scholarly journals Reduction of Students’ Biological Misconceptions through the Conceptual Change Model Integrated with Android-Based Quran

2021 ◽  
Vol 6 (1) ◽  
pp. 87-101
Author(s):  
Abdul Hamid ◽  
Nukhbatul Bidayati Haka
Keyword(s):  
Experimental Design ◽  
Data Collection ◽  
Conceptual Change ◽  
Posttest Score ◽  
Change Model ◽  
Multiple Choice Questions ◽  
Quasi Experimental ◽  
The One ◽  
Bloom Taxonomy ◽  
Conceptual Change Model

This research aimed to reduce students’ misconceptions using a conceptual change model assisted by the integrated Android-based Quran. The study used a quasi-experimental design with a one-group pretest-posttest design. The study involved 95 eleventh-grade students MAN 1 Bandar Lampung. The research instrument was multiple-choice questions equipped with a certainty of response index (CRI) developed based on the revised Bloom taxonomy indicator. The data collection techniques used were tests (pretest and posttest). The results of the study obtained a reduction value of misconceptions in the pretest, namely understanding the concept of 47 % (moderate), misconception 48 % (moderate), and not understanding the concept of 5 % (low). The posttest score decreased (reduced) the proportion of misconceptions to 42 % (moderate), not understanding the concept to 4 % (low), and understanding the concept to 55 % (moderate). The hypothesis testing employed was the one-sample t-test. Therefore, H1 was accepted. It means that the conceptual change model (MCC) with Android-based Quran media can reduce students’ misconceptions with a criterion of 0.71 (medium interval). Thus, the results of this research can add to the treasury of studies on the reduction of misconceptions through the MCC model based on the Android-based Quran media. Also, as a practical use for teachers to deepen the concept of biology to guide students to understand the concept of the material better correctly.

scholarly journals INVESTIGATING GRADE 10 LEARNERS’ ACHIEVEMENTS IN PHOTOSYNTHESIS USING CONCEPTUAL CHANGE MODEL

2014 ◽  
Vol 13 (2) ◽  
pp. 155-164
Author(s):  
Benedict Tlala ◽  
Israel Kibirige ◽  
Joseph Osodo
Keyword(s):  
Conceptual Change ◽  
Traditional Approach ◽  
Pearson Correlation ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Change Model ◽  
Test Analysis ◽  
Rural High Schools ◽  
Quasi Experimental ◽  
Conceptual Change Model

Challenges in the learning photosynthesis topic may arise from misconceptions. This study investigated Grade 10 learners’ achievements in photosynthesis using the Conceptual Change Model (CCM) to minimize misconceptions and to develop understanding of photosynthesis in rural high schools in South Africa. A quasi-experimental design was used with a sample of 78 Grade 10 learners: 39 Experimental Group (EG) and 39, Control Group (CG). Achievement test, learning materials and a questionnaire were used to collect data. Data were analysed using descriptive statistics, t-test, Analysis of covariance (ANCOVA) and Pearson correlation. Results from post-tests show that EG taught using the CCM exhibited higher achievements than the CG taught using traditional approach. ANCOVA show that there were significant differences in performance between pre- and post-test of the EG. Performance and attitudes correlation was (r = 0.89) for EG and (r = 0.33) for CG, suggesting that CCM positively influenced learners’ attitudes towards Life Sciences. Key words: achievement, attitude, conceptual change, misconceptions.

scholarly journals Research Convergence

2019 ◽  
Author(s):  
Barbara A. Schultz-Jones ◽  
Laura Pasquini
Keyword(s):  
Experimental Design ◽  
Data Collection ◽  
School Leadership ◽  
Empirical Studies ◽  
School Libraries ◽  
Instructional Interventions ◽  
Academic Skill ◽  
Analysis Methods ◽  
Data Collection And Analysis ◽  
Quasi Experimental

A subset of international scholarship from the full Causality: School Libraries and Student Success corpus comprising empirical studies conducted in non-American locations (n=47) are examined for: geographic distribution, publication outlets, citations, data collection and analysis methods, and research strands. The majority of papers used one experimental design or two or more methods for quasi-experimental design approach for data collection, and used at least one or more often two or more data analysis methods. Six categories describe the research: learning environment, student attributes, teacher and school leadership characteristics, instructional interventions, academic skill development, and external factors for achievement.

