Level Of Conceptual Understanding Research Articles

HYBRID WAR IN MODERN SOCIAL AND POLITICAL DISCOURSE: NEW RESEARCH STRATEGIES

Attention is focused on the urgency of raising the level of conceptual understanding of the problem field of hybrid warfare. The author’s strategy for building a general concept of hybrid war is proposed. The first stage of which involves the systematization of the results of research into the problems of hybrid warfare, which are presented in the modern social and political discourse according to L. Coser’s analytical scheme. The second is the development of its «static» (fundamentals of sustainable existence) and «dynamic» (mechanisms of development and distribution) models.

Exploring Students’ Openness Traits for Achieving Meaningful Learning in Modern Physics Concepts

Abstract This study aims to explore the openness traits possessed by students in realizing meaningful learning in modern physics learning. This study analyses how the openness traits possessed by learners contribute to mastery of modern physics concepts and relate them to classical physics concepts. Through quasi-experimental research methods, this study will analyze the correlation of openness traits possessed by students to the achievement of meaningful learning in modern physics concepts. This study found several findings in the form of a significant correlation between the openness traits possessed by students and the achievement of meaningful learning in the concepts of modern physical physics. Learners with higher openness tend to demonstrate a deeper understanding of complex concepts, engage more actively in critical thinking and problem-solving, and express tremendous enthusiasm for exploring advanced topics in modern physics. These students also often show a high willingness to collaborate and explore further related modern physics concepts to the relationship between classical and quantum physics. Based on the results of this research, it can be concluded that fostering and cultivating openness traits among learners has a high impact on achieving learning, especially in modern physics concepts that demand a high level of conceptual understanding and analytical skills. Educators and institutions can leverage these findings to design more inclusive and engaging learning environments that encourage and support the development of openness traits among learners, ultimately improving their overall academic success and proficiency in modern physics concepts.

OPTIMIZATION OF LEARNING AT SMP LABUHANHAJI RAYA IN SOUTH ACEH THROUGH MERDEKA MENGAJAR AND LEARNING MEDIA

This study aims to investigate the influence of using the Merdeka Mengajar Platform (PMM) and utilizing instructional media on the quality of education at SMP Labuhanhaji Raya, South Aceh. The research employs a quantitative approach with a correlational design. Teachers constitute the population of this study, totaling 200 individuals, from which a proportional random sample of 133 teachers was selected. Data were collected using a questionnaire. The results indicate that PMM and the use of instructional media simultaneously affect the quality of education at SMP Labuhan Haji Raya, South Aceh, with a significance value of 0.000 < 0.05. Students who use PMM and instructional media tend to have better conceptual understanding and higher engagement levels in the learning process. Furthermore, teachers who utilize instructional media in delivering content demonstrate better skills in capturing students' attention and explaining material more effectively. This research provides important insights for educational practitioners and policymakers regarding the significance of integrating technology and instructional media to enhance the quality of education in schools. Practical implications of this study include recommendations for enhancing teacher training in utilizing instructional media and developing teaching strategies that integrate PMM with existing instructional methods.

To what extent do primary school children understand photosynthesis?: a study of children’s drawings with follow-up interviews

ABSTRACT This study aimed to investigate primary school children’s understanding of photosynthesis. We employed children’s drawings as an instrument and conducted one-to-one follow-up interviews with 48 children of primary school age (7–13 years old) in a national primary school, in a suburban area of Melaka, Malaysia. The findings of the study indicate that as children progressed through primary school, their understanding of the concept of photosynthesis improved. The study sheds light on the varying levels of conceptual understanding of photosynthesis among primary school children and how this can inform the teaching strategies of science teachers to facilitate children’s understanding of this concept. In addition, this study makes a valuable contribution to research on biology education by demonstrating that using drawings as a research instrument alone is insufficient to fully capture young children’s conceptual understanding.

