Research-Based Strategies in an Electric Circuits Lab

2017 ◽  
pp. 365-393
Author(s):  
Monica Quezada-Espinoza ◽  
Genaro Zavala
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Conceptual Understanding ◽  
Multiple Choice ◽  
Graphing Calculators ◽  
Introductory Physics ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Electric Circuits ◽  
Active Learning Strategies

This study reports the outcomes of comparing three methods to carry out a physics laboratory with active learning strategies: Tutorials in Introductory Physics (Tutorials) and RealTime Physics (RTP). A sample of 476 students was divided into three groups, about one third of the students used Tutorials, another third used RTP, and the last third used RTP with graphing calculators and probes. A multiple choice test was used to find that the three groups had statistically-significant differences on conceptual understanding of current concepts. Additionally, it was found differences in gains among the three groups using a multiple-choice pretest and posttest. With an analysis of misconceptions it was found that an important portion of students still holding misconceptions. The change of instruction seems to affect conceptual understanding when students have to analyze difficult circuits. Besides, it was found that students still holding misconceptions, they continue using terms like current and voltage interchangeably.

scholarly journals Perbedaan Pemahaman Konsep Siswa sebagai Hasil Penerapan Model Pembelajaran LC 5E-Analogi dan LC 5E

2019 ◽  
Vol 4 (4) ◽  
pp. 537
Author(s):  
Gusti Wahyuni ◽  
Suhadi Ibnu ◽  
Suharti Suharti
Keyword(s):  
Conceptual Understanding ◽  
Effect Size ◽  
Content Validity ◽  
Coding Theory ◽  
Reaction Rate ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Instrument ◽  
The Difference

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This research aims to see differences in students' conceptual understanding of the reaction rate material as the result of LC 5E-Analogy learning model. LC 5E-Analogy is related to double coding theory, information received by learner is obtained through one of two channels, where LC 5E is expected to facilitate students to obtain information from the enggament phase to the elaboration phase, while the analogy is expected to visualize the submicroscopic aspect, so as to improve understanding of concepts students. This study uses a reasoned multiple choice test instrument that has 91% content validity with a very good category and a reliability coefficient of 0.799 in the high category. The research was conducted in two classes of XI Science at SMAN 9 Malang. Analysis of the data using the Man Whitney U Test, and the Effect Size test to see the meaning of differences in understanding of students' concepts. The results showed that there were differences students understanding in both research classes, where the difference in the values of the two classes (Sig.2-tailed 0.002) and the Effect Size (d = 0.74).</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk melihat perbedaan pemahaman konsep siswa pada materi laju reaksi sebagai hasil penerapan model pembelajaran <em>LC 5E</em>-Analogi. Pemahaman konsep diperlukan siswa untuk memahami materi laju reaksi, sehingga siswa dapat menjelaskan fenomena serta penerapan laju reaksi dalam kehidupan sehari-hari. <em>LC </em>5E-Analogi berdasarkan <em>theory double coding</em> yaitu informasi yang diterima seseorang diperoleh melalui salah satu dari dua channel, dimana <em>LC </em>5E diharapkan dapat memudahkan siswa memperoleh informasi dari fase <em>enggament </em>hingga fase <em>elaboration</em>, sedangkan analogi diharapkan dapat memvisualisasikan aspek submikroskopik sehingga meningkatkan pemahaman konsep siswa. Penelitian ini menggunakan instrument tes pilihan ganda beralasan yang memiliki validitas isi 91% dengan kategori sangat baik dan koefisien reliabilitas 0,799 dengan kategori tinggi. Sampel penelitian terhadap dua kelas yang diambil dari keseluruhan kelas XI IPA di SMAN 9 Malang. Analisa data menggunakaan <em>Man Whitney U Test</em>, serta uji <em>Effect Size</em> untuk melihat kebermaknaan perbedaan pemahaman konsep siswa. Hasil penelitian menunjukkan ada perbedaan pemahaman konsep siswa pada kedua kelas penelitian, dimana nilai perbedaan kedua kelas (Sig.2-tailed 0,002) dan nilai <em>Effect Size</em> (d= 0,74) dengan kriteria sedang.</p></td></tr></tbody></table></div>

scholarly journals Miskonsepsi Konsep Gerak Satu dan Dua Dimensi Siswa SMA

2019 ◽  
Vol 4 (10) ◽  
pp. 1380
Author(s):  
Faizatun Nisa’ ◽  
Lia Yuliati ◽  
Nandang Mufti
Keyword(s):  
High School ◽  
Conceptual Understanding ◽  
Multiple Choice ◽  
Senior High School ◽  
Choice Test ◽  
Two Dimensional ◽  
Multiple Choice Test

