scholarly journals Interdisciplinary Approach-Based Energy Education

2019 ◽  
Vol 9 (1) ◽  
pp. 57
Author(s):  
Gokhan Guven ◽  
Yusuf Sulun
Keyword(s):  
Academic Achievement ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Interdisciplinary Approach ◽  
Service Science ◽  
Control Group ◽  
Control Group Design ◽  
Energy Education ◽  
Quasi Experimental ◽  
Post Hoc

The purpose of the current study is to investigate the effect of interdisciplinary approach-based energy instruction on pre-service science teachers’ academic achievement and conceptual understanding regarding the concept of energy. To this end, the current study was designed as a quasi-experimental study in line with the pretest-posttest control group design. The activities related to the concept of energy were conducted by using the interdisciplinary approach and the same activities were conducted by using the methods and techniques based on the existing approaches. A total of 66 pre-service science teachers participated in the study lasting for 10 weeks. In the analysis of the data, ANOVA/Post Hoc Test was used. As a result of the study, it was found that the use of the interdisciplinary instructional approach in teaching the concept of energy increased the pre-service teachers’ academic achievement and conceptual understanding more than the traditional approaches. Thus, it can be suggested that during the instruction of the energy concept, the features of this concept should be taught in a certain developmental order and the interdisciplinary approach should be used in the activities conducted to teach this concept.

scholarly journals Pengaruh Model Project Based Learning Berbantuan Media Virtual Terhadap Penguasaan Konsep Peserta didik pada Materi Alat-alat Optik

2017 ◽  
Vol 2 (2) ◽  
pp. 73 ◽  
Author(s):  
Ni Made Yeni Suranti ◽  
Gunawan Gunawan ◽  
Hairunnisyah Sahidu
Keyword(s):  
Conceptual Understanding ◽  
Hypothesis Test ◽  
Learning Model ◽  
Project Based Learning ◽  
Control Group ◽  
Test Results ◽  
Abstract Concepts ◽  
Control Group Design ◽  
Model Project ◽  
Quasi Experimental

Learning physics should be able to provide an understanding physics of abstract concepts. One of the efforts being made to improve the learning of Physics is to use appropriate learning model. This study aims to improve the student’s conceptual understanding by using project based learning model with virtual media for X Grade student at SMAN 2 Mataram Years 2015/2016. This study was conducted using a type of quasi-experimental research, untreated control group design with pretest and posttest on Optic. Hypothesis test results that the model used to give effect to the  student’s conceptual understanding, was shown to increase student conceptual understanding was higher in the experimental class compared with the control class. N-gain test results stating that the conceptual understanding has increased in each sub material. The results of the analysis conceptual understanding score on every aspect of cognitive increased. 

scholarly journals Komparasi Model Pembelajaran Konstruktivis Metakognitif Dan Konstruktivis Novick Terhadap Berpikir Kritis Ditinjau Dari Kemampuan Akademik

INFERENSI ◽  
2017 ◽  
Vol 11 (1) ◽  
pp. 25
Author(s):  
Baskoro Adi Prayitno ◽  
Bowo Sugiharto
Keyword(s):  
Academic Achievement ◽  
Critical Thinking ◽  
Learning Model ◽  
Control Group ◽  
Grade Student ◽  
Conventional Model ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental ◽  
Equivalent Control

The purpose of this study was to investigate, (1) the influence of constructivist metacognitive model compared to constructivist novick, and conventional model toward critical thinking, (2) the influence of academic achievement toward critical thinking, and (3) interaction of learning model and academic achievement toward critical thinking. The sample of this study consisted of 102 eleventh grade student from 3 state senior high schools in Surakarta. The method used in this study is a quasi-experimental research Pretest-Posttest, Non-Equivalent Control Group Design. Anacova was used to analyze the data. Critical thinking test was administered to the experimental and the control group as pre and post-tests to measure the critical thinking. The result showed that, (1) constructivist metacognitive and constructivist novick are not significantly different but those are significantly different from the conventional model toward critical thinking, (2) Upper academic students have higher critical thinking than lower academic students, (3) There is not interaction of learning model and academic achievement toward critical thinking

scholarly journals Pengaruh Context-Rich Problems Berbentuk Multimedia Interaktif terhadap Keterampilan Proses Sains, Sikap Ilmiah, dan Pemahaman Konsep

