PENERAPAN PENDEKATAN KONTEKSTUAL DENGAN SIMULASI MACROMEDIA FLASH UNTUK MEREDUKSI MISKONSEPSI PESERTA DIDIK

The research was aimed to investigate (1) The large percentage of misconceptions before applied contextual approach with macromedia flash simulation in physics learning, (2) The large percentage of misconception after applied contextual approach with macromedia flash simulation in physics learning, (3) The significant difference before and after application contextual approach with simulation macromedia flash in physics learning. The type of research was used pre-experiment research with one-group-pretest-posttest design. Population in this research was all students of eleventh grade students of SMANegeri 1 Sendana. The sample was taken by purposive sampling technique, as many as 24 students. Data collection techniques was used multiple choice tests certainly of rensponse index (CRI). Data analysis techniques was used descriptive and inferential analysis. The results showed that (1) The percentage of misconceptions of learners before application contextual approach with macromedia flash simulation 60,16% with medium category, (2) The percentage of misconception learners after applied contextual approach with macromedia flash simulation 35,16% with very low category, (3) There was significant between misconception result before and after applcation contextual approach with macromedia flash simulation in physics learning. Keywords: Contextual approach, Macromedia flash, misconception, multiple choice CRI

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The Influence of Digital Folktales on the Students’ English Vocabulary Mastery of SMP Negeri 9 Buru

10.31219/osf.io/6sd74 ◽

2021 ◽

Author(s):

M Chairul Basrun Umanailo

Keyword(s):

Total Population ◽

Sampling Technique ◽

Descriptive Statistics ◽

Cluster Sampling ◽

Multiple Choice Tests ◽

Significant Difference ◽

Choice Tests ◽

Before And After ◽

Post Test ◽

The Mean

This study aimed to determine whether digital the use of folktales increases the vocabulary mastery of the seventh-year students of SMP Negeri 9 Buru. This research was a quantitative study by using experimental with a one-group pretest-posttest design. The samples consisted of 20 students from a total population of 320 students and were determined through a one-stage cluster sampling technique. Fiftyitems of multiple-choice tests were used to measure the vocabulary mastery of the students in the pre-test and post-test. The data obtained in this study were analyzed using descriptive statistics to determine the mean score and standard deviation between the pre-test and the post-test. A paired sample t-test through SPSS Version 20 was utilized to determine differences in the students' vocabulary mastery before and after receiving treatment. There is a significant difference between the mean scores in the pre-test and the post-test, namely (1.172 <1.438), which indicates that there are differences in students' vocabulary mastery before and after treatment. The results of hypothesis testing proved that the value of t count = 7.528 is higher than t table = 2.093 (p = 0.05, df = 19). The comparison between the two values shows that the value of t count is greater than T table, which means that Ho: digital folktales does not improve vocabulary mastery of the seventh year students of SMP Negeri 9 Buru, is rejected, and H1: digital folktales increase vocabulary mastery of the seventh year students of SMP Negeri 9 Buru, is accepted. Therefore, it can be concluded that digital use of folktales improved the vocabulary mastery of the seventh-year students’ of SMP Negeri 9 Buru.

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Beyond right or wrong: More effective feedback for formative multiple-choice tests

Perspectives on Medical Education ◽

10.1007/s40037-020-00606-z ◽

2020 ◽

Vol 9 (5) ◽

pp. 307-313

Author(s):

Anna Ryan ◽

Terry Judd ◽

David Swanson ◽

Douglas P. Larsen ◽

Simone Elliott ◽

...

Keyword(s):

Retention Test ◽

Multiple Choice ◽

Far Transfer ◽

Near Transfer ◽

Multiple Choice Tests ◽

Test Occasion ◽

Significant Difference ◽

Choice Tests ◽

Test Enhanced Learning ◽

Enhanced Learning

Abstract Introduction The role of feedback in test-enhanced learning is an understudied area that has the potential to improve student learning. This study investigates the influence of different forms of post-test feedback on retention and transfer of biomedical knowledge within a test-enhanced learning framework. Methods 64 participants from a Canadian and an Australian medical school sat two single-best-answer formative multiple choice tests one week apart. We compared the effects of conceptually focused, response-oriented, and simple right/wrong feedback on a learner’s ability to correctly answer new (transfer) questions. On the first test occasion, participants received parent items with feedback, and then attempted items closely related (near transfer) to and more distant (far transfer) from parent items. In a repeat test at 1 week, participants were given different near and far transfer versions of parent items. Feedback type, and near and far transfer items were randomized within and across participants. Results Analysis demonstrated that response-oriented and conceptually focused feedback were superior to traditional right/wrong feedback for both types of transfer tasks and in both immediate and final retention test performance. However, there was no statistically significant difference between response-orientated and conceptually focused groups on near or far transfer problems, nor any differences in performance between our initial test occasion and the retention test 1 week later. As with most studies of transfer, participants’ far transfer scores were lower than for near transfer. Discussion Right/wrong feedback appears to have limited potential to augment test-enhanced learning. Our work suggests that item-level feedback and feedback that identifies and elaborates on key conceptual knowledge are two important areas for future research on learning, retention and transfer.

