Enhancing Understanding Concept and Scientific Attitudes of

Students through Phenomenon-based Learning Model

Adam Malik

, Rena Denya A

, Winda Setya

, M. Minan Chusni

and Pina Pitriana

UIN Sunan Gunung Djati Bandung, Jl. A. H. Nasution No 105, Bandung 40614, Indonesia

pina.pitriana@uinsgd.ac.id

Keywords: Understanding Concept, Scientific Attitude, Phenomenon-based Learning Model.

Abstract: Understanding the concept of physics is very important to be mastered by students in order to learn the

phenomena of the universe encountered in everyday life. This study aims to improve the understanding

concept and scientific attitude of students after applied the phenomenon-based learning model on the

atmosphere concept. The method was used is quasi-experimental with pre-test and post-test design. The

instrument used consisted of a test understanding of concepts and The Colorado Learning Attitudes about

Science Survey for Experimental Physics (E-CLASS). The subject was students of the sixth semester in

Physics Education of UIN Sunan Gunung Djati Bandung, with a number of students 40 people. The sample

was selected using simple random sampling technique. The results showed an enhancement of

understanding concept by a normalized gain average of 0.61 that is a moderate interpretation, and the

student’s scientific attitude increase to a positive direction. It can be concluded that the phenomenon-based

learning model can improve the understanding concept students on the atmosphere concept and student’s

scientific attitude.

1 INTRODUCTION

The common phenomenon that science, especially

physics, was regarded as a difficult and unpopular

subject. Many concepts in physics tend to be abstract

and require

a high level of thinking ability and good

mathematics skill. In addition, the terms used in

physics are often interpreted specifically and

different from the same terms in everyday life.

Based on the above facts, it can be assumed that the

traditional learning approaches are considered to be

inappropriately used in learning that emphasizes

understanding of concepts. The era of the global

community has forced each individual to have not

only knowledge but also skills in order to compete in

the 21st century (Malik, Setiawan, Suhandi,

Permanasari, Samsudin, et al., 2018).

Students can figure out the concepts of physics

well, and then required a proper and effective

learning process. That is, the learning must be

precise with the characteristics of the subjects and

effective in the learning delivery process so that the

defined goal can be achieved. Similarly, the process

of learning in atmosphere concept requires an

appropriate approach so that students are able to

understand the concept and could be applied in life.

Students often have difficulty in understanding the

concept because they have not linked the concept

learned with the contextual phenomenon. Students

focus on knowing the law or principles but do not

know how they are formulated from the phenomena

that occur to everyday life. Mastering physics

amounts to not only developing a robust knowledge

structure of physics concepts but also developing

productive attitudes about the knowledge and

learning in physics (Mason and Singh, 2010).

Understanding concepts is defined as an

understanding of ideas appropriately both concrete

and abstract. This is demonstrated by the ability of

students to understand an idea either explicitly or

implicitly from various information either in oral,

written and symbolic form independently using their

own language. Students can be said to understand if

they determining the meaning of instructional

messages, including oral, written, and graphic

communication (Krathwohl, 2002).

There are four main components that must be

achieved by students in understanding the:

understanding, skills, abilities and scientific

attitudes. If the four components are mastered by

372

Malik, A., Denya A, R., Setya, W., Chusni, M. and Pitriana, P.

Enhancing Understanding Concept and Scientiﬁc Attitudes of Students through Phenomenon-based Learning Model.

DOI: 10.5220/0008218700002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 372-379

ISBN: 978-989-758-416-9

students, it will add insight and knowledge; improve

mindset and scientific attitude to be applied in

everyday life. The correlation between students’

attitudes and their conceptual knowledge also

appears to be influenced by students’ educational

background (Milner-bolotin et al., 2011).

According to educational psychologists the

attitude of the student plays an important role in his

systematic and scientific training (Trivedi and

Sharma, 2013). Effective teachers adapt learners’

needs and evaluate how information should be

presented. To meet these demands, teachers need to

adjust instruction to students’ ability levels and

background (Chen and Howard, 2010).

Attitudes are related to coping with and

management of the emotions occurring during

learning process, and they play an important role in

directing human behaviour. (Kaya and Böyük,

2011). Researchers have long discussed has

accumulated concerning the importance of various

attitudes to science and the relationship between

these attitudes and science achievement

(Papanastasiou and Zembylas, 2004).

