The Causal Model in Physics Learning with a Causalitic- thinking Approach to Increase the Problem-solving Ability of Pre-service Teachers - Repository UNRAM

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  Journal of Social Sciences & Humanities Journal of Social Sciences & Humanities

  VOL. 25 (S) SEPT. 2017 _{Journal of Social Sciences & Humanities} A special edition devoted to

  Issues in IT and Innovation of Teacher Training Education Guest Editors

  Murni Ramli, Indah Widiastuti & Nur Arifah Drajati

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  Journal of Social Sciences & Humanities Journal of Social Sciences & Humanities

  

(Special Edition)

A special edition devoted to

  

Issues in IT and Innovation of Teacher Training Education

Guest Editors

  

Murni Ramli, Indah Widiastuti & Nur Arifah Drajati

  

& H U M AN I T I ES

  JSSH Wournal of Social Sciences & I umanities _{AN INTERNATIONAL PEER-REVIEWED JOURNAL EDITOR-IN-CHIEF M ohd. Shahwahid Hj. Othman Economics, Nat ural Resource & Environmental Economics, Economics}

  Jayum A. Jawan _{Sociology, t olitics and Dovernment, / ivilization Studies, U niversiti t utra M alaysia, M alaysia. Jonathan New ton Classroom-based Second Language C cquisition, Language Teaching M et hodology, t he Interface of Cult ure Learning, and Language//ommunication} and Language in Language Teaching and _{Training and M at erial Design for t he a ulticultural W orkplace, V ictoria Universit y of Wellington, New Zealand. M arcus Bion GRIFFIN Human Ecology, Ant hropology, Tropical Agricult ure, Fisheries, Cult ural Learning} Solutions, U SC . _{M ary Susan Philip English Language Theat re in M alaysia and Singapore; Postcolonial Theat re, Universit y of M alaya, M alaysia. M uzafar Shah Habibullah Economics, M onetary Economics,} . anking, a acroeconomics, U niversiti _{Put ra M alaysia, M alaysia.} ^{Patricia M atusky M usic, Et hnomusicology, M alay and Indonesian language, Lit erat ure and Cult ure, Grand Valley State Universit y, USA. Rohany Nasir Psychology-Career counseling, Counseling for Adolescent s and Adult s, M arriage and Family counseling, / ounseling industry and hrganization, U niversiti Yebangsaan a alaysia, M alaysia. Samsinar M d. Sidin a anagement Studies, a arketing, / onsumer . ehaviour, U niversiti t utra M alaysia, M alaysia.}

  _{Depart ment of Economics and Finance,} a ohamed C riff _{Sunw ay Universit y, M alaysia.} ^{Pal Ahluwalia Pro Vice-Chancellor (Research and Lnnovation) , C frican Studies, Social and Cult ural Theory, Post-colonial Theory, 5ivision of 9ducation, C rts & Social Sciences, Universit y of Port smout h, United Kingdom. Phillip Jones Architect ural Science, Sustainabilit y in the . uilt 9nvironment, W elsh School of C rchitecture, / ardiff U niversity, U Y. Rance P. L. Lee Sociology, The Chinese Universit y of Hong Kong. Royal D. Colle / ommunication, / ornell U niversity, U SC . Shonda Buchanan Interim Chair, American Lit erat ure, Hampton Universit y, USA.}

  M ark P. Orbe _{/ ommunication, Lnterpersonal / ommunication, / ommunication and 5iversity, Lntercultural / ommunication, Western M ichigan Universit y, USA.}

  Yent a atthews _{9conomics, . anking and Cinance, a odelling and Corecasting the a acro 9conomy, / ardiff . usiness School, U Y. Lehman B. Fletcher Economics, Agricult ural Development , Policy Analysis and Planning, Iow a State Universit y, USA.}

  M anagement St udies, M anagement and _{hrganizational . ehaviour, Lnternational . usiness, hhio U niversity, U SC .}

  _{2017-2019 Handoyo Puji W idodo English Language Center, Shantou Universit y, China. John R. Schermerhorn Jr.}

