The Effectiveness of Nature of Science-Based Learning Programs to Stimulate Complex Problem-Solving in Global Warming

Laili Fauziah, Kartini Herlina, Doni Andra, Abdurrahman Abdurrahman


This study aims to measure students' complex problem solving on the concept of global warming. This study used a quasi-experimental design with nonequivalent control group design. The research subjects were 52 grade 11 high school students in Pesawaran District using a purposive sampling technique. This study uses eight essay questions as complex problem-solving instruments with six skill indicators, namely 1) articulating the problem, 2) identifying the desired result, 3) brainstorming creative options, 4) analyzing and choosing the best option, 5) developing an action plan that will achieve the result desired end 6) establish a plan of action and adapt as needed. The results showed that there was an effect of learning using the nature of science on students' complex problem solving with an increase of 0.75 in the high category in the experimental class compared to the control class with an increase of 0.35 in the medium category.


Nature of Science; Complex Problem Solving; Global Warming

Full Text:

PDF (English)


Megahed, N., & Osman, G. (2020). Examining 21st Century Student Outcomes in Teacher Education Programmes in Higher Education Reform in Egypt. In Social and Emotional Learning in the Mediterranean (pp. 130-150). Brill.

Zorlu, F., & Zorlu, Y. (2021). Investigation of The Relationship Between Preservice Science Teachers' 21st Century Skills and Science Learning Self-Efficacy Beliefs with Structural Equation Model. Journal of Turkish Science Education, 18(1): 1-16.

Joynes, C., Rossignoli, S., & Amonoo-Kuofi, E. F. (2019). 21st Century Skills: evidence of issues in definition, demand and delivery for development contexts.

Kurup, P. M., Levinson, R., & Li, X. (2021). Informed-decision regarding global warming and climate change among high school students in the United Kingdom. Canadian Journal of Science, Mathematics and Technology Education, 21(1): 166-185.

Alatas, F., & Fauziah, L. (2020). Model problem based learning untuk meningkatkan kemampuan literasi sains pada konsep pemanasan global. JIPVA (Jurnal Pendidikan IPA Veteran), 4(2): 102-113.

Shields, R. (2019). The sustainability of international higher education: Student mobility and global climate change. Journal of Cleaner Production, 217: 594-602.

Varela-Losada, M., Arias-Correa, A., & Vega-Marcote, P. (2018). Training teachers committed to climate change mitigation. Climate Literacy and Innovations in Climate Change Education: Distance Learning for Sustainable Development: 307-321.

Nukusheva, A., Ilyassova, G., Rustembekova, D., Zhamiyeva, R., & Arenova, L. (2021). Global warming problem faced by the international community: international legal aspect. International Environmental Agreements: Politics, Law and Economics, 21(2): 219-233.

Bouman, T., Verschoor, M., Albers, C. J., Böhm, G., Fisher, S. D., Poortinga, W., ... & Steg, L. (2020). When worry about climate change leads to climate action: How values, worry and personal responsibility relate to various climate actions. Global Environmental Change, 62: 102061.

Gao, C., Tao, S., He, Y., Su, B., Sun, M., & Mensah, I. A. (2021). Effect of population migration on spatial carbon emission transfers in China. Energy Policy, 156: 112450.

Eichmann, B., Goldhammer, F., Greiff, S., Pucite, L., & Naumann, J. (2019). The role of planning in complex problem solving. Computers & Education, 128: 1-12.

Eseryel, D., Ifenthaler, D., & Ge, X. (2013). Towards innovation in complex problem solving research: an introduction to the special issue. Educational Technology Research and Development, 61(3): 359-363.

Dörner, D., & Funke, J. (2017). Complex problem solving: What it is and what it is not. Frontiers in psychology, 8: 1153.

Dörner, D., & Kreuzig, H. W. (1983). Problemlösefähigkeit und Intelligenz. Psychologische Rundschau.

Weise, J. J., Greiff, S., & Sparfeldt, J. R. (2020). The moderating effect of prior knowledge on the relationship between intelligence and complex problem solving–Testing the Elshout-Raaheim hypothesis. Intelligence, 83: 101502.

