Mastery Of Concepts Research Articles

PELAYANAN PENINGKATAN KEMAMPUAN MELAKSANAKAN PENELITIAN DAN PENGEMBANGAN PADA GURU PAUD DI KABUPATEN LOMBOK BARAT

Teachers play a vital role in the field of education, and having standard competencies related to their duties and responsibilities is essential. However, there is still a need for teachers to enhance their skills in supporting the learning process. Given this, the initiative to conduct service improvement activities focused on research and development for Early Childhood Education (PAUD) Teachers in West Lombok District is highly relevant. The implementation of these activities is divided into three stages: concept introduction stage, practical stage for preparing research and development proposals, and follow-up program preparation stage. This program commenced in early June and extended until September 2023, and it engaged a team of four implementation officers, two students, and 18 PAUD teachers in West Lombok District. Each phase of the program included assessments and evaluations to measure the level of competency achieved. Data were collected through tests and observations, along with the analysis of work products. The results of the service initiative showed that the mastery of research and development concepts and the preparation of draft research and development proposals after the service were included in the good category with an average score for understanding the concept of 74.56% and for preparing research and development proposals an average of 76.7% The results of this service initiative indicated significant progress. After attending the workshop, there was a noticeable improvement in the understanding of research and development concepts among PAUD teachers. Initially, their understanding was rated as "quite good," and after receiving the service, it was elevated to "good." A good grasp of these concepts has facilitated the preparation of research and development proposal drafts.

Pengaruh Pembelajaran Berbasis Gamifikasi Terhadap Penguasaan Konsep dan Motivasi Siswa pada Materi Siklus Air

The aim of this research is to analyze the influence of gamification-based learning with conventional learning on class V students' mastery of concepts. The quasi-experimental method used in this research. Inferential statistical analysis and descriptive statistics using Microsoft Excel 2016 and SPSS version 20 were used for data processing. Sampling used purposive sampling technique with 31 students from class V-A control class and 33 students from class V-B experimental class. Research findings show that gamification-based learning has a positive effect on students' concept mastery and motivation. Students' mastery of concepts increased from an average score of 56.991 to 80.191. Students' learning motivation after applying gamification-based learning did not increase. The t-test results obtained were sig. = 0.593 ≥ 0.05. Gamification-based learning has a better effect on students' mastery of concepts compared to conventional learning as seen from the t-test results with an average in the experimental class of 80.358 > 72.97 in the control class.

Penggunaan Model Pembelajaran Kooperatif Tipe Think Pair Share Untuk Meningkatkan Penguasaan Konsep Elastisitas dan Hukum Hooke Pada Peserta Didik Kelas XI IPA SMA Negeri 6 Ambon

This study aims to improve mastery of the concept of elasticity and Hooke's law in class XI IPA-1 SMA Negeri 6 Ambon with a cooperative learning model of think pair share type. This type of research is descriptive research with one group pretest-posttest design. The students used as samples in this study were 23 people obtained using a random sampling technique. Research data were collected using test instruments in the form of initial tests and final tests. The results showed that 100% of students' initial concept mastery ability was in the failing category, with an average score of 8,43. After applying the learning model, the average final test score is 91,48 with very good qualifications. This condition causes the average result of the N-Gain test to be an indicator of increasing students' concept mastery to 0,91 in the high category. Thus, using the cooperative learning model type think pair share can improve the mastery of elasticity and Hooke's law in class XI IPA SMAN 6 Ambon students.

Analysis of Student Learning Difficulties in Solving Calculus II Course Case Studies

Calculus II is a compulsory course in the Mathematics Education Study Programme of PGRI Adi Buana University Surabaya which is programmed by third semester students. This course learns about the basic concepts of integrals and their applications, so students are required to be able to understand and analyse problems appropriately. This study aims to determine the difficulties experienced by students in solving Calculus II problems as well as to find out the causes. The research subjects were five students of Mathematics Education of Universitas PGRI Adi Buana Surabaya in the academic year 2022/2023. This research uses a qualitative approach using test and interview methods. The results obtained from this study are in the form of types of student difficulties in solving problems, namely difficulty in determining the final result, difficulty in understanding the concept of function decomposition, difficulty in applying concepts to problems, difficulty in calculating, difficulty in starting the first step of the calculation. Furthermore, for the causes of these difficulties, including, lack of accuracy in understanding the problems given, lack of mastery of concepts, errors in the calculation process, and lack of understanding of the concept of initial identification of integral forms.

