Kemampuan Bernalar Ilmiah Mahasiswa Pada Mata Kuliah Kimia Teknik

The ability to reason scientifically (scientific reasoning) is needed in understanding science, including chemistry. The patterns of scientific reasoning enable students to analyze facts or information logically and systematically. Students with good scientific reasoning skills are expected to be able to construct concepts better. This study aims to describe the scientific reasoning ability of Mechanical Engineering Education students in Engineering Chemistry courses. Research subjects numbered 65 people. Students' scientific reasoning abilities are measured by the Classroom Test of Scientific Reasoning (CTSR). Based on this CTSR test score, the level of student development can be categorized into four levels of development, namely the level of concrete, low formal, upper formal and post formal. The results showed that as many as 89% of students were still at the level of concrete reasoning and only 11% had reached the level of reasoning low formal. This shows the level of scientific reasoning ability of students is still low and there is a delay in the development of reasoning ability. The lowest type of reasoning is the probability reasoning pattern and the conservation reasoning pattern is the reasoning most mastered by students.Kemampuan bernalar ilmiah (scientific reasoning) diperlukan dalam memahami sains termasuk kimia. Pola-pola penalaran ilmiah memungkinkan mahasiswa menganalisis fakta atau informasi secara logis dan sistematis. Mahasiswa dengan kemampuan bernalar ilmiah yang baik diharapkan dapat mengkonstruk konsep dengan lebih baik. Penelitian ini bertujuan untuk mendeskripsikan kemampuan bernalar ilmiah mahasiswa Pendidikan Teknik Mesin pada mata kuliah Kimia Teknik. Subjek penelitian berjumlah 65 orang. Kemampuan bernalar ilmiah mahasiswa diukur Classroom Test of Scientific Reasoning (CTSR). Berdasarkan skor tes CTSR ini maka tingkat perkembangan mahasiswa dapat dikategorikan ke dalam empat tingkat perkembangan yaitu tingkat concrete, low formal, upper formal dan post formal. Hasil penelitian menunjukkan, sebanyak 89% mahasiswa masih berada pada tingkat bernalar concrete dan hanya 11% yang mencapai tingkat bernalar low formal. Hal ini menunjukkan tingkat kemampuan bernalar ilmiah mahasiswa masih rendah dan ada keterlambatan perkembangan kemampuan bernalar. Jenis penalaran paling rendah yaitu pola penalaran probabilitas dan pola penalaran konservasi merupakan penalaran yang paling dikuasai oleh mahasiswa