Conceptions Of High School Students Research Articles

Physics Concept of High School Students in Northern Bone for Ad-vancing Songkok Recca Production

This research aims to determine the physics conceptions of high school students in Northern Bone in developing the production of Songkok Recca using an alternative material, water hyacinth fiber. This qualitative study focuses on a descriptive case, which is the students' perceived lack of conception. The subjects used are four individuals interested in physics and are familiar with the process of making Songkok Recca. The case occurs in the students' school environment, which is also the production site of Songkok Recca. Data collection techniques in this research include observation, interviews, and documentation. The research data is analyzed through several stages, namely data collection, reduction, presentation, and data verification. Based on the research findings and discussions, it can be concluded that the students lack physics conceptions. They are only able to express some physics concepts, while some students are not familiar with those concepts.Based on the research results, it can be concluded that the students lack physics conceptions. They are only able to express some physics concepts, and some students are not familiar with those concepts. Water hyacinth fiber is deemed suitable as an alternative material for making Songkok Recca based on feasibility tests. The average tensile strength of wet water hyacinth fiber is 20.808,74021 N/m2, while the average tensile strength of dry water hyacinth fiber is 841.418,2808 N/m2.

Relationship between Emotional Intelligence and Self Concept of High School Students

The aptitude, capacity, talent, or self-perceived ability to identify, evaluate, and manage one's own emotions as well as the emotions of other people and groups is referred to as emotional intelligence (EQ). People who have a high level of emotional intelligence are not only familiar with their own feelings, but also with the feelings of people around them. In recent years, there has been a shift towards viewing feelings as organizing mechanisms that make it possible for people to think and behave in ways that are adaptive. Emotional intelligence are understood to be signals that provide information, direct attention, and contribute to the successful accomplishment of tasks. In this study, an attempt is made to determine the level of emotional intelligence as well as the level of self concept that exists among high school students. This study also compares the relationship between emotional intelligence and self concept of high school students with respect to various demographical variables like Gender and School Location. A sample of 200 high school students selected purposively was studied. Descriptive Research Methodology with survey technique has been used in the present study. The present study is quantitative in nature. In the present study, the level of Emotional Intelligence and Self Concept of High School Students of West Bengal has been found Average. This study also reveals that the relationship between Emotional Intelligence and Self Concept of High School Students is also perfectly positive in nature with respect to different demographical variables.

The Effect of Collaborative Learning Model Combined with Problem Solving on Critical Thinking Ability and Mastery of Biology Concept of High School Students in Coffee Plantation Area

The characteristics of students who live in a school environment near coffee plantations have low learning independence, so it is necessary to have independent learning guided by a teacher in order to foster a scientific attitude in students. The Collaborative Learning model combined with Problem Solving is a combination of two learning approaches, namely cooperative learning and problem-based learning. Both of these learning models make it possible to create a collaborative learning environment. Learning environments that support students to collaborate naturally and effectively are very important because they can develop knowledge through their own experiences. Critical thinking is included in higher order thinking skills that have the potential to increase students' critical analytical power. When students have critical thinking skills, students will carry out decision-making, strategic planning, scientific processes, and problem solving activities. The existence of problem-solving skills will also affect students' mastery of concepts. Concept mastery can be interpreted as the ability to master ideas or ideas about certain objects, events or situations that can be generated because of a number of relevant experiences. Keywords: Collaborative Learning, Problem Solving, Critical Thinking Ability, Mastery of Concept.

“... É BEM ULTRAPASSADO ISSO AQUI NA VERDADE”: JOVENS SECUNDARISTAS E SUAS CONCEPÇÕES DE GÊNERO

The article discusses the conceptions of high school students from a public school in the interior of Minas Gerais about gender relations. The discussion is based on data from a master’s degree research in education, whose objective was to build spaces for narrative production with these young people, focusing on their conceptions and ways of living and thinking about gender, sexuality and youth in a context of intense dispute discourse produced by the school program “escola sem partido”. Aspects such as work and domestic environment, notions of instinct and male and female attitudes, motherhood and fatherhood constitute the narratives making it possible to invest in a post-structuralist inspired analysis of discourses and language as producers of subjects and knowledge, which permeates the deconstruction of binary gender perspectives. The experiences of young people are therefore constituted based on the ways in which gender conceptions are negotiated in the daily lives of young people.

