scholarly journals Analisis Kemampuan Penalaran Ilmiah pada Pembelajaran Interactive Demonstration disertai Formative Assessment

2019 ◽  
Vol 4 (11) ◽  
pp. 1485
Author(s):  
Demara Balqis ◽  
Sentot Kusairi ◽  
Edi Supriana
Keyword(s):  
High School ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Scientific Reasoning ◽  
Reasoning Ability ◽  
Formal Reasoning ◽  
Physics Learning ◽  
Transition Level ◽  
Before And After ◽  
Innovative Learning

<p><strong>Abstract:</strong> This research aims to analyze the students scientific reasoning ability in physics learning. The sample was 32 students of 10<sup>th</sup> grade in Public Senior High School 7 Malang. The instrument test is two tiers with 13 questions. The result shows that there are differences between students scientific reasoning score before and after interactive demonstration learning with formative assessment. In pretest, the students scientific reasoning scores were low, 25 students were at level of concrete reasoning and 9 students were at initial transition level. When the posttest, scientific reasoning score has increased, 10 students at concrete reasoning level, 15 students at the initial transition level, 8 students are at final transition level, and 1 student reach the level at formal reasoning level. Teacher need to give the innovative learning strategies that can improve student’s scientific reasoning. <strong></strong></p><p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mengetahui kemampuan penalaran ilmiah siswa pada pembelajaran <em>interactive demonstration</em><strong><em> </em></strong>disertai <em>formative assessment</em>. Sampel yang digunakan yaitu 34 siswa pada kelas <strong>X</strong> IPA di SMA Negeri 7 Malang. Instrumen yang digunakan berupa tes <strong><em>Two Tiers</em> </strong>dengan 13 pertanyaan. Hasil penelitan menunjukkan bahwa terdapat perbedaan antara penalaran ilmiah siswa sebelum dan setelah dilakukan pembelajaran <em>interactive demonstration</em><strong><em> </em></strong>disertai<strong> </strong><em>formative assessment</em>. Pada saat <em>pretest </em>skor penalaran ilmiah siswa rendah yaitu 25 siswa berada pada tingkat penalaran konkret dan sembilan siswa berada pada tingkat transisi awal. Saat <em>posttest </em>skor penalaran ilmiah mengalami peningkatan yaitu 10 siswa pada tingkat penalar konkret, 15 siswa pada tingkat transisi awal, <strong>8</strong> siswa berada tingkat transisi akhir hingga ada seorang yang mencapai tingkat penalaran formal. Guru perlu memberikan strategi pembelajaran inovatif yang dapat memperbaiki penalaran ilmiah siswa.</p>

An Investigation Into Mobile Learning for High School Mathematics

2011 ◽  
Vol 3 (3) ◽  
pp. 59-76 ◽  
Author(s):  
Vani Kalloo ◽  
Permanand Mohan
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
Mobile Learning ◽  
Mathematics Curriculum ◽  
Evaluation Studies ◽  
School Students ◽  
Test Analysis ◽  
Actual Usage ◽  
Innovative Learning

This paper describes an investigation which was carried out to determine if mobile learning can be used to help high school students improve their performance in mathematics. The investigation was driven by the need to develop innovative learning solutions to eradicate the problem of low pass rates in mathematics in the Caribbean. A mobile learning application called MobileMath was developed targeting a subset of the mathematics curriculum. MobileMath offers the learner different learning strategies, game-based learning, and personalization. Two of the evaluation studies conducted are described in this paper. The first study focused on students using mobile learning on their own, while the second study explored the effects of teacher support while using mobile learning. A t-test analysis shows that there was a significant improvement in performance by students in both evaluation studies. The paper also compares the students’ performance with actual usage of the mobile learning application.

scholarly journals Pengaruh Strategi Pembelajaran dan Motivasi Berprestasi Terhadap Hasil Belajar Siswa SMA

Kappa Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 80-87
Author(s):  
Tsamarul Hizbi ◽  
◽  
Sapiruddin Sapiruddin ◽  
Badrul Wajdi ◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
High Achievers ◽  
Low Achievement ◽  
School Students ◽  
Physics Learning ◽  
The Difference