  Shameem wafi k- Dalea _{9nglish Language Studies, Linguistics, C pplied Linguistics, Language and / ommunication, U niversiti t utra M alaysia, M alaysia. Shamsher M ohamad Ramadili M ohd Finance, Corporate Governance, The} Global Universit y of Islamic Finance _{(INCEIF) M alaysia. Stephen J. Hall English Language St udies, Linguist , Teacher Educator, TESOL, Sunw ay Universit y College, M alaysia. Stephen J. Thoma Universit y of Alabama, USA.} t hsycology, 9ducational t sychology, The _{Swee-Heng Chan M alaysia. Turiman Suandi t sychology, Youth 5evelopment and V olunteerism, U niversiti t utra a alaysia,} M alaysia. _{Victor T. King Ant hropology / Sout heast Asian St udies Whit e Rose East Asia Cent re, Universit y of Leeds, UK.}

  Wacqueline t ugh- Yitingan _{a usic, 9thnomusicology, . orneo and t apua bew Duinea Studies, U niversiti M alaysia Sabah, M alaysia. James R. Stock a anagement Studies, a arketing, Logistics and Supply / hain a anagement, v uantitative a ethod, U niversity of South} Florida, USA. _{Jayakaran M ukundan English Language St udies, Teaching English as a Second Language (TESL), 9nglish Language Studies, U niversiti Put ra M alaysia, M alaysia.}

  V aluation _{CHIEF EXECUTIVE EDITOR Nayan Deep S. Kanwal Environmental Issues – Landscape} t lant a odelling C pplications _{UNIVERSITY PUBLICATIONS COM M ITTEE Husaini Omar, Chair}

  Gary N. M clean _{9xecutive 5irector, Lnternational I uman Resource Development Programs, EAHR, Human Resource Development for bational, / ommunity and Social 5evelopment, Lnternational I uman wesource 5evelopment, hrganizational Development , Texas A& M Universit y, USA.} ^{Gong-Soog Hong Economics, Consumer and Family Sciences, The Ohio State Universit y, USA.}

  David Nunan _{V ice- t resident: C cademic, C naheim Universit y, California, English Language St udies, Linguist , TESOL, Universit y of Hong Kong, Hong Kong. Faith Trent AM FACE 9ducation: / urriculum development, Flinders Universit y, Adelaide, Aust ralia.}

  Barbara Wejnert _{U niversity at . uffalo, SU bY, U SC . t olitical Sociologist: Dender Studies, a acro t olitical and Social / hanges, Carolyn Graham M usic, Jazz Chant s, Harvard Universit y, USA.}

  Elias @ Ilias Salleh _{Kuliyyah of Archit ect ure and 9nvironmental 5esign ( YC 95) , U niversiti Islam Antarabangsa M alaysia, M alaysia.}

  5essy Lrawati _{Lnternational . usiness a anagement, St rategic M anagement , Economic Deography, Dlobalization and Development St udies, Indust rial Dynamics and Know ledge Transfer, Radboud Universit y, t he Net herlands and 9dutwLa 9 the consulting, the Net herlands.}

  PUBLISHER Yamariah a ohd Saidin _{U t a t ress U niversiti t utra a alaysia} ^{EDITORIAL BOARD 2015-2017 Abdul M ansur M . M asih Economics, Economet rics, Finance, King Fahd Universit y of Pet roleum and M inerals, Saudi Arabia. Alan M aley English Language St udies, Teaching of English Language and Lit erat ure, Leeds M et ropolitan Universit y, UK. Ali Reza Kaldi M edical Sociology, Sociology of Development Ageing, Gerontology, Universit y of Social Welfare and wehabilitation, Tehran, Lran. Aminah Ahmad Sociology, Gender and Development , U niversiti t utra a alaysia, a alaysia. Bee-Hoon Tan Facult y of Social Sciences and Liberal Art s, UCSI Universit y, M alaysia. Brian Tomlinson English Language St udies, The 9valuation, C daptation and Development , Leeds M et ropolitan Universit y, UK. Deanna L. Sharpe Economics, Consumer and Family Economics, Personal Finance, The Universit y of M issouri, Columbia, USA.}

