Re-Examining a Classical Issue: Integrating Cognitive Processes in Scientific-5 M Approach to Learn Science in Indonesia

Autor/inn/en	Erman, Erman; Wakhidah, Nur
Titel	Re-Examining a Classical Issue: Integrating Cognitive Processes in Scientific-5 M Approach to Learn Science in Indonesia
Quelle	In: Asia-Pacific Education Researcher, 32 (2023) 1, S.15-25 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Erman, Erman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00628-z
Schlagwörter	Foreign Countries; Elementary School Students; Grade 4; Cognitive Processes; Thinking Skills; Academic Achievement; Achievement Gains; Science Instruction; Spatial Ability; Learning Processes; Piagetian Theory; Indonesia + Suchen Sie Ihr Suchwort? Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Schulleistung; Achievement gain; Leistungssteigerung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Räumliches Vorstellungsvermögen; Learning process; Lernprozess; Indonesien
Abstract	This study aims to help concrete thinkers learn science through the use of Piagets' cognitive processes (CPs) during scientific inquiry. A total of 203 fourth-grade students participated as volunteers in a pre-post control group study. The students were from urban, remote rural, and suburban regions of Indonesia. Data analysis demonstrated that students were at a low level of concrete reasoning. However, CPs significantly enhanced students' academic performance in science classes from low to medium and even high categories. CPs also promoted concrete thinkers from lower to higher levels of concrete reasoning. Study results suggest that teachers should attend to the concrete reasoning development of elementary school students and promote their levels of cognitive processing to help them achieve academically in science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01