Discourse analysis on understanding the differential concept of high school students in a dynamic geometry environment

This study investigated the cognitive and social processes through which high school students acquire the differential concepts through communication in a dynamic geometry environment through some cases. Additionally, we observed how a dynamic geometry environment affects these processes. To achieve this objective, eight students were recruited by using the pre-test results and divided into an experimental group and a control group. The learning environment for the two groups was designed to be the same except for jointly manipulating Geogebra on the laptop in the experimental group. Students’ discourse was analyzed using an analysis framework that applied both Piaget’s (1959) linguistic categories and Rutherford’s (2011) neo-Piagetian model. We found that the dynamic geometry environment improved communication among students and their achievement levels. In particular, graphic and dynamic representations created by dragging stimulated students’ interest and increased communication among them. Although the quality of communication was somewhat different in the discourse analysis of the two groups, each participant’s role was confirmed in the co-construction of knowledge among all cases of eight students. We expect that precise verbal information on various representations of mathematical content in the process of understanding the concepts of students could be an opportunity to prepare educational environments corresponding thereto.

Strengthening Student Character Education Through Biology Learning in High School

Strengthening character education through biology learning is a form of educator action that integrates character education values ​​in planning, implementing, and evaluating biology learning which is carried out intentionally and continuously to strengthen the character values ​​of students. This study aims to develop a character education-oriented biology learning tool and test its effectiveness on understanding character values ​​and mastery of biology concepts for high school students in West Lombok Regency. The method used is a mixed research method, namely development research methods to develop character education-oriented biology learning tools, and experimental methods to test the effectiveness of applying learning tools to understanding character values ​​and mastering biology concepts for high school students. The research sample amounted to 270 students who were determined by purposive random sampling technique. Data collection used research instruments in the form of expert validation sheets, feasibility assessment sheets, tests for understanding the values ​​of character education, and tests for understanding student concepts. The results showed that the character education-oriented biology learning tools were very valid and suitable for use in biology learning in high school. The results of the different concept mastery test are the mean score of the experimental class 69.78; and the mean score of the control class is 65.66 with a mean difference of 2.66. The results of the different test with the t test showed that there was no significant difference between the two mean scores. The results of the different test of understanding the values ​​of students' character education using the t-test obtained a mean experimental class score of 72.76; and the mean score of the control class is 70.10; means difference 2.66. Based on the t value, it was obtained that the mean scores of the experimental class and the mean scores of the control class were not significantly different

Komparasi Penguasaan Konsep Siswa SMA dan Mahasiswa Pendidikan Fisika Pada Materi Vektor

This study aims to determine the difference in conceptual understanding of high school students and physics education students on vector material. This research is a quantitative research with a descriptive approach. The population of this study includes high school students and physics education students have studied vector material physics in East Java. Sampling was done by random sampling for high school students and physics education students in East Java. The instrument used to obtain the data is a conceptual understanding test in the form of 10 multiple choice questions. The results showed that the percentage level of conceptual understanding in high school students was 24% and physics education students 35%. So that students are included in the low category or do not understand while students are included in the medium category or understand. Thus it can be concluded that there are differences in conceptual understanding between high school students and physics education students. This study recommends that further research be conducted to determine the appropriate learning model in improving the understanding of concepts for high school students and physics education students.

