Learning Management of Science Subject Area with Constructionism Approach to Promote Rational Thinking for Grad 3 Students

Abstract

The purposes of this research were; to compare learning achievement in the science class and rational thinking before and after being taught using Constructionism approach; to compare science learning achievement and rational thinking it with the criteria of 70%; and to study students’ attitude toward science who were taught by using Constructionism approach. The target group in this research was 28 three-grade students, of the academic year 2019. The research sample comprised of lesson plans based on the constructionism approach, Achievement test, rational thinking test, and questionnaire surveying attitude toward the science. The data was analyzed by Mean, Standard Deviation, t-test for dependent sample. The results showed that 1) the third-grade students learned under the constructionism approach on force and motion had the posttest scores higher than before learning with statistical significance at .05 level. 2) The third-grade students learned under the constructionism approach in science on force and motion had the posttest scores higher than 70%  significantly at .05 level. 3)The third-grade students learned under the constructionism approach had the rational thinking scores after learning than before learning with statistical significance at .05 level. 4) The third-grade students learned under the constructionism approach had the rational thinking scores after learning higher than 70%  significantly at .05 level. 5) The third-grade students learned under the constructionism approach had attitude toward science at high level.