scholarly journals PENINGKATAN PEMAHAMAN KONSEP SISWA MELALUI MODEL PEMBELAJARAN IPA BERBASIS PHYSICS EDUCATION TECHNOLOGY-PROBLEM SOLVING

EDUSAINS ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 46-55
Author(s):  
Florida Emmy Doloksaribu ◽  
Triwiyono Triwiyono
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Science Learning ◽  
Education Technology ◽  
Learning Model ◽  
Test Results ◽  
Concept Understanding ◽  
Average Value ◽  
Significant Difference ◽  
Post Test

IMPROVING STUDENT'S CONCEPT UNDERSTANDING THROUGH SCIENCE LEARNING MODEL  BASED OF THE PHYSICS EDUCATION TECHNOLOGY-PROBLEM SOLVINGAbstractThis study aims to determine the increase in understanding the concept of science material and the ability to experiment in a virtual context of energy and its changes in students of SMPN 13 Jayapura. This science learning model, PhET-Problem Solving on students needs to obtain models and teaching materials that were more effectively used. The learning model is validated based on the suitability of indicators and material, legibility, and the suitability of assignments and exercises at an average value of 85.75, which means it is very feasible to use. Participants consisted of a control class and an experimental class. The pretest and post-test results were analyzed based on the N-gain test; the experimental class dominated the high and medium categories at 30% and 70%, conventional class 27% and 46%. The implementation science learning model in context the energy context and its changes based on PhET-PS shows an increase in concept understanding and virtual experimental abilities. Based on the independent sample statistical test, it shows that there is a significant difference between the control class and the experimental class (sig.2-tailed <0.5). Student responses to the PhET-PS learning model were very positive.AbstrakPenelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep materi IPA dan kemampuan eksperimen secara virtual  konteks energi dan perubahannya pada siswa SMPN 13 Jayapura. Model pembelajaran IPA ini berbasis PhET-Problem Solving sesuai kebutuhan  siswa guna mendapatkan model dan bahan ajar yang lebih efektif digunakan. Model pembelajaran divalidasi berdasarkan kesesuaian indikator dan materi, keterbacaan, dan kesesuain tugas- tugas dan latihan pada nilai rata-rata sebesar 85,75 artinya sangat layak digunakan. Partisipan terdiri dari kelas kontrol dan kelas eksperimen. Hasil pretes dan postes dianalisis berdasarkan uji N-gain, pada kategori tinggi dan sedang didominasi kelas eksperimen yaitu 30% dan 70%, kelas konvensional 27% dan 46%.  Model pembelajaran IPA konteks energi dan perubahannya berbasis PhET-PS yang diimplementasikan menunjukkan terjadi peningkatan pemahaman konsep dan kemampuan eksperimen virtual. Berdasarkan uji statistik independent sampel menunjukkan terjadi perbedaan yang signifikan antara kelas kontrol dan kelas eksperimen (sig.2-tailed < 0,5). Tanggapan siswa terhadap model pembelajaran PhET-PS adalah sangat positif.

scholarly journals PENGARUH MODEL PEMBELAJARAN PEMECAHAN MASALAH VERSI POLYA TERHADAP KEMAMPUAN BERPIKIR RASIONAL PADA MATA PELAJARAN EKONOMI DI SMA KECAMATAN PANYIPATAN

Jurnal Socius ◽  
2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Mirna Mirna
Keyword(s):  
Problem Solving ◽  
Thinking Skills ◽  
Learning Model ◽  
Test Results ◽  
Rational Thinking ◽  
Average Value ◽  
Post Test ◽  
Quasi Experimental ◽  
Conventional Models ◽  
And Control

