The effect of the argument-driven inquiry (ADI) based on science, environment, technology, and society (SETS) to students’ concept understanding and scientific argument skill in buffer solution learning: Studied from cognitive style

Profil Pemahaman Konsep Siswa pada Materi Sistem Persamaan Linier Tiga Variabel Ditinjau dari Gaya Kognitif

Jurnal Didaktik Matematika ◽

10.24815/jdm.v7i2.17341 ◽

2020 ◽

Vol 7 (2) ◽

pp. 156-170

Author(s):

Didik Suliswanto ◽

Dwi Juniati ◽

Pradnyo Wijayanti

Keyword(s):

High School ◽

Data Analysis ◽

Cognitive Style ◽

Equation System ◽

Research Subjects ◽

Concept Understanding ◽

Field Independent ◽

Linear Equation System ◽

Field Dependent ◽

Basic Concepts

Understanding of the concept is needed in studying mathematics, including the topic of the Three Variable Linear Equation System (SPLTV). In fact, there are still many students who don't understand the basic concepts well. The research subjects were students in grade 10 high school, each consisting of one student with field independent and field dependent cognitive style. The research instrument which were used consisted of a concept understanding test and interview guidelines. Data analysis was done through data reduction procedures, data exposure, and making conclusions. The resulting research showed that the field independent students understanding to the concept of SPLTV, namely students stated that the meaning of SPLTV used their own language without being stuck with the notation from SPLTV and students gave examples and non-examples of SPLTV. In addition, in solving problems students are able to use the SPLTV concept well. As the results of the research, the students' understanding of field dependent on the concept of SPLTV is that students explained that the notion of SPLTV was still stuck with the notation of the existing SPLTV and students give examples and non-examples of SPLTV. Moreover, in solving problems, students are less able to use the SPLTV concept well.

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The Effectiveness of Teaching Materials Loaded with Blended Learning with a Scientific Approach on Buffer Solution Learning

Jurnal Inovasi Pendidikan Kimia ◽

10.15294/jipk.v16i1.33774 ◽

2022 ◽

Vol 16 (1) ◽

pp. 59-64

Author(s):

Endang Susilaningsih ◽

Nurkintan Aprilia ◽

Sri Hayati

Keyword(s):

Data Analysis ◽

Test Results ◽

Research Subjects ◽

Teaching Materials ◽

Buffer Solution ◽

Concept Understanding ◽

Descriptive Research ◽

Basic Competencies ◽

Quantitative Descriptive

The 2013 scientific-based curriculum, teachers must facilitate students to gain knowledge or skills based on the scientific method. The research aims to analyze the effectiveness of teaching materials. This type of research development, teaching materials have valid content and media. Teaching materials are declared effective if there is an increase in students' classical mastery, an increase in the achievement of basic competencies, and students can understand macroscopic, microscopic and symbolic level representations. Quantitative descriptive research method, starting from the analysis of the quality of teaching materials and diagnostic test instruments Two Tier Multiple Choice (TTMC), application of teaching materials, application of questions, data analysis of test results, classical completeness, achievement of basic competencies, and analysis of representational understanding. The research subjects were students of class XI and XII MIPA. The results of the study were obtained from the results of the student's TTMC test on the buffer solution material that had used Teaching Materials. Data analysis was done classically. The results showed that there was an increase in classical completeness by 9%, the achievement of basic competence indicators increased by 8% and concept understanding increased by 6%. So that the teaching materials developed are effective to use.

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Pemahaman Konsep Matematis: pengaruhnya oleh Gaya Kognitif dan Pembelajaran Learning Cycle 7E dengan Geogebra

IndoMath Indonesia Mathematics Education ◽

10.30738/indomath.v4i2.7 ◽

2021 ◽

Vol 4 (2) ◽

pp. 151

Author(s):

Santi Widyawati ◽

Fredi Ganda Putra ◽

B Bistari ◽

H Hamdani

Keyword(s):