2016 ◽  
Vol 4 (2) ◽  
pp. 83 ◽  
Author(s):  
Yusran Khery ◽  
Khaeruman Khaeruman
Keyword(s):  
Conceptual Understanding ◽  
Interactive Multimedia ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Scientific Attitudes ◽  
Experimental Group

The purpose of this study was to evaluate the effect of context-rich problems in the form of interactive multimedia on chemical students’ science process skills, scientific attitudes, and conceptual understanding in practical activities. This research is the quasi-experimental study with post test only control group design. The research sample consisted of 142 students divided into 3 groups. The 1st experimental group was treated using a context-rich problem in the form of interactive multimedia before practical activities, the 2nd experimental group used conventional rich problems, and control groups without context-rich problems. Data were collected by the science process skills observation sheets and portfolio, scientific attitude observation sheets, and conceptual understanding tests. Data were analyzed by inferential statistical methods using SPSS 15 software for windows. The results showed that the context-rich problems in the form of interactive multimedia had an effect on students' science process skills, scientific attitudes, and conceptual understanding.

scholarly journals The influence of the online PhET simulation-assisted using direct instruction on student’s conceptual understanding of parabolic motion

2021 ◽  
Vol 2126 (1) ◽  
pp. 012013
Author(s):  
P D Lestari ◽  
J Mansyur
Keyword(s):  
Conceptual Understanding ◽  
Direct Instruction ◽  
Average Score ◽  
Control Group ◽  
Research Subjects ◽  
Control Group Design ◽  
Significance Level ◽  
Concept Understanding ◽  
Quasi Experimental ◽  
And Control

Abstract This study aimed to investigate the effect of the online PhET simulation-assisted using the direct instruction on students’ conceptual understanding of the parabolic motion. It was quasi-experimental research with pretest-posttest control group design. The research subjects were 10th grade students, consisting of 20 students for each experimental and control groups. The data were collected using a concept understanding test. The research data were analyzed quantitatively by using descriptive and inferential statistics. The results show that the average score of the experimental class was higher than the control class. The hypothesis was tested using Mann-Whitney (U-Test) with a significance level of = 0.05. Based on data analysis, it can be concluded that there was a significant effect of online PhET simulation assisted learning model on students’ concept understanding on parabolic motion.

scholarly journals PERBEDAAN KEMAMPUAN BERPIKIR KREATIF BIOLOGI SISWA ANTARA YANG MENDAPAT PEMBELAJARAN MODEL PROBLEM BASED LEARNING (PBL) DENGAN MODEL INKUIRI DI SMP NEGERI 1 TANJUNG KEMUNING

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Detah Detah
Keyword(s):  
Creative Thinking ◽  
Problem Based Learning ◽  
Control Group ◽  
Control Group Design ◽  
Grade 5 ◽  
Quasi Experimental ◽  
Class Viii ◽  
The One ◽  
Post Hoc ◽  
Pbl Model

This research aims to look at differences in the ability of creative thinking among student who obtained Problem Based Learning (PBL) model, inquiry and conventional. The research was conducted on April – Mei, 2013 in SMP Negeri 1 Tanjung Kemuning, on the subjects of biology class VIII semester academic year 2012/2013. The method used in this study was quasi experimental. The design study is Pretest-Postest Control Group Design. Samples in this study were students in grade 5 class amount, taken 3 homogen classes using pretest skor. Research data collection using an test instrument, as for the data analysis techniques are us to test the hypothesis in this study is to use the One Way Anova and Post-Hoc Test using LSD. Abilities of student who obtain a Problem Based Learning (PBL) model moss is a 12,96 and inquiry model is a 12,12. There were no significant differences in the result of creative thinking abilities of student who obtain PBL model and inquiry model. There are significant differences in the result of creative thinking abilities of student receiving learning PBL model and inquiry model with conventional model. Keywords: PBL model, Inquiry model, Creative Thinking

scholarly journals Focus, Explore, Reflect and Apply (FERA) Learning Model: Developing Science Process Skills for Pre-Service Science Teachers

