.png)
.png)
Measuring changes of students' problem-solving skills for citizen science projects that integrated in ecology courses: Stacking analysis techniques in Rasch model
Abstract
Authentic and practice-based learning approaches to develop students' problem-solving skills in the context of complex environmental problems are needed. This study aims to measure how students' problem-solving skills have changed through Citizen Science Project that integrated in ecology courses using stacking analysis techniques in the Rasch model. The method in this research used a descriptive quantitative approach by comparing the level of change in problem solving skills after the intervention of learning activities with citizen science projects through pre-test and post-test. There were thirty students participating in total. The results of the Rasch analysis show that the average problem-solving skills score is 0.73, with a Cronbach Alpha value of 0.97, person reliability of 0.97, and item reliability of 0.88. These values show very good interaction between students and question items, as well as very good consistency in student answers. Logit item measures of changes in students' problem solving skills show that almost students experienced an increase in their ability to understand component of the questions construction. Students in this research were able to sharpen their problem-solving skills through the citizen science projects they completed.
Abstrak. Pendekatan pembelajaran yang autentik dan berbasis praktik untuk mengembangkan keterampilan pemecahan masalah mahasiswa dalam konteks permasalahan lingkungan yang kompleks diperlukan. Penelitian ini bertujuan untuk mengukur bagaimana perubahan kemampuan pemecahan masalah mahasiswa melalui proyek citizen science yang diintegrasikan dalam mata kuliah ekologi dengan menggunakan teknik analisis stacking dalam model Rasch. Metode dalam penelitian ini menggunakan pendekatan deskriptif kuantitatif dengan membandingkan tingkat perubahan keterampilan pemecahan masalah setelah diberikan intervensi kegiatan pembelajaran dengan proyek citizen science melalui pre-test dan post-test. Total ada tiga puluh mahasiswa yang berpartisipasi. Hasil analisis Rasch menunjukkan rata-rata skor kemampuan mahasiswa sebesar 0,73, dengan nilai Cronbach Alpha sebesar 0,97, person reliabilitas sebesar 0,97, dan reliabilitas item sebesar 0,88. Nilai-nilai tersebut menunjukkan interaksi yang sangat baik antara mahasiswa dengan item soal, serta konsistensi jawaban mahasiswa yang sangat baik. Proyek citizen science yang dilakukan oleh mahasiswa dalam penelitian ini efektif dalam meningkatkan kemampuan pemecahan masalah mereka.
Keywords
References
Adamou, A., Georgiou, Y., Paraskeva-Hadjichambi, D., & Hadjichambis, A. C. (2021). Environmental Citizen Science initiatives as a springboard towards the education for environmental citizenship: A systematic literature review of empirical research. Sustainability, 13(24), 13692. https://doi.org/10.3390/su132413692
Ahmed Ibrahim Morsy, A., & Ahmed Mostafa Darweesh, H. (2020). Effect of six hats thinking technique on development of critical thinking disposition and problem solving skills of nursing students. American Journal of Nursing Research, 9(1), 8–14. https://doi.org/10.12691/ajnr-9-1-2
Anselmi, P., Vidotto, G., Bettinardi, O., & Bertolotti, G. (2015). Measurement of change in health status with Rasch models. Health and Quality of Life Outcomes, 13(1), 16. https://doi.org/10.1186/s12955-014-0197-x
Beattie, E. (2019). Collaborative reflective inquiry as garden eco-pedagogy. Proceedings of the 2019 AERA Annual Meeting. https://doi.org/10.3102/1431512
