………..63
4.6. Students’ Conceptual Change Pattern of Filtration and Evaporation Experiment (separating salt from sand)……….68
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
FIGURE LIST
2.1. Decantation process………..………24
2.2. Magnetic Attraction Process………...………...25
2.3. Filtration Process………...27
2.4. Evaporation Process………...………28
4.1. Students’ Conception of Magnetic Attraction Experiment on First Session...51
4.2. Students’ Conception of Magnetic Attraction Experiment on Second Session………...52
4.3. Students’ Conception of Magnetic Attraction Experiment on Third Session...52
4.4. Students’ Conceptual Change Pattern of Magnetic Attraction Experiment..…55
4.5. Students’ Conception of Decantation Experiment on First Session …...58
4.6. Students’ Conception of Decantation Experiment on Second Session …...58
4.7. Students’ Conception of Decantation Experiment on Third Session…………59
4.8. Students’ Conceptual Change Pattern of Decantation Experiment.…………..62
4.9. Students’ Conception of Filtration and Evaporation Experiment on First Session………...65
4.10. Students’ Conception of Filtration and Evaporation Experiment on Second Session………...66
4.11. Students’ Conception of Filtration and Evaporation Experiment on Third Session………...66
4.12. Students’ Conceptual Change Pattern of Filtration and Evaporation Experiment………..69
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
APPENDICES LIST
A.1. Lesson Plan ………86
A.2. Students’ Module A.2.1. Individual Module………..94
A.2.2. Group Module...………..97
A.3. Students’ Worksheet A.3.1 Individual Worksheet.………...102
A.3.2 Group Worksheet………..104
B.1. Identification of Science Process Skills Aspects………..106
B.2. Science Process Skills Observation Sheet………110
C.1. Recapitulation of Students’ Answers on Students’ Conception Sheet C.1.1. Students’ answer on Magnetic Attraction Experiment……….118
C.1.2. Students’ answer on Decantation Experiment………..124
C.1.3. Students’ answer on Filtration and Evaporation Experiment………...130
C.2. Recapitulation of Students’ Conception Code C.2.1. Conception’s Code of Students Answer on Magnetic Attraction Experiment ………...141
C.2.2. Conception’s Code of Students Answer on Decantation Experiment………142
C.2.3. Conception’s Code of Students Answer on Filtration and Evaporation Experiment………143
C.3. Check List of Science Process Skills Observation Sheet……….144
C.4. Recapitulation of Students’ Acquisition of Science Process Skills Aspects…176 D.1 Documentation………..177
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CHAPTER 1 INTRODUCTION
A. Background
The scenario of the world in the 21st century saw rapid progress in science and technology. Knowledge is increasing rapidly as the effects of testing new ideas in the world either by research institutions or others. In today's information age, the main goal of the educational system should be to provide students with information acquisition skills instead of directly providing them with the information they need. As it is known education desires to change the behavior that aims to acquire individuals the ability to define problems around them, to observe, to analyze, to hypothesize, to experiment, to conclude, to generalize, to solve their existing problems and living in accord with their environment (Karsli, Yaman & Ayas, 2010). Science subjects are crucial to accomplish these aims. Mastery of relevant concepts and phenomena generates a necessary base for the acquisition of knowledge and understanding in science subject.
One of the important findings of science education research is that students come to science classes with a wide range of preconceptions. Students come into classroom with their own knowledge and they reformulate their existing knowledge, either valid or invalid or incomplete, only if new information is connected to knowledge in their mind. The experiences gained by the individual form the basis of these self constructed conceptions (Baser, 2006). The persistence of preconceptions, preformed ideas and theories about how the natural world works, theories that students bring with them to the science class and stand as an obstacle to what students are expected to learn becomes a difficulties for students to construct conceptual understanding of science concept (Kapartzianis, 2012). Thus, teaching students can not be understood as merely providing new material to mix with what students already know.