AbstractThe research conducted aims to analyze how the economic learning model that has been applied by the teacher and its influence on students' rational thinking skills. Furthermore, how the influence of the learning model emphasizes solving problems with Polya's version of students' rational thinking skills, because previously this model was never used in economic learning. This research was conducted in one of the private high schools in Panyipatan sub-district, namely Abdul Kadir High School. The research method used is quantitative method with quasi-experimental design of pre-test and post-test, the class chosen is class X semester 2 with the subject of inflation. The results of the research and hypothesis testing show that there are significant differences in students' rational thinking abilities taught through the Polya problem solving learning model with students taught with conventional models. Based on the results of the post-test it can be seen that there are differences in mean learning outcomes, where the experimental class has an average value of 74.26, and control class 41.47. This difference is also seen from the results of the two index gain index, where the control class shows a gain index of 0.26 or <0.30 with low criteria. While the experimental class has a gain index of 0.66 with the criteria being. In addition to the gain index, differences in students' rational thinking skills are also seen from the results of different test results (t), from the above calculation, it is obtained thitung = 8.121 while t table = 2.131. So that if it is included in the hypothesis formula, t count> t table, H0 is rejected and H1 is accepted. Based on these results it can be concluded that the ability to think rationally by using the Polya version of problem solving learning model is better or increased than conventional learning models that have been applied in every economic learning, especially in inflation material.Keywords: Polya's version of problem solving learning model, economics, rational thinking.AbstrakPenelitian yang dilakukan bertujuan untuk menganalisis bagaimana model pembelajaran ekonomi yang selama ini diterapkan oleh guru serta pengaruhnya terhadap kemampuan berpikir rasional peserta didik. Selanjutnya bagaimana pengaruh model pembelajaran yang menekankan pada pemecahan masalah dengan versi Polya terhadap kemampuan berpikir rasional peserta didik, karena sebelumnya model ini tidak pernah digunakan dalam pembelajaran ekonomi. Penelitian ini dilakukan di salah satu SMA swasta di kecamatan Panyipatan, yakni SMA Abdul Kadir. Metode penelitian yang digunakan adalah metode kuantitatif dengan kuasi eksperimen desain pre test dan post test, kelas yang dipilih adalah kelas X semester 2 dengan bahasan pokok inflasi. Hasil penelitian dan pengujian hipotesis menunjukkan bahwa terdapat perbedaan yang signifikan dalam kemampuan berpikir rasional peserta didik yang diajar melalui model pembelajaran pemecahan masalah Polya dengan peserta didik yang diajar dengan model konvensional. Berdasarkan hasil post test terlihat adanya perbedaan rerata hasil belajar, dimana kelas eksperimen memiliki nilai rerata 74,26, dan kelas kontrol 41,47. Perbedaan ini juga terlihat dari hasil hitung indeks gain kedua kelas, dimana kelas kontrol menunjukkan indeks gain sebesar 0,26 atau < 0,30 dengan kriteria rendah. Sedangkan kelas ekperimen memiliki indeks gain sebesar 0,66 dengan kriteria sedang. Selain indeks gain, perbedaan kemampuan berpikir rasional peserta didik juga terlihat dari nilai hasil uji beda (t), dari perhitungan di atas didapatkan thitung= 8,121 sedangkan ttabel= 2,131. Sehingga bila dimasukkan pada rumus hipotesis thitung > ttabel, H0 ditolak dan H1 diterima. Berdasarkan hasil ini maka dapat disimpulkan bahwa kemampuan berpikir rasional dengan menggunakan model pembelajaran pemecahan masalah versi Polya lebih baik atau meningkat dari pada model pembelajaran konvensional yang selama ini diterapkan disetiap pembelajaran ekonomi, khususnya pada materi inflasi.Kata kunci: Model pembelajaran pemecahan masalah versi Polya, ekonomi, berpikir rasional

scholarly journals Perbandingan Kemampuan Pemecahan Masalah Matematis Siswa Menggunakan Model Eliciting Activities dan Problem Based Learning di Kelas VIII SMP Negeri 38 Medan

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Novia Fadilah ◽  
Edy Surya
Keyword(s):  
Problem Solving ◽  
Hypothesis Test ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Test Results ◽  
Average Value ◽  
Or Groups ◽  
Post Test ◽  
Class Viii

