scholarly journals Identification of Misconceptions in Science Learning During the Covid-19 Pandemic Using the CRI (Certainty of Response Index) Method for Primary school Students

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 145-150
Author(s):  
Elisa Prezilia Dewi ◽  
Fitria Wulandari
Keyword(s):  
Primary School ◽  
Science Learning ◽  
Effect Of Temperature ◽  
School Students ◽  
Index Method ◽  
Class V ◽  
Science Misconceptions ◽  
Response Index ◽  
Object Properties ◽  
Initial Concept

This research aims to identify the science misconceptions of elementary school students using CRI (Certainty of Response Index), as well as to describe the factors of students' misconceptions at Primary school Muhammadiyah 8 Tulangan. This research uses the descriptive qualitative method. The subjects used in this study were class V, totaling 26 students. Data collection techniques using the test, interviews, and documentation. Based on the results obtained from the research as a whole, the highest misconception is about the concept of the effect of temperature on changes in the shape of objects by 44.70%, the concept of temperature and heat by 39.42%, and the lowest misconception is about the concept of object properties by 32.04%. From the results of research using the CRI (Certainty of Response Index) method, several factors cause misconceptions, namely from the students themselves who come from the initial concept and students wrong intuition, then misconceptions from the teacher, as well as incomplete book explanations. So it can be concluded that science learning during the covid-19 pandemic caused misconceptions for students of Primary school Muhammadiyah 8 Tulangan

scholarly journals MISCONCEPTION IDENTIFICATION USING THE CERTAINTY OF RESPONSE INDEX METHOD IN GAS KINETIC THEORY MATERIAL IN CLASS XI SENIOR HIGH SCHOOL

2020 ◽  
Vol 8 (1) ◽  
pp. 64
Author(s):  
Nisa Siti Romadona ◽  
Wanda Siti Nur Aulia ◽  
Suci Rizki Lestari ◽  
Nana Nana
Keyword(s):  
High School ◽  
High School Students ◽  
Kinetic Theory ◽  
Senior High School ◽  
Assessment Instrument ◽  
School Students ◽  
Index Method ◽  
Response Index ◽  
Quantitative Descriptive ◽  
Senior High School Students

This research aims to identify class XI MIPA1 senior high school students, who experience misconceptions on the kinetic theory of gas. The method used to determine students who experience misconceptions is the Certainty Response Index (IRK) method. This method has four indexes in identifying students' mastery of concepts, namely lucky guess (LG), not knowing concept (NKC/TTK), knowing concept (KC/TK), and misconception (M). The subjects of the study were senior high school students in class XI MIPA1 in Tasik Malaya. The research instrument used was a kinetic theory of gas test equipped with an IRK scale assessment instrument. This research is a quantitative descriptive research that can determine weaknesses in understanding students' physics concepts with the IRK method. The results of data analysis using IRK revealed that students who experienced lucky guess (LG) were 9.0%, students who knew the concept (TK) were 35.2%, students who lacked knowledge or did not know the concept (TTK) were 21.9%, and students experiencing misconceptions (M) of 33.8%. Based on the sub-topic analysis, the level of misconception the results are also in the high category. Thus it was concluded that through the IRK method it was identified that most students were still experiencing misconceptions, did not know the concepts, and were lucky guessed in understanding the kinetic theory of gas in the class XI MIPA1 of senior high school in Tasik Malaya.

scholarly journals Implementation of Learning Using Whatsap Based on A Scientific Approach to Improve Indonesian Learning Outcomes in Primary School Students

2020 ◽  
Vol 3 (3) ◽  
pp. 202
Author(s):  
Slamet Hartanto
Keyword(s):  
Social Media ◽  
Action Research ◽  
Primary School ◽  
Learning Outcomes ◽  
Primary School Students ◽  
School Students ◽  
Class V ◽  
Scientific Approach ◽  
Classroom Action Research ◽  
Academic Year

<em>This study aims to improve the learning outcomes of Indonesian class V SDN 2 Bendo using WhattsApp with a scientific approach. This research is a classroom action research with four main steps, namely: planning, acting, observing and reflecting. Collecting data in this study using observation and tests. The data collected was then analyzed and it can be concluded that the application of learning using Whatsapp based on a scientific approach can: (1) Improve the learning outcomes of class V students of SDN 2 Bendo, Nogosari District, Boyolali Regency, Semester I of the 2020/2021 academic year of 28.6% in pre cycle to 42.8% in cycle I, 71.4% in cycle II and in cycle III increased to 100%. (2) The steps for implementing Whatsapp Social Media Based on the Scientific Approach can improve learning outcomes in Indonesian for Class V SDN 2 Bendo, Nogosari District, Boyolali Regency, Semester I of the 2020/2021 Academic Year. These steps include Observing, Asking, Trying, Reasoning, and Communicating</em>

scholarly journals The use of Learning Video Media to Improve Science Skills in Fifth Grade Elementary School Students

2020 ◽  
Vol 3 (3) ◽  
pp. 500
Author(s):  
Dewi Yulianingrum
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Fifth Grade ◽  
School Students ◽  
Class V ◽  
Data Presentation ◽  
The Third ◽  
Class Average ◽  
Understanding Of Science ◽  
Academic Year