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Science may require a challenging process of dealing with the prior concepts that
guide students’ thinking. Students who are exposed to scientific concepts would
hardly give up their prior understanding completely. They will try to change their previous conception when they are confronted with the new idea but still they might integrate both to build a new framework. Simply presenting a new concept or telling the students that their views are inaccurate will not result in conceptual change, because students have relied on their preconceptions to understand and function in their world (Kapartzianis, 2012). Instructional process with an exposing event is
needed to elicit students’ conception. Students can use a variety of ways to expose their ideas, it can be through discussion, small group work, journal writing, and pencil and paper quizzes. Regardless of the method, the goal of this step is to help students recognize and begin to clarify their own ideas and understandings. Once students' conceptions are made explicit, teachers can use them as the basis for further instruction (Kapartzianis, 2012). There is also an argument about constructivist view
on learning in which students’ alternative conceptions derived from their everyday -life experiences before the formal instructions has been seen as a starting point in teaching (Baser, 2006).
One basic constructivist principle of learning is that learners build connections between their existing knowledge and new experiences. From the perspective of conceptual change, teaching requires an active approach in which children must be engaged in building explanations that challenge concepts and beliefs that they previously held (Thagard, 2003). Students should be given opportunity to be actively involved in the learning process. This has therefore, created room for further search for other instructional strategies that could possess enough cure and appeal to the learners and that would help to achieve the objectives of science education. All these call for constructivist-based teaching strategy in science. Students are able to learn and retain knowledge better by actively participating rather than learning passively. Science instruction that emphasizes science process skills (SPS) will be able to help students acquire and understand information, as well as improve skills in critical
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thinking and decision making. Science process skills include observing qualities, measuring quantities, classifying, inferring, predicting, experimenting, and communicating. Hence, it is necessary to teach students how to acquire this knowledge and not just teach all the knowledge. In the science education system, science process skills are competencies that enable students to acquire knowledge as well as understand the knowledge obtained (Harlen, 1999; Karsli, Yaman, & Ayas, 2010).
Science process skills are beneficial in that students can realize by participating in instructional activity. Science process skills are special skills that simplify learning
science, activate students, develop students’ sense of responsibility in their own
learning, increase the permanency of learning, as well as teach them the research
methods (Karamustafaoğlu, 2011). Besides, they are the thinking skills that we use to
get information, think on the problems and formulate the results. They are also the skills that scientists use in their studies. Science process skills are not inseparable in practice from the conceptual understanding that is involved in learning and applying science. Classroom studies have centered on the basic and integrated science process skills over the past three decades, many researchers have focused their attention on these skills (Harlen, 1999). Basic science process skills are (BSPS): Observing, classifying, measuring, and predicting. These skills provide the intellectual groundwork in science, such as the ability to order and describe natural objects and events. Integrated Science Process Skills (ISPS): identifying and defining variables, collecting and transforming data, constructing tables of data and graphs, describing relationships between variables, interpreting data, manipulating materials, and recording data, formulating hypotheses, designing investigations, drawing conclusions and generalizing.
Improve students’ achievement in science courses has always been targeted as the goal of science education. Along with this aim, it is desired to let them gain some specific characteristics of the age to understand scientific information who
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
investigate, interrogate, experience, discover and solve, who adapt their prior understanding into new conditions, improving their skills, who have the ability to come up with creative ideas and to develop integration activities with other sciences. Among the science concepts, separation of mixture concept is one of the topics that
can promote the acquisition of students’ science process skill and conceptual change.
Separation of mixture concept is explicitly addressed in assessed curriculum of TIMSS (Trends in International Mathematics and Science Study) in chemistry domain of eight grades. Test items that addressed separation of mixture topic are test item in TIMSS 1999 with ID S02219, TIMSS 2003 with ID S032562 and TIMSS 2007 with ID S042083. The context of question is attributed to reasoning and analysis about separation of salt, sand and iron fillings mixture. At the eighth grade, students should be able to classify substances on the basis of characteristic physical properties and recognize that substances can be grouped according to similar chemical and physical properties (Yung, 2006). Rustaman et al. (2009) found that the
result of Indonesia students’ achievement on test item that covered separation of
mixture topic in TIMSS 1999, TIMSS 2003 and TIMSS 2007 are below the international average. Indonesia students are not used to response the form of TIMSS test items, most of test items on separation of mixture topic which are applied on general examination and national examination in Indonesia are still knowledge oriented and not applicable for junior high school students, meanwhile TIMSS test items have essay and multiple choice form which tend to provide data or information in table-graph-diagram, examine students’ ability to analyze based on observation or experiment and problem solving which is provided hierarchically.