ABSTRAKPenelitian ini bertujuan untuk mengetahui apakah kemampuan pemecahan masalahmatematis siswa yang belajar dengan menggunakan model pembelajaran MEAs lebihtinggi daripada kemampuan pemecahan masalah matematis siswa yang belajar denganmenggunakan model pembelajaran PBL di SMP Negeri 38 Medan. Jenis penelitian iniadalah penelitian eksperimen. Populasi dalam penelitian ini adalah seluruh siswa kelasVIII SMP Negeri 38 Medan semester genap, yang terdiri dari 5 kelas. Sampel dalampenelitian ini adalah dua kelas yang dipilih berdasarkan kelas-kelas atau kelompok yangsudah ada, dimana kelas VIII-4 sebagai kelas eksperimen MEAs dengan jumlah sampel38 orang dan kelas VIII-5 sebagai kelas eksperimen PBL dengan jumlah sampel 39orang. Penelitian ini menggunakan dua jenis instrument yaitu pre-test dan post-testdalam bentuk uraian. Dari hasil penelitian yang diberikan, diperoleh nilai rata-rataposttest kelas eksperimen MEAS 79,6842 dan kelas eksperimen PBL memperoleh nilairata-rata 71,9487. Dari hasil uji hipotesis post-test diperoleh hitung t (1,9044) > tabel t(1,6675) dengan demikian diperoleh kesimpulan bahwa kemampuan pemecahanmasalah matematis siswa yang belajar dengan menggunakan model pembelajaran MEAslebih tinggi daripada kemampuan pemecahan masalah matematis siswa yang belajardengan menggunakan model pembelajaran PBL di SMP Negeri 38 Medan T.A2016/2017Kata kunci: Pemecahan Masalah Matematis, MEAs, PBLABSTRACTThis research aims to find out whether a mathematical problem solving abilities studentslearning by using learning model MEAs is higher than the ability of mathematicalproblem solving of students who learn by using the learning model PBL in SMP Negeri38 Medan. This type of research is research experiments. The population in this researchis the whole grade VIII SMP Negeri Medan 38 semester even, consisting of 5 classes. Thesample in this study were selected based on two classes of classes or groups that alreadyexist, where the class VIII-4 experimental MEAs as a class with the number of samples of38 people and class VIII-experimental class 5 as PBL with a number of samples of 39 people. This study uses two types of instrument, namely pre-test and post-test in the form of descriptions. Of research results are given, obtained average value of experimentalclass posttest MEAS 79,6842 experimental class and PBL gained an average rating of 71,9487. Hypothesis test results from post-test is obtained (1.9044) > (1.6675) thus obtained conclusions that the ability of mathematical problem solving of students learning by using learning model of the MEAs is higher than the ability of mathematical problem solving of students who learn by using the learning model PBL in SMP Negeri 38 Medan 2016/2017.Keywords: Mathematical problem solving, MEAs, PBL

Pengaruh Model Pembelajaran Problem Based Learning dan Gaya Kognitif Terhadap Hasil Belajar IPA Siswa di Kelas VII MTSN 2 Tanjung Jabung Timur

2018 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Sartika Sepriyani ◽  
Rayandra Asyhar ◽  
Asrial Asrial
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Models ◽  
Embedded Figures Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The ability to solve problems is a skill that students need to have in dealing with various problems in life. This study aims to determine the effect of problem based learning models; cognitive styles and interaction between both factors on science learning outcomes of students in class VII of MTs 2 Tanjung Jabung Timur in academic year 2015/2016. This research was conducted with a quasi-experimental research method by applying a 2 × 2 factorial design. The study sample consisted of an experimental class of 30 students and a control class of 29 students. Data collection was conducted using two types of instruments, namely the Group Embedded Figures Test (GEFT) to measure students cognitive styles and students' learning outcomes test in essay forms. The Problem Based Learning model affect the learning outcomes, there is significant difference in science learning outcomes between students who have Cognitive field dependent (FD) style that is taught by the Problem Based Learning model and students who have Cognitive FD style that is taught by conventional learning models. The results show that the value of the experimental class post-test is higher than that of the control class. In short, the experimental class with the application of the Problem Based Learning model in the learning process provides higher learning outcomes than that of the conventional models.

scholarly journals The Basic Motion Learning Model of Small Game Based Throwing in Elementary School

2021 ◽  
Vol 5 (2) ◽  
pp. 95
Author(s):  
Gunawan Setiawan ◽  
Syamsuramel Syamsuramel ◽  
Silvi Aryanti
Keyword(s):  
Elementary School ◽  
Learning Model ◽  
Small Scale ◽  
Test Results ◽  
Small Game ◽  
Motion Learning ◽  
Significant Difference ◽  
Post Test ◽  
The Difference ◽  
Basic Motion