Personal attitudes and beliefs about learning can

influence students approach in learning the subject,

as a result, attitude evaluation and how these

changes over time become more commonly

encountered (Slaughter, Bates and Galloway, 2011).

This is reinforced by the opinion of (Kaya and

Böyük, 2011) who said that students should develop

research activity, ask questions, think critically,

solve the problems, and decision-making skills.

Hopefully, they could increase knowledge and

curiosity, understanding concepts and scientific

attitude throughout their life.

Departing from the thought, this study focuses on

implementation phenomenon-based learning model

to improve the understanding of the concept and

scientific attitude of students. This phenomenon-

based learning model is adopted from Problem

Based Learning model (PBL) which is part of

contextual learning. The atmospheric phenomena

(related to the order, characteristics and content of

each layer of the atmosphere) used as the basis of

the research in the form of physical phenomena that

occur in everyday life and phenomena contained in

the universe that can be seen by the human senses or

visualized with the helped of virtual media and

modified with simple tools.

Phenomena-based learning is developed or

adopted from the problem-based learning model,

beginning with the observation of the phenomenon

that occurs, described and analysed in accordance

with the relevant physics concept. Some

characteristics of phenomenon-based learning model

such as student-cantered, teacher as facilitator,

collaborative system and knowledge construction

process by students. The syntax of phenomena-based

learning model consists of five stages: student

orientation process toward observed phenomena;

organize students to learn; guide the student's

inquiry both individually and in groups; group

discussions to present the results of the

investigation; analyse and evaluate the explanation

of the phenomena presented in the first stage.

This phenomenon-based learning is used to

improve students' understanding of the concept of

atmosphere. This learning is done through a

contextual learning approach, where students are

fully involved in the learning process Contextual

learning is not just listening and taking notes, but

learning is a process of experience directly. Through

the experienced process is expected to develop

student scholarship in full, not only developing in

the cognitive aspects but also the effective and

psychomotor aspects. The phenomenon-based

learning is integrated with laboratory activities will

offer a context-rich learning experience improve

students' conceptual understanding (Setiawan et al.,

2018).

Various empirical studies related to the

application of phenomena-based learning model to

improve various skills have been done previously

include the reading skills and on the students

motivation to read (Valanne et al., 2012),

understanding the concept of disaster (Ningrum,

2017), improving students’ critical thinking

(Khanasta et al., 2016), enhances critical thinking

and physic learning (Pareken, Patandean and

Palloan, 2015), improving responsible action

(Østergaard, Lieblein and Breland, 2010), the

integration of phenomena and practical work in

physics (Ng and Nguyen, 2006).

Therefore, research on the influence of

phenomenon-based learning models on

understanding concept and scientific attitudes of

students in universities was still rare. This research

used a quasi-experiment method and research

question posed by how the impact of phenomenon-

based learning model on student understanding

concept and scientific attitudes?

2 METHODS

The research method used is pre-experiment with

one group pretest-posttest design (Fraenkel, Wallen,

and Hyun, 2012). First, students were given a

Enhancing Understanding Concept and Scientiﬁc Attitudes of Students through Phenomenon-based Learning Model

373

concept comprehension test and a scientific attitude

questionnaire to find out the students' initial

understanding of their atmospheric concepts and

scientific attitudes. Furthermore, students were given

treatment of the form of application of phenomenon-

based learning model on learning about the concept

of atmosphere. Finally, students are given a concept

comprehension test and a scientific attitude

questionnaire to determine the effect of the

application of phenomenon-based learning model to

their understanding and scientific attitude.

The subjects of this research were students of

Physics Education Program UIN Sunan Gunung

Djati Bandung at semester VI academic year

2016/2017. The samples used in this study were 40

students consisting of 18 male and 22 females. The

sample was selected using simple random sampling

technique.

The research instrument used is: 1) the test in the

form of a description to test the level of

understanding of student concept with indicator

refers to Bloom's Taxonomy which has been revised

on the subject matter of atmosphere. Indicators of

conceptual understanding in this study refer to

Bloom's revised taxonomy consisting of: (1)

Interpreting; (2) Exemplifying; (3) Classifying; (4)

Summarizing; (5) Inferring; (6) Comparing; (7)

Explaining (Krathwohl, 2002). Non-test in the form

of checklist from The Colorado Learning Attitudes

about Science Survey for Experimental Physics (E-

CLASS) to measure students' scientific attitudes

covering aspects of (1) Personal application and

relation to real world; (2) Problem solving and

learning; (3) Effort and sense-making (Zwickl,

Finkelstein and Lewandowski, 2013).