The use of Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE) method is introduced in which the activity consists of focusing on peer interaction, having the students take responsibility for making their own research plans, doing hands on activity and analysis, producing a report and presenting the results in a class, were all tools for motivating, engaging students to take responsibility for their learning and
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
aimed to understand how conceptual change of students is generated and how science process skill of junior high school students can be improved through PDEODE method in separation of mixture lesson.
B. Statement of Problems
How can PDEODE method help students to generate conceptual change and science process skills’ acquisition?
1.2.1 Research questions
In the light of the problem above, this study will be guided and structured around the following research questions:
1. Are there any effects of PDEODE method on students’ conceptual change on the degree to which students generate conceptual change on separation of mixture concept?
2. How does students’ acquisition of science process skills on separation of mixture concept through PDEODE method?
C. Limitations of the Study
Limitations of the study are examined in order to define the research. This study will be defined based on the following limitation:
1. Students’ conceptual change which is examine in this research is limited on the
change of students’ conception code from first session until third session during instruction process through PDEODE
(Predict-Discuss-Explain-Observe-Discuss-Explain) method by considering the result of students’ conception sheet
2. Students’ acquisition of science process skills is examined through SPS (Science
Process Skills) observation sheet, students can be said acquire science process
skills aspect if students conduct learning activity based on indicator of scence process skills.
3. The concept which is examined in this study is separation of mixture. The concept is limited into magnetic attraction, decantation, filtration, and evaporation for 8th grader of secondary school students.
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
D. Assumption of the Study
Students often express a wish to have theoretical and practical issues well integrated in the other hand, students who are exposed to scientific concepts would hardly give up their prior understanding completely. Using pre-lecture assignments, focusing on peer interaction and cooperating in small groups, having the students take responsibility for making their own research plans, taking advantage of the PDEODE method, doing fieldwork and laboratory analysis, and summing up results in a report and presenting them in a class discussion, were all tools which help to achieve an excellent learning outcome (Kolari, 2005).
E. Aim of the Study
In view of the above, the aim of this study are to examine the effectiveness of PDEODE method benefits students learning on the degree to which students accept scientific concepts and use them to generate conceptual change and improve their science process skills, to improve learning results in science education by pedagogical means and to suggest approach of teaching that may promote conceptual change.
F. Benefits of the Study
This study is expected to give contributions for researcher, teachers, students and readers as follow:
1. This research is expected to give information about the implementation of PDEODE method on separation of mixture concept in secondary school
2. This research is expected to give information about the effectiveness of PDEODE method to help secondary school students to generate conceptual change and improve science process skills
3. Through the implementation of PDEODE method, it is expected that student will be able to improve their science process skill and be able to generate conceptual change.
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4. This research can be an alternative method to conduct instructional process in a classroom
5. As the reference for the other researcher in doing research with same focus of study
G. Organizational Structure
This research paper comprises five chapters that is started with introductory chapter which describes the background and statement of the problem, limitation of the study, assumption of the study, aims of the study and finally the benefits of the study. It starts by focusing on students' preconceptions which although they have proven by a series of observations and empirical research to stand as an obstacle to what students are expected to learn and the importance of science process skills that enable students to acquire knowledge, develop sense of responsibility in their own learning and increase the permanency of learning. The researcher in order to help students overcome this obstacle, determined the objectives of the study, and subsequently formulated the research questions. The second chapter provides literature review of the study, the chapter started by focusing on theory of conceptual change and science process skills. Finally the PDEODE method used in this study for the teaching and learning of chemistry more specifically separation of mixture concept was discussed along with an attempt by the researcher to justify the research. The third chapter examines research methodology. The chapter begun by detailing the participant of the study and the time and location under which the various stages of research were carried out. Next, it dealt with the method and design of research, operational definition and data collection instruments. The fourth chapter presented data analysis and interpretation. Descriptive and inferential statistics such as frequencies, tables and percentages were used in the data analysis and summaries. The results of both qualitative and quantitative data were presented by using tables and graph. The last chapter presented conclusion that was taken from the research and suggestion for further research.
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
CHAPTER 3
RESEARCH METHODOLOGY A. Participant of the study
1. Population of the Study
Population of this study comprises of 8th grade of secondary school students at Bilingual School located in Bandung, Indonesia.
2. Sample of the Study
One of the two classes was chosen as sample of this study, it consisted of 23 female students enrolled in even semester of a bilingual school located in Bandung, Indonesia.
