scholarly journals Using concept maps to understand mechanical physics concepts in high school students

2020 ◽  
Vol 1672 ◽  
pp. 012019
Author(s):  
C A Hernández-Suárez ◽  
R Prada-Nuñez ◽  
A A Gamboa-Suárez
Keyword(s):  
High School ◽  
High School Students ◽  
Concept Maps ◽  
School Students ◽  
Physics Concepts ◽  
Mechanical Physics

scholarly journals PENGGUNAAN MEDIA MIE INSTAN DAN PENDEKATAN SOMATIC AUDITORY VISUAL INTELLECTUAL (SAVI) UNTUK MENINGKATKAN PEMAHAMAN KONSEP KALOR

2015 ◽  
Vol 20 (1) ◽  
pp. 43
Author(s):  
Enjah Takari Rukmansyah
Keyword(s):  
High School ◽  
High School Students ◽  
Action Research ◽  
Junior High School ◽  
Junior High School Students ◽  
Learning Approach ◽  
School Students ◽  
Average Ability ◽  
Physics Concepts ◽  
Instant Noodles

The concept of heat is one of physics concepts that students considered as difficult to understand. To solve this problems, this study used instant noodles as learning media, with Somatic Auditory Visual Intelllectual (SAVI) approach. The results of this classroom action research involving  42 junior high school students showed that postes result was increased from 58.86 in Cycle I to 76.10 in Cycle II, and percentage of learning completedness was also increased from 16.67% in Cycle I to 85.71% in Cycle II. Students’ average ability to conduct lab work was 94%. Thus, it can be concluded that instant noodles as SAVI learning approach medium could increased the understanding of heat concept.Keywords: heat concept, instant noodles media, SAVI approach, understanding of conceptsABSTRAKKonsep kalor merupakan salah satu konsep fisika yang masih dirasakan sulit dipahami oleh sebagian besar siswa. Untuk menyelesaikan  permasalahan  tersebut, penelitian ini  menghadirkan media pembelajaran mie instan dengan pendekatan Somatic Auditory Visual Intelllectual (SAVI). Hasil dari penelitian tindakan kelas yang melibatkan 42 siswa SMP ini menunjukkan adanya peningkatan nilai postes dari 58,86 pada Siklus I menjadi 76,10 pada Siklus II, persentase siswa yang mencapai ketuntasan juga meningkat dari 16,67% pada Siklus I menjadi 85,71% pada Siklus II. Selain itu, rata-rata kemampuan praktikum siswa juga mencapai 94%. Dapat ditarik kesimpulan bahwa media mie instan sebagai media pembelajaran SAVI efektif untuk meningkatkan pemahaman konsep kalor.Kata kunci: pendekatan SAVI, media mie instan, pemahaman konsep, konsep kalor

scholarly journals Pengaruh Model Brain Based Learning Terhadap Pemahaman Konsep dan Kemampuan Berpikir Kritis Fisika SMA

2020 ◽  
Vol 6 (1) ◽  
pp. 53
Author(s):  
Ni Putu Devi Maretha Widyantari ◽  
Syahrial Ayub ◽  
Jannatin 'Ardhuha
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Conceptual Understanding ◽  
Control Group ◽  
School Students ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Physics Concepts ◽  
Brain Based Learning

This research aims to determine (1) the influence of brain based learning (BBL) models on the understanding of physics concepts among high school students, (2) the influence of BBL models on physics critical thinking ability among high school students, and (3) the influence of BBL models on conceptual understanding and the critical thinking ability among high school students. This research is a quasi-experiment and uses non-equivalent control group design with pre-test and post-test design. The population were all students of class X MIPA of SMAN 1 Gerung in the academic year of 2018/2019. Samples were taken using purposive sampling technique. The experimental class is treated using the BBL model while the control class uses the expository learning model. The hypothesis used are the polled variance t-test and Manova test. Based on the results of the analysis, it can be concluded that (1) there are influences of BBL models on the understanding of physics concepts among high school students (2) there are influences of the BBL modesl on physics critical thinking ability among high school educators, and (3) there are influences of BBL  models on conceptual understanding and critical thinking ability in physics among high school student.

scholarly journals PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBANTUAN SIMULASI VIRTUAL TERHADAP PENGUASAAN KONSEP FISIKA PESERTA DIDIK SMA

2020 ◽  
Vol 6 (2) ◽  
pp. 220
Author(s):  
Sumarni Sumarni ◽  
Kosim Kosim ◽  
Ni Nyoman Sri Putu Verawati
Keyword(s):  
High School ◽  
High School Students ◽  
Inquiry Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Guided Inquiry ◽  
School Students ◽  
Two Samples ◽  
Physics Concepts ◽  
Virtual Simulations