  Wournal hffi cers: _{Kanagam alar Silvarajoo , ScholarOne Tee Syin-Ying , ScholarOne Chai Sook Keat , ScholarOne Um m i Fairuz Hanapi, t ublication hffi cer} 9ditorial C ssistants: Zulinaardawati Yamarudin _{Florence Jiyom Rahim ah Razali COPY EDITORS Doreen Dillah} / rescentia a orais _{Pooja Terasha St anslas PRODUCTION STAFF} t re- press hffi cer: _{Nur Farrah Dila Ism ail Kanagam alar Silvarajoo Wong Lih Jiun} Layout & Typeset: _{Loh Kian Lin W EBM ASTER} a ohd bazri hthman _{PUBLICITY & PRESS RELEASE} a agdalene t okar (ResearchSEA) _{Florence Jiyom EDITORIAL OFFICE JOURNAL DIVISION hffi ce of the 5eputy V ice / hancellor ( w&L) 1 st Floor, IDEA Tow er II} U t a - a T5/ Technology / entre _{U niversiti t utra a alaysia 43400 Serdang, Selangor a alaysia. Den 9nq. : +603 8947 1622 | 1616 9- mail: executive_editor. pertanika@upm. my U wL: www. j ournals- j d. upm. edu. my}

  V ij ay Y. . hatia _{9ducation: Denre C nalysis and t rofessional / ommunication, / ity Universit y of Hong Kong}

Preface

  The second Lnternational / onference on Teacher Training and 9ducation ( L/ TT9) 2016 invites researchers, academicians, educators, practitioners, government agencies, and consultants around the world to attend and share their insights, perspectives and new trends of research which relate to the theme of the conference, “Strengthening LT and Lnnovation of Teacher Training 9ducation in the 9ra of Dlobal / ompetitiveness. ” The conference, was organized by the Caculty of Teacher Training and 9ducation, U niversitas Sebelas a aret, was held in Surakarta, / entral Wava, Lndonesia, from 23- 24 bovember 2016.

  9ach of the full papers submitted to the conference was peer reviewed by at least two reviewers. There were 245 manuscripts submitted to the conference; however, due to t ertanika’ s stringent peer- review process, only 24 were selected for publication in this special issue. hur deepest gratitude goes to 5r. bayan YC bW C L of the Wournal 5ivision, and the team of 9ditorial hffi ce, t ertanika, U niversiti t utra a alaysia, for their wisdom and invaluable advice especially during the early stages of our own learning process of ensuring that manuscripts are suitable for j ournal publication. Through this experience, we have been able to deepen our knowledge of the demanding processes involved in the publication of t ertanika special issues.

  Guest Editors:

  a urni wamli (Dr.) Lndah W idiastuti (Dr.) C rifah bur 5raj ati (Dr.) Yhresna . ayu Sangka (Dr.) / ucuk W . udiyanto (Dr.) burma Yunita Lndriyanti (Dr. paed.)

  September 2017

  

Pertanika Journal of Social Sciences & Humanities

Vol. 25 (S) Sept. 2017

Contents

  Issues in IT and Innovation of Teacher Training Education Review Article: Blended Learning to Activate English as a Foreign

  1 Language (EFL) Learners’ Autonomy Lusiana Prihastiwi, Dewi Rochsantiningsih and Suparno

  Review Article: Massively Multiplayer Online Role Playing Game

  11 (MMORPG): An Alternative Medium in English Language Teaching (ELT)

  Mohammad Romdhoni Prakoso, Ngadiso and Sumardi Literacy Practices of Vocational Engineering Pre-Teachers in Surveying

  25 and Mapping Anis Rahmawati

  Development of the Science Skills of Lower Secondary Students in a

  41 Chemistry Laboratory Experiment Budi Utami, Sulistyo Saputro, Ashadi, Mohammad Masykuri, Sri Yamtinah and Sri Widoretno