B. Time and Location 1. Time
Research was conducted from February 2013 until June 2013. Preparation stage was conducted from February 2013 until April 2013, implementation stage was conducted in May 2013 and final stage was conducted in June 2013.
2. Location
Research was conducted in one of bilingual secondary school in Bandung, Indonesia.
C. Method and Design of Research 1. Research Method
Quantitative method was used n this research. Quantitative research method is explaining phenomena by collecting numerical data that are analysed using mathematically based methods (Aliaga and Gunderson, 2000). Non experimental study was chosen in this study consider that the researcher observing the phenomenon and attempting to establish what caused it. This research investigate the current state of a variable or the relationships, other than causal, between variables
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
2. Research Design
In this research, non experimental study descriptive design was conducted. This study classified as descriptive design consider the characteristics of this design that makes careful descriptions of the current situation or status of variable of interest, attempt to describe systematically a situation, problem, phenomena, service or program, or provides information about living conditions of a community or describe attitude towards an issue (Kumar, 2005).
3. Procedure of the Research
This research was conducted through 3 stages which are defined below: a) Preparation Stage
Activities that were conducted in this stage consist of:
1) Preliminary study and need analysis that consists of an extensive literature study on the subject of implementation as well as appropriate literature related to science process skills, analyzing science curriculum which is used at school and analyzing annual plan and science lesson material for 8th grader of secondary school.
2) Determining lesson material that will be used in this research 3) Designing learning scenario
4) Designing research instrument 5) Revising instrument
6) Preparing research license 7) Determining research subject b) Implementation Stage
Activities that were conducted in this stage consist of:
1) Conducting instructional process through PDEODE method according to the steps that has been planned.
2) Observation of students’ science process skills was conducted during the instructional process.
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c) Final Stage
Activities that were conducted in this stage consist of: 1) Processing data
2) Analyzing data and taking conclusion 3) Arrange research paper
4) Presenting research paper 5) Revision of research paper
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
4. Scheme of Research
Preliminary study/need analysis
Literature study of science process skills and conceptual
change Literature study of
PDEODE method Analyzing science content
standard of secondary school
Analyzing Indicator of science process skills and
conceptual change Analyzing Indicator of
separation of mixture lesson
Designing lesson plan based on PDEODE method
Making research instrument (students’ conception sheet, science process skill
observation sheet)
Revision Instrument validation
Preparation
Learning separation of mixture concept through PDEODE method (1st meeting)
Instructional process observation Learning separation of mixture concept
through PDEODE method (2nd meeting) Implementation
Data Processing
Analyzing data
Final stage Conclusion
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D. Operational Definition
To avoid misinterpretation of some terms that is used in this research, hence the explanation of some terms is needed in order to make it more effective and operational. The terms are as follow:
a. The term conceptual change in this research refers to the outcome of a complex cognitive as well as social process whereby rational beings may alter or abandon existing conceptions for ones that are widely supported by empirical evidence (Chi, 2008) Students’ conceptual change were evaluated during instruction process through PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) method by
considering the result of students’ conception sheet.
b. Science process skills (SPS) are the thinking skills that scientists use to construct knowledge in order to solve problems and formulate results (Ozgelen, 2012). In this study, science process skill that will be examined is based on Rustaman (2003) which consists of observing, classifying, inferring, predicting, questioning, formulating hypotheses, conducting investigation and collecting data, applying concept and communicating which is evaluated by SPS (Science Process Skills) observation sheet.
c. PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) Method initially is suggested by Savander-Ranne & Kolari (2003). The PDEODE method consists of six steps. In the first step (P: Prediction), teacher presented a phenomenon to students so as to predict the outcome of the phenomenon individually and to justify their prediction. In the second step (D: Discuss/Discuss I), it is wanted the students to discuss in a group to share their ideas in own group and to ponder together. In the third step (E: Explain/Explain I), students in each group are asked to reach a mutual solution about phenomenon and to give their result to other groups through whole-class discussions. Afterwards, the students worked in groups perform hands-on experiment and record individually their observatihands-ons what happened. In this step (O: Observe), the students observe changes in the phenomenon and teacher should guide them to make observations that are relevant to target concepts. In the
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fifth step (D: Discuss/Discuss II), the students are asked to reconcile their predictions with their actual observations made in the early step. Here the students were asked to analyze, compare, contrast and criticize their classmates in the groups. In the last step (E: Explain/Explain II), the student confronts all discrepancies between observations and predictions.
