Achievement of Students’ Concept Mastery through Concept-based Learning and Drill Methods in Biology Instructional Methodology Course

U-Pace instruction, comprised of concept mastery and amplified assistance, has shown promise in increasing undergraduate success. To evaluate the efficacy of U-Pace instruction for students at-risk for college non-completion and students not at-risk and to determine whether concept mastery, amplified assistance, or both U-Pace components are responsible for the greater learning associated with U-Pace instruction, an experiment was conducted with four instructional conditions (U-Pace, Concept Mastery, Amplified Assistance, and Face-to-Face). At a public university, 914 undergraduates (576 at-risk) participated. U-Pace instruction produced greater learning than the comparisons. Additionally, U-Pace instruction produced greater academic success than Face-to-Face instruction. The percentage of final grades of A or B did not differ for Concept Mastery, Amplified Assistance, and U-Pace students. No interaction between instructional condition and risk status was found for final grades or learning. The efficacy of U-Pace instruction for both at-risk students and students not at-risk was supported.

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PENERAPAN MODEL PEMBELAJARAN ADVANCE ORGANIZER UNTUK MENINGKATKAN PENGUASAAN KONSEP FISIKA SISWA SMA

Jurnal Pendidikan ◽

10.31258/jp.10.1.1-12 ◽

2019 ◽

Vol 10 (1) ◽

pp. 1

Author(s):

Fitri Kusuma Ningrum ◽

Muhammad Nasir ◽

Muhammad Rahmad

Keyword(s):

Descriptive Analysis ◽

Learning Model ◽

Advance Organizer ◽

Control Group ◽

Control Group Design ◽

Group Design ◽

Concept Mastery ◽

Research Population ◽

Advanced Organizer ◽

Inferential Analysis

This research aimed to determine the improve in mastery of students' physics concepts through the application of an advanced organizer model on material momentum and impulses. The research method used was quasy experiment with pretest posttest control group design. The research population is all students of class X MIPA SMAN 1 Rumbio Jaya which is a sample of research with class X MIPA 1 as an experimental class totaling 23 students and class X MIPA 2 as a control class of 24 students. The research instrument used the concept mastery test questions. Data were analyzed descriptively by looking at absorption, learning effectiveness and the results of students' concept mastery scores and analyzed inferentially using the T-test. Descriptive analysis results obtained an average absorption of experimental class students by 81.61% with the effectiveness of learning categorized effectively. Furthermore, for the mastery of the concept of each experimental class indicator on the first and second indicators obtained very good categories, the third indicator obtained the medium category and the fourth indicator with a low category. The results of inferential analysis obtained a significant increase in the mastery of student concepts in the class applying the Advance Organizer learning model to the classroom with conventional learning. Based on the results of the research, the advanced organizer learning model can improve students' mastery of the concepts in the material momentum and impulses of class X SMAN 1 Rumbio Jaya.

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THE EFFECT OF PROJECT-BASED COLLABORATIVE LEARNING ON CONCEPT MASTERY OF MUSHROOM: THE CASE OF SENIOR HIGH SCHOOL STUDENTS IN INDONESIA

Periódico Tchê Química ◽

10.52571/ptq.v17.n34.2020.63_p34_pgs_45_52.pdf ◽

2020 ◽

Vol 17 (34) ◽

pp. 45-52

Author(s):

Fatma SUKMAWATI ◽

Punaji SETYOSARI ◽

Sulton SULTON ◽

Purnomo PURNOMO

Keyword(s):

High School ◽

High School Students ◽

Collaborative Learning ◽

Learning Strategies ◽

Direct Instruction ◽

T Test ◽

Choice Test ◽

Control Group ◽

School Students ◽

Concept Mastery

Biology learning is highly recommended to be presented contextually following daily experience and phenomena. This study, a quasi-experimental research using a pretest-posttest non-equivalent control group design, aimed to understand the effect of project-based collaborative learning towards the concept mastery of mushrooms. The subjects of the study were 75 tenth grade of high school students in Surakarta City, Indonesia, divided into two classes: 38 students in the experimental class 37 in the control class. In the experimental class, the students were treated with project-based collaborative learning strategies. In project-based collaborative learning strategy, students were challenged to create a project on oyster mushroom cultivation (Pleurotus ostreatus) With the media garden waste such as sawdust. In the control class, the students were treated with direct instruction. The instrument used was a multiple-choice test and essay developed by researchers to measure students' concept mastery towards mushrooms. Research data were analyzed by independent sample t-test. The results found that the average n-gain score for the experimental and the control classes were 63.09% and 45.73%, respectively. Moreover, all indicators of mushroom concept mastery showed the n-gain scores for the experimental class higher than the control class. Analysis of independent sample t-test proved that the significant differences existed between direct instruction and project-based collaborative learning in improving the concept mastery of mushroom. Finally, This research concluded that project-based collaborative learning is more effective in enriching the concept mastery than direct instruction.

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Effect of cooperative learning model type of group investigation and adversity quotient of students on mastery of chemical concepts on salt hydrolysis material

Jurnal Pendidikan Kimia ◽

10.24114/jpkim.v12i3.21161 ◽

2020 ◽

Vol 12 (3) ◽

pp. 124-135

Author(s):

Havizhah Havizhah ◽

◽

Muhaimin Muhaimin ◽

Damris Muhammad ◽

◽

...

