Profile of Guided Discovery Learning Implementation Assisted by Virtual Lab and Students’ Problem-Solving Skills on Gas Kinetic Theory

This research was conducted to obtain a guided discovery learning implementation profile with virtual lab assistance and problem-solving skills for high school students on gas kinetic theory. The type of research was descriptive preliminary research, without hypothesis testing. The research subjects consisted of 106 students in senior high school. This study used qualitative descriptive analysis from questionnaires and online tests. This study revealed that the level of students’ problem-solving skills was low. This case was proven by 102 students (27 male; 75 female) in the low category with a score range of 0 to 45, and four students in the moderate category with a score range of 46 to 75, while there were no students in the high category with a score range of 76 to 100. This research implies that there is a need for a guided discovery learning model with the help of a virtual lab to analyze the problem-solving skills of high school students, especially on gas kinetic theory.

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Introducing High School Students to Engineering Fundamentals by Four Weeks Engineering Innovation Summer Program

10.20944/preprints201906.0111.v1 ◽

2019 ◽

Author(s):

Pawan Tyagi ◽

Christine Newman

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Chemical Engineering ◽

Technical Writing ◽

School Science ◽

High School Science ◽

School Students ◽

Problem Solving Skills ◽

High School Science Teacher

Preparing high school students for engineering disciplines is crucial for sustainable scientific and technological developments in the USA. This paper discusses a pre-college program, which not only exposes students to various engineering disciplines but also enables them to consider engineering as the profession. The four-week long “Engineering Innovation (EI)” course is offered every year to high school students by the center of outreach, Johns Hopkins University. EI program is designed to develop problem-solving skills through extensive hands-on engineering experiments. A team consisting of an instructor, generally a PhD in Engineering, and a teaching fellow, generally a high school science teacher, closely work with students to pedagogically inculcate basics of core engineering disciplines such as civil, mechanical, electrical, materials, and chemical engineering. EI values independent problem-solving skills and simultaneously promote the team spirit among students. A number of crucial engineering aspects such as professional ethics, communications, technical writing, and understanding of common engineering principles are inculcated among high school students via well-designed individual and group activities. This paper discusses the model of EI program and its impact on students learning and their preparation for the engineering career.

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Developing an Instrument of Performance Assessment to Measure Problem-Solving Skills of Senior High School Students in Physics Inquiry-Based Learning

Scientiae Educatia ◽

10.24235/sc.educatia.v9i1.5654 ◽

2020 ◽

Vol 9 (1) ◽

pp. 1

Author(s):

Alda Novita Sari ◽

Undang Rosidin ◽

Abdurrahman Abdurrahman

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Performance Assessment ◽

Senior High School ◽

School Students ◽

Problem Solving Skills ◽

Inquiry Based Learning ◽

Measure Problem ◽

Senior High School Students

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Improving Senior High School Students’ Physics Problem-solving Skills Through Investigated Based Multiple Representation (IBMR) Learning Model

IJORER : International Journal of Recent Educational Research ◽

10.46245/ijorer.v2i1.74 ◽

2021 ◽

Vol 2 (1) ◽

pp. 42-53

Author(s):

Dyah Ayu Setyarini ◽

Zainal Arifin Imam Supardi ◽

Elok Sudibyo

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Learning Model ◽

Senior High School ◽

Average Score ◽

School Students ◽

Problem Solving Skills ◽

Post Test ◽

Senior High School Students

This research aims to improve senior high school students’ physics problem-solving skills through learning used IBMR learning model. This research was a pre-an experimental study with a one-group pre-test and post-test design. The Methods of data collection used validation and test. The materials used to teach were valid category by two experts and can be used to practice physics problem-solving skills. The average post-test score physics problem-solving ability was 73.24 with an N-gain of 0.59 was classified as moderate. The success of IBMR learning model-based devices in practicing problem-solving abilities can be seen in the increase in the average score in each indicator of problem-solving abilities. The indicator of understanding the problem had the highest post-test average score of 94.58 with an N-gain of 0.89 in the high category. The problem-solving indicator had the lowest posttest average score was 58.22 with N-gain 0.39 and mean that it was the moderate category. Based on the results study, it can be concluded that the learning used by IBMR learning model can practice the ability to solve physics problems on heat material and its displacement. Learning with the IBMR learning model was expected to train students in solving physics problems. The stages in the IBMR learning model can help students