Conceptual and Procedural Understanding in the Division of Algebraic Fractions

This study investigated the correlation between conceptual and procedural understanding of the division of algebraic fractions among junior high school students at a government-run university. It utilized descriptive and correlational research designs involving 109 enrolled Grade 8 students as study respondents. A validated algebra test questionnaire was the instrument used for the division of algebraic fractions. The Pearson product-moment correlation or Pearson r was used to assess the correlation between data variables. The findings revealed that the students poorly exhibited conceptual and procedural understanding in the division of algebraic fractions. There was a strong, highly positive, significant correlation between the students’ conceptual and procedural understanding in the division of algebraic fractions, which indicated that students' conceptual understanding goes hand in hand with their procedural understanding. Therefore, the higher the level of student conceptual understanding, the higher the level of procedural understanding and vice-versa.

Analysis of Physics Students' Conceptual Understanding of Image Formation in Lenses

Purpose of the study: This research aims to analyze physics students' understanding of the concept of image formation in lenses. Methodology: This method uses qualitative methods with a research design, namely documentation studies, data collection instruments using interview sheets with data analysis techniques, namely the Miles and Huberman technique. Main Findings: Based on the research results, it can be seen that the level of students' conceptual understanding of image formation is increasing. This is shown by the number of student respondents who answered correctly during the written test, the number increased during the interview test and the average number of respondents who answered correctly was more than half of the total number of respondents. The increase in understanding of this concept occurred because the student respondents were better prepared when taking the interview test than when taking the written test. The respondent students were better prepared because the respondents' memories were revived after the written test. Novelty/Originality of this study: This innovative approach not only highlights the importance of active learning strategies in education but also underscores the potential of sequential testing to foster deeper conceptual understanding among students.

The role of GeoGebra software in conceptual understanding and engagement among secondary school student

This study aims to identify the impact of GeoGebra software on conceptual understanding and engagement in the topic of Functions and Quadratic Equations in One Variable in high school. The study was conducted in a quasi-experimental design with 60 students at a secondary school in Muallim district. The study results were analyzed using descriptive statistics, inference, and the Pearson Correlation. Descriptive analysis indicates that students have a strong grasp of the topic taught, particularly showing high conceptual understanding and maximum engagement in interactive activities. Inference statistics reveal a significant difference in conceptual understanding levels between the treatment and control groups among Level Four students regarding Quadratic Functions and Equations in a Variable. In addition, there were significant differences in student engagement between the treatment and control groups. There is a significant relationship between the level of student engagement and students’ conceptual understanding of Quadratic Functions and Equations in One Variable for both groups. In conclusion, using GeoGebra software has an impact on the relationship between understanding the concept and involving students in learning the topic of Quadratic Functions and Equations in a Variable.

Understanding Digital Campaign Competence: Conceptualizing Data-Driven Political Advertising Literacy

ABSTRACT Technological advancements create new ways of informing and persuading citizens in the political advertising context. Insights are limited regarding how citizens deal with data-driven political advertising (DDPA). This is problematic because the collection and combination of large amounts of data render them vulnerable to information and power asymmetries. Using multidisciplinary perspectives, this article discusses the digital campaign competence of voters. We look at the interplay of literacy components, offer a typology, and predict campaign behavior, such as ad engagement and ad avoidance. We use data from a multiple-wave panel survey (N W1 = 1914, N W3 = 1303) conducted during the 2021 German federal elections. A latent profile analysis reveals five voter profiles with varying levels of DDPA literacy (i.e. conceptual understanding and evaluative perceptions). People mostly evaluate DDPA as neutral or negative, highly differ in their level of objective conceptual understanding, and underestimate the effectiveness of DDPA. We find no differences between the five profiles in their ad engagement but find differences concerning ad avoidance. The results deepen our understanding of a digitally campaign-competent electorate and highlight areas in which citizen empowerment is needed in light of the inequalities that DDPA has produced.

Identifikasi Pemahaman Konsep Siswa pada Materi Titrasi Asam Basa

This research was conducted to identify the level of students' conceptual understanding in acid-base titration material for class XI IPA MAN I Gorontalo City. This research is descriptive research, the instrument used in this research is a two-tier multiple choice diagnostic test consisting of 10 item questions. This instrument has been tested for validity with validation results obtained at 100%. The research respondents were 118 students of class XI IPA at MAN I Gorontalo City. Data collection was obtained by means of observation, giving tests and documentation. The results showed that students' understanding of the concept of acid-base titration material in the understanding category was 80%, in the category of misconceptions was 13%, in the category of guessing was 2%, and in the category of not understanding the concept was 5%. So it can be concluded that students' understanding of acid-base titration material tends to understand the concept.