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Analisys of Students' Understanding in Concept of Biodiversity Using Two Tier Multiple Choice Test in SMAN 1 Rupat Utara

Jurnal Atrium Pendidikan Biologi ◽

10.24036/apb.v5i1.6769 ◽

2020 ◽

Vol 5 (1) ◽

pp. 48

Author(s):

Amalia Suci Erliza ◽

Armen Armen ◽

Relsas Yogica ◽

Ganda Hijrah Selaras

Keyword(s):

Daily Life ◽

Multiple Choice ◽

Sampling Technique ◽

Primary Data ◽

Choice Test ◽

Multiple Choice Tests ◽

Living Things ◽

Choice Tests ◽

Good Learning ◽

Level Of Understanding

Understanding of concepts must be possessed by each student in order to get good learning outcomes and be able to apply concepts in daily life. Some of the biology's theories that is abstract and discusses variations of living things make it difficult for students to understand the concept, may also affect the test scores and it's not compatiblefor students to apply in their daily life. This study aims to determine the level of understanding of students about the concept of biodiversity material. This study was a descriptive study conducted at SMAN 1 Rupat Utara. The population of this research is MIPA students in 10th grade. The sample of this study took everymember of the population as many as 60 people. The sampling technique that used was a total sampling technique. The data used are primary data that obtained through research instruments such as two-tier multiple choice tests and analyzed quantitatively.Based on the results of the study, it obtained the level of the students'understanding in class X MIPA SMAN 1 Rupat Utara on biodiversity material that has understood the conceptis25.7%, 8.59% is misconception, and those who do not understand the concept is 65.8%.

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How to assess information and communication technology knowledge and skills of the students

Global Journal of Information Technology Emerging Technologies ◽

10.18844/gjit.v7i2.2229 ◽

2017 ◽

Vol 7 (2) ◽

pp. 55-64

Author(s):

Turgay Alakurt ◽

Tugba Ozturk ◽

Tugra Karademir ◽

Ayfer Alper

Keyword(s):

Academic Achievement ◽

Multiple Choice ◽

Study Groups ◽

Choice Test ◽

Achievement Scores ◽

Knowledge And Skills ◽

Multiple Choice Tests ◽

Significant Difference ◽

Choice Tests ◽

Information And Communication

Abstract Assessment of ICT knowledge and skills is as important as gaining these knowledge and skills. There are two commonly used assessment types as (multiple-choice) Test Based Assessment (TBA) and Practice Based Assessment (PBA) and the question that which one is better still remains controversial. In this research, the focus of the study was examining these factors in relationship with the academic achievement of the students. More specifically, impact of assessing the students with TBA and PBA types on the students' academic achievement scores based on the aforementioned factors was examined. For this purpose, two study groups consisting of 243 students who were assessed with TBA and PBA in a course titled as Computing I were included in the present research. The results showed that there is a significant difference in academic achievement scores of the students and that the students who took TBA are more successful. According to the results, students are more comfortable and more confident with TBA whereas students taking PBA believe that PBA is better to measure ICT knowledge and skills. Therefore, it could be concluded that these two different assessment types are complementary once students’ positive opinions, expectations and feelings are pedagogically secured. Keywords: Assessment, ICT, practice-based assessment, multiple choice tests.

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Analysis of Students’ Understanding of Motion Concept with Video based Learning Assisted by Tracker Software

Berkala Ilmiah Pendidikan Fisika ◽

10.20527/bipf.v8i2.8369 ◽

2020 ◽

Vol 8 (2) ◽

pp. 126

Author(s):

Nur Utami Amaliah ◽

I Wayan Darmadi ◽

Sahrul Saehana

Keyword(s):

Conceptual Understanding ◽

Multiple Choice ◽

Specific Response ◽

Test Results ◽

Initial Test ◽

Multiple Choice Tests ◽

Choice Tests ◽

Before And After ◽

Video Based Learning ◽

Written Test

This study aims to determine and analyze students' understanding of the motion concept taught with video-based learning assisted by Tracker Software. The subjects of this descriptive qualitative research were 30 students from 10th grade at SMA Negeri 5 Palu. The instruments in this study were multiple-choice tests and interviewed guide. Multiple-choice tests are used with reasons and are equipped with a Specific Response Index (CRI). It was given before and after video-based learning assisted by Tracker Software applied. To add the information about students' understanding, the interview with a few respondents was done. Respondents were selected based on subjects' written test results in the high, medium, and low categories. They also were interviewed related to their conception and certainty of their answers. In learning by using video-assisted by tracker software, the student also employed the worksheet in experimenting. The results showed that a conceptual understanding of student motion on the initial test could be categorized as low. After using video media that is assisted by Tracker Software, students' conceptual understanding increases. Thus, the teacher can use video media and software to teach physics concepts that can be directly observed and displayed using mathematical and graphical representations.

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