This study aims to develop a small game-based basic motion learning model at Elementary School Number 65 Rejang Lebong. The research method used is research and development (R&D) using ten stages from Borg and Gall. The research instruments used were locomotor, non-locomotor tests, and manipulative basic movement skills tests. The treatment in this study was in the form of a basic motion learning model based on small games given for 4 weeks. The subjects in this study were students in grades 4 and 5 of Elementary School Number 65 Rejang Lebong. Subjects in this study were 30 people. The validation results obtained in small-scale trials regarding the quality of the learning model have entered into the validation criteria filled by the validator with a percentage of 63% and the results of large group trials are declared valid with a percentage of 81.25% which means very feasible. Furthermore, the effectiveness test was carried out using the t-test. In the significance test of the difference using the SPSS tool, the mean value = 0.8666 which shows the difference between the pre-test and post-test results, the results of T-count = 13.730, df = 29, and P-Value = 0.000 <0.05, which means that there are There is a significant difference between before and after being treated with the small game-based learning model of throwing basic motion learning. Where the post-test results have positive results with a significant difference compared to the pre-test results. So that the learning model of the basic motion of throwing based on small games can be used in learning physical education and health in elementary schools. The implication of this research is that the basic motion learning model of throwing based on small games can be used as a form of learning the basic motion of throwing in elementary school children.

scholarly journals The Reconstruction Model of Science Learning based PhET-Problem Solving

2020 ◽  
Vol 3 (1) ◽  
pp. 37-47
Author(s):  
Florida Emmy Doloksaribu ◽  
Triwiyono Triwiyono
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Conceptual Understanding ◽  
Junior High School ◽  
Physics Education ◽  
Science Learning ◽  
Junior High ◽  
Learning Model ◽  
Control Group

This study investigates the effects of science learning model reconstruction based on student needs, in order to generate more operational standards and teaching materials. The conceptual understanding through virtual laboratory appears minimal, based on the analysis addressing the demands of junior high school students in several locations in Papua. Hence, there is a necessity to reform the learning structure through the utilization of physics education technology (PhET). Furthermore, the model was reconstructed by the Model Education of Reconstruction with fundamental principles, including an analysis of the education needs based on PhET-Problem solving, to compose context describing energy materials and its changes. Expert validation on the accuracy of illustrations, drawings, tasks, exercises, and questions, indicates the model is eligible. The participants are 60 students control and experiment group for junior high school public 11 Jayapura. The results showed the science learning model has demonstrated increased virtual experiment abilities and conceptual understanding trought pretest and postest based N-Gain. Analysis of data based normality test and independent test (T-test), meanwhile, there is a significant differences between experimental and control group. Outcome of students' responses for a separate learning model reflected positive.

scholarly journals MENINGKATKAN KREATIVITAS DENGAN MENGGUNAKAN MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING PADA MATA PELAJARAN SENI TARI DI SMA NEGERI 1 PERCUT SEI TUAN

2019 ◽  
Vol 8 (1) ◽  
pp. 32
Author(s):  
Ika Setiawati ◽  
Tuti Rahayu
Keyword(s):  
Problem Solving ◽  
Research Method ◽  
Hypothesis Test ◽  
Learning Model ◽  
Creative Problem Solving ◽  
Average Value ◽  
Post Test ◽  
Class Average ◽  
Creative Problem ◽  
Academic Year

