Does system thinking in climate change content needs formal operationing? Meilinda, N Rustaman, H Firman, B Tjasyono
Universitas Pendidikan Indonesia
Universitas Sriwijaya
Institut Teknologi Bandung
Abstract
This research aims to know the impact of formal operationing in system thinking skills on climate change content through climate change course which is using system approach epistemology. The research design is quasi experiment by comparing groups of students with formal pre-operationing and operationing on two lectures i.e. human and environment (n=34) and Earth and Space Science (n = 30). Testing the level of students reasoning are using reasoning test TOLT and CCSTI (Climate Change System Thinking Instrument) for testing student system thinking skills. The results showed that the level of students reasoning on the lecture of the human and environment affect the system thinking skills especially indicators III and IV indicators with a value of Cronbach Alpha 0.048 and 0.008. Meanwhile the level of reasoning has no effect on student teachers of physical education with the Cronbach alpha value of 0.005 >. Based on the value of Cronbach Alpha obtained, it can be concluded that it was not a formal knowledge which affects the system thinking skills in climate change content but the prerequisites knowledge and post formal operationing.
Keywords: system thinking, climate change, formal operationing