Participation of Math Students in Online and Face-to-Face Hybrid Mathematics Instruction

Blended hybrid mathematics instruction offers the flexibility of online learning and the engagement of face-to-face interaction. However, research on student participation in these learning environments needs to be improved. This study investigated the dynamics of student participation, focusing on four key dimensions: conceptual understanding, mathematical communication, problem-solving, and critical thinking and analysis. A survey of 158 BS Mathematics students revealed that online learners tended to exhibit a higher level of conceptual understanding. At the same time, face-to-face interactions enhance problem-solving skills and stimulate more remarkable development of critical thinking and analytical abilities. Mathematical communication skills were somewhat constrained in both settings, with face-to-face students displaying slightly higher participation. These findings underscore the importance of considering the diverse dimensions of student participation when delivering online and hybrid mathematics courses. Educators should provide opportunities for students to hone and cultivate essential skills across online and face-to-face contexts, thus enriching their learning experience.

Promoting Students’ Conceptual Understanding through Directive Teacher Guidance and Non-directive Teaching Model in a Collaborative Problem Solving

This study examined and aimed to promote students’ level of conceptual understanding in problem-solving through Directive Teacher Guidance (DTG) and the Non-directive Teaching Model (NDTM). The study employed sequential-explanatory mixed research using quasi-experimental switching replication treatment involving quantitative and qualitative data. Two groups of Grade 8 high school students were used as participants in the study. One group had 36 students, and the other had 38 students exposed to DTG and NDTM approaches. Quantitative data were obtained from the scores of students from the pretest, first posttest, and second posttest about the topics in Mathematics subject. Qualitative data were from the analysis of participants’ responses in problem-solving, focus group discussion, and classroom observation. The t-test for the dependent sample was utilized to determine the significant change in students’ level of conceptual understanding after the first and second implementation phases, while the t-test for the independent sample was used to find out the significant difference between the pretest and posttests between the two groups. Results showed that students’ conceptual understanding and problem-solving skills significantly improved after exposure to the two approaches. The two groups’ levels of conceptual understanding in switching replication treatment are found to have no significant difference. Moreover, participants preferred guided questions and guided directions and believed in the importance of attaining a conceptual understanding of the lesson. It is suggested to integrate DTG and NDTM as teaching strategies and conduct a study considering a longer span of implementation to determine the effectiveness of the two approaches.

Effects of the Implementation of an Interactive Students' Notebook (ISN) on Students' Conceptual Understanding of Atomic Structure and Motivation Towards Science

This study investigated the impact of an interactive student's notebook on Grade 8 Junior high school chemistry students' conceptual understanding of atomic structure and motivation toward science. Using a mixed-method sequential explanatory approach, a quasi-experimental non-equivalent groups design was employed, with pretest and posttest assessments, interviews, and questionnaires. The experimental group (using interactive notebooks) showed significantly higher conceptual understanding gains compared to the control group. The interactive notebook intervention also positively affected students' motivation, particularly intrinsic and career motivation. The study provides compelling evidence that incorporating Interactive Student Notebooks positively influences students' conceptual understanding of atomic structure and their motivation toward science. The use of ISNs facilitates higher levels of conceptual understanding, as reflected in the increased percentage of students achieving Level 4 proficiency in interpreting atomic theory and accurately representing atomic models. Moreover, ISNs contribute to higher levels of motivation, particularly in terms of career motivation and intrinsic motivation.

