تنمیة الاستیعاب المفاهیمی والنزعة المنتجة لدى تلامیذ الصف الثانی الاعدادی الأزهری باستخدام یدویات معمل الجبر Developing conceptual understanding and productive disposition    For Al-Azhar second year prep students using algebra laboratory manipulates.

IMPLEMENTASI MODEL PROBLEM BASED LEARNING DALAM MENINGKATKAN PEMAHAMAN KONSEP MAHASISWA PADA MATA KULIAH MANAJEMEN LABORATORIUMAbstractConceptual understanding was one of cognitive aspect which ensure success rate of students. If conceptual understanding of students was good, students would been successful in following the course. The main goal of this study was to describe conceptual understanding of prospective student teacher after being taught using Problem based learning model. One shot case study design was chosen as research design. The research population for this study comprised all the second year students of chemistry education program which consisted of three classes. according to saturated sampling, all the members of population were selected as samples. they consisted of 71 students overall. Achievement Test was used to collect data. It was given to students to examine students’ conceptual understanding. Data were then analyzed descriptively and quantitatively. The results from this study showed that students’ conceptual understanding was in various rates. As many as 55 %, 15%, 3% and 27 % of students were classified as poor, fair, good, and very good respectively.AbstrakPemahaman konsep merupakan salah satu aspek kognitif yang menentukan tingkat keberhasilan peserta didik setelah melaksanakan proses pembelajaran. Jika pemahaman konsep yang dimiliki baik, maka peserta didik tersebut telah berhasil secara kognitif di dalam melewati proses pembelajaran. Tujuan pada penelitian ini adalah mendeskripsikan pemahaman konsep MAHASISWA setelah diajar menggunakan model problem based learning (PBL). Bentuk penelitian ini adalah pra-eksperimetal dengan rancangan the one-shot case study. Populasi pada penelitian ini adalah mahasiswa program studi Pendidikan Kimia universitas Tanjungpura semester II yang terdiri atas 3 kelas. Teknik pemilihan sampel dilakukan dengan cara sampling jenuh, dengan jumlah sampel sebanyak 71 mahasiswa. Teknik pengumpulan data yang digunakan untuk menelaah masalah tersebut dilakukan melalui pengukuran dengan instrumen tes hasil belajar digunakan untuk mengukur pemahaman konsep mahasiswa. Deskripsi pemahaman konsep calon guru kimia diketahui dengan analisis deskriptif kualitatif. Hasil penelitian diperoleh pemahaman konsep calon guru kimia setelah diajarkan menggunakan model PBL pada mata kuliah Manajemen Laboratorium diperoleh sebanyak 55% dengan kategori sangat kurang, 15% dengan kategori kurang, 3% dengan kategori baik, dan 27% dengan kategori sangat baik.

Download Full-text

Tools to facilitate development of conceptual understanding in the first and second year of engineering

2013 IEEE Frontiers in Education Conference (FIE) ◽

10.1109/fie.2013.6684891 ◽

2013 ◽

Author(s):

Jeffrey E. Froyd ◽

P. K. Imbrie ◽

Teri Reed

Keyword(s):

Conceptual Understanding ◽

Second Year

Download Full-text

Conceptual understanding and productive disposition in trigonometry through generative learning

Journal of Physics Conference Series ◽

10.1088/1742-6596/1918/4/042050 ◽

2021 ◽

Vol 1918 (4) ◽

pp. 042050

Author(s):

I L K Dewi ◽

Zaenuri ◽

Dwijanto ◽

Mulyono ◽

S B Waluya ◽

...

Keyword(s):

Conceptual Understanding ◽

Generative Learning ◽

Productive Disposition

Download Full-text

Understanding of mechanical waves among second-year physics majors

Canadian Journal of Physics ◽

10.1139/p11-113 ◽

2011 ◽

Vol 89 (11) ◽

pp. 1155-1161 ◽

Cited By ~ 10

Author(s):

Erin M. Kennedy ◽

John R. de Bruyn

Keyword(s):

Diagnostic Test ◽

Conceptual Understanding ◽

First Year ◽

First Year Students ◽

University Of Maryland ◽

Physics Courses ◽

Mechanical Waves ◽

Second Year ◽

Level Of Instruction ◽

Common Misconceptions

We investigate the understanding of mechanical waves in a class of second-year physics majors at a Canadian university. We administered a previously-developed diagnostic test (Wittmann. Ph.D. thesis, University of Maryland. Unpublished. 1998.) pre- and post-instruction to second-year students, and pre-instruction to a group of first-year students. We find that common misconceptions identified in previous studies involving students in first-year physics courses persist among our second-year students, although the fraction of students holding these misconceptions decreases with instruction. We also find that application of wave concepts becomes more consistent, and that the correlation between the students’ own perception of their understanding and their diagnostic test scores increases significantly as their level of instruction advances. We describe two tutorial exercises developed to address areas in which conceptual understanding is weak.

Download Full-text

Accessing and assessing young learner’s mathematical dispositions

South African Journal of Childhood Education ◽

10.4102/sajce.v2i1.21 ◽

2012 ◽

Vol 2 (1) ◽

Cited By ~ 5

Author(s):

Mellony Graven

Keyword(s):

South African ◽

Conceptual Understanding ◽

The Other ◽

Strategic Competence ◽

Young Learners ◽

Procedural Fluency ◽

Mathematical Proficiency ◽

Productive Disposition ◽

Mathematical Dispositions ◽

Grade 3

It is argued in this paper that there is an absence of literature relating to research on learner mathematical dispositions, particularly with young learners. Drawing on Kilpatrick, Swafford and Findell’s (2001) five interrelated strands of mathematical proficiency, which include: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning and productive disposition, it is argued that there has been little engagement with productive disposition in the field of mathematics education and how we might access and assess this strand. Despite competence in all strands being essential for mathematical proficiency, literature and assessments that seek to establish learner levels of mathematical proficiency have tended to focus on the first four and have neglected the last; productive disposition. Finding ways in which to access student mathematical learning dispositions can be challenging, especially with young learners who struggle to articulate their views. An instrument is shared that the author has designed with doctoral fellow, Debbie Stott, in order to access and assess the productive disposition of learners participating in maths clubs run within the South African Numeracy Chair. The findings that emerge in one Grade 3 club with six learners is shared. These findings are related to the data collected through instruments that assess the other four strands of mathematical proficiency. This enables a holistic picture of learner’s mathematical proficiency as intended in the conceptualisation of the interrelated five strands of proficiency.

Download Full-text