Implementation of Interactive Conceptual Instruction (ICI) Learning Model Assisted by Computer Simulation: Impact of Students’ Conceptual Changes on Force and Vibration

Misconception can be interpreted as incorrect conceptual understanding be-cause it is not in accordance with scientific conceptions but is believed to be the correct conception within students’ minds. Misconception often happens in understanding the concept of Physics, one of which is the concept of Force and Vibration. Misconceptions can be an obstacle in achieving the objectives of learning Physics. One of the causes of the misconception is that the learning model used has not been able to encourage students’ conceptual change. One of the learning models that can promote conceptual change is Interactive Conceptual Instruction (ICI) assisted by computer simulation. The aim of this research was to find out the effectivity of ICI assisted by computer simulation learning model implementation in the change of high school students’ conception on Force and Vibration. Mixed method research with concurrent embedded research design was used in this study. The re-search was conducted on 60 students of class X in one public high school in Cimahi City, which were divided into experimental class and control class with 30 students in each class. The experimental class took part in ICI learning assisted by computer simulations, while the control class participated in conventional learning. The instruments used in this study were 20 items of four-tier test to determine students’ conception level and observation sheets to determine the implementation of ICI learning assisted by computer simulations. The effectivity of ICI assisted by computer simulation in the change of high school students’ conception was measured by effect size. The data processing revealed that the effect size obtained was 0.99 with a "large" interpretation. The change of students’ conception could be seen from the declining of misconception percentage of 9.3% in experimental class. Thus, it can be concluded that the application of the ICI learning model assisted by computer simulations can be done as an effort to change the conceptions of high school students to be better at the concept of Force and Vibration.

The Effect of The Use of Harmonic Movement PhET Interactive Simulation in Online Learning Process on Mastering the Concept of High School Students

This research aimed to determine the effect of using the PhET Interactive Simulation in the online learning to the conceptual mastery ability of high school students. The method used in this research was an experimental method with the one group pretest posttest research design. The research sample was selected using purposive sampling technique from a population of the Science and Mathematics Group Students of Public High School (SMAN) 1, Jakarta. The research instrument used was an objective test of students’ mastery of concepts that had been tested for validity, reliability, difficulty level, and distinguishing power. Based on the results of data processing, the average of pretest and posttest scores were 47.42 and 73.55, respectively, and the N-gain of 0.51 with the medium category. The analysis result shown that count (10.909) was larger than table (2.042) which indicated that the null hypothesis (H0) was rejected and the alternative hypothesis (HA) was accepted. Meanwhile, the strength of the effect of using the PhET simulation in the Online Learning Process to Mastery the Concept of Harmonic Motion for High School Students on a numeric scale was categorized high with an effect size value of 1.79. Thus, it can be concluded that the PhET simulation can be applied to mastery of the physics concept of Harmonic Motion in the online learning process of high school students.

Mengevaluasi Level Pemahaman Konsep Hidrolisis Garam Peserta Didik Menggunakan Tes Diagnostik Pilihan Ganda Empat Tingkat

The ability of students to understand and use concepts is the main key in scientifically explaining various chemical phenomena in nature. This ability develops relatively, often with the development of the learner level. This study aims to understand the level of understanding of the concept of salt hydrolysis of class XI high school students and chemistry students in the I, II, III and IV years and non-chemistry students with a total sample of 875 respondents. The instrument used in this study was a four-level multiple choice test. This diagnostic test combines the measurement of knowledge and reasoning with the level of self-confidence, as a reflection of the level of mastery of concepts. The data analysis technique used is quantitative, using SPSS 25 software, namely the non-parametric test (Kruskal Wallis test), comparing the significance value (Asmp. Sig) with a probability of 0.005. The results showed that the significance value of 0.00 was less than 0.05; That is, there is a significant difference in the level of understanding of the salt hydrolysis concept of students. The level of understanding of the concept of high school students is better than the first, second, third, and fourth year students in chemistry and non-chemistry students. These findings reinforce the story that although students have experienced learning experiences at a higher level, it does not guarantee the development of mastery of understanding the concept of hydrolysis

Application of Discovery Learning Model to Improve the Understanding Concept of High School Students on Buffer Topic