ABSTRACT This study aims to improve the creativity of students by using the Creative Problem Solving learning model in the study of Dance Arts in SMA 1 Percut Sei Tuan. Academic Year 2018/2019. To discuss the purpose of the study used theories about creativity, creative problem solving learning models and dance theory. This research method is descriptive quantitative. The research location is in SMA 1 Percut Sei Tuan Academic Year 2018/2019. The number of samples used were all students of class XI MIPA 2 as many as 34 people. Before conducting this research, the researcher gave a pre test to find out the ability of students, so that the average value of the class was 72.65. Next the researcher gave a post test and obtained a class average of 85.29. From the calculation of the hypothesis test performed, it is obtained thitung = 14.87 at the real level α = 0.05 and ttable = 1.6723, meaning that thitung > ttable (14.87> 1.6723) means that there is a very significant increase. Thus it can be concluded that by using the creative problem solving learning model can improve the creativity of students in the XI MIPA 2 class dance subjects in SMA 1 Percut Sei Tuan Academic Year 2018/2019.                                                                                                 Keyword : Learning Model of Creative Problem Solving, Creativity  ABSTRAK Penelitian ini bertujuan untuk meningkatkan kreativitas peserta didik dengan menggunakan model pembelajaran Creative Problem Solving pada mata Pelajaran Seni Tari di SMA Negeri 1 Percut Sei Tuan. Tahun Ajaran 2018/2019. Untuk membahas tujuan penelitian digunakan teori tentang kreativitas, model pembelajaran creative problem solving dan teori tari. Metode penelitian ini adalah deskriptif kuantitatif. Lokasi penelitian di SMA Negeri 1 Percut Sei Tuan Tahun Ajaran 2018/2019. Jumlah sampel yang digunakan adalah seluruh peserta didik kelas XI MIPA 2 sebanyak 34 orang. Sebelum melakukan penelitian ini, peneliti memberi pre test untuk mengetahui kemampuan peserta didik, sehingga diperoleh nilai rata-rata kelas yaitu 72,65. Selanjutnya peneliti member post test dan memperoleh rata-rata kelas yaitu 85,29.  Dari perhitungan uji hipotesis yang dilakukan diperoleh thitung = 14,87 pada taraf nyata α = 0,05 dan ttabel = 1,6723, berarti thitung  > ttabel (14,87 > 1,6723) artinya bahwa ada peningkatan yang sangat signifikan.  Dengan demikian dapat diambil kesimpulan bahwa dengan menggunakan model pembelajaran creative problem solving  dapat meningkatkan kreativitas peserta didik pada mata pelajaran seni tari kelas XI MIPA 2 di SMA Negeri 1 Percut Sei Tuan Tahun Ajaran 2018/2019. Kata Kunci: Model Pembelajaran Creative Problem Solving, Kreativitas.

scholarly journals EFEKTIVITAS MODEL PEMBELAJARAN GROUP INVESTIGATION TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN FIQIH KELAS XI

2020 ◽  
Vol 5 (3) ◽  
pp. 25-30
Author(s):  
Siti Laylatul Izzah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Test Results ◽  
Learning Models ◽  
Significant Difference ◽  
Post Test ◽  
Model Class

The Effectiveness of Group Investigation Learning Models on Student Learning Outcomes in Subjects of Fiqh. The purpose of this research is to find out whether the group investigation learning model class XI MIPA is more effective than the conventional learning model class XI IIS 1 on the learning outcomes of students of class XI Aliah Al-Ihsan Kalikejambon on Fiqh subjects. The research is in the form of experiments with the type of experiment conducted is quasi-experimental research (Quasy Experiment Research). Based on the results of statistical calculations from the average post-test results of the control class 68.35 and the average post-test results of the experimental class 72.75 obtained calculations using the SPSS program with a significance of significance (Sig 2-tailed) is 0.034, a significance value of 0.034 <0.05. Then Ho is rejected and Ha is accepted. Thus it can be concluded that there is a significant difference between the results of the post-test of the control class and the experimental class. Thus, it can be said that the teaching and learning process carried out with the group investigation learning model in class XI MIPA is more effective than conventional learning models in class XI IIS 1 on student learning outcomes in the subject of Fiqh.   Keywords: Fiqh lessons, Group Investigation, Learning Outcomes   Abstrak Efektivitas Model Pembelajaran Group Investigation Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Fiqih. Tujuan dilakukannya penelitian ini adalah untuk mengetahui apakah model pembelajaran group investigation kelas XI MIPA lebih efektif dibandingkan dengan model pembelajaran konvensional kelas XI IIS 1 terhadap hasil belajar siswa kelas XI Madrasah Aliah Al – Ihsan Kalikejambon pada mata pelajaran Fiqih. Adapun penelitian ini berbentuk eksperimen dengan jenis eksperimen yang dilakukan adalah penelitian eksperimen semu (Quasy Experiment Reasearch). Berdasarkan hasil perhitungan statistik dari rata-rata hasil post-test kelas kontrol 68,35 dan rata-rata hasil post-test kelas eksperimen 72,75 diperoleh perhitungan menggunakan program SPSS dengan signifikansi signifikansi (Sig 2-tailed) adalah 0,034, nilai signifikansi 0,034 < 0,05. Maka Ho ditolak dan Ha diterima. Dengan demikian dapat disimpulkan bahwa terdapat perbedaan yang signifikan antara hasil post-test kelas kontrol dan kelas eksperimen. Dengan demikian, dapat dikatakan bahwa proses belajar mengajar yang dilakukan dengan model pembelajaran group investigation di kelas XI MIPA lebih efektif daripada model pembelajaran konvensional di kelas XI IIS 1 terhadap hasil belajar siswa pada mata pelajaran Fiqih.   Kata kunci: Pelajaran Fiqih, Group Investigation, Hasil Belajar

scholarly journals Efektifitas Model Pembelajaran Team Quiz Menggunakan Media Zoom Meting Terhadap Hasil Belajar Siswa