Becker-Klein, R., Peterman, K., & Stylinski, C. (2016). Embedded assessment as an essential method for understanding public engagement in citizen science. Citizen Science: Theory and Practice, 1(1), 8. https://doi.org/10.5334/cstp.15
Bond, T. G., & Fox, C. M. (2021). Applying the Rasch Model: Fundamental measurement in the human sciences. Lawrence Erlbaum Associates Publishers. https://books.google.co.id/books?id=q0wdmSlzKy0C
Byrne, P., Yendell, A., Frau, I., & Todd, A. M. L. (2021). Identification and prioritisation of mine pollution sources in a temperate watershed using tracer injection and synoptic sampling. Mine Water and the Environment, 40(4), 980–993. https://doi.org/10.1007/s10230-021-00792-0
Chetty, S., Pillay, L., & Humphries, M. S. (2021). Gold mining’s toxic legacy: Pollutant transport and accumulation in the Klip River catchment, Johannesburg. South African Journal of Science, 117(7/8). https://doi.org/10.17159/sajs.2021/8668
Dewey, J. (1910). How We Think. D.C. Heath & Company. https://books.google.co.id/books?id=WF0AAAAAMAAJ
Fadeev, A. (2019). Vygotsky’s theory of mediation in digital learning environment: Actuality and practice. Punctum. International Journal of Semiotics, 5(1), 24–44. https://doi.org/10.18680/hss.2019.0004
Fraisl, D., Hager, G., Bedessem, B., Gold, M., Hsing, P.-Y., Danielsen, F., Hitchcock, C. B., Hulbert, J. M., Piera, J., Spiers, H., Thiel, M., & Haklay, M. (2022). Citizen science in environmental and ecological sciences. Nature Reviews Methods Primers, 2(1), 64. https://doi.org/10.1038/s43586-022-00144-4
G3E, G. d’éducation et d’écosurveillance de l’eau. (2016). Environmental problem solving. https://www.g3e-ewag.ca/documents/fiches_pedagogiques/fiche7_ang.pdf
Herrmann-abell, C. F., Flanagan, J. C., & Roseman, J. E. (2013). Developing and evaluating an eighth grade curriculum unit that links foundational chemistry to biological growth: Using student measures to evaluate the promise of the intervention. Proceeding of the 2013 NARST Annual International Conference, 1–20. https://www.aaas.org/sites/default/files/project2061/files/NARST2013-Flanagan-Paper5-Usingteachermeasurestoe.pdf
Hong, Y., & Choi, I. (2015). Assessing reflective thinking in solving design problems: The development of a questionnaire. British Journal of Educational Technology, 46(4), 848–863. https://doi.org/10.1111/bjet.12181
Huang, J., Hmelo-Silver, C. E., Jordan, R., Gray, S., Frensley, T., Newman, G., & Stern, M. J. (2018). Scientific discourse of citizen scientists: Models as a boundary object for collaborative problem solving. Computers in Human Behavior, 87, 480–492. https://doi.org/10.1016/j.chb.2018.04.004
Jonassen, D. H. (2010). Learning to solve problems: A handbook for designing problem-solving learning environments. Routledge. https://doi.org/10.4324/9780203847527
Jørgensen, F. A., & Jørgensen, D. (2021). Citizen science for environmental citizenship. Conservation Biology, 35(4), 1344–1347. https://doi.org/10.1111/cobi.13649
Juandi, T., Kaniawati, I., Samsudin, A., & Riza, L. S. (2023). Implementing the Rasch model to assess the level of students’ critical and reflective thinking skills on the photoelectric effect. Momentum: Physics Education Journal, 7(2), 220–231. https://doi.org/10.21067/mpej.v7i2.8252
Kimáková, T., Nasser, B., Issa, M., & Uher, I. (2019). Mercury cycling in the terrestrial, aquatic and atmospheric environment of the Slovak Republic – an overview. Annals of Agricultural and Environmental Medicine, 26(2), 273–279. https://doi.org/10.26444/aaem/105395
