The Impact of Problem Solving Instruction on Academic Achievement and Science Process Skills among Prospective Elementary Teachers

Abstract

Nowadays, it is not enough for future teachers if they are only equipped with abilities and scientific skills, they need to apply their knowledge to real-world inside and outside the classroom. In fact, the previous studies report their low knowledge in understanding science. This research aims to improving students’ academic achievement and Science Process Skills (SPS) through Problem Solving Instruction (PSI), and analyzing the correlation between both dependent variables. A quasi-experimental design was conducted for six weeks at Muhammadiyah University of Ponorogo, Indonesia. Forty-eight prospective elementary teachers completed Academic Achievement Test (AAT) and SPS Test (SPST). The reliability coefficient Cronbach’s alpha of both tests was .81 and .86, respectively. Data were analyzed by using N-gain score, Mann-Whitney U test and Spearman’s rho correlation at significance level .05. The findings indicate that there is significant difference on academic achievement and science process skills between experimental and control groups in favor of experimental group students, and there is a high positive and significant correlation between both dependent variables. We recommend to the lecturers to use PSI as a tool to promote students’ scientific skills and abilities to satisfactory performance in order to respond fast changes in 21st century learning.