2021 ◽  
Vol 15 (1) ◽  
pp. 89-94
Author(s):  
Vera Septi Andrini
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Test Results ◽  
Average Value ◽  
Eighth Grade Students ◽  
Post Test ◽  
Class Viii ◽  
Academic Year

This study aims to determine the effectiveness of the Team Quiz learning model on student learning outcomes. In this study, the research design used a quantitative approach. The population of this study was all eighth grade students of SMP Negeri 3 Nganjuk in the 2019/2020 academic year. The subjects used were mathematics with the Pythagorean Theorem material for class VIII students at SMPN 3 Nganjuk in the 2019/2020 academic year. While the samples used were students in class VIII-E and VIII-H. Data collection techniques using tests, observations, and documentation. The results showed that the experimental class using the Team Quiz model obtained better results than the control class using the conventional method. From the data analysis of the post-test results of the experimental class, the average value = 76.23 of 35 students. While the data of the post-test results for the control class obtained an average value of 58.97 from 35 students. The achievement of student learning outcomes using conventional learning methods is Good Enough. Team Quiz is a learning model that emphasizes teamwork in groups. So that it can make students more motivated and active in learning.

The effect of algorithm teaching on the problem-solving skills of deaf-hard hearing students

2017 ◽  
Vol 51 (4) ◽  
pp. 354-372 ◽  
Author(s):  
Arzu Deveci Topal ◽  
Esra Çoban Budak ◽  
Aynur Kolburan Geçer
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Design Methodology ◽  
School Level ◽  
Test Results ◽  
Problem Solving Skills ◽  
Content Type ◽  
Significant Difference ◽  
Secondary School Level ◽  
Post Test

Purpose The purpose of this paper is to identify the effects of algorithm teaching on the problem-solving skills of deaf-hard hearing students. Design/methodology/approach In this research, a pre-test and post-test problem-solving scale was applied to the single group (16 deaf-hard hearing students at a secondary school level) that had received algorithm education. Pre-test and post-test results were compared in order to see whether there was a significant difference among students in terms of their problem-solving attitudes. Students’ levels of performing the applications were examined through observation forms and their opinions about algorithm teaching were received. Findings As a result of the research, it was determined that implemented algorithm teaching had a significant effect on improving the problem-solving skills of the students. Originality/value Scratch training can be administered as either a compulsory or an optional course for hearing students as the Scratch programme offers the opportunity of teaching algorithmic reasoning with games, making the courses entertaining and giving students the chance to create their own designs which helps to improve their creative problem-solving skills and their motivation accordingly. Scratch teaching can be beneficial in developing students’ problem-solving behaviours and creativity.

scholarly journals Effect of Physics Education Technology (PhET) Simulations: Evidence from STEM Students’ Performance

2020 ◽  
Vol 4 (3) ◽  
pp. 221
Author(s):  
Ananias N Yunzal, Jr. ◽  
Leomarich F Casinillo
Keyword(s):  
Physics Education ◽  
Education Technology ◽  
Control Group ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Type ◽  
Stem Students ◽  
Experimental Group

This study aimed to find out if Physics Education Technology (PhET) simulations can improve the performance of the Baybay City Senior High School STEM students on the selected topic in physics, that is, electrodynamics. This study utilized a quasi-experimental type where pre-test and post-test are multiple choice type of test and involved 72 STEM students. The grouping of the students was identified based on their sections, one section served as the control group and other is the experimental group. Experimental group is allowed to play the PhET simulation for an hour utilizing their vacant period every day, while the control is not exposed to any activity that intervene leading to the creation of formal construct of ideas in electrodynamics. Result showed that mean scores of the control and experimental groups does not imply a significant difference, despite of the interest shown by the students in playing the said simulation. Perhaps, students are more attracted to simulation in which they have gone through during their lectures. Furthermore, study shows that the performance of students before and after exposure to PhET simulation does not necessarily pose a big difference but indicates a slight improvement to their performances.

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