2018 ◽  
Vol 3 (2) ◽  
pp. 131
Author(s):  
Deni Moh Budiman ◽  
Surya Gumilar ◽  
Rahmat Rizal
Keyword(s):  
Primary School ◽  
Science Teachers ◽  
School Teacher ◽  
Learning Model ◽  
Service Science ◽  
Control Group ◽  
Primary School Teacher ◽  
Process Skills ◽  
Control Group Design ◽  
Science Process Skills

The purpose of this study is to describe the application of Focus, Explore, Reflect, and Apply (FERA) learning model in improving science process skills for a pre-service science teacher in primary school. The stages of learning using the FERA learning model consist of four stages, namely focus, explore, reflect, and apply. The sample of this study was the students in the Primary School Teacher Education Study Program at STKIP Sebelas April Sumedang. This research was conducted using Quasy-Experimental method with Non-equivalent Control Group Design. The effectiveness of the treatment was obtained by giving the pretest and posttest to each class one time. The research data was processed by analyzing N-gain, normality test, and average difference using the Wilcoxon and Man Withney U tests. The results showed that the experimental class and the control class had significant mean differences between the science process skills data on pretest and posttest. This shows that learning using the FERA model is more effective in improving science process skills for pre-service primary school science teachers.

Effects of a context-based approach with prediction–observation–explanation on conceptual understanding of the states of matter, heat and temperature

2021 ◽  
Author(s):  
Fethiye Karsli Baydere
Keyword(s):  
Data Collection ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Chemistry Education ◽  
Structured Interview ◽  
Control Group ◽  
Teaching Model ◽  
Quasi Experimental ◽  
5Th Grade ◽  
Experimental Group

The main purpose of this study was to investigate the effect of the Context-Based Approach (CBA) enriched by Prediction–Observation–Explanation (POE) on 5th grade students’ conceptual understanding of the States of Matter, Heat and Temperature. In this study, quantitative and qualitative data collection methods were employed. The quantitative element used a quasi-experimental design involving a non-equivalent pretest–posttest control group. This research was performed with a total number of 38 (N control group = 18, N experimental group = 20) 5th grade students (aged 10 to 11 years) in a school in a village located in the East Blacksea region in the 2016–2017 academic year. In the study, a two-tier concept questionnaire entitled ‘the States of Matter, Heat and Temperature (SMHTQ)’ and a semi-structured interview were used as data collection tools. In the experimental group, the topics were taught using the CBA enriched with the POE strategy while in the control group the topics were taught using the 5E teaching model (Engage–Explore–Explain–Elaborate–Evaluate) of the constructivist approach. The results indicated that the CBA enriched with the POE strategy was more effective in improving students’ conceptual understanding and reducing students’ alternative concepts than the 5E teaching model on the States of Matter, Heat and Temperature concepts. The results of the study provided helpful information for science teachers and researchers in science/chemistry education since the teaching materials used enriched the learning environment. Similar studies can be applied to different and wider sample groups and concepts.

scholarly journals Pengaruh Model Guided Inquiry dan Problem-Based Learning terhadap Pemahaman Konsep Siswa

2021 ◽  
Vol 26 (1) ◽  
pp. 78-88
Author(s):  
Elvara Norma Aroyandini ◽  
Muhammad Nilzam Aly ◽  
Nur Hamid ◽  
Annisa Firanti ◽  
Dwi Muhidin Pahlefi
Keyword(s):  
Environmental Pollution ◽  
Conceptual Understanding ◽  
Problem Based Learning ◽  
Learning Model ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Gain Scores ◽  
Quasi Experimental ◽  
Equivalent Control