<p><strong>Abstract:</strong> Aim of this study is to explore Senior High School student’s concepts understanding on one and two dimensional motion. This study is quantitave non-experiment using survey. The instrument was multiple choice test contains concepts understanding on one and two dimensional motion. Sample of this study are 113 students from grade XI and XII SMA Negeri in Bojonegoro. Result shows, conceptual understanding of students on one and two dimensional motion is low and misconception are found.</p><strong>Abstrak:<em> </em></strong>Penelitian ini bertujuan mengeksplorasi penguasaan konsep gerak satu dan dua dimensi siswa SMA. Penelitian menggunakan pendekatan kuantitatif non-eksperimen dengan metode survei. Instrumen pengukuran berupa soal tes penguasaan konsep berbentuk pilihan ganda. Tes diberikan pada 113 siswa yang terdiri dari kelas XI dan XII SMA di Bojonegoro. Hasil penelitian didapatkan penguasaan konsep gerak satu dan dua dimensi siswa rendah dan ditemukan kesalahan konsep.

scholarly journals Pengaruh Strategi Pembelajaran Critical Incident terhadap Keterampilan Analisis Siswa

2018 ◽  
Vol 1 (2) ◽  
pp. 77
Author(s):  
Sulastri Sulastri ◽  
Luthpi Safahi ◽  
Susilo Susilo
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Critical Incident ◽  
Learning Strategy ◽  
Choice Test ◽  
Significance Level ◽  
Analytical Skills ◽  
Quasi Experimental ◽  
Active Learning Strategies ◽  
Incident Learning

The development of science and technology causes education to become a necessity for the younger generation. Based on the results of the survey, students analytical skills are still low, so an active learning strategy is needed that can improve students' analytical skills. Active learning strategies that can be used are Critical Incident strategies. This study aims to determine the effect of using Critical Incident learning strategies on students' analytical skills on the subject of environmental change. The research was carried out in class X MAN 9 Jakarta from March to June 2017. The research method used was quasi-experimental research design using posttest only control design. The population of this study were all students of class X MIA totaling 104 students. The data collection uses a multiple-choice test consisting of 24 items that are integrated with three types of indicators of analytical skills that are differentiating, organizing and attributing. The results showed that the average posttest value of the analytical skills of the experimental class was 64.88 while the control class was 62.49. Hypothesis testing through t-test at the significance level α = 5% obtained t count = 1.74 while t table = 1.67, because t count is greater than t table then H0 is rejected and H1 is accepted. Thus, it can be concluded that the use of Critical Incident learning strategies influences the analytical skills of class X MAN 9 Jakarta students.

Analisis Miskonsepsi pada Materi Hidrokarbon Menggunakan Instrumen Two-Tier Diagnostic Test di SMA Pertiwi 1 Padang

2021 ◽  
Vol 2 (2) ◽  
pp. 55-64
Author(s):  
Yulia Mona Liza ◽  
Alizar Alizar ◽  
Zonalia Fitriza ◽  
Iryani Iryani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Diagnostic Test ◽  
Conceptual Understanding ◽  
Diagnostic Tests ◽  
Multiple Choice ◽  
Student Learning Outcomes ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Concept Understanding

The concept is an understanding of an individual or a group of people who is expressed in the form of a meaning that produces knowledge. Misconceptions of students that appear continuously will interfere with the formation of scientific conceptions and can affect student learning outcomes. Therefore it is necessary to analyze the misconceptions of students. One of the diagnostic tests that can be used is a two-tier multiple choice test or known as a two-tier multiple choice, the first level is the question being tested while the second level contains the reasons for the answer to the first level. This study aims to analyze misconceptions and determine the percentage of students' misconceptions on hydrocarbon material using descriptive methods. The subjects were 27 students of class XI IPA 2 in SMA Pertiwi 1 Padang. The research instrument was a Two Tier Multiple Choice diagnostic test by dividing students' conceptual understanding into the categories of conceptual understanding, misconception, and conceptual misunderstanding. The results showed that the percentage of students' conceptual understanding in the concept understanding category was 31%, misconception was 36%, and did not understand the concept by 34% on hydrocarbon material. Students' misconceptions on hydrocarbon material at SMA Pertiwi 1 Padang were categorized as moderate. Konsep merupakan pemahaman individu atau sekelompok orang yang diungkapkan dalam bentuk pengertian yang menghasilkan suatu pengetahuan. Miskonsepsi peserta didik yang muncul terus menerus akan mengganggu pembentukan konsepsi ilmiah dan dapat mempengaruhi hasil belajar peserta didik. Oleh sebab itu perlu dilakukan analisis miskonsepsi peserta didik. Salah satu tes diagnostik yang dapat digunakan adalah tes pilihan ganda bertingkat dua atau dikenal sebagai two-tier multiple choice, tingkat pertama merupakan pertanyaan yang diujikan sedangkan tingkat kedua berisi alasan atas jawaban pada tingkat pertama. Penelitian bertujuan untuk menganalisis miskonsepsi dan menentukan persentase miskonsepsi peserta didik pada materi hidrokarbon dengan metode deskriptif. Subjek penelitian ini adalah peserta didik kelas XI IPA 2 di SMA Pertiwi 1 Padang yang berjumlah 27 orang. Instrumen penelitian berupa tes diagnostik Two Tier Multiple Choice dengan membagi pemahaman konsep peserta didik dalam kategori paham konsep, miskonsepsi, dan tidak paham konsep. Hasil penelitian menunjukkan bahwa persentase pemahaman konsep peserta didik pada kategori paham konsep sebesar 31%, miskonsepsi sebesar 36%, dan tidak paham konsep sebesar 34% pada materi hidrokarbon. Miskonsepsi peserta didik pada materi hidrokarbon di SMA Pertiwi 1 Padang termasuk kriteria sedang.