Improving Students' Science Process Skills through PjBL learning assisted by collaborative project LKPD

This research aims to enhance students' science process skills in static electricity through the implementation of Project-Based Learning (PjBL) model aided by Collaborative Project Worksheets. The research method employed is Classroom Action Research. The research subject comprises 24 ninth-grade students from SMP Negeri 1 Jereweh. The results indicate a significant improvement in students' science process skills from the first cycle to the second cycle, with an average increase of 30.6%. The implementation of the PjBL model with LKPD has also proven effective in enhancing student engagement in learning and facilitating the development of social skills. Recommendations for further research include expanding the scope of study, deepening understanding of factors influencing the implementation of the model, and exploring its effects on other aspects of learning such as student motivation and mastery of concepts. This research provides valuable insights into the potential and benefits of the PjBL approach with LKPD in enhancing the effectiveness of learning in schools. Thus, through this approach, it is hoped to create a more dynamic learning environment focused on comprehensive student skill development..

FOSTERING STUDENTS’ CONCEPT MASTERY THROUGH STEM-ENGINEERING DESIGN PROCESS IN THERMAL ENERGY AND HEAT TRANSFER TOPIC

This study aims to investigate the effect of STEM-EDP on students' concept mastery in thermal energy and heat transfer topic. Employing a quasi-experimental design, the study incorporates pretest and posttest across both an experiment class and a control class. The Experimental class using the STEM-EDP while control class using the conventional as the learning approach. The study encompasses 35 seventh-grade students for each class from one of Junior High School in Bandung, Indonesia. The instruments include an objective test that spans cognitive levels from C1 to C5 based on the Bloom Taxonomy. The result shows that there are significant differences between experimental and control class in both concept mastery. This is evident from the p-values of 0.03 in independent t-test results for concept mastery. In terms of improvement, the N-Gain of experiment class for concept mastery stands at 0.22, characterizing a low improvement. While, the N-gain of control class is 0.08, also characterizing as a low improvement. In light of these outcomes, it is reasonable to consider STEM-EDP as a valuable pedagogical approach within Junior High School in fostering a deeper understanding of scientific concepts especially in thermal energy and heat transfer topic.

Innovative Strategies for Fostering Student Engagement and Collaborative Learning among Extended Curriculum Programme Students

Massification in higher education has made the satisfaction of students’ needs unattainable among university lecturers. In contrast, the use of innovative strategies for collaborative learning enhances student engagement in the heterogeneous student context. Moreover, this paper aims to explore strategies for fostering student engagement through collaborative learning among first-year students at the University of Venda. To answer the research question of whether innovative learning designs in teaching and learning can foster students’ engagement and collaborative learning, subsequently, this paper employed a mixed-methods approach to gauge the effectiveness of different teaching strategies on student outcomes. Significantly, the purposive sampling approach was used to sample a group of 200 students in the Extended Curriculum Programme (ECP). The researchers used participant observation and narrative inquiry as data collection instruments in this paper. Furthermore, the students in their respective groups were assigned topics from the English and Biology modules to use their talents to demonstrate their understanding of certain complex concepts in these modules. The non-surprising findings of this paper elucidated that collaborative learning expedites students’ mastery of key concepts and subject content through the integration of talents. The module lecturers introduced students to these innovative designs to ensure collaborative learning and effective student engagement. The key findings articulated that these aspects, namely role-playing exercises, group projects, peer-to-peer learning, use of talents, peer feedback, and so forth, have the potential to improve student performance and academic success. The implication of this study is that students learn to work together, delegate responsibilities, improve participation, and communicate effectively to attain a common goal. Using these strategies, lecturers promote collaboration among students and foster a more engaging and interactive learning experience. This paper further recommends the integration of students’ talents as an effective strategy to foster student engagement and collaborative learning to track and monitor at-risk students at an early stage.

The effect of mind mapping assignment on creative thinking skills and biology concepts mastery in Senior High School

This study aims to ascertain how grade XI students at SMAN 8 Mataram's mind mapping assignment affects their capacity for original thought and their grasp of biological ideas. On samples chosen by random sampling, this study employed a pretest-posttest control group design and a quasi-experiment. While written assessments in multiple-choice questions were used to get information on topic mastery, mind-mapping assignments were used to gather information on students' creative thinking abilities. The findings demonstrated that mind-mapping exercises significantly impacted students' comprehension of biological topics and enhanced their capacity for creative thought, moving them from less creative to highly creative criteria. Pearson correlation test results showed a positive relationship between creative thinking skills and students' mastery of biological concepts in the medium correlation category. Mind mapping assignment has a positive influence in improving creative thinking skills and mastery of biological concepts of high school students, where students become more creative by simply connecting their prior knowledge with subsequent knowledge.

