Scientific attitudes in chemistry learning: A systematic literature review

Intan Shanderi, Suwardi Suwardi

Abstract


This systematic review analysis study aimed to examine the scientific attitudes in chemistry learning. The method used a Systematic Literature Review which consists of 5 stages adopted from Denyer and Tranfield. The main criteria for the selection of articles are scientific attitude in the field of chemistry learning with a period of 2012 until 2023 from the well-known national and international database. There were 29 articles were obtained that fit into the criteria. The article’s aspect focused on the parameters such as aim, sample level, instructional method, instruments, and chemistry subject. The result showed that the attitude scale is the most instrument that can be used to measure scientific attitude in chemistry learning. Meanwhile, PBL has become the most instructional method that has been used to enhance scientific attitude. Moreover, the studies mostly aim to investigate the influence of teaching methods on scientific attitudes. Most researchers involve high school students in scientific attitude research on analytical chemistry concepts. There are different codes for each theme of scientific attitudes. Thus, the review helps to evaluate the instrument and instructional methods in chemistry learning and also provides recommendations for examining students’ scientific attitudes in further explorations.

Keywords: Chemistry learning; Instructional method; Instrument; Scientific attitudes


Full Text:

PDF

References


Andriani, R., & Supiah, Y. (2021). Effect of problem based learning models on students’ analytical thinking abilities and scientific attitudes in chemistry. Journal of Physics: Conference Series, 1806(1), 1–6. https://doi.org/10.1088/1742-6596/1806/1/012190

Arian, Y., Anwar, S., & Sukib, S. (2018). The Influence of Orientation / Develop / Do / Discuss / Reflect (OD3R) Method on Students’ Writing Skills and Scientific Attitudes in Biochemistry Laboratory Course. Proceedings of the 2nd International Conference on Education ICE, 46(2), 107–113. https://doi.org/10.4108/eai.28-9-2019.2291020

Aromataris, E., & Pearson, A. (2014). The systematic review: An overview. American Journal of Nursing, 114(3), 53–58. https://doi.org/10.1097/01.NAJ.0000444496.24228.2c

Astuti, T. N., Sugiyarto, K. H., & Ikhsan, J. (2020). Effect of 3D visualization on students’ critical thinking skills and scientific attitude in chemistry. International Journal of Instruction, 13(1), 151–164. https://doi.org/10.29333/iji.2020.13110a

Blalock, C. L., Lichtenstein, M. J., Owen, S., Pruski, L., Marshall, C., & Toepperwein, M. A. (2008). In pursuit of validity: A comprehensive review of science attitude instruments 1935-2005. International Journal of Science Education, 30(7), 961–977. https://doi.org/10.1080/09500690701344578

Denyer, D., & Tranfield, D. (2009). Producing a Systematic Review. The SAGE Handbook Organizational Research Method.

Devi, M. G., & Aznam, N. (2019). The effect of science-technology-society (STS) model on scientific literacy and scientific attitude of students on the subject of buffer. Journal of Physics: Conference Series, 1156(1). https://doi.org/10.1088/1742-6596/1156/1/012027

Dirmanto, A., Cahyono, E., & Sulistyaningsih, T. (2021). Journal of Innovative Science Education The Effectiveness of Problem Based Learning on Acid-Base Materials to Improve Scientific Attitude and Creativity of SMA N 1 Comal Students. Journal of Innovative Science Educaion, 10(77), 193–198.

Dwi, I., Bibin, P., Clarissa, R., & Putri, D. (2020). The Effectiveness of the PBL-STEM Model in Online Learning to Improve Students’ Scientific Attitudes. Journal of Education and Practice, 11(29), 39–45. https://doi.org/10.7176/jep/11-29-04

Fitriani, A., Zubaidah, S., Susilo, H., & Al Muhdhar, M. H. I. (2020). PBLPOE: A learning model to enhance students’ critical thinking skills and scientific attitudes. International Journal of Instruction, 13(2), 89–106. https://doi.org/10.29333/iji.2020.1327a

Hacieminoglu, E. (2016). Elementary school students’ attitude toward science and related variables. International Journal of Environmental and Science Education, 11(2), 35–52. https://doi.org/10.12973/ijese.2016.288a

