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首页> 外文期刊>Procedia - Social and Behavioral Sciences >The effectiveness of RANGKA contextual teaching and learning on students’ problem solving skills and scientific attitude
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The effectiveness of RANGKA contextual teaching and learning on students’ problem solving skills and scientific attitude

机译：RANGKA情境教学对学生解决问题的能力和科学态度的有效性

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This study is designed specifically to measure the effectiveness of contextual teaching and learning of Biology on the students’ problem solving skills, and scientific attitude among secondary school students in Pekanbaru, Riau Indonesia. This quasi experiment involved some 215 form VII students from three government schools, segregated based on their existing cognitive abilities; viz. high, moderate and low. Data garnered from the experimental study were described by means of descriptive analysis, followed by subsequent inferential analysis involving a series of t-tests, ANOVA and MANOVA analyses. In this study, contextual learning module was developed by applying RANGKA strategy which mainly involved R umuskan (conclude), A mati (observe), N yatakan (state), G abungkan ( C ombine), K omunikasi ( c ommunicate) and A malkan (implement) covering the topic on Organism Diversity. The effects on students’ problem solving skills and scientific attitude were measured by means of tests and observation. Overall, the findings revealed that there are significant differences across the experimental groups and students’ ability in terms of their problem solving skills. However, there is no significant difference in terms of their scientific skills. Such pattern of findings provides empirical evidence which signifies the usefulness of contextual approach in the teaching and learning of Biology.
机译：这项研究是专门为衡量印度尼西亚廖内北干巴鲁中学生在解决问题的技能以及科学态度方面的生物学教学效果而设计的。这项准实验涉及来自三所官立学校的215名中七学生，根据他们现有的认知能力对其进行了隔离;即高，中和低。通过描述性分析，描述了从实验研究中获得的数据，随后进行了涉及一系列t检验，ANOVA和MANOVA分析的推论分析。在这项研究中，运用RANGKA策略开发了情境学习模块，该策略主要涉及R umuskan（结论），A mati（观察），N yatakan（州），G abungkan（C ombine），K omunikasi（c ommunicate）和A malkan （实施）涵盖有关生物多样性的主题。通过测试和观察来测量对学生解决问题的能力和科学态度的影响。总体而言，调查结果表明，实验组和学生解决问题的能力之间存在显着差异。但是，他们的科学技能没有显着差异。这样的发现模式提供了经验证据，表明上下文方法在生物学的教学中是有用的。

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