The causalitic learning model to increase students’ problem-solving ability

Abstract

Abstract This research aimed to describe the causalitic-learning-model and its’ implementation to increase the Problem-solving Ability (PSA) (causalitic = causality-and-analytic). This research used mixed method of embedded experimental two phases. The model has been implemented at three universities and seven senior high schools (SHS) in Mataram-Lombok-Indonesia in physics on seven undergraduate-subjects (kinematics, Newton’s law of motion, work and energy, impule and momentum, gravity, rigid equilibrium, thermodynamics) and six SHS-subjects (fluid, optical geometry, impulse and momentum, heat, rigid equilibrium, and direct electrical-current). The instruments consisted of pre-learning-task, learner-worksheet, PSA’s problems, and questionnaire. The score of PSA of pre-service-teachers were analyzed with t-test of sign ranks by Wilcoxon but the PSA of SHS-students were analyzed with t-tests, while the responses of questionnaire were analyzed descriptively. The results show that the model is effective to increase the PSA (with significance-level 5%); for pre-service-teachers, the normalized-gain average 0.15-0.53 for low-group and 0.29–0.77 for high-group, while for the SHS’ students, the normalized-gains is 0.20-0.83 and all students give positive responses. The phases of the learning-model include orientation, exploration and causality-development, argument-preparation, and evaluation. This learning-model is very useful as a reference when constructing learning using this model at any discipline and any level of education.