E. Research Instrument
Instruments that were used on this study consist of individual worksheet (student’s conception sheet) and Science Process Skill Observation sheet. The data were taken using these instruments as follow:
1. Individual Worksheet (student’s conception sheet)
This instrument was prepared by researcher to identify students’ conception in separation of mixture concept and to analyze the pattern of students’ conceptual change during instructional process.
The instrument was prepared in form of prediction questions. Students were asked to predict the outcome of phenomenon related to separation of mixture concept. This instrument consists of three open-ended questions that cover method of separation of mixture concept which can be seen in Table 3.1.
Table 3.1 Blueprint of Students’ Conception Sheet
No. Concept Experiment Question
1. Magnetic attraction
Separating staples from sand
What will happen to the mixture of staples and sand if you put the magnet which is covered by plastic near them? Why do you think it happens? 2. Decantation Separating oil
from water
What will happen when you pour the mixture of oil and water into another glass? Why do you think it happens?
3. Filtration and Evaporation
Separating salt from sand
What will happen when you filter the mixture of salt and sand which has been mixed with water? Why do you think it happens? After you filter it, What will happen to the mixture when you heat
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
This instrument was given in three sessions in order to analyze students’ conception in each session. First session is in predict step when teacher presented a phenomenon to students so as to predict the outcome of the phenomenon individually, instrument that was given in first session aimed to know students preconception. Second session is in discuss I step when students discuss in their own group to share their ideas and to ponder together, after they discuss in group, they filled students’ conception sheet individually. Instrument that was given in
second session aimed to know students’ conception when students become aware that there are points of view different from their own, they have to re-examine their own points of view and reassess their validity due to group discussion. Third session is in Explain II step after students observe changes in the phenomenon and asked to reconcile their predictions with their actual observations made in the early step, after they conduct observation and discussion in group, they filled the last conception sheet individually, it is aimed for students to replace their possible ineffective conceptions with new ones.
2. Science Process Skill Observation Sheet
This instrument was prepared to assess students’ acquisition of science process skill during instructional process through PDEODE method. This instrument was constructed by referring to science process skills aspects developed by Rustaman (2003). Those aspects are observing, classifying, inferring, predicting, questioning, formulating hypotheses, conducting investigation and collecting data, applying concept and communicating.Each aspect consists of some sub skills that might be appeared in each step of PDEODE method as identified on the Table 3.2.
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Table 3.2 Identification of Science Process Skills Aspect
SKILLS &
PROCESS SUB SKILLS
PDEODE
(Predict- Discuss-Explain- Observe-Discuss-Explain) Learning
Activity
P D E O D E
1.Predicting (total score = 8)
a) Explains basis of predictions using evidence
√ √
b)Attempts to make a prediction relating to problem (even it is not derived from evidence
√
c) Makes predictions based on preconceived
ideas √
d)Makes reasonable predictions which fits the evidence
√
e) Attempt to give an explanation consistent with prediction
√
f) Suggests how to test
predictions √ √
Maximum Score 5 3
2.Formulating hypothesis (total score = 5)
a) Makes reasonable hypotheses based on prediction
√
b) Makes reasonable hypothesizes based on evidence
√
c) Makes reasonable hypotheses based on scientific knowledge
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
d) Suggest how to test
hypotheses √
Maximum Score 2 3
SKILLS &
PROCESS SUB SKILLS
PDEODE
(Predict- Discuss-Explain- Observe-Discuss-Explain) Learning
Activity
P D E O D E
3.Classifying (total score = 2)
a) Differentiate between homogeneous and heterogeneous mixture (Able sort information and puts into
categories)
√
b) Classify physical and/or chemical characteristic of substance in each mixture
√
Maximum Score 2
4.Observing (total score = 4)
a) Uses more than one
sense √
b) Making accurate descriptions using senses
√
c) Uses other instruments
to extend senses √
d) Notices patterns or
sequences in events √
Maximum Score 4
5.Conducting Investigation and collecting data
(total score = 10)
a) Determine apparatus √ b) Knowing the reason of