Students are Not Sure about Their Conceptual Understanding: A Comparative Study of the Level of Conceptual Understanding and the Level of Confidence Using Rasch Modeling

Misconceiving fundamental physics concepts is a persistent challenge in education, hindering students' ability to grasp more advanced topics. This study aims to compare students' conceptual understanding and confidence levels using a 4-tier diagnostic instrument. Conducted as a survey involving 56 high school students in Yogyakarta, the research utilized a 4-tier diagnostic test covering topics of temperature and heat. Data were collected through Google Forms and analyzed using Excel and Winsteps 4.6.1 based on the Rasch Model. Data analysis involved coding, preparing raw data, and utilizing Wright maps combined with Logit Value of Person (LVP) for assessing students' conceptual understanding and confidence levels. Results indicated a significant inconsistency between students' conceptual understanding and their confidence, with many students displaying high confidence despite low understanding, and vice versa. This mismatch highlights the necessity for educational strategies that not only clarify concepts but also align students' confidence with their actual understanding. The study's implications suggest the need for more comprehensive diagnostic tools and targeted pedagogical interventions to enhance learning outcomes in physics education.

Conceptual understanding and analysis conceptual difficulties of nervous system: from the perspective of pre-service biology teachers

<p><span lang="EN-GB">The aims of this study were to describe level of conceptual understanding and conceptual difficulties on the nervous system from the perspective of pre-service biology teachers. This research was used cross-sectional research design with a sample of 30 participants was selected randomly. The six essays that were created using the conceptual understanding indicator, and twelve multiple-choice questions that were created in the form of three-tier examinations, and the open questionnaires developed to detect challenging concepts in the nervous system make up the instrument. Data has been analysed using descriptive statistics. Data analysis indicates that the average score of conceptual understanding of pre-service biology teachers is 67.33 belongs to the medium category. For the highest percentage of conceptual understanding indicator is ability to exemplify concepts (86.67%) and the other hand, lower percentage is indicators of ability to connect various concepts (46.67%). The best concept for conceptual understanding especially about sub-matter of structure and function of neurons, central and autonomy nerves. Conversely, for the nervous system concepts that are recognized as challenging, particularly the concepts of physiology, impulse transmission mechanism, and somatic nerve inertia. The lack of conceptual understanding caused by complexity of subject, abundance of terminology, and intangible things. The study is expected to be used mainly for development of various learning methods or media that viewed as suitable for improving conceptual understanding of and reducing conceptual difficulties.</span></p>

Pemetaan Pemahaman Konsep Analisis Pengukuran Fisika dan Mekanika Analitik Pada Mahasiswa Program Studi Pendidikan Fisika Tahun Pertama

Physics education study program students should have a high level of understanding of physics concepts. However, in reality the level of understanding of physics concepts for students in physics education study programs is still low. The aim of this research is to determine the distribution of students' level of conceptual understanding in the physics education study program in their first year. The research method used by the author is quantitative descriptive. This research was conducted on 43 Class C Physics Education study program students Class C of 2022 in their first year studying at Yogyakarta State University. The results of this research show that the level of conceptual understanding of Physics Education study program students in the Physics Measurement Analysis (APF) and Analytical Mechanics courses is very different in their first year of study with the average UAS score in the APF course being 2.89 and in the Analytical Mechanics course of 9.04. Therefore, alternatives are needed to improve and equalize student understanding of concepts in courses in the Physics Education study program, one of which is by improving the quality of teaching and organization in the learning process, increasing student involvement in learning physics, using effective learning methods to increase understanding. physics concepts, as well as increasing collaboration between students, lecturers and institutions in increasing understanding of physics concepts.

Identify Students' Conceptual Understanding of Momentum Material

Purpose of the Study: This research aims to identify the level of students' conceptual understanding of momentum material. Methodology: The type of research used is quantitative research with the method used in this research being descriptive quantitative. The population of this study was 3 high schools in the United States. Main Finding: Based on the research results, it was found that the level of students' understanding of the momentum material was quite good, where for each sub-material the level of understanding was also quite good . Understanding This will of course have an impact on student learning outcomes. This level of understanding will of course change over time according to the student's circumstances, for this reason the teacher's role is needed in guiding students towards better change. Novelty/Originality of the Study: This research is aimed at finding out the level of understanding of concepts, especially momentum and impulse.

