The impact of focus explore reflect apply (FERA) model with science writing heuristic (SWH) approach to the improvement of students scientific reasoning abilities on particle dynamics Yanuar Asmara (a*), Ida Kaniawati (b), and Didi Teguh Chandra (b)
a)Program Studi Magister Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*yanuarasmara[at]student.upi.edu
b)Departemen Pendidikan Fisika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
This study aimed to obtain a description on the differences of students scientific reasoning abilities improvement through the implementation of the FERA model with SWH approach compared to the implementation of the FERA model without the SWH approach. One way to help students develop their scientific reasoning abilities is by involving them to develop their reasoning in the learning process. The SWH template for students consists of: (1) initial idea; (2) test; (3) observation; (4) claims; (5) evidence; (6) reading; and (7) reflection. This study used quasi experiment research methods with random sampling technique. Two classes were selected as study sample and divided into experimental class and control class. The data were obtained by using pretest and posttest to measure the improvements in scientific reasoning and the quality of scientific reasoning. The analysis and hypothesis test results show that there was a significant difference on the improvement of scientific reasoning between students group who involved in the FERA model with SWH Approach and students group who involved in the FERA model without SWH approach. The FERA model with SWH approach can significantly improve students scientific reasoning abilities on particle dynamics.