Hadiati, S., Kuswanto, H., Rosana, D., & Pramuda, A. (2019). The effect of laboratory work style and reasoning with Arduino to improve scientific attitude. International Journal of Instruction, 12(2), 321–336. https://doi.org/10.29333/iji.2019.12221a

Hillman, S. J., Zeeman, S. I., Tilburg, C. E., & List, H. E. (2016). My Attitudes Toward Science (MATS): the development of a multidimensional instrument measuring students’ science attitudes. Learning Environments Research, 19(2), 203–219. https://doi.org/10.1007/s10984-016-9205-x

Huda, R., & Rohaeti, E. (2021). Students’ attitude profile towards chemistry based on Research-Oriented Collaborative Inquiry Learning Model (REORCILEA) Students’ attitude profile towards chemistry based on Research-Oriented Collaborative Inquiry Learning Model. Journal of Physics : Conference Series, 1806(1), 1–5. https://doi.org/10.1088/1742-6596/1806/1/012193

Irwanto, I. (2022). The impact of research-oriented collaborative inquiry learning on pre-service teachers’ scientific process skills and scientific attitudes. Journal of Technology and Science Education, 12(J2), 410–425. https://doi.org/10.3926/jotse.1583

Jatmiko, A., Kartina, Y., Irwandani, I., Fakhri, J., Pricilia, A., & Rahayu, T. (2018). Reading Concept Map-Think Pair Share (Remap-TPS) Learning Model on Cognitive Ability and Scientific Attitude. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 3(2), 183. https://doi.org/10.24042/tadris.v3i2.3184

Ketpichainarong, W., Panijpan, B., & Ruenwongsa, P. (2010). Enhanced learning of biotechnology students by an inquiry-based cellulase laboratory. International Journal of Environmental and Science Education, 5(2), 169–187.

Kustijono, R., Jatmiko, B., & Ibrahim, M. (2018). The effect of scientific attitudes toward science process skills in basic physics practicum by using peer model. International Journal of GEOMATE, 15(50), 82–87. https://doi.org/10.21660/2018.50.IJCST50

Kusuma, A. K., Utami, B., & Mulyani, B. (2021). The relationship between students’ problem solving skills and scientific attitude with students’ learning outcomes on stoichiometry at tenth grade at high school in Boyolali, Central Java, Indonesia. Journal of Physics: Conference Series, 1842(1). https://doi.org/10.1088/1742-6596/1842/1/012027

Maimunah. (2017). The Use of Science Environment Technology and Society (SETS) Learning Model for Enhancing the Critical Thinking Skills and Scientific Attitudes. Jurnal Penelitian dan Pembelajaran Ipa, 3(1), 65–73.

Mardiana, F. M., & Ningsih, N. Y. (2023). Cooperative Learning Model on Atomic Structure Material and It’s Influence on the Scientific Attitude of Class X Students at Senior High School. Integrated Science Education Journal, 4(1), 23–29. https://doi.org/10.37251/isej.v4i1.273

Maulina, A., & Senam. (2023). How are student’s scientific attitude in buffer solution topic? The 8TH International Conference on Research Implementation and Education of Mathematics and Science (ICRIEMS 2021), 2556(1), 040015-1-040015–040016. https://doi.org/10.1063/5.0110367

Najid, A. A., Rahmawati, Y., & Yusmaniar. (2021). Developing students’ attitudes towards chemistry learning through culturally responsive transformative teaching (CRTT). AIP Conference Proceedings, 2331. https://doi.org/10.1063/5.0041989

Nursiwan, W. A., & Hanri, C. (2023). Relationship between level of scientific creativity and scientific attitudes among prospective chemistry teachers. International Journal of Evaluation and Research in Education, 12(1), 174–179. https://doi.org/10.11591/ijere.v12i1.22852

Putra, G. D., Milama, B., & Saridewi, N. (2018). Scientific Attitude Profile of Student Through Guided Inquiry by Experiment Method. 3Rd International Conference on Education in Muslim Society (ICEMS), 115(Icems 2017), 191–195. https://doi.org/10.2991/icems-17.2018.37