Laliyo, L. A. R., Sumintono, B., & Panigoro, C. (2022). Measuring changes in hydrolysis concept of students taught by inquiry model: stacking and racking analysis techniques in Rasch model. Heliyon, 8(3), e09126. https://doi.org/10.1016/j.heliyon.2022.e09126
Lee, C. (2021). Information Processing and moral problem solving. Computational Economics, 57(3), 911–922. https://doi.org/10.1007/s10614-018-9801-1
Lüsse, M., Brockhage, F., Beeken, M., & Pietzner, V. (2022). Citizen science and its potential for science education. International Journal of Science Education, 44(7), 1120–1142. https://doi.org/10.1080/09500693.2022.2067365
MacPhail, V. J., & Colla, S. R. (2020). Power of the people: A review of citizen science programs for conservation. Biological Conservation, 249, 108739. https://doi.org/10.1016/j.biocon.2020.108739
Mandeng, E. P. B., Bidjeck, L. M. B., Bessa, A. Z. E., Ntomb, Y. D., Wadjou, J. W., Doumo, E. P. E., & Dieudonné, L. B. (2019). Contamination and risk assessment of heavy metals, and uranium of sediments in two watersheds in Abiete-Toko gold district, Southern Cameroon. Heliyon, 5(10), e02591. https://doi.org/10.1016/j.heliyon.2019.e02591
Mashifana, T. (2022). Polyethylene terephthalate waste as a mobilizer for heavy metals in gold mine tailings. IOP Conference Series: Earth and Environmental Science, 1009(1), 012008. https://doi.org/10.1088/1755-1315/1009/1/012008
Mitchell, N., Triska, M., Liberatore, A., Ashcroft, L., Weatherill, R., & Longnecker, N. (2017). Benefits and challenges of incorporating citizen science into university education. PLOS ONE, 12(11), e0186285. https://doi.org/10.1371/journal.pone.0186285
Newell, A., & Simon, H. A. (2019). Human Problem solving. Echo Point Books and Media. https://books.google.co.id/books?id=Gf8EwgEACAAJ
Phillips, C., Walshe, D., O’Regan, K., Strong, K., Hennon, C., Knapp, K., Murphy, C., & Thorne, P. (2018). Assessing citizen science participation skill for altruism or university course credit: A case study analysis using cyclone center. Citizen Science: Theory and Practice, 3(1), 6. https://doi.org/10.5334/cstp.111
Phillips, T., Porticella, N., Constas, M., & Bonney, R. (2018). A framework for articulating and measuring individual learning outcomes from participation in citizen science. Citizen Science: Theory and Practice, 3(2), 3. https://doi.org/10.5334/cstp.126
Roche, J., Bell, L., Galvão, C., Golumbic, Y. N., Kloetzer, L., Knoben, N., Laakso, M., Lorke, J., Mannion, G., Massetti, L., Mauchline, A., Pata, K., Ruck, A., Taraba, P., & Winter, S. (2020). Citizen science, education, and learning: Challenges and opportunities. Frontiers in Sociology, 5. https://doi.org/10.3389/fsoc.2020.613814
Ryan, C., Duffy, C., Broderick, C., Thorne, P. W., Curley, M., Walsh, S., Daly, C., Treanor, M., & Murphy, C. (2018). Integrating data rescue into the classroom. Bulletin of the American Meteorological Society, 99(9), 1757–1764. https://doi.org/10.1175/BAMS-D-17-0147.1
Saunders, M. E., Roger, E., Geary, W. L., Meredith, F., Welbourne, D. J., Bako, A., Canavan, E., Herro, F., Herron, C., Hung, O., Kunstler, M., Lin, J., Ludlow, N., Paton, M., Salt, S., Simpson, T., Wang, A., Zimmerman, N., Drews, K. B., Moles, A. T. (2018). Citizen science in schools: Engaging students in research on urban habitat for pollinators. Austral Ecology, 43(6), 635–642. https://doi.org/10.1111/aec.12608
Shah, H. R., & Martinez, L. R. (2016). Current approaches in implementing citizen science in the classroom. Journal of Microbiology & Biology Education, 17(1), 17–22. https://doi.org/10.1128/jmbe.v17i1.1032
