Pengaruh Model Pembelajaran Science Technology Society (STS) Berbasis Multiple Representation Terhadap Hasil Belajar IPA Siswa SMP Kristen Tongke di Era Pandemi Covid-19

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Science Technology Society (STS) berbasis multiple representation terhadap hasil belajar IPA siswa SMP Kristen Tongke di era pandemi covid-19. Penelitian ini merupakan penelitian quasi experiment menggunakan rancangan penelitian non equivalent control group design. Sampel yang digunakan pada penelitian ini diambil dari semua populasi dengan menggunakan teknik sampling jenuh yang terdiri dari 2 kelas, yaitu kelas VIII A sebagai kelas eksperimen dan kelas VIII B sebagai kelas kontrol yang masing-masing terdiri dari 15 orang. Data dianalisis menggunakan SPSS versi 21 dan diperoleh nilai sig sebesar 0,001 < 0,05 maka Ha diterima dan H0 ditolak. Sehingga dapat disimpulkan bahwa terdapat pengaruh model pembelajaran STS berbasis multiple representation terhadap hasil belajar IPA siswa SMP Kristen Tongke di era pandemi covid-19.

Implementation of Multiple-Representation Approaches Based on E-Module to Reduce Misconceptions of Prospective Physics Teachers During the Covid-19 Pandemic

One of the problems that are often found in universities, especially in physics subjects, is the existence of misconceptions in students (learners). This study aims to determine the effectiveness of using the multiple-representation approach Based on E-Module in reducing the misconceptions of prospective physics teachers during the Covid-19 pandemic. The method used is quantitative research with a one-group pretest-posttest design. The sample consisted of 25 prospective physics teachers at one of the universities in the city of Mataram. The instrument used in this research is an open-ended three-tier test. A total of 10 test items with 30 questions were used in this study. The test was given twice, namely before and after treatment. The test results data were then analyzed using descriptive statistics to determine the decrease in the percentage of students who experienced misconceptions. Based on the results of data analysis shows that there is a decrease in the percentage of students who experience misconceptions by 31.89% from the initial number of 57.19 to 25.30%. This decrease in misconceptions was also followed by an increase in the percentage of students who understood the concept from 18.14 to 72.38%. Thus, it can be concluded that the application of the multiple representation approach assisted by E-Modules can be used as an alternative to reduce misconceptions and improve understanding of the concept of prospective physics teachers in the COVID-19 pandemic

Multiple representational and dynamic conceptual analysis in the wild

Cognitive semantics has different research methods, such as introspection, corpora analysis, interaction analysis, and experiments. The analysis of “data in the wild” (corpora and interaction) is generally informed by theories, but rarely by the current landscape of experiments’ findings on language and cognition. The goal of this paper is twofold: first, we want to highlight the possibility and importance of shortening the gap between theory, empirical evidence, and analysis of data in the wild in the study of cognition. Second, we suggest that resorting to the state of the art of empirical research about language and cognition allows for more flexible analyses, which may surpass the limits of current theories. In order to do that, we (i) provide a current overview of neuro and psycholinguistic findings about the grounding of concrete and abstract concepts, (ii) discuss how these findings can support linguistic data analysis, and (iii) emphasize trends toward multiple representation theories and dynamic systems.

Quantifying Social Semantics: An Inclusive Definition of Socialness and Ratings for 8,388 English Words

It has been proposed that social experience plays an important role in the grounding of concepts, and socialness has been proffered as a fundamental organisational principle underpinning semantic representation in the human brain. However, the empirical support for these hypotheses is limited by inconsistencies in the way socialness has been defined and measured. To further advance theory, the field must establish a clearer working definition, and research efforts could be facilitated by the availability of an extensive set of socialness ratings for individual concepts. Therefore, in the current work we employed a novel and inclusive definition to test the extent to which socialness is reliably perceived as a broad construct, and we report socialness norms for over 8,000 English words, including nouns, verbs and adjectives. Our inclusive socialness measure shows good reliability and validity, and our analyses suggest that the socialness ratings capture aspects of word meaning which are distinct to those measured by other pertinent semantic constructs, including concreteness and emotional valence. Finally, in a series of regression analyses, we show for the first time that the socialness of a word's meaning explains unique variance in participant performance on lexical tasks. Our dataset of socialness norms has considerable item overlap with those used both in other lexical/semantic norms and in available behavioural mega-studies. They can help target testable predictions about brain and behaviour derived from multiple representation theories and neurobiological accounts of social semantics.