Rampean, B., Roheti, E., Septriwanto, J., & Lengkong, M. (2021). How Can Open Inquiry Enhancing Students’ Scientific Attitude Through Chemistry Learning? Proceedings of the 7th International Conference on Research, Implementation, and Education of Mathematics and Sciences (ICRIEMS 2020), 528(Icriems 2020), 238–245. https://doi.org/10.2991/assehr.k.210305.035

Rasyid, A., Mustari, M., Aziziy, Y. N., & Nahdi, D. S. (2022). Guided inquiry with sparkol videosribe in science learning: a study of students’ scientific attitudes. International Journal of Educational Innovation and Research, 1(1), 34–41. https://doi.org/10.31949/ijeir.v1i1.1899

Rohaeti, E., Prodjosantoso, A. K., & Irwanto. (2020). Research-oriented collaborative inquiry learning model: improving students’ scientific attitudes in general chemistry. Journal of Baltic Science Education, 19(1), 108–120. https://doi.org/10.33225/jbse/20.19.108

Sakliressy, M. T., Sunarno, W., & Nurosyid, F. (2021). Students Scientific Attitude in Learning Physics Using Problem Based Learning Model with Experimental and Project Methods. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 10(1), 59–70. https://doi.org/10.24042/jipfalbiruni.v10i1.8347

Suryawati, E., & Osman, K. (2018). Contextual learning: Innovative approach towards the development of students’ scientific attitude and natural science performance. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 61–76. https://doi.org/10.12973/ejmste/79329

Thahir, A., Anwar, C., Saregar, A., Choiriah, L., Susanti, F., & Pricilia, A. (2020). The Effectiveness of STEM Learning: Scientific Attitudes and Students’ Conceptual Understanding. Journal of Physics: Conference Series, 1467(1). https://doi.org/10.1088/1742-6596/1467/1/012008

Tretter, T. R., Ardasheva, Y., Morrison, J. A., & Karin Roo, A. (2019). Strengthening science attitudes for newcomer middle school english learners: visually enriched integrated science and language instruction. International Journal of Science Education, 41(8), 1015–1037. https://doi.org/10.1080/09500693.2019.1585993

Villafañe, S. M., & Lewis, J. E. (2016). Exploring a measure of science attitude for different groups of students enrolled in introductory college chemistry. Chemistry Education Research and Practice, 17(4), 731–742. https://doi.org/10.1039/c5rp00185d

Wartawan, P. G. (2017). The Effectiveness of the Use of Portfolio Assessment by Controlling Prior Knowledge to Enhance Scientific Attitude among Senior High School Students. International Journal of Physical Sciences and Engineering, 1(3), 9–18. https://doi.org/10.21744/ijpse.v1i3.54

Widowati, A., Nurohman, S., & Anjarsari, P. (2017). Developing science learning material with authentic inquiry learning approach to improve problem solving and scientific attitude. Jurnal Pendidikan IPA Indonesia, 6(1), 32–40. https://doi.org/10.15294/jpii.v6i1.4851

Wildan, W., Hakim, A., Siahaan, J., & Anwar, Y. A. S. (2019). A Stepwise Inquiry Approach to Improving Communication Skills and Scientific Attitudes on a Biochemistry Course. International Journal of Instruction, 12(4), 407–422.

Yoon, H., Woo, A. J., Treagust, D. F., & Chandrasegaran, A. L. (2015). Second-year college students’ scientific attitudes and creative thinking ability: Influence of a problem-based learning (PBL) chemistry laboratory course. Affective Dimensions in Chemistry Education, 217-233. https://doi.org/10.1007/978-3-662-45085-7_11

Zulirfan, Iksan, Z. H., Osman, K., & Salehudin, S. N. M. (2018). Take-Home-Experiment : Enhancing Students ’ Scientific attitude. Journal of Baltic Science Education, 17(5), 828–837. https://doi.org/10.33225/jbse/18.17.828




DOI: https://doi.org/10.24114/jpkim.v15i2.48881

Article Metrics

Abstract view : 103 times
PDF - 68 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Intan Shanderi, Suwardi Suwardi

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Jurnal Pendidikan Kimia
Contact: +62 853-1769-2813
Email: jpkim.pps@unimed.ac.id

Jl. Willem Iskandar, Pasar V, Medan Estate, Medan City, North Sumatra Province, Postal Code 20221. Phone/fax: (061) 661 3365 / +62 852-7802-1981.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.