Jauhariyah, M. N. R., Rohmah, S. N., & Permatasari, N. Y. (2020, March). The Students’ Understanding Profile on Nature of Science (NOS) of Physics. In Journal of Physics: Conference Series (Vol. 1491, No. 1, p. 012056). IOP Publishing.

Boersema, D. (2020). Using real and imaginary cases to communicate aspects of nature of science. Nature of Science in Science Instruction: Rationales and Strategies: 283-294.

Cofré, H., Núñez, P., Santibáñez, D., Pavez, J. M., Valencia, M., & Vergara, C. (2019). A critical review of students’ and teachers’ understandings of nature of science. Science & Education, 28(3): 205-248.

Erduran, S., Dagher, Z. R., & McDonald, C. V. (2019). Contributions of the family resemblance approach to nature of science in science education: A review of emergent research and development. Science & Education, 28(3): 311-328.

Vincent-Ruz, P., & Schunn, C. D. (2018). The nature of science identity and its role as the driver of student choices. International journal of STEM education, 5(1): 1-12.

Zhuang, H., Xiao, Y., Liu, Q., Yu, B., Xiong, J., & Bao, L. (2021). Comparison of nature of science representations in five Chinese high school physics textbooks. International Journal of Science Education, 43(11): 1779-1798.

Akgun, S., & Kaya, E. (2020). How do university students perceive the nature of science?. Science & Education, 29(2): 299-330.

Ardwiyanti, D., Jumadi, J., Puspitasari, H., & Rahayu, P. (2021). Representations of Nature of Science in High School Physics Textbooks. Jurnal Pendidikan Fisika Indonesia, 17(1): 22-30.

Limbong, N., Herlina, K., Maulina, H., & Abdurrahman, A. (2023). Problem-Solving and Computational Thinking Practices: Lesson Learned from The Implementation of ExPRession Model. JIPF (Jurnal Ilmu Pendidikan Fisika), 8(1): 1-9.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66(1): 64-74.

Brunner, J. L., & Abd‐El‐Khalick, F. (2020). Improving nature of science instruction in elementary classes with modified science trade books and educative curriculum materials. Journal of Research in Science Teaching, 57(2): 154-183.

Khishfe, R. (2014). Explicit nature of science and argumentation instruction in the context of socioscientific issues: An effect on student learning and transfer. International Journal of Science Education, 36(6): 974-1016.

Ardwiyanti, D., Jumadi, J., Puspitasari, H., & Rahayu, P. (2021). Representations of Nature of Science in High School Physics Textbooks. Jurnal Pendidikan Fisika Indonesia, 17(1): 22-30.

Mutasam, U., Ibrohim, I., & Susilo, H. (2021). Penerapan Pembelajaran Sains Berbasis Inquiry Based Learning Terintegrasi Nature of Science Terhadap Literasi Sains. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 5(10): 1467-1472.

Alisir, Z. N., & Irez, S. (2020). The effect of replicating historical scientific apparatus on high school students’ attitudes towards science and their understanding of nature of science. Science & Education, 29(5): 1201-1234.

Lederman, N. G. (2019). Contextualizing the relationship between nature of scientific knowledge and scientific inquiry: Implications for curriculum and classroom practice. Science & Education, 28(3): 249-267.

Lutz, S., & Tuboly, A. T. (2021). Logical Empiricism and the Physical Sciences: From Philosophy of Nature to Philosophy of Physics.

Galili, I. (2019). Towards a refined depiction of nature of science: applications to physics education. Science & Education, 28(3-5): 503-537.

Stadermann, H. K. E., & Goedhart, M. J. (2020). Secondary school students’ views of nature of science in quantum physics. International Journal of Science Education, 42(6): 997-1016.



  • There are currently no refbacks.

Copyright (c) 2023 Laili Fauziah, Kartini Herlina, Doni Andra, Abdurrahman Abdurrahman

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Institute of Managing and Publishing of Scientific Journals
STKIP Singkawang

Jl. STKIP, Kelurahan Naram, Kecamatan Singkawang Utara, Kota Singkawang, Kalimantan Barat, Indonesia

Email: [email protected]


JIPF Indexed by:


Copyright (c) JIPF (Jurnal Ilmu Pendidikan Fisika)

ISSN 2477-8451 (Online) and ISSN 2477-5959 (Print)