  Practices of Inquiry-based Science Education: Case Study of

  51 Thailand’s Junior High School Citra Mashita, Murni Ramli and Puguh Karyanto

  Introducing Indigenous Culture into Online-based Courses

  73 Cucuk Wawan Budiyanto, Indah Widiastuti and Endar S.

  Wihidayat The Model to Increase the Entrepreneurial Performance in Creative

  85 Industries Using Entrepreneurial Orientation and Social Capital Development Approach Dewi Kusuma Wardani, Feri Setyowibowo, Muhammad Sabandi and Leny Noviani

  Showing “Respect” in a Multicultural Society in Central Sulawesi: A

  99 Sociopragmatics Study of Directive Speech Acts in a Local Language in a University Academic Environment Fatma, Sumarlam, Sarwiji Suwandi and Ani Rakhmawati

  

Mathematical Reflective Thinking Processesof Senior High School 115

Students Imam Sujadi and Ulfa Masamah

  

Polymer Engineering Education in Indonesia 127

Indah Widiastuti and Suharno

  

Development and Initial Validation of Emotional Support and 141

Achievement Motivation Scales as a Part of Redi-Space Assessment Jati Ariati and Darosy Endah Hyoscyamina

  

The Causal Model in Physics Learning with a Causalitic- thinking 153

Approach to Increase the Problem-solving Ability of Pre-service Teachers

  Joni Rokhmat, Marzuki, Hikmawati and Ni Nyoman Sri Putu Verawati

The Beliefs towards Science Teaching Orientation of Pre-service Teachers 169

in Primary Teacher Education Programme

  Kartika Chrysti Suryandari, Sajidan, Sentot Budi Rahardjo and Zuhdan Kun Prasetyo

Creative Visual Aids Effectively Supporting the Student-Centred 187

Learning (SCL) Approach on Science Learning

  Sri Mulyani and Maria Ciptaning Sabdo Kawedhar

English Teachers Doing Collaborative Action Research (CAR): A 199

Case Study of Indonesian EFL teachers

  Mukrim

Integrated Creative Learning Model through Suket Puppet (Wayang 217

Suket) for Elementary Students

  Nugraheni Eko Wardani and Endang Widiyastuti

Implementation of Inter-School Collaboration as a Strategy in 227

Enhancing School Principal Competencies

  Rokhmaniyah

Ecological Intelligence Values in Indonesian Language Textbooks for 237

Junior High School Students

  Sarwiji Suwandi, Ahmad Yunus and Laili Etika Rahmawati

English Reading Skill and Strategy Development through Supplementary 249

Exercises for Undergraduate Students

  Sasiwimon Sutthisan and Kanya Kongsoongnoen

Incorporating Transferable Skills into a Pre-service Teacher’s Education 259

Lesson Plans: A Case Study of an Accounting Course

  Siswandari, Susilaningsih, Sri Sumaryati and Binti Muchsini

Gunungan Wayang Sadat: The Study of Its Religious Values and Its 273

Relevance in Fine Art Learning in High Schools

  

Cases of Thinking: Communication between Teacher and Students 281

through Discovery Learning in Biology Sri Widoretno, Nurmiyati, Almira Rahma, Murni Ramli and Joko Ariyanto

  

The Effectiveness of a Continuing Professional Development 293

Programme Using Direct Modality for Principals: A Process and Result Evaluation

  Sukarno, Hidayatulloh, M. F., Sajidan and Gunarhadi

Civic Agriculture Concept as an Educational Strategy for the Formation 305

of Good Citizens to Sustainably Protect the Environment

  Triana Rejekiningsih and Chatarina Muryani

  

Pertanika J. Soc. Sci. & Hum. 25 (S): 153 - 168 (2017)

SOCIAL SCIENCES & HUMANITIES _{Journal homepage: http://www.pertanika.upm.edu.my/} The Causal Model in Physics Learning with a Causalitic- thinking Approach to Increase the Problem-solving Ability of Pre-service Teachers _{1 2 1 1 1} Joni Rokhmat *, Marzuki , Hikmawati and Ni Nyoman Sri Putu Verawati _{2 Department of Physics, Universitas Mataram, Mataram, Indonesia Physics Education Programme, Universitas Mataram, Mataram, Indonesia} ABSTRACT