Increased understanding of student concept after

applied phenomena based learning model is

calculated using equation 1 according to Hake

formula and criteria (Hake, 1998).







 





100 







(1)

The calculation average normalized gain <g> is

furthermore interpreted by the criteria Hake (1998)

namely; <g> < 0.3 (low); 0.3 ≤ <g> ≤ 0.7 (medium);

and <g> > 0.7 (high). Hypothesis test was done by

using SPSS for windows version 19 program.

Scoring of students' scientific attitude using a

Likert scale. Student attitudes data were processed

by calculating the percentage of respondents that

give approval, neutral, and disagreement with each

item of the statement submitted. The approval

response given by the student is expressed in the

responses of SS (Strongly Agree) and S (Agree),

neutral response (N), and the response of

disagreement expressed in TS responses (Disagree)

and STS (Strongly Disagree). Calculation process is

done by using equation 2.

















100%

(2)

Respectively:

PTR (%) = percentage of respondents to a response

JR = number of respondents in a response

JSR = the total number of respondents

Assessment and processing of scientific attitude

using the average scores obtained by students before

and after the application of phenomenon-based

learning model.

3 RESULT AND DISCUSS

3.1 Understanding the Concept of

Students

The average achievement percentage of the pre-test,

post-test, and normalized gain (N-gain) scores of

student concept comprehension can be seen in

Figure 1.

Figure 1: The normalized gain average of understanding of

students.

Based on Figure 1, the average pre-test score is

50.78, the average post-test score is 80.48 and the

average N-gain score of 0.61 is included in the

moderate category. The result of data analysis on

pretest scores shows the average of students'

understanding before using phenomenon–based

learning is low categorized. After the learning with

the phenomenon–based learning model, the post-

50,78

80,48

0,61

0,00

10,00

20,00

30,00

40,00

50,00

60,00

70,00

80,00

90,00

Pretest Posttest N-Gain

Average Percentage (%)

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374

tests are applied in order to know the change of

student's understanding.

The result of average normalized gain shows

improvement in students' understanding after using

phenomenon-based learning model including

medium category.

The problem-based learning model provides

students with the opportunity to collaboratively learn

to construct knowledge through their own

experience.This model also enables students to learn

independently to increase curiosity about things, find

concepts through experiments, improve the ability to

solve problems, and provide higher motivation.

Phenomenon-based learning model as a pedagogical

alternative to science education emphasizes three

aspects of the learning process: natural phenomena

are contextually exposed, students connect the

phenomenon with the concept of science being

studied, and teachers guide students and reflect upon

learning (Østergaard, Dahlin and Hugo, 2008).

Students learn through natural phenomena that

are contextual such as about the atmosphere, the

phenomenological perspective has two reasons.

First, explicitly train relevant skills and integrate

them with ethics and values, thereby complementing

student competencies. Second, it relates the

theoretical knowledge learned to be applied to action

according to real-life situations (Østergaard,

Lieblein and Breland, 2010).

This is in accordance with the view expressed by

Kaniawati (2010) that the phenomenon-based

learning model is a strategy for creating a learning

environment that encourages learners to construct

knowledge and skills through direct experience.

Phase-based learning begins with the learner's

orientation to the phenomenon and ends with an

analysis and explains the physical phenomena

presented. Students are oriented to physical

phenomena that often occur in nature as well as on

technology products of demonstration or practicum

activities. Students will more easily understand

complicated and abstract concepts when

accompanied by concrete examples, reasonable

examples according to the situation and conditions

encountered by practicing the concept discovery

through the treatment of physic reality, physic

treatment and handling the real thing.

Phenomenon-based learning in turn brings

students closer to real-world challenges and can

better prepare them for college and a career. The

benefit of the Phenomenon-based learning is that it

offers educators flexibility regarding how and when

to implement it. Understanding the concept of

students for each indicator can be seen in Figure 2.

Based on Figure 2, the lowest average

normalized gain was obtained in the summarized

indicator of 0.52 in the medium and highest category

in the interpreting indicator of 0.63 in the medium

category.

The increased of student understanding of

atmosphere concept on interpreting indicator is in

highest category. Due to students have been

accustomed to study and interpret the various natural

phenomena occurs in daily life. The results of this

study reinforce previous research, interpretation

indicators experienced the highest increase

compared to other indicators of conceptual

understanding (Malik, 2015). The lowest increase in

on summarizes indicator. Due to in this indicator,

students find difficult to summarize important

concept related to natural phenomena.