This study aims to determine the effect of guided inquiry learning models assisted by virtual simulations on the mastery of physics concepts for high school students. This type of research is a quasi-experimental with a pretest-posttest control group design. The study population was all students of class XI MIA SMAN 1 Sheet, totaling 53 students with the sampling technique using purposive sampling technique, so the sample used in this study was class XI MIA-2 as an experimental class totaling 26 students and class XI MIA. -3 as a control class, totaling 27 students. Before being given treatment, the two samples were given an initial test to determine their initial ability. The results show that the the ability of both class control and experiment are homogen. That means  before doing the treatment, they have the same abilty. The research hypothesis was tested by using polled variance t-test with a significance level of 5%. Based on the results of data analysis, t count is greater than t table, so that H0 is rejected and Ha is accepted. Thus, it can be concluded that the guided inquiry learning model assisted with virtual simulations has an effect on the mastery of physics concepts for high school students.

scholarly journals Comparison of Simulation and Hands-on Labs in Helping High School Students Learn Physics Concepts

2019 ◽  
Vol 11 (1) ◽  
pp. 18
Author(s):  
Matt Rytting ◽  
Geoff Wright ◽  
Steven Shumway ◽  
Jamie Jensen
Keyword(s):  
High School ◽  
High School Students ◽  
Student Perceptions ◽  
Student Understanding ◽  
School Students ◽  
Physics Students ◽  
High School Physics ◽  
Hands On ◽  
Physics Concepts ◽  
Learn Physics

The purpose of the research was to determine whether PhET simulation labs or hands-on labs were more effective in helping students learn physics concepts. This measure was done by comparing quiz scores using recall, calculation, and transfer questions. Additionally, student perceptions of learning from both hands-on and simulation lab experiences were measured. Six labs were conducted with high school physics students on the topics of momentum, energy, circuits, angular momentum, pendulums, and friction. It was found that PhET simulation labs were as effective at creating student understanding, and sometimes more effective, as measured by quizzes given after the labs. Additionally, the survey data revealed that students were more engaged by hands-on lab experiences, and viewed the hands-on labs to be more effective than the simulation labs.

scholarly journals Let’s Talk About ‘My’ Concept Map: Use of Dialogue to Enhance Concept Mapping

2018 ◽  
Vol 41 (1) ◽  
pp. 64-75
Author(s):  
Roshan Lamichhane ◽  
Amber Simpson
Keyword(s):  
High School ◽  
High School Students ◽  
Focus Group ◽  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Student Understanding ◽  
Evidence Based ◽  
Introductory Chemistry ◽  
School Students

The intersection of dialogue and concept map use is explored through this qualitative study. An introductory chemistry classroom for middle or high school students explores the combined effect of these two evidence-based teaching strategies. Following the lesson, students participated in a focus group to provide feedback on the lesson's use of discussing their concept maps. The results of that feedback and ideas for improvement and how to utilize this strategy in your own classroom is presented. Although this method may pose it's own unique set of challenges in the classroom, student understanding of basic foundational chemistry concepts was advanced.

scholarly journals Assessing changes in high school students' conceptual understanding through concept maps before and after the computer-based predict–observe–explain (CB-POE) tasks on acid–base chemistry at the secondary level

2015 ◽  
Vol 16 (4) ◽  
pp. 843-855 ◽  
Author(s):  
Fatma Yaman ◽  
Alipaşa Ayas
Keyword(s):  
High School ◽  
High School Students ◽  
Alternative Assessment ◽  
Concept Maps ◽  
Concept Map ◽  
Acid Base ◽  
School Students ◽  
Before And After ◽  
Computer Based ◽  
Representational Level

Although concept maps have been used as alternative assessment methods in education, there has been an ongoing debate on how to evaluate students' concept maps. This study discusses how to evaluate students' concept maps as an assessment tool before and after 15 computer-based Predict–Observe–Explain (CB-POE) tasks related to acid–base chemistry. 12 high school students participated in this study. Students' concept maps were evaluated taking into account three parts: qualitative, quantitative and representational level. The results gathered from the quantitative analysis of the pre and post concept maps were analyzed using SPSS 17.0. The results showed that there is a significant difference between students' pre and post concept map scores (z= 3.05;p< 0.05). From the qualitative analysis of the concept maps, the majority of the students constructed their pre and post concept maps non-hierarchically; while they drew more interconnected concept maps after the CB-POE tasks. Regarding their representational level, the students used the macroscopic level more often than microscopic and symbolic levels in both their pre and post concept maps. Nonetheless, they increased the number of macroscopic, microscopic and symbolic level representations in their post concept maps. The paper concludes with suggestions and implications for educators and researchers to improve the quality of concept map evaluation.