Keyword(s):

Cooperative Learning ◽

Learning Model ◽

Control Group ◽

Model Group ◽

Model Type ◽

Chemical Concept ◽

Test Instrument ◽

Concept Mastery ◽

Chemical Concepts ◽

Quasi Experimental

This study aims to see the effect of the cooperative learning model type of group investigation and adversity quotient of students on the mastery of chemical concepts on salt hydrolysis. This research is a quasi-experimental research with a control group posttest only design using a 2 × 3 factorial design. The research was conducted in class IX MIA SMA N 10 Batanghari with two classes. Sampling was done by total sampling. Data collection techniques are questionnaires, tests and documentation. The test instrument was used to determine the value of mastery of chemical concepts on salt hydrolysis. Meanwhile, the questionnaire instrument was used to determine the level of adversity quotient of students. Data processing used two-way ANOVA. The results showed that the cooperative learning model group Investigation type and the adversitiy quotient of the climber type students had high mastery of chemical concepts, but there was no interaction between the group investigation type learning model and the adversity quotient on the mastery of chemical concepts on salt hydrolysis due to the learning model and adversity quotient influence on mastery of chemical concepts independently. Based on the results of the study, it can be concluded: (1) there is an effect of the group investigation type cooperative learning model on the mastery of chemical concepts (2) there is an effect of students adversity quotient on chemical concept mastery (3) there is no interaction between the cooperative learning model group investigation type with students' adversity quotient on mastery of chemical concepts in salt hydrolysis.

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PERBANDINGAN PENGGUNAAN MULTIMEDIA SECARA TUTORIAL DAN PRESENTASI TERHADAP PENGUASAAN KONSEP DAN KETERAMPILAN PROSES SAINS PADA KONSEP SISTEM PERTAHANAN TUBUH

Jurnal Pendidikan ◽

10.33830/jp.v13i1.351.2012 ◽

2012 ◽

Vol 13 (1) ◽

pp. 13-22

Author(s):

Eni Nuraeni ◽

Dadang Machmudin ◽

Tenten Hermansyah

Keyword(s):

Experimental Study ◽

Communication Skills ◽

Science Communication ◽

Predictive Ability ◽

Process Skills ◽

Group Design ◽

Multiple Group ◽

Concept Mastery ◽

Significant Difference ◽

Post Test

The purpose of this study was to compare the use of multimedia in the presentation and tutorial of mastery of the concept and process skills in science concerning the immune system. The experimental study was designed with Quasy pre-test post-test, multiple nonequivalent group design. Two treatments for each tutorials and presentations class were employed. Instruments consist of basic concept mastery test, the concept and process skills, questionnaires, and interviews. The result showed that there were differences among the two classes. However, there was no significant difference students process skill in science. Communication skills measured showed no significant difference, while the predictive ability measured showed a significant difference. Tujuan penelitian ini adalah membandingkan penggunaan multimedia secara presentasi terhadap penguasaan konsep dan KPS pada konsep sistem pertahanan tubuh melalui penggunaan multimedia secara tutorial dan presentasi. Penelitian ini merupakan Quasy eksperiment dengan desain pre-test post-test, nonequivalent multiple group design. Digunakan dua kelas perlakuan masing-masing untuk kelas tutorial dan presentasi. Instrumen yang digunakan meliputi pokok uji penguasaan konsep, pokok uji KPS, angket dan wawancara. Hasi menunjukan adanya perbedaan penguasaan konsep pada kedua kelas perlakuan. Akan tetapi perlakuan yang diberikan tidak menunjukan adanya perbedaan terhadap KPS siswa. Kemampuan komunikasi yang diukur menunjukan tidak adanya, sedangkan kemampuan prediksi yang diukur menunjukan adanya perbedaan yang signifikan.

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Pengaruh Metode Pembelajaran dan Kreativitas Terhadap Hasil Belajar Siswa di SMA 7 PSKD Depok

Jurnal Pendidikan Sejarah ◽

10.21009/jps.032.05 ◽

2014 ◽

Vol 3 (2) ◽

pp. 37

Author(s):

Victor Andreas Jusup

Keyword(s):

Data Analysis ◽

Learning Outcomes ◽

Conventional Method ◽

Experimental Test ◽

Research Method ◽

Learning Outcome ◽

Instructional Methodology ◽

Learning History ◽

History Learning ◽

The Impact

Abstract The purpose of this study was to determine the impact of the task of learning methods, and its relation to the creativity of the students to the history learning outcomes at SMA 7 PSKD Depok. The research method used was experimental. test instruments are also used to measure the learning outcomes of history, and questionnaires used to measure the creativity of students in learning history. A total of 32 participants will be randomly selected. Data analysis will be performed by using two way variance analysis. The findings of the study will be demonstrate: 1) a higher student’s history learning outcome of those who were taught by Recitation instructional methodology compared to those who were taught by conventional method. 2) There is an interaction effect between instructional methodology and student’s creativity level on history learning outcome. 3) History learning outcome of students who has higher creativity level and were taught by Recitation method are higher than those with the same level of creativity but were taught by conventional method. 4) History learning outcome of students who has lower creativity level and were taught by Recitation methodology are not below those with the same creativity level but were taught by conventional method. Keywords : history learning outcome, history instructional methodology, student’s creativity level.

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