Respectively:

1. Interpreting; 2. Exemplifying; 3. Classifying;

4. Summarizing; 5. Inferring; 6. Comparing; 7. Explaining

Figure 2: The normalized gain average of indicator

understanding the concept.

Different hypothesis test using Paired Samples

Test formula obtained t count for post- test and pre-

test is 23.953 with significance value equal to 0.000.

Since the post-test pre-test significance value of

student concept comprehension is 0.000 smaller than

the real level of 0.05 then H

is rejected as a

consequence H

is accepted. Thus, it can be

concluded that there is an increased understanding of

student concepts after applied phenomenon-based

learning model on the concept of the atmosphere.

The result of hypothesis testing shows that

implementation of phenomenon-based learning

model can improve the students understanding

significantly. The model involves students to be

trained in formulate hypotheses through

experimental activities and direct observation which

0,63

0,54

0,61

0,52

0,54

0,62

0,55

0,00

0,10

0,20

0,30

0,40

0,50

0,60

0,70

1234567

Average of N-Gain

Indicator of Understanding the Concept

Enhancing Understanding Concept and Scientiﬁc Attitudes of Students through Phenomenon-based Learning Model

375

base of science. Besides that, students trained

indirect experiences to interpret data to make

conclusion in order to proof their hypothesis. Based

on indirect experiences will guide the students to

learn to think of deductive hypothesis so student can

understand the concept they learned. Activities

student of based troubleshooting with their own

experience example laboratory activities can train

and improve students' higher-order thinking skills

(Malik, et al., 2018).

The results of this study are in line with research

(Ardiyanti and Winarti, 2013) which shows that the

phenomenon-based learning model can significantly

improve students' critical thinking skills. It is also

supported by (Hotang, L. Br; Rusdiana, D; Hamidah,

2010) that the application of phenomenon-based

learning model significantly can be more effective

against improving students' comprehension of

concept.

3.2 Student Scientific Attitudes

The scientific attitude of students before and after

learning by applying phenomena-based models was

measured using a standardized checklist that is The

Colorado Learning Attitudes about Science Survey

for Experimental Physics (E-CLASS). Data on

changes in students' scientific attitudes can be seen

in Table 1 and Table 2.

Based on Table 1 and Table 2 it can be seen that

after the application of phenomenon-based learning

model, there has been a change in students' scientific

attitude to be more positive about answering the

statement by of the match list.

Table 1: Scientific attitudes of students before the implementation of phenomenon-based learning models.

No Statement

Answer Options

STS

(%)

Aspect 1: Personal Application and Relation to Real World

1 I think about physics in the experience of everyday life. 0 8 12 48 32

I am not satisfied until I can understand why something works well according

to its function.

0 4 12 20 64

I studied physics to examine the knowledge that would be useful for my life

outside school.

2 0 14 68 16

4 I like to solve physics problems. 2 10 28 48 12

5 Learning physics changed my ideas about how the earth works. 0 6 10 64 20

6 The thinking ability used to understand physics can be useful in my daily life. 2 6 8 52 32

To understand physics, I sometimes think of my personal experiences an

relate them to the topics being analysed.

2 2 20 60 16

Aspect 2: Problem Solving and Learning

After I studied the topic of physics and felt understood, I still have difficulty

solving problems in the same topic.

4 16 12 52 16

If I cannot remember the specific equations needed to solve a test problem,

then there is nothing more I can do.

8 30 28 28 6

If I want to apply one method to solve one physics problem and another, the

questions must have the same situation.

4 32 28 32 4

4 I can usually find a way to solve physics problems. 2 10 36 36 16

If I dwell on a matter of physics, then there is no chance for me to find the

answer myself.

2 24 36 24 14

Aspect 3: Effort and Sense Making

In solving the matter of physics, if my calculations show far different results

than the expected results, then I choose to remain confident in my

calculations.

4 32 32 28 4

In physics, it is important for me to reason a formula

efore I can use it

properly.

6 26 44 16 8

To study physics, I just need to memorize the solution in the sample

questions.

2 34 28 28 8

Spending a lot of time understanding the origin of a formula is a waste o

time.