Bibliometric Analysis of Multi Representation Based on Problem-Solving Skills Using VOSviewer

The purpose of this study was to analyze the scope related to the subject of problem-solving skills based on multiple representation in 2016 – 2020 with 20 documents through bibliometric analysis. The research method used was a literature study through all the articles analyzed in this study. The articles were taken from the Scopus database with sampling in 2003 – 2020, resulting in 29 scientific work data exported in *.ris (RIS) and *CVS formats. Then, those data were processed using VOSviewer and Microsoft Excel. The results of publications in the last five years have increased. Indonesia is the dominant country in publicizing papers about this topic. Institutions from Germany managed to publish most of the documents about multi representation. Meanwhile, Poland is the origin country of the authors with most publications. The visualization of research trends on multi representation resulted in four main clusters: (1) multi representation related to students, representation, and learning processes (2) multi representation as a class (3) multi representation related to the problem (4) multi representation as a model and process. Meanwhile, Indonesian researchers are very active in contributing to this topic, in line with the number of publications by country, namely Indonesia.

Students’ understanding of electric fields in the context of multiple representation

This study aims to describe physics students’ understanding of the concept of electric fields through a multi-representation review in a qualitative way. This research is a qualitative research using test and interview techniques to obtain the data. The research subjects consisted of 6 students from Physics Education department. The test used is an essay test which includes indicators of translation, interpretation and extrapolation on the concept of an electric field. The more in-depth interviews with respondents related to the concept of the electric field were carried out in this study. Based on data analysis, it can be concluded that students’ conceptual understanding is in the moderate category. The highest scores obtained are in translation, interpretation, and extrapolation respectively, which show that the level of indicator complexity affects student achievement. This research implies that the poor conceptual understanding of students on extrapolation indicators caused by the lack of creativity in students’ thinking in exploring the whole information presented on a particular issue. Thus, a learning method that priorities high-level critical thinking skills is extremely needed.

Development physics representational fluency instrument test of electrostatic concept

Physics representational fluency instrument test of electrostatic concept have been developed. The instrument’s form of multiple-choice that consist of 20 item electrostatic in physics context to assess pre-service physics teachers’ representational fluency. The test includes four component of representational fluency: constructing single representation, constructing multiple representation, translating between representation and reviewing single representation. Representational fluency test is developed using Design and Development Research (DDR) method with four phases consists of analysis, design, development, and evaluation. Validation the structure of the test is consulted with a member of expert academic staff in the field of physics education. After design test and expert review, the test was implemented with 57 pre-service physics teacher. From 20 item of representational fluency test there was 15 item of the test is valid and reliable.

Preservice Physics Teachers’ Development of Physics Identities: the Role of Multiple Representations

Identity-based research in physics education has been receiving increased attention in the past few years given the potential of identity in producing novel insights into the ways’ students engage in physics. In this study, we examined the development of preservice physics teachers’ physics identity through a specific instructional practice: a specially designed course incorporating the use of the multiple representations. Although specific programs and instructional practices have been found to influence the development of physics identity, there is no clear evidence about the kinds of instructional practices that might support its development. To examine the influence of multiple representations on each component of physics identity, we designed and implemented a physics course that used a multiple representation (MR)-based instructional approach with a group of 61 preservice physics teachers at a public university in Indonesia. Data were collected with a pre- and post-questionnaire on physics identity, a conceptual understanding test, and a post-test that examined differences between identity components before and after the course, conceptual understandings, as well as the participants’ views about the use of the MR-based instructional approach. The findings revealed a significant improvement of two components of physics identity, namely, competence and interest, and point to the potential of MR-based instruction in physics courses.

Multiple Representation-Based Learning through Cognitive Dissonance Strategy to Reduce Student’s Misconceptions in Volumetric Analysis

This study aimed to determine the contribution of multiple representation-based learning through cognitive dissonance strategy and to reduce misconceptions encountered by chemistry students. A mixed method research with the embedded experimental design was employed in this study involving 66 sophomore students enrolled in the Basics of Analytical Chemistry class. This study used a threetier test diagnostic test of 43 questions that had been validated by the education teams and chemists. The analysis was done by using a t-test and N-gain. The results showed a significant difference between the experimental and the control classes and a greater increase in N-gain in the experimental class (68.56%) compared to the control class (42.42%). The most effective reduction of misconceptions occurred in the subject of argentometric titration, from 33.41 to 8.79 %. This indicates that MRCD cannot completely eliminate misconceptions, especially for concepts related to sub-microscopic and symbolic representations.