scholarly journals FACTORS THAT INFLUENCE THE SUCCESS OF CONCEPTUAL CHANGE MODEL (CCM) ON COURSE LEARNING OF MATHEMATICS ELEMENTARY

2018 ◽  
Vol 2 (1) ◽  
pp. 38
Author(s):  
Rina Wijayanti ◽  
Dyah Ayu Sulistyaning Cipta
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Conceptual Change ◽  
Error Rate ◽  
Elementary Mathematics ◽  
Cognitive Conflict ◽  
P Value ◽  
Change Model ◽  
Conceptual Change Model

The Course of Mathematics Elementary School is a course intended toprepare university students to become a math teacher in elementary school.The material in Mathematics Study of Elementary School is Integer andFractional. This case study get in Institute of Teacher Education andEducational Science of Budi Utomo Malang. The author teach this materialwith the Conceptual Change Model. Next we want to know the factors thataffect Conceptual Change Model. The sample was taken from 45 students ofMathematics Education and obtained the conclusion of Process ofconceptual changes variable, Cognitive Conflict and Knowledge of the pasthave significant effect on CCM success in elementary mathematics study, itis proved from the value of p value of the three consecutive variables (0.00;0.001 ; 0.034) these three values are <0.05 (5% error rate / alpha).

scholarly journals PENGARUH TERAPI MUROTTAL TERHADAP TINGKAT KONSENTRASI SISWA KELAS VIII. G DI MTSN 2 MUARA ENIM TAHUN 2018

2019 ◽  
Vol 9 (01) ◽  
pp. 44-48
Author(s):  
Shinta Maharani ◽  
Devy Dwi Putri
Keyword(s):  
Standard Deviation ◽  
Experimental Design ◽  
Average Concentration ◽  
A Value ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
The Difference ◽  
The One ◽  
Mean Concentration

One of the tasks of the development of children aged 11-15 years is to think in a more abstract and logical way and more idealistic thinking. This ability to think will be disrupted if teenagers have difficulty concentrating during learning. Therefore we need a method that is fun and can make children relax in learning so that they can concentrate their concentration on ongoing learning. One method that can be used is the Murrotal Al-Qur'an therapy. The aim of the study was to determine whether there was any effect of murottal therapy on the concentration of students at Muara Enim 2 MTsN. This study used a quasi-experimental design with the design of the one group pretest posttest. The sample used was all students of class VIII.G at MTsN 2 Muara Enim. The results showed that the average concentration score of class VIII.G students before Murottal therapy was given was 10.84 with a standard deviation of 3.043. While the average concentration score of class VIII.G students after being given murottal therapy was 17.90 with a standard deviation of 1.233, so that the difference in mean concentration scores before and after murottal therapy was 7.06 with a standard deviation of 1.81. Wilcoxon signed ranks test obtained ρ value = 0,000, with a value of α = 0.05 (p <0.05), this shows that there is a significant difference between the concentration of students before and after being given murottal therapy. It is expected that the school can make a policy about the application of murottal therapy in increasing student concentration.

scholarly journals The Effect of Conceptual Change Model in the Senior High School Students’ Understanding and Character in Learning Physics

2018 ◽  
Vol 42 ◽  
pp. 00058 ◽  
Author(s):  
I Wayan Santyasa ◽  
I Wayan Sukra Warpala ◽  
I Made Tegeh
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Change ◽  
Conceptual Understanding ◽  
Deep Understanding ◽  
Subject Area ◽  
Senior High School ◽  
Change Model ◽  
Significant Difference ◽  
Conceptual Change Model