8 32 28 20 12

5 Subjects in physics have little relevance to my experience in the real world. 10 34 32 20 4

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376

Table 2: Scientific attitudes of students after the implementation of phenomenon-based learning models.

o Statement

Answer Options

STS

(%)

Aspect 1: Personal Application and Relation to Real World

1 I think about physics in the experience of everyday life. 0 4 10 52 34

I am not satisfied until I can understand why something works well according to

its function.

0 2 14 20 64

I studied

hysics to examine the knowledge that would be useful for my life

outside school.

0 0 12 70 18

4 I like to solve physics problems. 0 2 28 58 12

5 Learning physics changed my ideas about how the earth works. 0 2 12 64 22

6 The thinking ability used to understand physics can be useful in my daily life. 0 4 8 56 32

To understand physics, I sometimes think of my personal experiences and relate

them to the topics being analysed.

0 2 20 60 18

Aspect 2: Problem Solving and Learning

After I studied the topic of physics and felt understood, I still have difficulty

solving problems in the same topic.

18 60 20 2 0

If I cannot remember the specific equations needed to solve a test problem, then

there is nothing more I can do.

10 56 24 6 4

If I want to apply one method to solve one physics problem and another, the

questions must have the same situation.

22 54 20 2 2

4 I can usually find a way to solve physics problems. 2 4 18 58 18

If I dwell on a matter of physics, then there is no chance for me to find the

answer myself.

20 50 22 6 2

Aspect 3: Effort and Sense Making

In solving the matter of physics, if my calculations show far different results

than the expected results, then I choose to remain confident in my calculations.

4 52 24 18 2

hysics, it is important for me to reason a formula before I can use it

properly.

2 4 24 48 22

3 To study physics, I just need to memorize the solution in the sample questions. 22 44 26 6 2

4 Spending a lot of time understanding the origin of a formula is a waste of time. 20 54 18 6 2

5 Subjects in physics have little relevance to my experience in the real world. 2 4 28 46 20

Based on the answers given by the students to

The Colorado Learning Attitudes About Science

Survey for Experimental Physics (E-CLASS), the

students' scientific attitudes to physics and physics

learning experienced positive changes between

before and after applied phenomena-based learning

model. Students 'attitudes toward learning applied by

teachers can have a significant impact on students'

ability to form concepts change (Pyatt and Sims,

2012). If ownership were contrived, one would

expect it to be quickly identified as such by students.

If ownership equates to student autonomy, it may be

an important factor in students’ own initiative and

control over their practical work with associated

positive attitudes (Toplis, 2012).

Students generally exhibit a positive scientific

attitude and are in agreement with the opinions of

researchers that have previously been tested using E-

CLASS instruments. Students can only develop

positive attitudes if they are motivated (Zezekwa,

2011). Students’ motivation to achieve in science is

connected to the combination of expectancies and

values they hold about science (Sandoval and

Harven, 2011). In the study of physics, there are four

main components that must be achieved by students.

The four components are understanding, skill,

ability, and scientific attitude. Hopefully, when all

components are mastered by students, can provide

benefits to students to add insight improve the mind-

set and attitude of the students to stock in the

community and continue further education.

Personal attitudes and beliefs about learning can

influence how students approach students in learning

the subject; as a result, evaluation of attitudes and

how such changes over time become more common

(Slaughter, Bates and Galloway, 2011) (Trivedi and

Sharma, 2013). In order for students to develop

research, questioning, critical thinking, problem-

solving, and decision-making skills, so that they

become lifelong learning individuals, they must be

improved on knowledge, understanding, and

attitudes toward science. The factors that influence

Enhancing Understanding Concept and Scientiﬁc Attitudes of Students through Phenomenon-based Learning Model

377

the formation of attitudes are the personal

experience, culture, other important people, mass

media, institutions or educational institutions and

religious institutions, as well as emotional factors

within the individual (Azwar, 2007).

4 CONCLUSIONS

In general, the researchers have successfully

conducted research on enhancing understanding

concept and scientific attitudes of students through

phenomenon-based learning model. The results

showed enhancing of students' understanding of the

concept of students after applied phenomena-based

learning model on the concept of the atmosphere

obtained an average value of N-gain of 0.61 overall,

including enough category.

The students' scientific

attitude has improved in a positive direction.

Therefore, the application of this phenomenon-based

learning model should be considered using to

improving the conceptual understanding of other

topics.

ACKNOWLEDGEMENTS

The researcher would like to thank the Research

Institutions and Community Service of UIN Sunan

Gunung Djati Bandung who supports the study.

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