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PENGEMBANGAN PERANGKAT PEMBELAJARAN FISIKA MODEL GUIDED DISCOVERY LEARNING MENGGUNAKAN ALAT SEDERHANA UNTUK MEREDUKSI MISKONSEPSI SISWA SMA PADA MATERI FLUIDA STATIS

JPPS (Jurnal Penelitian Pendidikan Sains) ◽

10.26740/jpps.v5n1.p769-778 ◽

2017 ◽

Vol 5 (1) ◽

pp. 769

Author(s):

Alberto Yonathan Tangke Allo ◽

Budi Jatmiko ◽

Rudiana Agustini

Keyword(s):

High School ◽

High School Students ◽

Learning Outcome ◽

Discovery Learning ◽

Instructional Materials ◽

School Students ◽

Guided Discovery ◽

Static Fluid ◽

D Model ◽

Senior High School Students

The purpose of this research is produce physics instructional materials based-on guided discovery model using simple equipment with criteria: valid, practical, and effective to reduce Senior High School students’ misconceptions in static fluid. The development of instructional materials used four-D model and tested to three class are class X-2, class X-3, and class X-4 and involved 90 students at SMAN 19 Surabaya, second semester in academic year 2013/2014 with one group pretest – posttest design. The data collected include data instructional materials validation, data implementation of learning, data learning outcome, student’s activity data, student’s responses data, and data of documentations. The data analysis techniques used are: 1) quantitative descriptive analysis among others: completeness indicator, learning outcome, and reduction misconceptions. 2) analysis CRI among others: intensity misconceptions and reduction potential misconceptions. 3) analysis statistic parametric among others: normality test, homogeneity test, and paired t-test. The results of this research are: 1) the validity of instructional materials to develop is invalid category; 2) the instructional materials practicality in terms of: textbook students and exercise book students; the instructional materials in terms of a very good category; 3) the instructional material effectiveness in terms of: (a) mastery learning of classical 100%; (b) reduction misconception the same as lowering misconception, the average result of students misconceptions reduction were class X-2 average 59,92%, class X-3 average 24,52%, class X-4 average 32,50%; and (c) the students’ responses to instructional materials are very positive. It’s conclusion that the instructional materials through guided discovery learning model using simple equipment are valid, practical, and effective so worthy to reduce Senior High School Students misconceptions in static fluid materials. Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran fisika model guided discovery learning dengan menggunakan alat sederhana yang memenuhi kriteria: valid, praktis, dan efektif sehingga layak untuk mereduksi miskonsepsi siswa SMA pada materi fluida statis. Pengembangan perangkat pembelajaran menggunakan four-D model dan diujicobakan pada tiga kelas yaitu kelas X-2, kelas X-3, dan kelas X-4 dengan jumlah siswa seluruhnya sebanyak 90 siswa di SMA Negeri 19 Surabaya semester genap tahun ajaran 2013/2014 dalam bentuk one group pretest–posttest design. Data-data yang dikumpulkan berupa data validasi perangkat pembelajaran, data keterlaksanaan pembelajaran, data hasil belajar, data aktivitas siswa, data respons siswa, dan dokumentasi. Teknik analisis data yang digunakan antara lain: 1) analisis deskriptif kualitatif meliputi: ketuntasan indikator, hasil belajar, penurunan miskonsepsi. 2) analisis CRI meliputi: intensitas miskonsepsi dan penurunan potensi miskonsepsi. 3) analisis statistik parametrik meliputi: uji normalitas, uji homogenitas, dan uji-t. Hasil penelitian menunjukkan bahwa: 1) validitas perangkat pembelajaran yang dikembangkan berkategori valid; 2) kepraktisan perangkat pembelajaran ditinjau dari: keterbacaan BAS dan LKS berkategori tinggi, keterlaksanaan pembelajaran berkategori baik; 3) keefektifan perangkat pembelajaran ditinjau dari: (a) ketuntasan klasikal semua kelas mencapai 100%; (b) reduksi miskonsepsi merujuk pada penurunan miskonsepsi yang dialami oleh rata-rata siswa kelas X-2 mencapai 59,29%, kelas X-3 mencapai 24,52%, kelas X-4 mencapai 32,50%; dan (c) respons siswa terhadap perangkat dan pelaksanaan pembelajaran sangat positif. Berdasarkan hasil penelitian, dapat disimpulkan bahwa perangkat pembelajaran fisika model guided discovery learning menggunakan alat sederhana yang dikembangkan telah memenuhi kriteria validitas, kepraktisan, dan keefektifan sehingga layak digunakan untuk mereduksi miskonsepsi siswa SMA pada materi fluida statis.