Learning physics for senior high school (SMA) students is often coloured by misconceptions that hinder students in achieving deep understanding. So a relevant learning model is needed. This study aims to examine the effect of conceptual change model (CCM) compared with direct instruction model (DIM) on the students’ conceptual understanding and character in the subject area of motion and force. This quasi-experimental research using a non-equivalence pre-test post-test control groups design. The population is 20 classes (738 students) of grade X consisted of 8 classes (272 students) of SMA 1 Amlapura, 8 classes (256 students) of SMA 2 Amlapura, and 6 classes (210 students) of SMA 1 Manggis in Karangasem regency in Bali. The random assignment technique is used to assign 6 classes (202 students, or 26.5% of the population). In each school there are set 2 classes each as a CCM group and DIM groups. The data of students’ conceptual understanding is collected by tests, while the characters by questionnaires. To analyse the data a one way MANCOVA statistics was used. The result of the analysis showed that there was a significant difference of effect between CCM group and DIM group on the students’ conceptual understanding and character. The effect of the CCM group is higher than the DIM group on the students’ conceptual understanding and character in learning subject area of motion and force.

Confronting and Correcting Misconceptions in Paleontology Through Use of the Conceptual Change Model

2012 ◽  
Vol 12 ◽  
pp. 155-168
Author(s):  
Diane Schmidt ◽  
Michael Savarese
Keyword(s):  
Conceptual Change ◽  
Brain Function ◽  
Gulf Coast ◽  
Change Model ◽  
Traditional Lecture ◽  
Instructional Process ◽  
Florida Gulf Coast ◽  
Challenging Environment ◽  
Undergraduate Programs ◽  
Conceptual Change Model

The Conceptual Change Model (CCM) is an instructional approach that helps students learn by deliberately targeting their misconceptions. The teaching of such paleontological topics as evolution, phylogenetics, and functional morphology—three concept-rich units that are components of any paleontology course—is confounded by ingrained misunderstandings. The inquiry-based CCM was developed to take into account current theories of brain function. It fully supports the National Research Council's standards for inquiry and follows their recommendations for teaching science. The CCM instructional process allows students to: identify their own preconceptions, recognize the wide variety of beliefs held by classmates, confront their misconceptions, revise and reconstruct their ideas, apply their knowledge, and, finally, ask new questions for further study and growth. Implementation of the model provides a socially safe and challenging environment that engages students in ways not possible in traditional lecture settings. The CCM is employed in the upper-division course in paleontology at Florida Gulf Coast University. The principles of the paleontology course supports our marine science, environmental studies, and biology undergraduate programs. At the introduction of each topical unit, a short inquiry-based exercise is implemented both to reveal preconceptions carried by the students and to demonstrate the inconsistencies and problems with those conceptions. This then provides an opportunity to cleanly present the correct rendition of the concept.

Using the Conceptual Change Model of Learning as an Analytic Tool in Researching Teacher Preparation for Student Diversity

2012 ◽  
Vol 114 (8) ◽  
pp. 1-35
Author(s):  
Douglas Larkin
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Conceptual Change ◽  
Teacher Learning ◽  
Theoretical Framework ◽  
Student Diversity ◽  
Change Model ◽  
Analytic Tool ◽  
Diverse Classrooms ◽  
Conceptual Change Model