Cognitive Style ◽

Mathematical Concept ◽

Learning Model ◽

Learning Cycle ◽

Good Effect ◽

Model Group ◽

Model Learning ◽

Mathematical Concepts ◽

Concept Understanding ◽

Quasi Experimental

<p><em>This study aims to see the effect of: 1) cognitive style (Field Independent and Field Dependent) on the ability to understand mathematical concepts; 2) application of the geogebra-assisted cycle 7e learning model on the ability to understand mathematical concepts; 3) the interaction between the learning model group (learning cycle 7E learning model, learning cycle learning model 7E assisted by geogebra and conventional learning model) and the cognitive style group on students' mathematical concept understanding abilities. Quasi experimental design is used as a research method with data collection techniques using concept understanding tests and cognitive style tests. The two-way ANOVA test was used to find answers to the research objectives that had previously been tested for normality and homogeneity tests. Based on the test results, it can be concluded that: 1) The application of the 7E learning cycle learning model with geogebra has a good effect on the ability to understand mathematical concepts; 2) cognitive style has no effect on mathematical understanding ability; and 3) there is no interaction between the learning model group and the cognitive style group on the ability to understand mathematical concepts.</em></p>

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The Effect of Think Pair Check Model on Students Understanding of Mathematical Concepts in Terms of Cognitive Style

Jurnal Didaktik Matematika ◽

10.24815/jdm.v7i1.14932 ◽

2020 ◽

Vol 7 (1) ◽

pp. 1-12

Author(s):

Yerizon Yerizon ◽

Farhani Farhani ◽

Hendra Syarifuddin ◽

Nor’ain Mohd Tajudin

Keyword(s):

Cognitive Style ◽

Junior High School ◽

Sampling Technique ◽

Mathematical Concept ◽

Learning Model ◽

Mathematical Concepts ◽

Concept Understanding ◽

Field Independent ◽

Quasi Experimental ◽

Figure Test

This quasi-experimental research aims to determine the effect of Think Pair Check (TPC) learning models on understanding of mathematical concepts in terms of cognitive style. A purposive sampling technique was used to select a sample of 54 students from a junior high school in Patamuan sub-district, Indonesia. The data were obtained from mathematical concept understanding tests and Group Embedded Figure Test (GEFT) to determine students' cognitive styles. Data were analyzed using t-test. The findings indicated that students who learned using TPC method had a better understanding of concepts than those learning using the conventional model. Furthermore, the TPC learning model positively influenced the understanding of mathematical concepts of students with the Field Independent cognitive style but had no influence on students with the Field Dependent cognitive style. Therefore, the TPC learning model can be used to improve the understanding of mathematical concepts, especially for students with the Field Independent cognitive style.

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Analysis of student concept understanding on the material of buffer solution using three-tier test assisted by multiple representation teaching materials

Journal of Physics Conference Series ◽

10.1088/1742-6596/1321/2/022050 ◽

2019 ◽

Vol 1321 ◽

pp. 022050

Author(s):

A Drastisianti ◽

E Susilaningsih ◽

N Wijayati ◽

E I Nada ◽

N Alawiyah ◽

...

Keyword(s):

Teaching Materials ◽

Buffer Solution ◽

Multiple Representation ◽

Concept Understanding

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Localization of acid phosphatases in root cap of rice plant

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100085423 ◽

1991 ◽

Vol 49 ◽

pp. 224-225

Author(s):

Y. R. Chen ◽

Y. F. Huang ◽

W. S. Chen

Keyword(s):

Rice Plant ◽

Developmental Stages ◽

Uranyl Acetate ◽

Root Cap ◽

Plant Tissues ◽

Acid Phosphatases ◽

Root Tips ◽

Buffer Solution ◽

Cacodylate Buffer ◽

Ethanol Series

Acid phosphatases are widely distributed in different tisssues of various plants. Studies on subcellular localization of acid phosphatases show they might be present in cell wall, plasma lemma, mitochondria, plastid, vacuole and nucleus. However, their localization in rice cell varies with developmental stages of cells and plant tissues. In present study, acid phosphatases occurring in root cap are examined.Sliced root tips of ten-day-old rice(Oryza sativa) seedlings were fixed in 0.1M cacodylate buffer containing 2.5% glutaraldehyde for 2h, washed overnight in same buffer solution, incubated in Gomori's solution at 37° C for 90min, post-fixed in OsO4, dehydrated in ethanol series and finally embeded in Spurr's resin. Sections were doubly stained with uranyl acetate and lead citrate, and observed under Hitachi H-600 at 75 KV.

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