Whats Wrong With Cookbook Experiment? A Case Study of Its Impacts Toward Learning Outcomes of Pre-Service Physics Teachers Yusiran (a*), Siswanto (b), B. Subali (c), Hartono (c), D. Sartika (d), Syahrir (e), S. Gumilar (f), E. Ellianawati (c), Farikah (b), I. Khaldun (a)
(a) Department of Physic Education, STKIP Taman Siswa Bima, Bima, Indonesia
*yusiranbima[at]gmail.com
(b) Department of Natural Science Education, Universitas Tidar, Magelang, Indonesia
(c) Department of Physic, Universitas Negeri Semarang, Semarang, Indonesia
(d) Department of Physic Education, Universitas Sulawesi Barat, Majene, Indonesia
(e) Department of Mathematic Education, IKIP Mataram, Mataram, Indonesia
(f) Department of Primary Teacher of Education, STKIP 11 April Sumedang, Indonesia
Abstract
The purpose of this research was to investigate the impact of cookbook experiment toward learning outcomes of pre-service physics teachers. A case study was conducted dealing with laboratory activities of pre-service physics teacher in one private university in Bima, Indonesia. The result of this study depicted that cookbook experiment as a form of laboratory activities was carried out almost eight years. However, as a common experiment conducted in college, cookbook experiment did not offer the great opportunities to pre-service physics teachers in exploring their skills. The impact of this affected them in two aspects; achievement of cognitive learning ability and students interest toward learning process. There are several reasons why these were occurred; the cookbook experiment did not: facilitate pre-service physics teachers in constructing and strengthening concepts deeply, making the joyful and meaningful learning process, and flourishing the diverse skills needed by students such as higher order thinking skills.