This study aims to determine; (1) The difference between the physics learning outcomes of high school students who were taught using inquiry strategies and those taught with group investigation, (2) The effect of the interaction between learning strategies and achievement motivation on learning outcomes of high school students, (3) Differences in learning outcomes of high school students who have motivation High achievers were taught with inquiry strategy with students who were taught by group investigation., (4) Differences in physics learning outcomes of high school students with low achievement motivation were taught using inquiry strategy with students who were taught with group investigation (1) There were differences in physics learning outcomes for high school students those who were taught with inquiry strategies with students who were taught with group investigation., (2) There was an interaction effect between learning strategies and achievement motivation on the learning outcomes of high school students., (3) There were differences in physics learning outcomes for high school students with high achievement motivation to be studied. show with the Inquiry strategy with students who were taught with group investigation., (4) There was no difference in the results of studying physics for high school students who had low achievement motivation learned by inquiry strategy with students who were taught with group investigation.

scholarly journals Web-Based Simulation on Physics Learning to Enhance Digital Literacy Skill of High School Students

2019 ◽  
Vol 4 (2) ◽  
pp. 70
Author(s):  
Riki Perdana ◽  
Riwayani Riwayani ◽  
Jumadi Jumadi ◽  
Dadan Rosana
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Control Group ◽  
Web Based ◽  
Physics Learning ◽  
Significant Difference ◽  
Before And After

The study aimed to investigate the effectiveness of Web-Based Simulation (WBS) on Physics learning to enhance digital literacy skills of Grade XI students in high school. The level of digital literacy skills of the students in the experiment and control group before and after they study using WBS learning and none was determined respectively. The comparison of their levels before and after the study was done to determine the effectiveness of the WBS learning. The participants of this study were 49 students of science class, with 14-16 age. The research design in this study were descriptive-comparison and pretest-posttest experimental design. Data analysis using Anova mixed design with significant 5%. The result of this study are level of students' digital literacy skill before learning process is generally very low; but after the treatment these skill was comparatively increased. In addition, there was a significant difference in the level of digital literacy skill of the classes where the WBS learning is the more effective than direct learning to enhance students’ digital literacy skill.

scholarly journals COMPREHENSIVE ANALYSIS OF THE FORT INSTRUMENT: USING DISTRACTOR ANALYSIS TO EXPLORE STUDENTS’ SCIENTIFIC REASONING BASED ON ACADEMIC LEVEL AND GENDER DIFFERENCE

2021 ◽  
Vol 20 (6) ◽  
pp. 906-923
Author(s):  
Minsu Ha ◽  
Yustika Sya’bandari ◽  
Ai Nurlaelasari Rusmana ◽  
Rahmi Qurota Aini ◽  
Sarah Meilani Fadillah
Keyword(s):  
Secondary School ◽  
Confidence Level ◽  
Scientific Reasoning ◽  
Reasoning Ability ◽  
Formal Reasoning ◽  
Academic Level ◽  
Reasoning Test ◽  
Upper Secondary ◽  
And Gender ◽  
Distractor Analysis

Scientific reasoning ability is essential to get developed in the current digital age, particularly in the process of judgement and decision-making in complex problems. Few studies have conducted an in-depth exploration of scientific reasoning ability, especially in relation to the confidence level and gender. The scientific reasoning ability of Indonesian upper-secondary school and university students were examined and compared with previous recorded data of US students. In this study, the data were collected from 372 university and 528 upper-secondary education students in Indonesia. Students’ scientific reasoning ability was measured using a scientific formal reasoning test (FORT). In addition, confidence level and metacognitive data was collected through self-reported measures. Two-way ANOVA was performed to compare mean differences between groups based on academic level and gender and to observe interaction between the variables. Students’ confidence level in selecting the correct answer and distractor answer was analyzed using an independent t-test. The results reveal that many Indonesian students selected specific distractors with relatively high confidence. Moreover, upper-secondary school students and female students selected more distractors than the groups’ counterparts. Finally, the factors related to Indonesian students’ responses to the scientific formal reasoning were discussed. Keywords: confidence level, distractor analysis, gender differences, scientific (formal) reasoning test, scientific reasoning ability, Indonesian student

scholarly journals Penguasaan Konsep Siswa pada Materi Fluida Statis Dalam Pembelajaran STEM Disertai E-Formative Assessment

