Students’ competence with reasoning ability using problem-based instruction modules in ‘building materials science’

This study aims to determine the effect of student competence in terms of the reasoning ability between using problem-based instruction modules and jobsheets in a ‘Building Materials Sciences’ course. The method used is experimental with factorial design (2 χ 2). The study population consisted of students of Civil Engineering. The research samples in the experimental and control groups were each formed from 30 students in the Civil Engineering Education Department at the Universitas Negeri, Surabaya. The research instrument used was a test of both cognitive competence and reasoning ability. Reasoning ability tests are intended to determine the level of logical thinking in formal and concrete terms. The results obtained are: 1) overall, there are differences in student competence between using Problem-Based Instruction (PBI) modules and jobsheets on a ‘Building Materials Science’ course; 2) overall, there are differences in student competence between formal reasoning and concrete reasoning in a ‘Building Materials Science’ course; 3) there are differences in student competence for both the formal and concrete reasoning groups between using PBI modules and jobsheets on a ‘Building Materials Science’ course, with those students using PBI modules showing higher competence.