Models of classroom assessment for course-based research experiences

Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education.

The application of blended learning with rADI model to improve argumentation skills and concept mastery

Post-pandemic policies encourage teachers and students to carry out learning in offline, where they used to go online before. One learning strategy that can be applied in this condition is blended learning, which combines the advantages of offline and online learning. In improving the quality of learning outcomes and developing students' 21st-century skills, especially argumentation skills, blended learning strategies can be combined with inquiry-based learning models, one of which is the revised Argument-Driven Inquiry (rADI). This study aims to obtain an analysis of data related to the application of blended learning with rADI model in improving students' argumentation skills and concept mastery in Monera materials, especially regarding Bacteria. The research method used in this study was pre-experimental with a one-group pretest-posttest design. This research was conducted on students of class X MIPA at a high school in Bandung which consisted of 26 students. The data were obtained from the pre-test and post-test results of argumentation skills and concept mastery, and questionnaires on students' responses to learning. The results showed an increase in students’ argumentation skills with an N-Gain score of 0.81 and students’ concept mastery with an N-Gain score of 0.78 after applying blended learning with rADI model. The increase in argumentation skills and concept mastery was significant with N-Gain scores included in the high category. In addition, students' response data showed a good response to the application of blended learning with rADI model.

Effects of Teaching Materials on Learning Salt Factory Topics Based on Ethnoscience to Improve Mastery of Students Concepts and Life Skills

Understanding concepts and life skills is important for students to develop. This study aims to analize effects of teaching materials on learning salt factory topics based on ethnoscience to improve mastery of concepts and life skills. This research is a quasi-experimental study using a non-equivalent design. Data collection techniques in this study used tests to measure concepts and questionnaires to measure life skills. The research instruments were multiple choice tests and a Likert scale questionnaire. The instrument meets the validity and reliability. The sample in this study was 77 elementary school students. Data analysis technique used paired t-tests, and one ways ANOVA. The application of ethnoscience-based thematic learning tools in experimental 1 and experiment 2 showed higher concept understanding posttest results compared to control groups with conventional learning. This was proved by the sig value. < 0.05 and the average posttest score in experiment class 1 was 80.32 and experiment 2 was 83.37 higher than the control class of 75.25. learning physics salt factory materials sourced from local wisdom can increase mastery of concepts and increase understanding of life skills. This teaching effective enough in improving the mastery of concepts and developing students' life skills.

Pengaruh Penerapan Model Pembelajaran RADEC terhadap Penguasaan Konsep Sistem Peredaran Darah Manusia pada Siswa Kelas V SD

In essence, concept mastery involves the growth and thinking skills of students by mastering something they have learned and then applying it in a creative work in order to reinterpret that experience. Therefore, this research aims to determine changes in elementary school students' mastery of concepts in science learning using quantitative experimental methods (quasi-experimental one group pre test-post test design). The results of this study show that the influence of the RADEC learning model on the human circulatory system material produces an average score on the initial test of 46 and the final test of 82 out of 100. So it can be concluded that the RADEC learning model has a positive effect and can be accepted by students to expand students' abilities compared to with the lecture method.

Development Pocket Book Based on Local Culture of Dompu Bima to Improve Speaking Skills of Students MTSn 1 Dompu

As a result of the availability of learning pocketbook, understanding and mastery of certain materials must be improved. Therefore, for junior high school students learning that is supported by the right pocketbook is very important because it can facilitate teachers in transferring knowledge and make it easier for students to master the concept of English Pocketbook. Therefore, the researchers developed an Development of A pocketbook based on local culture of Dumpiness to Improve the speaking skill Concept Mastery in the fifth grade English subject at MTsN 1 Dompu. This study purposes to find out the product validity of the pocketbook based on local culture of Dompu to improve the speaking skill, and to find out the effectiveness learning media and find out how the level of feasibility and effectiveness of the media so as to produce valid, effective. This study uses the Research and Development (R&D) ADDIE model, which involves 5 main steps, namely: 1) Analysis, namely analyzing student needs and analyzing curriculum, 2) Development, 3) Product design, 4) Implementation, and 5) Evaluation. The results of this assessment indicate that the English pocket book based on local culture has very good validity according to material experts getting a percentage of 85%, material experts 90%, teacher assessments 90% and student responses 84% which means this Learning Media “Worthy” to use.

