Development of Student Worksheets Based on a Multi-Representation Approach to Improve Students' Mastery of Sound Wave Concepts

This development research aims to produce a product in the form of student worksheets based on a multi-representation approach to improve students' mastery of the sound wave concept that is valid, and effective. The product developed is student worksheets. The research design used is a 4D model consisting of Define, Design, Develop and Disseminate. Data collection techniques used validation sheets and concept mastery evaluation tools. Device validity data were analyzed using a Likert scale. Product effectiveness data were analyzed using Gain standards. Product validity was assessed by three expert validators and three practitioner validators. The assessment by the expert validator is 3.50 and by the practitioner validator it is 3.70 with valid criteria. The average result of the N Gain test for mastery of Sound Wave concepts is 0.73 in the high category. So, it can be concluded that student worksheets based on a multi-representation approach to improve students' mastery of sound wave concepts are valid and effective

The Effectiveness of Contextual Research-Based Teaching Materials on Students’ Learning Independence and Concept Mastery

Innovation in teaching materials used in online learning is very urgent based on students’ needs. This study aims to measure the effectiveness of contextual research-based teaching materials to improve students’ learning independence and concept mastery of acid-base solution properties. The research method is Research and Development, referring to Borg and Gall. The research subjects were 60 students and 7 science teachers who have used teaching materials based on contextual research findings. The data collection technique in this study is a test that aims to determine the concept mastery and a questionnaire to measure students’ learning independence. Based on the results of the study, it is known that the average percentage of student learning independence is 78% (Good category). Besides, an average value of 73.83 is obtained with an N-Gain of 64% (Medium category). The use of contextual research-based teaching materials can increase learning independence in terms of information search and concept mastery of acid-base solution properties.

Effectiveness of argument-driven inquiry (ADI) on students’ concept mastery and argumentation skills in reproductive system

This study aims to determine the effect of the Argument-Driven Inquiry (ADI) learning model application on the concepts mastery and argumentation skills of high school students on reproductive system material. The research method used quasi-experimental and non-equivalent control group design. The sample of this research were second-grade high school MIPA students in one of the public high schools in Bandung, which consists of 30 students in the experimental class and 33 students in the control class. The sample was taken by using the purposive sampling technique. The instruments used consisted of a concept mastery test in the form of multiple choices, an argumentation ability test in the form of an essay, and questionnaire of students’ responses to the ADI model. The results showed that the application of the ADI learning model significantly affected the students' concepts mastery on reproductive system material in the experimental class compared to the control class, especially in the cognitive aspects of C3 (applying). The results also show that the application of the ADI learning model significantly affects the ability of argumentation, especially on the warrant component. Student response data shows that students respond very well to the application of the ADI learning model. Therefore, the ADI learning model is recommended for biology teachers to improve students’ concepts mastery mastery and argumentation skills in other biological materials.

Student Concept Mastery on Coloid Material Through Radec Learning

Mastery of concepts is still the main standard of learning success in Indonesia. This study aims to analyze students' conceptual mastery of colloidal material through the RADEC (Read, Answer, Discuss, Explain, and Create) learning model. The research method used is the Pre-Experiment method with the research design of One Group Pretest-Posttest Design. The number of subjects in this study were 18 students. Data were collected using 25 multiple choice items used for pretest and posttest. Data were analyzed through normality test, t test and N-gain using SPSS version 21 for windows. The results of the Paired Sample T-Test showed that there was a significant difference between the pretest score (39.7) and posttest score (74.4) (p<0.05) with the N-gain value obtained was 0.56. This means that there is an increase in the medium category in students' concept mastery through RADEC learning.

Analysis of the Relationship Between Concept Mastery and Problem-Solving Skills of Pre-Service Biology Teachers in Human Physiology Courses

21st century learning focuses on problem-solving skills. A higher level of education requires an understanding of a more systematic concept to elaborate problems. Problem-solving skill is one of the fundamental cognitive processes. It involves higher order thinking to discover solutions or ideas. This research aims to analyze the relationship between concept mastery and problem-solving skill of pre-service biology teacher in human physiology courses. This is descriptive correlational research conducted in Sulthan Thaha Saifuddin State Islamic University Jambi. The sample was selected using the purposive sampling technique. Respondents in this study were 33 students in semester VI. The instrument used in the study was an essay test of concept mastery integrated with problem-solving. The results showed that the average scores of the students' concept mastery and problem-solving were 56.8 and 58.0, respectively. Both included in the poor category. It also showed that there was a relationship between students' concept mastery and problem-solving skill. The correlation value was 0.76, with a significance value of p0.05; therefore, it included in the strong category.