using apparatus √ √
c) Using apparatus
appropriately √
d) aware of safety
information √
e) Memorize the
procedure accurately √
f) follow the procedure √
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h) Data is well organized
and accurate √
i) use time effectively √
Maximum Score 2 8
SKILLS & PROCESS SUB SKILLS PDEODE (Predict- Discuss-Explain- Observe-Discuss-Explain) Learning Activity
P D E O D E
6. Inferring (total score = 4)
a) Makes inferences based on recorded data, and able to find
relationship pattern
√
b) Able to explain basis
for inferences √
c) Attempt to give an explanation consistent with evidence
√ √
Maximum Score 3 1
7.Applying Concept
(total score = 3)
a) Using existing concept
in a new situation √ √
b) using concept which is generated from
observation to explain phenomenon
√
Maximum Score 1 2
8.Communicating (total score = 14)
a) answers question complete with supporting evidence
√ √
b) Report the result
systematically √ √
c) Use effective time to discuss and report the result
√ √
d) Written report : based on observation and evidence
√ √
e) Written report: detailed
carefully √ √
f) Picture/diagram : based
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
of objects and events g) Picture/diagram :
completed with labels √ √
Maximum Score 1 6 7
SKILLS & PROCESS
SUB SKILLS
PDEODE
(Predict- Discuss-Explain- Observe-Discuss-Explain) Learning
Activity
P D E O D E
9. Questioning (total score =5)
a) recognizing
investigable questions √
b) asking investigable questions related with the phenomenon
√
c) suggesting how answers to questions can be found correctly
√ √ √
Maximum Score 1 3 1
F. Data Processing Techniques
The data that have been collected subsequently were tested by statistical test either quantitatively or qualitatively to provide statistic comparison in order to take a conclusion, findings and generalization. Data processing techniques require the following steps:
1. Categorization of students’ answer
Students’ answers in each session were categorized into two categories, they are
negative conception and positive conception. Students’ answer is categorized into
negative conception if the answer did not fit with the actual outcome of
phenomenon, meanwhile students’ answer is categorized into positive conception if the answer fits with the actual outcome of the phenomenon. To make the categorization more explicit, each category is divided into some sub-categories. Researcher determines the indicator of subcategories based on keyword that
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
appears on students’ answer. The categorization of students’ conception of each
concept can be seen in Table 3.3, Table 3.4 and Table 3.5.
Table 3.3 Students’ Conception of Magnetic Attraction Experiment
(Separating staples from sand)
Students’ Conception
1st session 2nd session 3rd session Percentage
(%)
Percentage (%)
Percentage (%) Staples can’t
be separated from sand
No reason
Magnet is blocked by plastic
Staples can be separated from
sand
-There is magnetic attraction
-plastic can’t block magnetic attraction
-There is magnetic attraction
-staples is magnetic object because it is made of iron -plastic can’t block magnetic attraction
-There is magnetic attraction that attract -staples is magnetic object because it is made of iron -plastic can’t block magnetic attraction but make staples easier to be removed from magnet
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
Table 3.4 Student’s Conception of Decantation Experiment
(separating oil from water)
Students’ Conception
1st session 2nd session 3rd session Percentage
(%)
Percentage (%)
Percentage (%)
Water and
oil can’t be
separated
No reason
Water and oil can be separated
No reason
-water and oil are never mixed because they form heterogeneous mixture -water and oil is heterogeneous mixture -water and oil has different density
-water and oil is heterogeneous mixture -water and oil has different density, oil has lower density than water (oil is always on the top layer)
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
Table 3.5 Student’s Conception of Filtration and Evaporation Experiment
(separating salt from sand)
Students’ Conception
1st session 2nd session 3rd session Percentage
(%)
Percentage (%)
Percentage (%)
Salt and sand can’t
be separated
salt and sand will be mixed
with water and can’t be
filtered.
-evaporation process make all substance becomes dry without separating it.
Salt and sand can
be separated
No reason
Filtration process :
-Salt will dissolve in water,
but the sand won’t mix with
water.
-The mixture of salt & water (mixed) will pass through the filter paper and funnel, but the sand will be stuck on the filter paper.
(phenomenon)
Evaporation process :
-the mixture of salt and water will form solid salt.
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Filtration process :
-Salt will dissolve in water,
but the sand won’t dissolve in water.