The Impact of Teaching Simple Harmonic Motion Supported by A Smartphone-based Sensor on Students’ Conceptual Mastery

One of the common challenges encountered when conducting physics experiments is ensuring measurement accuracy. Conversely, the emergence of smartphone-based sensor applications presents an opportunity to address these issues. Thus, this research aimed to assess the effectiveness of Physics Toolbox Sensor Suite (PTSS), a smartphone-based sensor, in enhancing students’ conceptual mastery of simple harmonic motion. The study employed a non-equivalent control group design, with a valid and reliable multiple-choice test as the research instrument. The sample comprised 70 2nd grade students from a public senior high school in Indonesia, with 35 students for each experimental and control group. The research was conducted during the Even Semester of the 2022/2023 Academic Year at a public high school in Lampung Province. Both groups were instructed using the same pedagogical approach-discovery learning. However, the experimental group conducted experiments aided by PTSS, while the control group did not. N-gain analysis revealed a greater increase in conceptual mastery within the experimental class compared to the control class. The average n-gain for the experimental group was 0.74, whereas for the control group, it was only 0.64. Furthermore, the Mann-Whitney test indicated an Asymp. Sig. (2-tailed) value of 0.004, smaller than 0.05, suggesting that smartphone-based sensors like PTSS could facilitate simple harmonic motion experiments and enhance students’ conceptual mastery.

Attempts to Enhance The Learning Outcomes of Students by The Use of Image-Based Student Worksheets on Nervous System Materials

The problem with this study is that the biological learning outcomes of SMA Lab School UPI students in class XI IPA 1 remain low. The objective of this study is to enhance the biology learning outcomes of students by utilizing image-based worksheets. The researcher conducted classroom action research in two cycles in order to accomplish this goal. This study involves collaborative action research in the classroom that makes use of the Kemmis and Taggart methodology. Students in class XI IPA 1 at SMA Lab School UPI served as the research subjects. Tests, surveys, and observations are the approaches used in this study to collect data. An observation sheet serves as the research tool, and it is assessed qualitatively. Additionally, the concept mastery test results, which are analyzed quantitatively, are supplied. The study's findings indicate that, when image-based student worksheets were used, biology learning outcomes in the nervous system of the classroom were improved, with 19% of students reaching the minimum completeness limit score. Similarly, in cycle I, the average result of the concept mastery test was 77, and 61% of students met the minimum completeness limit score. The average concept mastery score increased to 85 in Cycle II, and a greater proportion of students met the 92% minimum completion criteria.

Application of Augmented Reality Module for Alkane Derivatives to Improve Students' Spatial Ability and Mastery of Concepts

Chemistry learning, which includes three levels of representation (macroscopic, sub-microscopic, and symbolic), can shape students' mental models of chemistry. The augmented reality module for alkane derivatives (ARMAD) was developed and implemented to improve students' spatial abilities and mastery of concepts through understanding the three levels of chemical representation. The one-group pre-test and post-test design was implemented with 60 students as participants in a senior high school in Sukabumi, West Java. Spatial ability was measured using five multiple-choice questions and three essay questions for visual-spatial, spatial orientation, and spatial relationships. Concept mastery data was collected using 20 multiple-choice questions. Improved spatial ability and concept mastery were calculated using the normalized-gain test and the Wilcoxon test. The mean score of N-gain spatial ability is in the high category with a score of 0.87 and in the medium category for mastering the concept of alkanes with a score of 0.59. The results of the Wilcoxon test on spatial ability data and mastery of concepts showed that there is a significant difference

Mathematical Reasoning Ability and Mastery of Science Concepts in High School Students