  The causal model is a specific relational pattern for the cause and effect of a phenomenon in learning with a causalitic-thinking approach (CTA) (causalitic means a combination of causality and analytic). This approach is oriented to increasing the problem-solving ability (PSA) of pre-service teachers and has been implemented in two subjects: work and energy, and thermodynamics. PSA includes the ability to understand (IPSA-1), select (IPSA-2), differentiate (IPSA-3), determine (IPSA-4), apply (IPSA-5), and identify (IPSA-6). This research aimed to investigate causal models in learning Physics, which are possible to develop for increasing PSA. This research was conducted by using a mixed method of an embedded, experimental, two phase design and used a sample of 49 students, with 39 females and 10 males. The differences between pre-test and post-test, and between the PSA gain of the low (Lo) and high (Hi) groups were tested using the Wilcoxon signed-ranks test. Results of the test on the subjects, among all pairs (24 pairs) of t counted and t table , showed that there are differences of 71% (for pre- and post-test) and 33% (for Lo and Hi groups) that indicated t counted <t table . However, from the investigation of the physics phenomena used, there are six causal models as a result of the first year of this series of research. The models are simple causal model (SCM), divergent causal model (DCM), convergent causal model

  (CCM), chain causal model (ChCM), simple composite causal model (SCoCM), and _{Article history: ARTICLE INFO} chain composite causal model (ChCoCM). _{Received: 01 December 2016} These models are useful as references when _{E-mail addresses :}

Accepted: 23 August 2017 constructing phenomena for conducting

_{joni.fkip@unram.ac.id (Joni Rokhmat)} Physics learning or learning for another

  

Joni Rokhmat, Marzuki, Hikmawati and Ni Nyoman Sri Putu Verawati

  INTRODUCTION

  Many researchers have investigated learning strategies to improve the quality of physics learning. Examples of these are the use of conflict-cognitive learning (Baser, 2006); the process of meta-conceptual awareness, meta- conceptual monitoring and meta-conceptual evaluation (Y ürük, 2007); interactive engagement (Hake, 2007); theorem-in- action (Escudero, Moreira, & Caballero, 2009); and the use of demonstration of three accelerated movements (Dykstra & Sweet, 2009). Other examples are the use of technology-enabled-active-learning (TEAL) studio format (Dori & Belcher, 2004); Powerpoint presentation and experimental demonstration (Obaidat & Malkawi, 2009); causal reasoning (Hung & Jonassen, 2006), Physics lecturing programme (PLP), which was designed to increase the ability to analyse and create (Rasagama, 2011); and the use of causality and analytical-thinking approach to increase students’ problem- solving ability (PSA) (Rokhmat, 2013).

  Rokhmat (2013) investigated the impact of a causalitic learning approach on the PSA for seven subjects: kinematics, Newton’s law of motion, work and energy, linear momentum, gravity, rigid body equilibrium, and thermodynamics. He defines ‘causalitic’ as causality and analytic. He finds that the PSA increased significantly. In principle, this approach was oriented to facilitating students to develop their abilities in causalitic thinking.

  Gopnik and Schulz (2007), and Meder chain models. Next, R okhmat (2015) added two other models to them, which are simple and composite. He divided the composite model into simple and chain composites. As a result, there are six models of causal, which are simple, divergent, convergent, chain, simple composite and chain composite causal models; these are abbreviated as SCM, DCM, CCM, ChCM, SCoCM and ChCoCM, respectively.