2020 ◽  
Vol 5 (6) ◽  
pp. 822
Author(s):  
Zahrotul Ula Irma ◽  
Sentot Kusairi ◽  
Lia Yuliati
Keyword(s):  
High School ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Effect Size ◽  
Mixed Method ◽  
Wilcoxon Test ◽  
Test Results ◽  
Significant Difference ◽  
Before And After ◽  
Static Fluid

<p><strong>Abstract:</strong> This study aims to explore students’ conceptual understanding of static fluid in STEM with e-formative assessment learning. The study uses embedded experimental design methods. It involved 30 students of XI grade high school in Sidoarjo. The pretest and posttest instruments consisted of 10 reasoning multiple chooise questions with reliability is 0.629. Wilcoxon test results is p = .000 with an average posttest higher than pretest shows that there is significant difference between students' conceptual understanding of before and after learning. The effect size value is 0.88. Students’ conceptual understanding of each indicator is also discussed.</p><strong>Abstrak:</strong><em> </em>Tujuan penelitian ini adalah mengetahui penguasaan konsep siswa pada materi fluida statis dalam pembelajaran STEM disertai <em>e-formative assessment</em>. Penelitian menggunakan <em>mixed method</em> desain <em>embedded experimental</em>. Penelitian melibatkan 30 siswa kelas XI SMA di Sidoarjo. Instrumen <em>pretest</em> dan <em>posttest</em> berupa 10 soal penguasaan konsep pilihan ganda disertai alasan dengan reliabilitas 0,629. Hasil uji Wilcoxon sebesar <em>p</em>=.000 dengan rata-rata <em>posttest</em> lebih tinggi daripada <em>pretest</em> menunjukkan bahwa terdapat perbedaan yang signifikan antara penguasaan konsep siswa sebelum dan sesudah pembelajaran. Nilai <em>effect size</em> sebesar 0,88 menunjukkan bahwa pembelajaran STEM disertai <em>e-formative assessment</em> berpengaruh sedang terhadap penguasaan konsep. Penguasaan konsep siswa setiap indikator juga akan dibahas.

scholarly journals KEMAMPUAN PENALARAN ILMIAH SISWA KELAS XI SMAN DI BANYUWANGI KOTA MATERI SUHU DAN KALOR

2020 ◽  
Vol 9 (1) ◽  
pp. 11
Author(s):  
Elok Yieldsihas Faiqoh ◽  
Yushardi Yushardi ◽  
Alex Harijanto
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Reasoning ◽  
Deductive Reasoning ◽  
Mathematical Reasoning ◽  
Proportional Reasoning ◽  
Reasoning Ability ◽  
School Students ◽  
Ability Test ◽  
Tangible Evidence

Scientific reasoning ability is important to have for students to understand the concept of physics and have a good mathematical reasoning ability. The scientific reasoning ability itself is the ability of a person to use his or her reasoning in resolving a problem by coming up with facts or tangible evidence, so that the conclusion can be drawn. The research was conducted with a view to analyzing the scientific reasoning ability of high school students in Banyuwangi city on temperature and heat material. The study used a research instrument in the form of a multiple-choice scientific reasoning ability test based on LCTSR. This type of research is descriptive research. The results of this research include the percentage of test result scientific reasoning ability of students in Banyuwangi city in the proportional reasoning is 60.51%, in variable control of 58.17%, at a probability reasoning of 49.87%, on The hypothetical-deductive reasoning is 47.4%, on the reasoning correlation of 20.53%, and the reasoning on conservation is 37.22%. The largest percentage is proportional reasoning, while the smallest is a correlation reasoning. Then it can be said that high school students in Banyuwangi City have the best scientific reasoning ability on the proportional reasoning pattern and the ability of scientific reasoning which is lacking in the pattern of reasoning the correlation.

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