This study aimed to describe the increase in understanding of students in class XI SMA 7 Palu on the buffer solution material after applying the discovery learning model. This type of research was pre-experiment with the design of one group pre-test-post-test. This study was conducted in two replication classes, namely, class XI MIA 1 as replication class 1 (n = 26) and class XI MIA as replication class 2 (n = 24). Testing of the data from research results data used descriptive statistical analysis of the understanding concept. The criteria for understanding the concept was good if the percentage of students who have the category of moderate, high, and very high is not less than 60%. The data results of analysis understanding of each concept obtained in the replication class 1. The concept of buffer, score 65. 38% increased to 96.15%. The concept of the properties of the buffer score 3.84% increased to 96.15%. The concept of acid-base buffer solution, score 0% increased to 92.3%. The concept of pH acid buffer, score 0% increased to 88.46%. The concept of pH base buffer, score 0% increased to 84.61%. In replication class 2, the concept of buffer solution score is 20.83%, increased to 91.66%. The concept of acid and base buffer solution, score 12.5% increased to 91.66%. The concept of pH base buffer, score 4.16% increased to 83.33%. The results of the analysis showed that there is an increase in understanding the good concept by applying the discovery learning model in the buffer material.

Effect of learning media tank ripple wave with the implementation of guided inquiry model on concept mastery of high school students

This study aims to determine the effect of the wave ripple learning media with the implementation of the guided inquiry model on the mastery of concepts for high school students. The material in the learning media for the wave ripples under study is reflection, diffraction refraction and interference. This type of research is an experimental research design with pre-test and post-test group design. The population in this study were all students of class XI high school in Mataram. Sampling using total sampling technique with class XIA as the experimental class and class XIB as the control class. The research hypothesis was tested using t-test with pretest and posttest and the improvement of learning outcomes was tested using the N-gain equation. Based on the results of hypothesis testing to master the concept, the value of t count (1.986) > t table (1.732) is obtained at the 5% significance level, so it can be concluded that there is an effect of the wave ripple learning media with the implementation of guided inquiry models on the mastery of concepts for high school students. Furthermore, the increase in concept mastery can be seen from the highest N-gain score in the experimental class found in the interference sub-material of 89.45%, while the highest N-gain score for the control class is in the refraction sub-material at 76.41%.

11th Grade Students’ Understanding Level of Gases in terms of Some Chemical Variables and the Determination of Alternative Conceptions

For abstract concepts to be well understood, students need to be familiar with the concepts and able to associate them correctly. Students cannot make scientific explanations on the subject unless they can establish relationships. This study aimed to determine the understanding level of 11th-grade high school students on “gases” in terms of chemical variables and any alternative frameworks on the subject of gases. A methodology, including both qualitative and quantitative design, was used for this investigation. Open-ended questions and group discussion methods were used for data collection. The questions were applied to 87 11th-grade students from three public schools. Group discussions were conducted with nine students. The students’ understanding level of gases was statistically presented based on the predetermined categories. Besides, alternative frameworks on gases were described with direct excerpts taken from the students’ statements. According to the results of the study, it was concluded that the students’ understanding level of gases was low. In addition, it was observed that students were often inadequate in explaining gas-related events and that there were numerous unscientific errors in their explanations. Active learning methods should be designed to minimize the alternative conceptions of high school students on gases and focus on the conceptual and scientific understanding of students.

Penerapan Multirepresentasi Pada Pembelajaran Inkuiri Terbimbing Terhadap Penguasaan Konsep Dari Gaya Belajar

This study aims to determine the increase in mastery of the concept of high school students after the implementation of a multi-representation approach to guided inquiry learning that has been adapted to student learning styles on Work material. The research method used was quasi experimental using one group pre-test post-test design. The research sample was students of class X MIPA 6 at one school in SMA Negeri in Bandung, totaling 36 students. The research instrument used was a test of mastery of the concept, a VARK learning style questionnaire, a student response questionnaire, and an observation sheet. Based on the findings of the paired t-test, the absolute value of t is 21.16 and t-table is 2.03, so H0 is rejected and Ha is accepted. The results of this research, there is a significant influence on the application of multi-representation approaches to guided inquiry learning that is adapted to student’s VARK learning styles. Also seen the overall gain test results obtained a gain value of 0.561 in the medium category. The gain value obtained by students with kinesthetic learning style is greater than students who have visual, aural, read/write, and multimodal learning style, with a value of 0.584 in medium category. And the study group that gets the greatest gain is the learning group two and the learning group three with the gain value 0.612 with the medium category.