  A s described previously, this paper focuses on discussing the six causal models and examples of their use in physics- learning phenomena. T he discussion includes the conceptual presentations of the related physics-learning phenomena; and identifying their elements (which are the causes and effects) and which kind of causal model is appropriate. In the first year (of three years) of research, the causalitic- thinking approach was actually implemented in the seven subjects; however, in this paper, we only present its implementation in two subjects, i.e. work and energy, and thermodynamics because, statistically they would have been too many pairs for t _counted and t _table (t _counted , t _table ). There are18 pairs per-subject, so for the seven subjects it would have been 128 pairs of t _counted and t _table . Finally, with respect to the title above, this paper is oriented to answer two questions: 1) how is PSA increased in the two subjects as a result of the CTA implementation. and 2) how examples of the causal models in physics learning.

  Relating to the previous questions, we

  

The Causal Model in Physics Learning with a CTA

Causalitic-thinking Approach (CTA)

  An approach is defined as a way of doing something. This paper regards this from the point of view of a learning process. Based on which is more active in the learning between a student and teacher, the approach is divided into two: student- and teacher- oriented approaches. In the former, the teacher has the role to facilitate the students exploring information by themselves. While, in the latter, a teacher is a source of information that they actively transfer to students.

  C ausalitic thinking ( C T ) is an abbreviation of ‘causality and analytic thinking’. Paul (2003) divides thinking into eight elements, i.e. generating objectives, proposing questions, applying information, creating a concept, making a conclusion, making assumptions, generating understanding and realising a point of view. However, Gopnik and Schulz (2007) states a philosophical approach to causation theory, which is that it is difference-making, i.e. every cause will create a different effect. The cause must result in, or at least modify, the possibility for an effect to occur. This principle states that some causes are independent from space and time when resulting in an effect. Another principle is that the same initial conditions result in the same phenomenon series. In addition, two principles, Hill (2011) describes one principle of causality, i.e., that one event (a cause) will produce another event (an effect), and if the events are separated by

  Marzano and K endall (2008) agreed that analytical thinking is higher-order thinking, while Amer (2005) revealed that analytical thinking is closed to creative thinking. He proposes that analytical thinking is a tool that is useful for understanding a phenomenon. The basic idea of analytical thinking is make a handful of elements, comparing them, give a rank, and finally select the most valuable and discharge the remainder. With respect to CT, analytical thinking refers to how well students can identify the conditions of causes so they result in the determined effect. K asser (2006) mentioned that to identify, it needs an explanation, and, when establishing the explanation, it has to be presented in terms of facts, concepts, principles, theories and/ or laws of physics.

  In C T, a student completes some activities that are in line with the causality and analytic thinking. These are activities that are closed to causality thinking such as understanding phenomenon, determining causes, predicting effect and differentiating the causes that are factors of each effect. However, activities that are closed to analytic thinking include identifying the causes that result in an effect, codifying an explanation to correlate cause and effect, and establishing an argument for why the effects happen. To codify the explanation, it has to be presented in terms of facts, concepts, principles, theories and/or laws of Physics, which is closed to the causes and/or effects. Therefore, analytic thinking means

  

Joni Rokhmat, Marzuki, Hikmawati and Ni Nyoman Sri Putu Verawati

  principles, theories and/or laws of physics, and, finally, they are used for identifying or compiling an explanation of why the effect happens.

  The elements of the CT agree with some elements of thinking, especially the elements that are stated by Paul (2003), and K asser (2006). Congenialities exist between the CT and eight elements from Paul (2003), such as understanding CT in line with generating objectives and generating understanding, determining causes and predicting effects that agree with the generated objective, proposing questions, applying information and creating a concept, and differentiating causes is appropriate to proposing questions and creating concept. Furthermore, there are congenialities between CT and the ideas of identification from K asser (2006) for at least two elements, i.e. identifying causes and explaining the relation between the cause and effect. Therefore, the elements of CT are in agreement for at least nine among the eleven (81%) elements of thinking described by Paul (2003), and K asser (2006).

  Problem-solving Ability (PSA)

  In this paper, the term problem-solving ability (PSA) is deductively derived from several opinions such as Marzano and K endall (2008), and Marzano and Brown (2009). Marzano and Brown (2009) agreed that it is necessary for students to use their knowledge in problem solving to generate and staunch their opinion. While, Marzano and K endall (2008) gave recommendation what the objectives are, what the obstacles are, the way to handle obstacles, the best solutions, the real event, the congeniality between the result and solution, and/or the way to change thinking.