Practical problem-solving tasks for meaningful learning and retention in college chemistry for pre-service teachers

This study investigated the influence of practical problem-solving tasks (PPST) in promoting meaningful learning (ML) and retention in a nonlaboratory chemistry component of a physical science course for pre-service teachers (PSTs). It utilized a mixed-methods research using a modified quasi-experimental design followed by a detailed analysis of change in the conceptual understanding of case participants. The researcher employed mechanical and statistical matching to select 80 participants in two intact groups. The study’s findings revealed that using PPST as a mode of instruction significantly promoted ML and meaningful retention of chemistry concepts. The study generated patterns of explanation, patterns of change in the level of conceptual understanding, and patterns of regression in understanding. The study further argued that PSTs exposed to PPST experienced ML as evidenced by (1) the outcome–significant differences in performances in ML and meaningful retention tests, (2) the process–qualitative evidence of positive change in conceptual understanding, and (3) the context–use of PPST designed for PSTs to engage in a learning process meaningfully. This study called for further research on the inclusion of PPST in other nonlaboratory classes in chemistry and other science subjects, both at secondary and tertiary level.

Junior High School Students' Conceptual Understanding of Prerequisite Material in Solving SPLDV Questions in View of Students' Cognitive Style

Understanding of students' mathematical concepts plays a very important role as a factor to support learning activities. In studying a concept students must understand previous mathematical material as a prerequisite material. Students' conceptual understanding of a material can be influenced by several factors, one of them is the cognitive style factor that has different for each student. Different cognitive styles can be seen from the field independent and field dependent cognitive styles. The importance of understanding students' mathematical concepts of a material that is influenced by students' cognitive styles, it is necessary to analyze students' understanding of mathematical concepts. This qualitative research aims to determine students' conceptual understanding of the prerequisite material and its relationship with students' cognitive styles, and the ways students use in solving existing problems. The results in this study showed there was a significant relationship between the cognitive style of each student and the understanding of mathematical concepts towards the prerequisite material. This is because the field independent cognitive style has a good level of conceptual understanding while the field dependent cognitive style has a low level of conceptual understanding, because they have different levels of conceptual understanding so each student has their own way to solve existing problems.

Identification of Students' Misconceptions Using Six Tier Diagnostic Test with CRI (Certainty of Response Index) on Wave

The concept of waves is essential in physics learning. This study aims to obtain a six-level diagnostic test instrument accompanied by a Certainty of Response Index (CRI) and use it to identify students' level of conceptual understanding and misconceptions on wave material. This study used the Research and Development (R&D) method with a sample of 220 students. Misconception data was obtained using a misconception test in the form of multiple-choice questions. There are 32 questions with six stages consisting of multiple choices answer, the level of confidence in choosing answers, the source of answer choices, the choice of reasons in answering questions, the level of confidence in selecting causes, and the source of students' reasons in answering the questions. The results showed that the percentage of students who experienced misconceptions in the whole question was 36%. Students who understood the concept was 30%, and 34% of students did not understand the concept. In addition, 61% of students chose answers and reasons for solutions based on personal opinions. The conclusion is that misconceptions are caused by student errors in applying the concepts received in the given problem, and students tend to choose the correct answers and reasons when the issue presented is equipped with a picture and only requires one step to get the correct answer.

Filipino-Based Learning Activity Sheets (LAS): Impacts on Grade 10 Students' Conceptual Understanding of Plate Boundaries and Earthquake

This study aimed to examine the impacts of Filipino-based Learning Activity Sheets (LAS) on Grade 10 students' conceptual understanding of plate boundaries and earthquakes in science under the modular distance learning modality. Using a pre-experimental one-group pretest-posttest design, 30 students from Tomas V. Rivera National High School in Cawayan, Masbate were randomly selected to participate in the study. The results showed a significant improvement in students' conceptual understanding of plate boundaries and earthquakes, with a positive mean gain of 6.8 and 7.1, respectively, from the pretest to the posttest scores. Specifically, the students' level of conceptual understanding improved from 23.7% to 96.8%, with a 97% correct response rate on the posttest results. Moreover, paired sample t-test analysis revealed that the posttest scores of the students were significantly higher than their pretest scores at the 5% level of significance. These findings suggest that Filipino-based LAS significantly enhances students' conceptual understanding and mastery of concepts related to plate boundaries and earthquakes in Grade 10 Science under modular distance learning mode.