<p><em>The purpose of this study is to improve students' understanding of science learning in grade V SD. This research is a classroom action research conducted in 3 cycles. Each cycle consists of stages of planning, implementing, observing and reflecting. The subjects of this study were 17 students of grade V SD Negeri Nglondong. Data collection techniques using observation and tests. Data analysis includes data reduction, data presentation and drawing conclusions. Research shows that the use of video media can improve students' understanding of science class V SD in the 2020/2021 academic year as evidenced by the percentage of completeness of learning outcomes and the class average. In the first cycle of 52.9% with a class average of 71.18 to 100% with an average of 86.47 in the second cycle and in the third cycle it was 100% complete with a class average of 95.29.</em></p>

scholarly journals CONCEPTIONS OF LEARNING SCIENCE IN INFORMAL ENVIRONMENTS AMONG PRIMARY SCHOOL STUDENTS IN MAINLAND CHINA

2021 ◽  
Vol 20 (3) ◽  
pp. 407-427
Author(s):  
De-An Li ◽  
Qin Zhao ◽  
Xiao-Qi Yang ◽  
Wan-Mei Li ◽  
Rui Dai ◽  
...  
Keyword(s):  
Primary School ◽  
Science Learning ◽  
Mainland China ◽  
Learning Science ◽  
Conceptions Of Learning ◽  
Primary School Students ◽  
School Students ◽  
Science Practices ◽  
Conceptions Of Learning Science ◽  
Science Educators

Previous studies on students’ conceptions of learning science (COLS) have focused primarily on formal environments. In these studies, students’ COLS were positively associated with their approaches to and outcomes for science learning. However, little research has been conducted to explore students’ conceptions of learning science in informal environments (COLSIE), despite its importance to students’ academic achievement. To fill this research gap, this study qualitatively and quantitatively explored Chinese primary school students’ COLSIE. First, in Study I, interview data gathered from a group of 80 students were analysed using the phenomenographic method, and ten hierarchical categories of COLSIE emerged (e.g., communicating and explaining). Based on these categories, a survey was developed and distributed to another group of 414 students in Study II. Exploratory factor analysis was conducted to validate the survey, which revealed nine factors matching the ten categories except for the initial categories of applying and understanding. This study also revealed the commonalities and uniqueness of COLSIE in comparison with students’ COLS in formal environments. The findings suggested that informal science learning experiences may strengthen students’ impressions of science practices. Science educators are encouraged to provide their students with opportunities to engage with science practices in informal environments. Keywords: primary school students; Mainland China; conceptions of learning science; informal environments; phenomenographic

scholarly journals Improving Students’ English Speaking Skill Through the Implementation of Talking Stick Method to the Fifth Grade Students of State Primary School 028226 Binjai

2019 ◽  
Vol 2 (4) ◽  
pp. 507-513
Author(s):  
Anna Stasya Prima Sari ◽  
Ribka Kariani Br Sembiring
Keyword(s):  
Primary School ◽  
Fifth Grade ◽  
Research Subject ◽  
Primary School Students ◽  
School Students ◽  
Class V ◽  
Fifth Grade Students ◽  
Speaking Skill ◽  
English Speaking ◽  
Academic Year

This research was primarily carried out to prove that the implementation of Talking Stick method could improve students’ English speaking skill and to describe the students’ responses to the implementation of Talking Stick method in the learning teaching processes of English speaking skill. This research is Classroom Action Research (henceforth, CAR) which was carried out in two cycles. Each cycle consisted of four meetings. The research subject of this CAR are the fifth grade students of State Primary School 028226 Binjai Class V-1 in the Academic Year of 2019/2020. There are 33 students as the research subject. The analysis of quantitative data showed that the students’ mean score increased continually from 55,63 in the pretest, 66,36 in the posttest of cycle 1, to 76,81 in the posttest of cycle 2. The analysis of qualitative data showed that the learning teaching processes of English speaking skill through the implementation of Talking Stick method ran very well. The students were more active, and motivated to learn English speaking skill. The class atmosphere was more alive and enjoyable after Talking Stick method was implemented in the English speaking classes. It is advisable that English teachers of primary school students apply Talking Stick method as one of alternatives to improve their students’ English speaking skill.

scholarly journals PENERAPAN MODEL KOOPERATIF TIPE TSTS TERHADAP PENINGKATAN HASIL BELAJAR IPA SISWA SD

2018 ◽  
Vol 1 (2) ◽  
pp. 87
Author(s):  
Nurhayati Selvi ◽  
Wahyullah Alannasir
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Research Subjects ◽  
Research Focus ◽  
School Students ◽  
Class V ◽  
Cooperative Model ◽  
School Year ◽  
Teacher Student ◽  
Teachers And Students

This study aims to determine the increase in science learning outcomes through the TSTS type cooperative model for elementary students. Descriptive qualitative approach with type of classroom action research. Research focus of teacher, student and learning outcomes fator. The research subjects were 24 students of SDN No. 162 Poleonro 2016/2017 school year. Data collection techniques for observation, tests and documentation. Quantitative and qualitative analysis techniques with a success indicator of 70% of students scored above 78. The results showed the application of the TSTS type cooperative model in science learning in class V SD was carried out according to the plan in each cycle. Teachers and students are able to make improvements from the results of reflection on the actions of the first cycle of action in the next cycle. So that the application of the cooperative model Type TSTS can improve the learning outcomes of grade V elementary school students. Where in each cycle has increased learning outcomes, namely in the first cycle (first) students are still confused with their role in the group and in the second cycle (second) all students act according to their role in the group.

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