Analysis of The Application of Scientific Methods in Learning to Academic Success Skills

  • Motlan Universitas Negeri Medan
  • Jurubahasa Sinuraya Universitas Negeri Medan
  • Karya Sinulingga Universitas Negeri Medan
Keywords: Academic Success Skills, Scientific Methods, Learning Management

Abstract

This study is aimed to analysis of the application of scientific methods in learning to academic success skills. Academic success skills are based on three broad research reviews that identify the critical skills needed for students to be academically and socially successful. These key skill sets include: (a) cognitive and meta-cognitive skills such as goal setting, monitoring progress, and memory skills; (b) social skills such as interpersonal, social problem solving, listening skills, and teamwork; and (c) self-management skills. In improving the skills of academic success many problems are faced. Problems can occur due to several factors including namely, concentration and memory. Scientific method which is intended to provide understanding to students in knowing, understanding various materials using a scientific approach, that information can come from anywhere, anytime, does not depend on unidirectional information. The study design was conducted on a quasi-experimental basis with 2 samples. One sample is applied scientific methods in learning that are designed along with learning tools that have been adjusted. The sample applied by the scientific method is an experimental class compared to the control class. Academic success skills are the dependent variable of the application used. The products implemented are very effective in improving the intended learning outcomes. The intended learning outcome is Academic Success Skills. This increase occurs because the design of objectives in the preparation of performance indicators is actually carried out by considering and formulating it in full. In this achievement also evidenced by a learning video that has shown every planned stage goes according to the learning device that has been prepared. In addition, improvements in each learning activity need to be constantly updated and adjusted to the characteristics of students' learning styles. Good learning management will trigger the results of good learning outcomes in accordance with planned objectives. It also proves that learning outcomes depend on the management of learning that has been prepared.

References

[1] S. Cottrell, Skills for success : Personal Development and Employability. 2003.
[2] S. A. Lynch and C. G. Simpson, “Social Skills: Laying the Foundation for Success,” Dimens. Early Child., 2010.
[3] S. V. Burks et al., “Cognitive skills, personality, and economic preferences in collegiate success,” J. Econ. Behav. Organ., 2015.
[4] M. Gokalp, “The Effect of Students’ Learning Styles to Their Academic Success,” Creat. Educ., 2013.
[5] K. Neacy, S. A. Stern, H. M. Kim, and S. C. Dronen, “Resident perception of academic skills training and impact on academic career choice,” Acad. Emerg. Med., 2000.
[6] J. Viljaranta et al., “Children’s Temperament and Academic Skill Development During First Grade: Teachers’ Interaction Styles as Mediators,” Child Dev., 2015.
[7] P. Moog, A. Werner, S. Houweling, and U. Backes-Gellner, “The impact of skills, working time allocation and peer effects on the entrepreneurial intentions of scientists,” J. Technol. Transf., 2015.
[8] D. Gaul and J. Issartel, “Fine motor skill proficiency in typically developing children: On or off the maturation track?,” Hum. Mov. Sci., 2016.
[9] Y. Bengio, J. Louradour, R. Collobert, and J. Weston, “Curriculum learning,” in Proceedings of the 26th International Conference On Machine Learning, ICML 2009, 2009.
[10] J. L. Moore, C. Dickson-Deane, and K. Galyen, “E-Learning, online learning, and distance learning environments: Are they the same?,” Internet High. Educ., 2011.
[11] H. Pashler, M. McDaniel, D. Rohrer, and R. Bjork, “Learning styles concepts and evidence,” Psychol. Sci. Public Interes. Suppl., 2009.
[12] M. J. Padilla, “The science process skills,” Res. Matters-to Sci. Teach., 1990.
[13] P. Turiman, J. Omar, A. M. Daud, and K. Osman, “Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills,” Procedia - Soc. Behav. Sci., 2012.
[14] M. Hodosyová, J. Útla, MonikaVanyová, P. Vnuková, and V. Lapitková, “The Development of Science Process Skills in Physics Education,” Procedia - Soc. Behav. Sci., 2015.
[15] V. Vescio, D. Ross, and A. Adams, “A review of research on the impact of professional learning communities on teaching practice and student learning,” Teach. Teach. Educ., 2008.
[16] N. M. Webb, “Student Interaction and Learning in Small Groups,” Rev. Educ. Res., 1982.
[17] B. Bell and B. Cowie, “The characteristics of formative assessment in science education,” Sci. Educ., 2001.
[18] M. Motlan, J. Sinuraya, K. Sinulingga, and S. Mihardi, “Analisis Kebutuhan Desain Perangkat Pembelajaran Berbasis Scientifics dalam Mencapai Academic Success Skill,” Pros. SNFA (Seminar Nas. Fis. dan Apl., 2017.
[19] J. Herrington and R. Oliver, “An instructional design framework for authentic learning environments,” Educ. Technol. Res. Dev., 2000.
[20] D. Learning, “Innovative Teacher Professional Development,” Int. Rev. Res. Open Distance Learn., 2010.
[21] F. Schott and N. M. Seel, “Instructional Design,” in International Encyclopedia of the Social & Behavioral Sciences: Second Edition, 2015.
[22] J. Voogt, T. Laferrière, A. Breuleux, R. C. Itow, D. T. Hickey, and S. McKenney, “Collaborative design as a form of professional development,” Instr. Sci., 2015.
[23] A. Azapagic and R. Clift, “The application of life cycle assessment to process optimisation,” Comput. Chem. Eng., 1999.
[24] G. L. Lilien, P. D. Morrison, K. Searls, M. Sonnack, and E. Von Hippel, “Performance assessment of the lead user idea-generation process for new product development,” Manage. Sci., 2002.
[25] C. W. Species and A. Process, “COSEWIC ’ s Assessment Process and Criteria,” Assessment, 2010.
[26] M. Peelo and T. Luxon, “Designing embedded courses to support international students’ cultural and academic adjustment in the UK,” J. Furth. High. Educ., 2007.
[27] K. H. Liao, T. A. Le, and K. Van Nguyen, “Urban design principles for flood resilience: Learning from the ecological wisdom of living with floods in the Vietnamese Mekong Delta,” Landsc. Urban Plan., 2016.
[28] S. Hussain et al., “Implications of deep learning for the automation of design patterns organization,” J. Parallel Distrib. Comput., 2018.
[29] J. M. Shelleman, “Levers of Control: How Managers Use Innovative Control Systems to Drive Strategic Renewal.,” Acad. Manag. Perspect., 1995.
[30] J. F. Henri, “Management control systems and strategy: A resource-based perspective,” Accounting, Organ. Soc., 2006.
[31] S. L. Boyer, D. R. Edmondson, A. B. Artis, and D. Fleming, “Self-Directed Learning: A Tool for Lifelong Learning,” J. Mark. Educ., 2014.
Published
2019-12-03