Students’ Conception
1st session 2nd session 3rd session Percentage
(%)
Percentage (%)
Percentage (%)
-The mixture of salt & water (mixed) will pass through the filter paper and funnel, but the sand will be stuck on the filter paper. (phenomenon)
Evaporation process :
-the water evaporates and solid salt is formed.
(phenomenon & reason) Filtration process :
- salt is soluble in water and form a homogeneous mixture,
but the sand won’t dissolve with water
- sand particle has bigger size than pores in filter paper, so the mixture of salt & water (mixed) will pass through the filter paper and funnel, but the sand will be stuck on the filter paper
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
Evaporation process :
-the water evaporates and solid salt is formed
(phenomenon & reason)
The percentage of students answer for each concept in each session were calculated by equation:
Percentage (%) =
x 100%
2. Categorization of Students’ Conceptual Change Pattern
Students’ conception from first session until third session in each experiment was coded to analyze students’ conceptual change pattern. Coding of students’ conception on each experiment can be seen on Table 3.6, Table 3.7 and Table 3.8 below.
Table 3.6 Code of Students’ Conception on Magnetic Attraction Experiment
Students’ Conception Pattern
Code Staples can’t
be separated from sand
No reason 1a
Magnet is blocked by plastic 1b
Staples can be separated
from sand
-There is magnetic attraction
-plastic can’t block magnetic attraction
2a
-There is magnetic attraction
-staples is magnetic object because it is made of iron -plastic can’t block magnetic attraction
2b
-There is magnetic attraction that attract staples -staples is magnetic object because it is made of iron
-plastic can’t block magnetic attraction but make staples
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
easier to be removed from magnet
Table 3.7 Code of Students’ Conception on Decantation Experiment
Students’ Conception Pattern
Code Water and oil can’t be
separated
No reason 1a
Water and oil can be separated
No reason 2a
-water and oil are never mixed because they form heterogeneous mixture
2b
-water and oil is heterogeneous mixture -water and oil has different density
2c
-water and oil is heterogeneous mixture
-water and oil has different density, oil has lower density than water (oil is always on the top layer)
2d
Table 3.8 Code of Students’ Conception on Filtration and Evaporation Experiment
Students’ Conception Pattern
Code
Salt and sand can’t be separated
-salt and sand will be mixed with water and can’t be filtered
-evaporation process make all substance becomes dry without separating it
1a
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
separated Filtration process :
-Salt will mix with water, but the sand won’t mix with water
-The mixture of salt+water (mixed) will pass through the filter paper and funnel, but the sand will be stuck on the filter paper
(phenomenon)
Evaporation process :
-the mixture of salt and water will form solid salt (phenomenon)
2b
Filtration process :
-Salt will mix with water, but the sand won’t mix with water
-The mixture of salt+water (mixed) will pass through the filter paper and funnel, but the sand will be stuck on the filter paper
(phenomenon)
Evaporation process :
-the water evaporates and solid salt is formed (phenomenon & reason)
2c
Filtration process :
- salt is soluble in water and form a homogeneous mixture, but the sand won’t mix with water
- sand particle has bigger size than pores in filter paper, so the mixture of salt+water (mixed) will pass through the filter paper and funnel, but the sand will be stuck on the filter paper
(phenomenon & reason) Evaporation process :
-the water evaporates and solid salt is formed
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
(phenomenon & reason)
3. Scoring Students’ Acquisition of Science Process Skills Aspects
Students’ acquisition of science process skill aspects during instructional process through PDEODE method were scored based on categorization of science process skills aspect on Table 3.2 which was obtained through observation. The percentage of skill that appeared on each step of PDEODE method was obtained from the amount of sub skills that posses by students and calculated by the equation below:
Percentage (%) =
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
CHAPTER 5
CONCLUSION AND RECOMMENDATION
A. Conclusion
This research give information about how the PDEODE
(Predict-Discuss-Explain-Observe-Discuss-Explain) method can be effectively implemented to help students
generate conceptual change and give information about students’ acquisition of science
process skills. In this research, students were asked to predict the outcome of phenomenon about separation of mixture topic through conducting hands on activity that consist of magnetic attraction experiment (separating staples from sand), decantation experiment (separating oil from water), filtration and evaporation experiment (separating salt from sand).