High school students conceptions about learning and instruction: A metaphor analysis

In this study, we aimed to investigate the metaphorical conceptions of high school students in Turkey about “learning” and “instruction”. For the selection of the participants, stratified sampling, one of the purposive sampling methods, was adopted. The participating students completed the prompts –which were also the data collection instruments– “learning is like… because…” and “instruction is like… because…” to indicate their conceptualizations about learning and instruction. The data were analyzed using content analysis technique. In order to ensure the validity of the study, the data analysis process was described in detail, the findings were presented without any comment on, and an expert’s opinion was received to confirm whether metaphors under conceptual categories were represented in conceptual category. To ensure the reliability of the findings, a colleague was asked to match sample metaphorical images with the conceptual categories. The results of the study showed that high school students developed a total of 71 valid metaphors clustered under totally nine (five for learning theme and four for instruction theme) main conceptual categories.

Cosméticos: concepções de estudantes do Ensino Médio

Percebe-se uma grande dificuldade por parte dos estudantes em compreender a química orgânica, visto que é considerada muito complexa, pois necessita de percepção e compreensão de conceitos que são desconexos da realidade dos mesmos. Assim, a utilização de substâncias que estão presentes no cotidiano, como os cosméticos, pode auxiliar na aprendizagem destes estudantes perante o ensino de química. Neste sentido, o presente trabalho buscou analisar as concepções de estudantes do Ensino Médio de uma escola pública, sobre a temática cosméticos, além de promover um Projeto de Extensão Universitário, elaborando juntamente com os estudantes, um cosmético utilizado diariamente pelas pessoas. O trabalho foi realizado em turmas do Ensino Médio de uma escola pública do município de Faxinal do Soturno (RS), na qual participaram da pesquisa 39 estudantes, 23 estudantes do 2º ano e 16 estudantes do 3º ano, com faixa etária entre 16 a 20 anos. Utilizou-se para coleta de dados dois questionários: (1) Questionário sobre concepções dos estudantes, referentes ao tema “Cosmético”; (2) Questionário com questões do ENEM, referente à Química Orgânica. A partir dos resultados analisados, pode-se constatar que os estudantes possuem conhecimento limitado sobre a química presente nos cosméticos, possuindo também dificuldades quando abordado as questões do ENEM referente a este tema. Com isso, nota-se a importância de se abordar temas relevantes e significativos em sala de aula, como por exemplo, o tema cosméticos, tema este que é do cotidiano dos estudantes e que pode auxiliar e facilitar a abordagem da química orgânica em sala de aula.

BIODIVERSIDADE: CONCEPÇÕES DE ALUNOS DO ENSINO MÉDIO EM QUEIMADAS-PB, BRASIL

O componente curricular Biologia permite aos estudantes conhecerem e avaliarem o seu ambiente natural, as diferentes comunidades existentes e as relações entre elas, obtendo assim o conhecimento do ecossistema. Assim, este estudo teve objetivos verificar as concepções de alunos do Ensino Médio em relação à biodiversidade. Para isso foi realizada uma pesquisa de campo, com abordagem quantitativa, através da aplicação de questionário entre março e junho de 2018, em uma escola de Ensino Médio da rede estadual em Queimadas – PB, Brasil. Ficou evidente que os pesquisados detêm de algum conhecimento sobre a fauna, porém desconhecem a flora. Na concepção dos pesquisados relaciona o prejuízo da perda das espécies com a sua função e importância na natureza. Em relação aos meios de comunicações onde viram ou ouviram falar sobre o tema biodiversidade observou-se que a televisão se configurou como o principal meio de divulgação do tema. Desta forma, sugere-se que dentre os desafios para uma melhor abordagem educacional sobre o tema biodiversidade nas escolas de Queimadas-PB está à necessidade de conciliar o tema com os demais conteúdos obrigatórios da grade curricular, abordando as diversas variações locais. Portanto, o principal foco de abordagem do tema deve levar em consideração o regionalismo.