scholarly journals Kemampuan Pemecahan Masalah Siswa SMA dalam Menyelesaikan Soal Usaha dan Energi

2020 ◽  
Vol 5 (1) ◽  
pp. 21
Author(s):  
Aras Hanif Afiat ◽  
Supriyono Koes Handayanto ◽  
Hari Wisodo
Keyword(s):  
High School ◽  
High School Students ◽  
Data Analysis ◽  
Problem Solving ◽  
School Students ◽  
Data Analysis Technique ◽  
Analysis Technique ◽  
Physics Concepts ◽  
Qualitative Descriptive ◽  
Mathematical Equations

<p><strong>Abstract:</strong> This study aims to determine the problem solving abilities of high school students in solving physics problem topic working and energy. A total of 64 respondents solved physics problem about work and energy which consisted of four questions. The students' answers were evaluated using a rubric consisting of five indicators, namely useful description (UD), physics approach (PA), specific application of physics (SPA), mathematical procedures (MP), and logical progression (LP). The data analysis technique used qualitative descriptive. The results of the analysis show that the score of students' problem solving abilities is in a sufficient category, with the dominant score on indicators UD, PA and SPA. Students get poor score criteria on MP and LP indicators. In this case, students experience some difficulties, among others, students' mistakes in applying physics concepts in mathematical equations, students' mistakes in using equations that are not relevant to the problems presented and students' mistakes in using calculations that do not focus on the problem presented.</p><strong>Abstrak:<em> </em></strong>Penelitian ini bertujuan untuk mengetahui kemampuan pemecahan masalah siswa SMA dalam memecahkan persoalan usaha dan energi. Sejumlah 64 responden mengerjakan soal usaha dan energi yang terdiri atas empat soal uraian. Hasil jawaban siswa dikoreksi dengan menggunakan rubrik yang terdiri atas lima indikator, yaitu <em>usefull description </em>(UD)<em>, physics approach</em> (PA)<em>, spesific application of physics </em>(SPA)<em>, mathematical procedures </em>(MP)<em>, </em>dan <em>logical progression </em>(LP). Teknik analisis data menggunakan deskriptif kualitatif. Hasil analisis menunjukkan bahwa skor kemampuan pemecahan masalah siswa berada dalam kategori cukup, dengan dominan skor pada indikator UD, PA dan SPA. Siswa mengalami kriteria kurang baik pada indikator MP dan LP. Dalam hal ini, siswa mengalami beberapa kesulitan, antara lain, kesalahan dalam mengaplikasikan konsep dalam persamaan matematis, menggunakan persamaan yang tidak relevan dengan permasalahan yang dipaparkan menggunakan perhitungan yang tidak fokus pada problem yang disajikan.

scholarly journals Implementation of Guided Inquiry Learning Model to Improve Understanding Physics Concepts and Critical Thinking Skill of Vocational High School Students

2020 ◽  
Vol 13 (6) ◽  
pp. 117 ◽  
Author(s):  
Johar Maknun
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Guided Inquiry ◽  
Vocational High School ◽  
School Students ◽  
Physics Concepts

This research aims to implement the guided inquiry learning model to improve the understanding of concepts and critical thinking skills of Vocational High School (SMK) students. The quasi-experiment method with the randomized pretest-posttest control group design was used to obtain data from students of one of the Vocational High Schools (SMK) in Bandung, West Java, Indonesia. The sample consisted of 28 experiment and control class students that carried out a guided inquiry and conventional learning, respectively. The result shows an average increase in understanding of physics concepts and critical thinking skills of the experimental class by 0.71 (high category) and the control class by 0.28 (low category). Based on the average test results using the independent sample t-test method, the understanding of physics concepts and the critical thinking skills of the experimental class was eminent to the control class. Furthermore, the research instruments were tests of understanding concepts and critical thinking skills with an average increase of 0.71 in the high category and 0.28 in the low category, respectively. The result showed that the implementation of guided inquiry learning models has the ability to significantly improve the understanding of static fluid concepts and critical thinking skills of Vocational High School students compared to conventional learning. This was because it provided the opportunity for students to independently construct a concept through problem presentation, formulation of hypotheses, data collection, analysis, and conclusions.

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