Škėrienė, S., & Jucevičienė, P. (2020). Problem solving through values: A challenge for thinking and capability development. Thinking Skills and Creativity, 37, 100694. https://doi.org/10.1016/j.tsc.2020.100694
Smith, H., Allf, B., Larson, L., Futch, S., Lundgren, L., Pacifici, L., & Cooper, C. (2021). Leveraging citizen science in a college classroom to build interest and efficacy for science and the environment. Citizen Science: Theory and Practice, 6(1), 29. https://doi.org/10.5334/cstp.434
Song, J., Liu, Q., & Sheng, Y. (2019). Distribution and risk assessment of trace metals in riverine surface sediments in gold mining area. Environmental Monitoring and Assessment, 191(3), 191. https://doi.org/10.1007/s10661-019-7311-9
Staniszewska, K. J., Reyes, A. V., & Cooke, C. A. (2023). Glacial erosion drives high summer mercury exports from the Yukon River, Canada. Environmental Science & Technology Letters, 10(11), 1117–1124. https://doi.org/10.1021/acs.estlett.3c00427
Stylinski, C. D., Peterman, K., Phillips, T., Linhart, J., & Becker-Klein, R. (2020). Assessing science inquiry skills of citizen science volunteers: A snapshot of the field. International Journal of Science Education, Part B, 10(1), 77–92. https://doi.org/10.1080/21548455.2020.1719288
Sumintono, B., & Widhiarso, W. (2014). Aplikasi model rasch untuk penelitian ilmu-ilmu sosial (edisi revisi). Trim Komunikata.
Susbiyanto, S., Hidayat, T., Surtikanti, H. K., & Riandi, R. (2024). Citizen science project design for ecology course: Reducing pollution caused by gold mining. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 117–135. https://doi.org/10.22437/jiituj.v8i1.32348
Svetlana Mylnikova, S. M. (2022). A unity of Obucheniye and Vospitaniye: An unexplored unity in Vygotskian Zone of Proximal Development. Pakistan Social Sciences Review, 6(II). https://doi.org/10.35484/pssr.2022(6-II)70
Trisianawati, E., & Manisa, T. (2023). The ability of critical thinking and problem solving prospective biology teacher to solve biological Olympiad questions. BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan, 5(1), 1. https://doi.org/10.20527/bino.v5i1.15004
Turrini, T., Dörler, D., Richter, A., Heigl, F., & Bonn, A. (2018). The threefold potential of environmental citizen science - generating knowledge, creating learning opportunities and enabling civic participation. Biological Conservation, 225, 176–186. https://doi.org/10.1016/j.biocon.2018.03.024
Vygotsky, L. (1962). Thought and language. MIT Press. https://archive.org/details/thoughtlanguage0000unse
Wider, C., & Wider, W. (2023). Effects of metacognitive skills on physics problem -solving skills among form four secondary school students. Journal of Baltic Science Education, 22(2), 357–369. https://doi.org/10.33225/jbse/23.22.257
Wright, B. D. (2003). Rack and stack: time 1 vs. time 2. Rasch Measurement Transactions, 17(1), 905–906. https://www.rasch.org/rmt/rmt171a.htm
Yolcu, H. H. (2023). Using Project-Based Learning in an environmental education course and revealing students’ experiences: A case study. Science Activities, 60(3), 119–125. https://doi.org/10.1080/00368121.2023.2205825
Young, J. Q., Van Merrienboer, J., Durning, S., & Ten Cate, O. (2014). Cognitive load theory: implications for medical education: AMEE Guide No. 86. Medical Teacher, 36(5), 371–384. https://doi.org/10.3109/0142159X.2014.889290
DOI: http://dx.doi.org/10.20527/bino.v7i1.19574
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 BIO-INOVED : Jurnal Biologi-Inovasi Pendidikan
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
BIO-INOVED Journal has been Accredited:
|
BIO-INOVED Journal has been Indexed/Abstracted/Listed by:
|
Managed by: |
Collaborate with: |
Journal License: |