Conceptions of high school students on atomic models, radiation and radioactivity

This research aimed to investigate the misconceptions on nuclear physics topics. Misconceptions are defined as ideas whose meaning departs from what is commonly accepted by scientific consensus. A total of 34 high school students of the Federal Institute of Education, Science and Technology of São Paulo (IFSP), Brazil, answered a questionnaire on atomic model, radiation and radioactivity themes. The results showed that more than half of the students used similar representations to the Rutherford model when they had to draw an atom. In addition, at least 60% of the students had heard about radiation but could not explain the scientific meaning of the term. Also, it was noted in the research the influence of knowledge acquired by students outside the classroom by mentions made on nuclear fission, a topic not covered in the curriculum, and the frequent use of the Rutherford atomic model, ideas often conveyed by the media. Thus, there is a need for further discussion by teachers and teachers in training on the inclusion of nuclear physics topics in the high school curriculum.

PENGEMBANGAN PERANGKAT PEMBELAJARAN KONSEP BAKTERI DENGAN MODEL INKUIRI PADA SISWA SMA

Biology learning process that occurs in SMAN 2 Muara Teweh still using devices based learning and student handbooks with the curriculum SBC devices are arranged in the Subject Teachers Council (MGMP). Student handbook based curriculum SBC used as basis for the preparation of such devices in general. Learning with the inquiry model of bacterial material has never been used by teachers in order to improve the learning spirit of students to learn. The material of bacteria is one of the materials related to the scientific attitude. The aim of this study is to produce a software development learning inquiry model with the concept of high school students of class X bacteria valid and practical and can study the implementation of the concept of bacteria using a model of an effective inquiry. Samples were individual trials that test 3 and test experts legibility on 6 students, small groups of test class numbered 19 students and class field tests totaling 24 students. The instrument of this research is the syllabus, lesson plans, worksheets, assessment sheets, key pieces of assessment, teaching materials, process observation sheet, psychomotor skills, critical thinking, character, social behavior and the activities of teachers and students. Data retrieved student learning outcomes through pretest and posttest in learning the concept of bacteria using inquiry model. Activity observation sheet obtained under observation while the activities of the skills assessed by sheets of skills. It can be concluded that Practicality learning device has been reached. the enforceability of RPP and either categorized student activity, student responses almost all the students are very happy. The effectiveness of the learning device has also been met, it is based on the cognitive learning products and cognitive processes has reached mastery that students get the value of N-gain with high category, the assessment results psychomotor skills, assessment of social attitudes and attitude of the character, as well as critical thinking has been included in both categories, research can produce development tools through inquiry model valid, practical and effective.

The Effect of Problem based Learning Model and Concept Map Strategy for Problem Solving and Understanding of the Ecosystem Concept of High School Students

This research has purposes to: (1) determine the effect of PBL on problem solving and concept understanding of high school students, (2) determine the effect of Concept Map on problem solving and concept understanding of high school students. This research was a quasiexperimental research. The population in this research were all students of grade X SMA N 6 Yogyakarta. The samples taken for this research were four classes of the X graders out of 7 classes. Testing of differences in the effect of applying various learning models using the one way ANOVA test. These results of the research indicated that 1) the PBL learning model has significant effect on the problem solving and concept understanding of the ecosystem material of high school students; 2) Concept Map has significant effect on the problem solving and concept understanding of ecosystems material of high school students.