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MELATIH KETERAMPILAN BERPIKIR KRITIS MENGGUNAKAN METODE PEMBELAJARAN PENEMUAN TERBIMBING (GUIDED DISCOVERY) PADA SISWA SMP

JPPS (Jurnal Penelitian Pendidikan Sains) ◽

10.26740/jpps.v3n1.p274-281 ◽

2017 ◽

Vol 3 (1) ◽

pp. 274

Author(s):

Windarti Windarti ◽

Tjandra Kirana ◽

Wahono Widodo

Keyword(s):

High School ◽

High School Students ◽

Direct Instruction ◽

Junior High School ◽

Junior High ◽

Discovery Learning ◽

Junior High School Students ◽

Instructional Materials ◽

School Students ◽

Guided Discovery

The reality found in school showed that the teaching and learning experiences were dominated by the use of the Direct Instruction model and there were no activities to facilitate students to think criticaly. Thus, it is necessary to develop guided discovery learning materials to overcome it. The one group pretest-posttest design was used as a the research design involving 30 Junior High School students. The data were analyzed through descriptive qualitative technique. The results showed that students’ activities were consistent with each stage of the guided discovery learning, students’ responses were good, and N-gain test informed that the students’ learning outcome and their capability to use critical thinking skills increased. Based on those findings, it can be concluded that the guided discovery instructional materials were effective to facilitate Junior High School students by think critically.Kenyataan di sekolah metode pembelajaran yang digunakan lebih berorientasi pada Direct Instruction dan belum tersedia perangkat pembelajaran yang dapat melatih keterampilan berpikir kritis siswa sehingga perlu dikembangkan pembelajaran yang berorientasi pada penemuan terbimbing untuk melatihkan keterampilan berpikir kritis kepada siswa SMP. Rancangan penelitian one group pretest-posttest design dengan subyek 30 orang siswa SMP. Data dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan aktivitas siswa sesuai dengan tahapan penemuan terbimbing, respon siswa baik, uji N Gain menunjukkan peningkatan hasil belajar dan kemampuan berpikir kritis serta pembelajaran penemuan terbimbing, pokok bahasan peran manusia dalam pengelolaan lingkungan efektif untuk melatihkan keterampilan berpikir kritis siswa SMP.

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Developing High-School Students´ Competences through Math Research Workshops – the M&L Project

Theory and Practice: An Interface or A Great Divide? ◽

10.37626/ga9783959871129.0.110 ◽

2019 ◽

pp. 587-592

Author(s):

Ariana-Stanca Vacaretu

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Mathematics Students ◽

School Students ◽

Problem Solving Skills ◽

Research Workshop ◽

Different Types ◽

Math Concepts ◽

The Way

Mathematics is or it should be about problem solving and math thinking. However, what mathematics students learn in schools is more about procedures for solving different types of math exercises and problems. In many cases, students learn by heart algorithms and words (math concepts) and use them for solving different math tasks. School math is very far from what mathematicians do and, in many cases, doesn’t motivate students for learning math. This paper presents the way we organized the assessment of the students’ skills developed through math research workshops and some of the assessment results. Even though we didn’t assess all the competences the students develop through the math research workshop, the findings show that the students certainly develop their problem-solving skills.

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