Mathematics arises because the human mind deals with ideas, processes and reasoning. The thought process carried out during science activities is a form of thinking called reasoning. In studying the concepts of Natural Sciences (IPA) requires two types of reasoning, namely deductive reasoning (deduction) and inductive reasoning (induction). Both types of reasoning help students think creatively, critically, analytically, meticulously and logically in dealing with everyday life problems. The purpose of this study is for students' ability to do mathematical reasoning, and examine the mastery of science concepts (Physics and Biology) in students of SMA Negeri Kodya Banda Aceh. The research method used is descriptive and correlational, to describe the ability of mathematical reasoning and mastery of science concepts (Physics and Biology). The subjects of the study population were all grade II students of SMA Negeri Kodya Banda Aceh. While the research sample subjects used were six classes from one of the Kodya State High Schools Banda Aceh which were determined purposively by the curriculum field. Research instrument to capture mathematical reasoning ability data using the Mathematical Reasoning Ability Test (TKPM). And mastery of the science concept using the Science Concept Mastery Test (TPKIPA) in the form of a description. As well as using the average value statistic ( ) and using the chi-squared formula (x2). The results of the study that mathematical reasoning skills in learning science concepts (Physics and Biology) on average are still in the category of lacking. The ability to reason mathematics has a high relationship with mastery of science concepts in high school students.

Stacking Analysis of the Mastery of Science Concepts in the RADEC Learning Model for Grade IV Elementary Students

The study analyzes the mastery of science concepts in fourth-grade student' style material using the RADEC (Read, Answer, Discuss, Explain and Create) learning model. This study used a quantitative experiment, and the research method used was the One Group Pretest and Posttest with a sample of 29 students. Students will be given pretest questions first to find out student mastery of concepts in Style material, then given pre-leaming questions that are done outside of class hours and then create work. After working on pre-learning questions, students work on post-test questions to measure students succes in mastering the IPA concept on Style material. After participating in learning with the RADEC learning model, students experienced an increase to an outstanding category of 44.83, good at 48.28%, and enough of 6.90%. Logit values from the pretest and posttest can be used to quantify this rise. The findings demonstrated that studying with the RADEC model improved students' comprehension of science ideas for both low- and high-ability pupils

PENGARUH KOMIK DIGITAL DALAM MENINGKATKAN PENGUASAAN KONSEP DAN DAYA BERPIKIR KRITIS SISWA SEKOLAH DASAR

This early learning media is really needed to support the achievement of learning goals by students at school. Learning media can allegedly be a forum for communication and equalization of perceptions of material between teachers and students. When Covid-19 occurred, teachers were required to develop innovations in learning, both learning models and learning media. Especially in learning media, during Covid-19, teachers were encouraged to be creative and innovate in making digital-based learning media. This is because digital learning media can make it easier for students at home to access it. Recently, the digital media that has been popularly used, especially during the pandemic, is digital-based comic visual learning media. Digital comics are a novelty from conventional comic forms which are usually found in the form of books or sheets of paper. Digital comics are designed with an attractive appearance and are equipped with relevant learning material content so that they are believed to be able to facilitate students' mastery of the material as best as possible, even though the learning is carried out virtually outside of school. The focus of the research was to determine the effect of using digital comics in an effort to improve the quality of learning outcomes in the form of mastery of a concept and critical thinking skills of phase C class V students in integrated learning of human digestion science and science. The research adopted an experimental research method by implementing a One-Group Pretest-Posttest design. The pretest and posttest were carried out with the aim of finding out whether there was an influence, even the size of the influence, of using comics in communicating the material being taught. The results of the research found that there was an influence of the use of digital comics in increasing the mastery of concepts and critical thinking skills of class V students using human digestion as material even though learning was carried out face-to-face in class

EFFECTIVENESS OF DIGESTIVE SYSTEM PROBLEM-BASED INTERACTIVE E-MODULE IN IMPROVING STUDENT CONCEPT MASTERY

This research was conducted to determine the effectiveness of teaching materials in the form of problem-based interactive E-Modules. Prior to conducting this research, a preliminary study was carried out which consisted of literature studies and field studies. This type of research is experimental research. The data collection instruments were in the form of interview sheets to analyze the effectiveness of the teacher's needs and questionnaires to analyze the effectiveness of the E-Module on students as well as concept mastery tests in the form of pretest and posttest which were given to the control class and the experimental class. The interactive e-module used contains text, images and learning videos as an independent learning effort arranged in an experimental class. The subject of this study used 2 classes of students in class XI MIPA SMA YPHB, amounting to 30 people each. The results of the control class research resulted in an N-gain value of 0.37 in the medium category and the experimental class produced an N-Gain value of 0.66 in the moderate category so that it can be concluded that the use of problem-based interactive E-Module has a moderate effect on student mastery of concepts.