Penerapan Strategi Pembelajaran Aktif Tipe Inquiring Mind Want to Know untuk Meningkatkan Pemahaman Konsep dan Pemecahan Masalah Matematis

2017 ◽  
Vol 1 (2) ◽  
pp. 168-174
Author(s):  
Yulia Yulia ◽  
Tessy Marzalfa Markis
Keyword(s):  
Problem Solving ◽  
Active Learning ◽  
Learning Strategies ◽  
Conceptual Understanding ◽  
Mathematical Problem ◽  
Data Retrieval ◽  
Control Group ◽  
Active Learning Strategies ◽  
Math Concepts ◽  
Better Than

The purpose of this study was to determine that the conceptual understanding of math and problem solving skill of students taught using the application of active learning strategies types Inquiring Mind Want to Know better than the conceptual understanding of math students taught using conventional strategy. This research is a quasi-experimental research with the design of randomized control group only design. The populations in this study were five classes of students of grade VII SMPN 35 Padang (165 students). The choice of class random sampling (random data retrieval). Classes are chosen as experimental class is a class VII.4 and control class is the class VII.5.  Data were taken from the results of final test is a test essay from each class. Based on the data analysis of research obtained that the understanding of math concepts and problem solving experimental class students is higher than the control class. This is evident from the average value of the test understanding of concepts and mathematical problem solving experimental class students is 76,45 while the average grade control is 63,27. Hypothesis testing using t-test, obtained tcalculate > ttable   (1,72 > 1,65) with a 95% confidence level, the hypothesis is accepted. So it can be concluded that the understanding of math concepts and problem solving students who apply active learning strategies types “Inquiring Mind Want to Know” better than on understanding math concepts and problem solving students using conventional teaching in class VII SMPN 35 Padang.Keywords: Active learning strategies types Inquiring Mind Want to Know, understanding math concepts, and problem solving

scholarly journals Perbandingan Hasil Belajar Biologi Strategi Pembelajaran Aktif Tipe Make A Match dan Card Sort

BIO-PEDAGOGI ◽  
2014 ◽  
Vol 3 (1) ◽  
pp. 88
Author(s):  
Nurul Aini ◽  
Slamet Santosa ◽  
Bowo Sugiharto
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Cognitive Domain ◽  
Choice Test ◽  
Cluster Sampling ◽  
Learning Achievement ◽  
Card Sort ◽  
Biological Studies ◽  
Active Learning Strategies ◽  
Academic Year

<p>The purpose of the research is ascertain the differences result learning achievement in biology on active learning strategies  Make a Match and Card Sort Class X SMA Negeri 5 Surakarta academic year 2012/2013. The research method was quasy experiment using quantitative approach. The populations was all students of class X SMA Negeri 5 Surakarta academic year 2012/2013 with 297 students. The sample of this research was established by cluster sampling, so chosen X3 as the experiment 1 class with 29 students and X4 as the experiment 2 with 30 students. Data was collected using multiple choice test, observation sheet, and document. The data were analyzed by t-test. The results of the study showed that Make a Match strategy has 67.37 for the cognitive side, 81.46 the psychomotor side, and 77.58 for the affective side; while Card Sort strategy has 63.42 for the cognitive side, 73.92 for the psychomotor side, and 78.53 for the affective side. Decision take hypothesis with level of significance (α : 0,05). Ho rejected if probability significance less than 0.05 and accepted if more than 0.05. In the cognitive domain showed 0.039 &gt; 0.05, the shows psychomotor domain 0.049 &lt;0.05, and the affective domain, showed 0.69&gt; 0.05. The conclusion of this research were have differences results of biological studies on the cognitive and psychomotor from the application of active learning strategies Make a Match and application of active learning strategies Card Sort  Class X students of SMA Negeri 5 Surakarta academic year 2012/2013.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Active Learning Strategies Make a Match, Active Learning Strategy Card Sort, Learning Achievement in Biology</p>

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