PDEODE method gives effects on students’ conceptual change on the degree to which students generate conceptual change on separation of mixture concept. The implementations of PDEODE method help students change their negative conception into positive conception about separation of mixture concept, through the implementation of PDEODE method, there are two kinds of conceptual change patterns found on magnetic attraction concept, three kinds of conceptual change patterns found on decantation concept and two kinds of conceptual change patterns found on filtration and evaporation concept.
PDEODE method influences the acquisition of science process skills on separation of mixture concept through hands on experiment. There are nine kinds of skills that were acquired by students, it consist of observing, classifying, inferring, predicting, questioning, formulating hypotheses, conducting investigation and collecting data, applying concept and communicating. The percentage of students’ acquisition of predicting skill, classifying skill, observing skill, conducting investigation skill, inferring skill and communicating skill obtained the percentage above the average, meanwhile the acquisition of formulating hypotheses skill and questioning skill are
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
below the average, with the highest acquisition is in conducting investigation skill, followed by followed by communicating skill, observing skill, predicting skill, inferring skill, applying concept skill, classifying skill, formulating hypotheses skill and the lowest percentage is questioning skill.
B. Recommendation
Regarding of the research that has been conducted, researcher arrange recommendation as follow:
1. For the teacher and teaching practice students, PDEODE method can be implemented as one of alternative in separation of mixture instructional activity and another science instructional activity. This method can be conducted to facilitate conceptual change and acquisition of science process skills of students.
2. For another researcher, PDEODE method has been implemented on scientific concept in chemistry, physics and biology. In chemistry concept, this strategy can be implemented to facilitate conceptual change in condensation concept, physical and chemical changes concept or chemical reaction concept.
3. For further research, use Science Process Skills (SPS) test items and intersubjectivity to enrich observation sheet.
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Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept Through Predict-Discuss-Explain-Observe-Discuss-Explain (Pdeode) Method
CHAPTER 5
CONCLUSION AND RECOMMENDATION
A. Conclusion
This research give information about how the PDEODE
(Predict-Discuss-Explain-Observe-Discuss-Explain) method can be effectively implemented to help students
generate conceptual change and give information about students’ acquisition of science process skills. In this research, students were asked to predict the outcome of phenomenon about separation of mixture topic through conducting hands on activity that consist of magnetic attraction experiment (separating staples from sand), decantation experiment (separating oil from water), filtration and evaporation experiment (separating salt from sand).
PDEODE method gives effects on students’ conceptual change on the degree to which students generate conceptual change on separation of mixture concept. The implementations of PDEODE method help students change their negative conception into positive conception about separation of mixture concept, through the implementation of PDEODE method, there are two kinds of conceptual change patterns found on magnetic attraction concept, three kinds of conceptual change patterns found on decantation concept and two kinds of conceptual change patterns found on filtration and evaporation concept.
PDEODE method influences the acquisition of science process skills on separation of mixture concept through hands on experiment. There are nine kinds of skills that were acquired by students, it consist of observing, classifying, inferring, predicting, questioning, formulating hypotheses, conducting investigation and collecting data, applying concept and communicating. The percentage of students’ acquisition of predicting skill, classifying skill, observing skill, conducting investigation skill, inferring skill and communicating skill obtained the percentage above the average, meanwhile the acquisition of formulating hypotheses skill and questioning skill are
(2)
below the average, with the highest acquisition is in conducting investigation skill, followed by followed by communicating skill, observing skill, predicting skill, inferring skill, applying concept skill, classifying skill, formulating hypotheses skill and the lowest percentage is questioning skill.
B. Recommendation
Regarding of the research that has been conducted, researcher arrange recommendation as follow:
1. For the teacher and teaching practice students, PDEODE method can be implemented as one of alternative in separation of mixture instructional activity and another science instructional activity. This method can be conducted to facilitate conceptual change and acquisition of science process skills of students.
2. For another researcher, PDEODE method has been implemented on scientific concept in chemistry, physics and biology. In chemistry concept, this strategy can be implemented to facilitate conceptual change in condensation concept, physical and chemical changes concept or chemical reaction concept.
3. For further research, use Science Process Skills (SPS) test items and intersubjectivity to enrich observation sheet.
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Ineu Gustiani , 2013
Students’ Conceptual Change And Science Process Skills Acquisition On Separation Of Mixture Concept
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