Development of Inkuiri Model Learning Tools Guided to Improve Concept Mastery Learner Physics

This study aims to determine the validity, practicality, and effectiveness of guided inquiry learning models to improve students' mastery of physics concepts. This type of research includes research and development of Research and Development (RnD) with the research design used is the 4D model which consists of define, design, develop and disseminate. Products developed in the form of a syllabus, lesson plans, student worksheets, test instruments in the form of questions, and learning videos. The product validity was analyzed by determining the value of the content validator index (CVI) through a questionnaire. Practicality is obtained from student response questionnaires and learning implementation sheets. Furthermore, the effectiveness is obtained from a limited trial to obtain the N-gain test value. The results of the study based on the CVI average value assessment of expert validators and practitioner validators approached one with the very good category. The reliability of learning devices above 75% indicates that all aspects assessed are included in the reliable category. The results of the response of students obtained <80% with practical criteria and the average implementation of learning for three meetings was 87.7% with very practical criteria. The N-gain result of the concept mastery is 0.63 in the medium category. Based on these results, it can be concluded that guided inquiry learning tools to improve students' mastery of physics concepts are valid, practical, and effectively used in learning.

Pengembangan Bahan Ajar Kajian Fisika Sekolah Menengah Berbasis Proyek Untuk Meningkatkan Penguasaan Konsep Fisika Calon Guru

The objectives of this study is to develop project-based Physics Study teaching materials for Middle School that can improve concept mastery of high school teacher candidates. This research includes education development divided into three steps i.e the preliminary study, the product design development, and the product testing. The results showed that the developed instructional materials were suitable for use in learning and fulfilled the validation test by experts for the components of content feasibility, presentation and language in a good category. The responses of the student after using the teaching materials are very good for supporting and completing teaching materials during lectures. The tested teaching materials of Physics learning in Middle School can improve mastery of high school physics concepts for teacher candidates.Keywords: project-based teaching materials, school physics studies, mastery of physics concepts

Computer Assisted Learning Media and Decimal Board: How it Impact on Elementary Students’ Concept Mastery?

The lack of students' mastery of decimal fractions has become a current issue among researchers. The comparisin of decimal fraction values was still an obstacle for students. The use of learning media in this study is the Computer Assisted Learning Media and Decimal Board can be a solution to these problems. This study aimed to describe the increase of elementary students’ concept mastery on decimal fractions subject matter. Descriptive-quantitative method with pre-test and post-test was carried out to achieve the research objectives. The subjects in this study were the 4th grade students (22 students) in the East Lombok area. The students' concept mastery was measured using a multiple-choice test instrument of 10 items. The research data were analyzed descriptively and statistically using paired sample t-test. The results showed that students' concept mastery increased after learning (pre-test: 54.5%; post-test: 77.27%). The results of statistical tests using the paired sample t-test also showed that students' concept mastery had increased significantly after learning (p < 0.05). Based on the results of the study, it can be concluded that learning using Computer Assisted Learning Media and Decimal Boards can improve elementary school students' concept mastery on decimal fractions subject matter.

The Validity of Science Learning Devices Based on the 7E Learning Cycle Model to Improve Concept Mastery of Junior High School Students

This study aimed to develop a science learning tool based on the 7E learning cycle model that is valid to improve the mastery of concepts and science process skills for Junior high school students. The device development carried out refers to the Research and Development (R & D) development model based on the Thiagarajan 4D development model which includes the design, define, develop and disseminate stages. Based on the results of validation by 3 expert validators, it was obtained that the average value of the validity of the learning learning tools developed included the Syllabus 83.33%, lesson plan 81.48%, student worksheet 74.17%, Concept Mastery Assessment Instruments 77.78% and science process skills tests 80.00%. Based on the results of validation by 3 validators, In conclusion, the science learning device based on the 7E learning model developed is valid for use in learning.

Pengembangan Perangkat dengan Model Pembelajaran Advance Organizer untuk Meningkatkan Penguasaan Konsep dan Retensi Fisika Peserta Didik

This research aims to determine the feasibility of a device with an advance organizer learning model to improve student’s mastery of concepts and physics retention. Learning device developed include syllabus, lesson plans, student worksheet, concept maps, concept mastery and physics retention test instruments. The research design used is Research and Development (R&D) with the 4D model (define, design, develop & disseminate). This research is limited only to the development stage, namely validation by a validator with supporting data in the form of student responses to the developed device. The results of validation using CVR and CVI show that the device is in the very feasible category. The response results showed an average percentage of 99% with very good category. Thus, it can be concluded that the device developed is very suitable for use in learning physics and is predicted to increase the mastery of concepts and student retention.