Background/Context In regard to preparing prospective teachers for diverse classrooms, the agenda for teacher education research has been primarily concerned with identifying desired outcomes and promising strategies. Scholarship in multicultural education has been crucial for identifying the knowledge, skills, and attitudes needed by teachers to respond to student diversity in a morally and educationally sound manner. Less attention, however, has been paid to the theoretical mechanisms by which preservice and in-service teachers are presumed to change their minds about the meaning of diversity in their classrooms. Current efforts to prepare teachers for diverse classrooms are currently only loosely anchored in the now robust knowledge about how people learn. As a result, many of the strategies deployed by teacher educators toward this end would be greatly strengthened by a theory of conceptual change. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to argue that drawing on the theory of conceptual change as commonly applied to learning in science classrooms is an appropriate and valuable framework for understanding how teachers change their ideas about the pedagogical implications of student diversity. After a description of two traditions of conceptual change learning, the Teaching for Conceptual Change model articulated by Peter Hewson, Michael Beeth, and Richard Thorley is deployed to analyze two different accounts of teacher learning. Research Design This research entails demonstrating the use of the conceptual change framework as an analytic tool for understanding teacher learning. Consequently, this article draws from two different sources of data for this purpose. The first consists of a text content analysis of the opening to Vivian Paley's book, White Teacher. The second uses data from an empirical qualitative study conducted by the author to examine the experiences of a preservice biology teacher over a semester of full-time student teaching. Conclusions/Recommendations The article concludes with a discussion on the conceptual change model as a theoretical framework with explanatory power and outlines the implications for teacher preparation efforts. This view of teacher learning promises a potentially fruitful theoretical framework for explaining those elements of teacher education for diversity that have already demonstrated their power, such as racial autobiographies, cross-cultural tutoring experiences, and various approaches to reflection that are employed in teacher education programs. By bringing the lens of conceptual change theory to examine these practices, we can understand more clearly why they appear to work in some cases and not in others. The conceptual change model of learning, however, suggests that dissatisfaction with one's current conceptions alone may be insufficient for learning. Teachers throughout the professional continuum commonly engage in reflection about their practice, and the present research suggests that the process of articulating and examining statements of these conceptions may represent a powerful tool for professional growth.

Reducing Statistics Anxiety and Enhancing Statistics Learning Achievement: Effectiveness of a One-Minute Strategy

2014 ◽  
Vol 115 (1) ◽  
pp. 297-310 ◽  
Author(s):  
Chei-Chang Chiou ◽  
Yu-Min Wang ◽  
Li-Tze Lee
Keyword(s):  
Experimental Design ◽  
Comparison Group ◽  
Applied Statistics ◽  
Statistics Anxiety ◽  
Instructional Tool ◽  
Learning Achievement ◽  
Group Design ◽  
Statistical Knowledge ◽  
Quasi Experimental ◽  
The One

Statistical knowledge is widely used in academia; however, statistics teachers struggle with the issue of how to reduce students' statistics anxiety and enhance students' statistics learning. This study assesses the effectiveness of a “one-minute paper strategy” in reducing students' statistics-related anxiety and in improving students' statistics-related achievement. Participants were 77 undergraduates from two classes enrolled in applied statistics courses. An experiment was implemented according to a pretest/posttest comparison group design. The quasi-experimental design showed that the one-minute paper strategy significantly reduced students' statistics anxiety and improved students' statistics learning achievement. The strategy was a better instructional tool than the textbook exercise for reducing students' statistics anxiety and improving students' statistics achievement.

scholarly journals Research Designs and Methodologies of Studies in Student Self-Assessment: A Content Analysis

2019 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Maria Darra ◽  
Anastasia Papanthymou
Keyword(s):  
Experimental Design ◽  
Data Collection ◽  
Research Design ◽  
Mixed Method ◽  
Quantitative Method ◽  
Experimental Studies ◽  
Specific Design ◽  
Self Assessment ◽  
Research Designs ◽  
Quasi Experimental

The purpose of this paper is to analyze the content of 33 empirical studies related to student self-assessment in primary and secondary education and have been published over the last decade (2009-2019) in 19 scientific journals classified in Scimago (only articles in journals with peer review system to assure their quality) in order to investigate: a) the research design (experimental, quasi-experimental, non-experimental), b) the research method (mixed method, quantitative method, qualitative method), c) the specific design (pretest-posttest etc.), d) the data collection method (questionnaire, interviews, etc.). According to the main findings most studies use non-experimental design, followed by experimental and quasi-experimental design. With regard to research methods quantitative method is used in all research designs, while qualitative and mixed method are used to a lesser degree and only in experimental and non-experimental design. Regarding the specific design, most experimental and quasi- experimental studies adopt a "pretest-posttest" design, while non-experimental studies follow mainly descriptive design. Finally, concerning the data collection methods, questionnaire is the most common method for all research designs, as opposed to other methods, such as interview or the combination of questionnaire and interview.  Therefore, there is a need to investigate the issue of student self-assessment using experimental or quasi-experimental research design where the mixed methodological approach will be adopted and data collection will be carried out using various research tools such as the interview and the questionnaire in order to triangulate the results.

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