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Two Problem Solving Cycles to Achieve Learning Outcomes of Thinking Skills and Plant Anatomy Concept Mastery

Jurnal Pendidikan IPA Indonesia · Vol. 7 No. 3 (2018) · pp. 312–321

DOI
10.15294/jpii.v7i3.14295
ISSN
2089-4392, 2339-1286
Published
2018-09-21
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

The purpose of this study was to measure the effectiveness of two problem-solving cycles. The effectiveness of thinking skills was measured through the achievement of learning outcomes of problem solving skills and mastery of the concept of Plant Anatomy. The study was conducted on 96 students at Plant Anatomy course. The research type was quantitative research with a quasi-experiment method. The research design used one group pretest-posttest design. The collected data were analysed descriptively based on the percentage of learning mastery and the average of N-gain. The data indicated a significant difference in the students’ problem-solving skills between the pre-test and post-test with the N-gain value was categorized as a medium level. Moreover, 75% of learning indicators have been completed by the students. In relation to the conceptual understanding, the results showed that the percentages of students who could complete the topics of a stem, a root, and a leaf were 80,21%, 71,88%, and 84,98%, respectively. Therefore, it suggested that the two cycles of problem-solving cycles implemented in this study were effective.

Keywords

Collaboration network of the authors

11 authors · 26 co-authorship links · 12 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Negeri Surabaya
  • Universitas KH. A. Wahab Hasbullah
  • Curtin University
  • University of Nottingham
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Endang SusantiniUniversitas Negeri Surabaya2
Ospa Pea Yuanita MeishantiUniversitas KH. A. Wahab Hasbullah1
Kartika SariUniversity of Nottingham1
Rossanita Truelovin Hadi PutriUniversitas KH. A. Wahab Hasbullah1
I. IsnawatiUniversitas Negeri Surabaya1
Atika Dwi NursantiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Two Problem Solving Cycles to Achieve Learning Outcomes of Thinking Skills and Plant Anatomy Concept Mastery</dc:title>
	<dc:creator>Puspitawati, R. P.</dc:creator>
	<dc:creator>Yuanita, L.</dc:creator>
	<dc:creator>Rahayu, Y. S.</dc:creator>
	<dc:creator>Indana, S.</dc:creator>
	<dc:creator>Susiyawati, E.</dc:creator>
	<dc:subject xml:lang="en-US">problem solving, thinking skills, plant anatomy</dc:subject>
	<dc:description xml:lang="en-US">The purpose of this study was to measure the effectiveness of two problem-solving cycles. The effectiveness of thinking skills was measured through the achievement of learning outcomes of problem solving skills and mastery of the concept of Plant Anatomy. The study was conducted on 96 students at Plant Anatomy course. The research type was quantitative research with a quasi-experiment method. The research design used one group pretest-posttest design. The collected data were analysed descriptively based on the percentage of learning mastery and the average of N-gain. The data indicated a significant difference in the students’ problem-solving skills between the pre-test and post-test with the N-gain value was categorized as a medium level. Moreover, 75% of learning indicators have been completed by the students. In relation to the conceptual understanding, the results showed that the percentages of students who could complete the topics of a stem, a root, and a leaf were 80,21%, 71,88%, and 84,98%, respectively. Therefore, it suggested that the two cycles of problem-solving cycles implemented in this study were effective.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2018-09-21</dc:date>
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	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/14295</dc:identifier>
	<dc:identifier>10.15294/jpii.v7i3.14295</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 7, No 3 (2018): September 2018; 312-321</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v7i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/14295/8254</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 Jurnal Pendidikan IPA Indonesia</dc:rights>
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