  Marquardt (2004) explained two approaches to problem solving. T he analytic approach is the first and is the approach through which he maintains that a phenomenon has only one solution. However, integrative approach is the second and the approach through which he proposes there are many solutions to one phenomenon. This approach is recommended in order to develop a multi-effect phenomenon. It varies as to whether there are one or more elements of cause in the phenomenon. Through this latter phenomenon, a student is facilitated to identify conditions of all causes and determine all of the possible effects.

  Based on the two previous paragraphs, PSA is defined as two things. First, the ability to use knowledge to select and/or predict all effects when solving a phenomenon, and second, the ability to identify how causes result in each effect.

  In general, PSA is defined as having the ability to solve a problem. With respect to causalitic thinking, PSA includes six indicators, i.e. understanding, selecting, differentiating, determining, applying and identifying (Gopnik & Schulz, 2007; Meder, 2006; Paul, 2003). Understanding is defined as the ability to know what the idea behind a problem is; selecting is the ability to determine which elements (in a problem) are

  

The Causal Model in Physics Learning with a CTA

  an effect is a dependent variable. Next, differentiating is defined as the ability to differentiate which cause (or causes) are factors of the effect. Determining is defined as the ability to establish the concepts, principles, theories and/or laws of physics that are related to each effect. Applying is defined as the ability to apply the concepts, principles, theories and/or laws of physics that explains why each effect occurs. And, finally, identifying is the ability to identify the conditions of the cause (or causes) so that it (they) results in the effect.

  T here is conformity between C T and PSA ; to analyse a phenomenon and categorise the causes and effects needs an understanding of the idea and objective of the phenomenon, as well as the consideration and ability to analyse the differences. The three aforementioned needs (understanding, consideration and ability) are included in analytic thinking. Thus, analytic thinking has a significant role in causality thinking. This fact is in line with the findings of Amer (2005), Cohen (2000), Hamilton (2001), Paul (2003) and Zschunke (2000).

  T he three i ndi cators of PS A (understanding, selecting and differentiating) and the interpretation of problem solving are summarised in the indicators for analytic thinking from Amer (2005), Cohen (2000), Hamilton (2001) and Zschunke (2000). The fourth and fifth indicators (determining and applying) support the ability to identify causes.

  From the previous descriptions, it can be analytic thinking supports PSA. Causality thinking directly supports the ability to select and/or predict effects in a phenomenon.

  However, analytic thinking supports the ability to identify how causes have the possibility of resulting in the determined effect. Thus, causality and analytic thinking supports PSA.

  Causal Models in Physics Learning Causal-thinking model: the three ideas

  with respect to the causal model of thinking from Gopnik and Schulz (2007), and Meder (2006) can be developed into six models. The models include three basic models (the divergent, convergent and chain models) and three other models from the development of the basic models (simple, simple composite, and chain composite models) (Figures 1 and 2).

  Figure 1 shows four basic causal models; the circles represent the variables of events, while the arrows express the direction of cause-effect. The models are: (a) the SCM, where one cause X influences one effect Y ; (b) the DCM, where one cause

  X influences two or more effects Y ^{1 , Y 2 and}

  so on; (c) the CCM, where two or more causes X ^{1 , X 2 , and so on influence one effect,}

  Y ; (d) the ChCM, where one initial cause X influences one in-between effect Y, which

  influences one final effect Z. In addition, Figure 2 shows the combination of the four models (SCM, DCM, CCM and ChCM) into two further models: (a) the SCoCM and (b) the ChCoCM. In the SCoCM, two or more

  

Joni Rokhmat, Marzuki, Hikmawati and Ni Nyoman Sri Putu Verawati

  more effects Y , Y and so on, and in the effects Y , Y and so on, which influence two _{1 2 1 2} ChCoCM, two or more initial causes X , X or more final effects Z , Z and so on.

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