This study aims to determine the influence of the guided inquiry model and problem-based learning on the conceptual understanding of class VII A and VII K students of State Tsanawiyah Madrasa (MTs N) 3 Sragen on environmental pollution material. This research is a quasi-experimental research with a non equivalent control group design. After being treated with the guided inquiry model, the average of students' learning outcomes was 89.5, while the problem-based learning model was 88.3. To prove that there is an effect of the two models on students' conceptual understanding, a paired sample t-test was conducted, in which the two classes showed a significance <0.05 so that H1 was accepted or H0 was rejected. Its means that the two models influence students' conceptual understanding of environmental pollution material. The guided inquiry model in this study has a higher impact than problem-based learning. These results are also supported by the N-Gain score on the guided inquiry model, which is higher than the problem-based learning model with scores of 0.67 and 0.53, respectively. Both N-Gain scores are in the “medium” improvement category.

scholarly journals Pengaruh Model Pembelajaran Search, Solve, Create, and Share dan Predict Observe Explain terhadap Hasil Belajar Biologi Siswa Kelas VIII SMPN 1 Gondangrejo Karanganyar Tahun Ajaran 2013/2014

2015 ◽  
Vol 26 (1) ◽  
pp. 11-20
Author(s):  
Djumadi Djumadi ◽  
Erfan Budi Santoso
Keyword(s):  
Learning Model ◽  
Cognitive Domain ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
The Third ◽  
Quasi Experimental ◽  
The Difference ◽  
Post Hoc ◽  
And Control

This study has objectives (1) to know the effect of SSCS learning model and POE toward the achievement of students learning biology, (2) the difference between the achievement of students learning biology using SSCS learning model and POE. This is quasi experimental research with randomized subjects posttest only control group design. The population are three classes randomly selected from SMP Negeri 1 Gondangrejo Karanganyar 2013/2014. The first class, VIIID, is thaught by POE learning model. The second class is SSCS learning model, and the third, as control class, is thaught by variative lecturing. Data are collected by test, quessionaire, observation, and documentation.Then data are analysed by validity, reliability, difficulty test index. The results are (1) there is an effect of SSCS learning model and POE toward the achievement of students learning biology at three aspects: cognitive, affective and psychomotoric. It can be seen on the average of students learning achievement at experiment class and control class with the significance value < 0,05. The proceed result of anova Post Hoc test Scheffe indicates that there is a difference the achievement of students learning biology using SSCS learning model and POE at affective and psichomototic domain, but it does not happen in cognitive domain. The conclusion is (1) there is an effect of the achievement of students learning biology using SSCS learning model and POE, (2) SSCS learning model is more effective than POE.

scholarly journals Effects of a 5Es learning model on the conceptual understanding and science process skills of pre-service science teachers: The case of gases and gas laws

2020 ◽  
Vol 85 (4) ◽  
pp. 559-573 ◽  
Author(s):  
Baydere Karsli ◽  
Alipaşa Ayas ◽  
Muammer Çalik
Keyword(s):  
Science Teachers ◽  
Conceptual Understanding ◽  
Learning Model ◽  
Service Science ◽  
Alternative Conceptions ◽  
Control Group ◽  
Process Skills ◽  
Science Process Skills ◽  
Computer Animations ◽  
Gas Laws

The aim of this study was to investigate the effects of using a 5Es learning model on the pre-service science teachers? conceptual understanding and science process skills for ?gases and gas laws?. The sample of the study consisted 49 pre-service science teachers enrolled for the ?Science Laboratory Practices-I? course within the department of science education of a Turkish state university. Through a quasi-experimental research method (pre- and post- -test research design), an experimental group was exposed to the 5Es learning model (engage-explore-explain-elaborate-evaluate) with different conceptual change methods/techniques (i.e., worksheets, computer animations, analogies and experiments). A control group was also taught through existing instruction (e.g., experiments, lecture and question?answer). Data were collected through the gas laws test and the science process skills test. The results of partial eta squared (?2) revealed large-size effects for the control (0.61) and experimental groups (0.73). The 5Es learning model was more effective than the existing instruction in overcoming the pre-service science teachers? alternative conceptions of ?gases and gas laws?, as well as in improving their science process skills. The current study recommends that the 5Es learning model be tested with a larger sample throughout a long-term teaching intervention.

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