Mastery Of Concepts Research Articles

TAXOCARD Game in Promoting Concept Retention in Mastering Animal Classification

Concept retention is important in studying biology concepts, especially in learning animal classification. Several complex concepts and vocabulary of biology classes require memory work to easily remember and relate their knowledge on distinguishing characteristics of each group of organisms. This study aimed to develop an educational card game, TAXOCARD Game, and utilize them in class to promote concept retention towards learning animal classification. The content expert validators evaluated the developed TAXOCARD Game in biology and students who are enrolled in grade 8 science in terms of its goals and objectives, card design, components and organization, playability and playfulness, and usefulness. Based on the evaluation after using TAXOCARD Game, both content expert validators and students gave a remark of outstanding, and positively viewed that TAXOCARD Game can be an effective tool to encourage the students to interact with their classmates and promote concept mastery because of repetitive actions. This study recommends using this TAXOCARD Game in grade 8 science class to further improve this innovative craft. It is strongly recommended to other biology teachers to design and develop other educational card games in biology that they perceive requires high concept retention yet can be enjoyed when such intervention is incorporated.

Mastery of Concepts and Creativity of Class iv Students on the Mareial of Force Through learning radec

Mastery of Concepts and Creativity of Class iv Students on the Mareial of Force Through learning radec

Case-Based Learning on Concept Mastery and Students' Thinking Ability in the Field of Nutrition and Health

The nutrition and health lectures show that students can optimally develop higher-order thinking skills. The learning process with the strategies and methods used has yet to be able to maximize the student learning process to be able to develop high-level thinking skills. This study aimed to analyze the effectiveness of case-based learning on students' mastery of concepts and thinking skills in the field of nutrition and adolescent health. This type of research is quantitative. The research subjects were 6th-semester students who programmed the Nutrition and Health Course with 24 people. The research design is one short case study. Methods of data collection using observation and tests. The research instruments used were tests and questionnaires to determine student responses. The results showed that the mean score of students' mastery of concepts about nutrition and health was 86.13, which was classified as very good, while students' thinking skills were obtained at 86.08, which was classified as very good. The student response to the case-based learning was very good, scoring 87.33. The effectiveness of case-based learning is determined based on the effectiveness index obtained by 100%. It was concluded that concept mastery, thinking skills, and student responses were in the very good category, and the effectiveness of case-based learning in adolescent nutrition health studies was also very good.

PRECEDENTES JUDICIAIS – CONCEITOS RELEVANTES E INSTITUTOS CORRELATOS

This article aims to survey the concepts and institutes that integrate the Brazilian system of precedents, in order to ensure the application of this legal institute in a stable, integral and consistent way. This panorama is relevant especially after the changes promoted in the adjective provisions through Law n.13,105/2015, which innovated in the national system by fully revoking the previous codification, replacing it with the current Code of Civil Procedure. In this area, we seek to answer the following research question: How does the correct understanding of the concepts and institutes that integrate the Brazilian system of precedents ensure that the legal system is applied in a stable, integral and consistent way? With this, it is possible to realize that further academic study of the theme represents one of the ways of ensuring that what was problematized in the research is understood. Finally, it can be seen that the mastery of concepts and institutes regarding the issue of precedents brings to light the guarantee of maintaining stable, integral, and coherent jurisprudence, fulfilling a relevant role in the objective outlined in this research.

Influence of Inquiry Learning on Concept Mastery Ability and Physics Problem Solving Ability of Students on Work and Energy Material

The aim of the study was to determine differences in students' concept mastery abilities and students' problem solving abilities in the material of effort and energy using inquiry learning with students who learned using conventional learning as well as the correlation between concept mastery abilities and students' energy and effort problem solving abilities. This research is a quantitative research with a Quasi Experiment research design and the research design is a nonequivalent control group design. This study involved an experimental class that used the Inquiry learning model with learning stages according to the Inquiry learning model syntax and a control class that used conventional learning with learning stages according to the learning model used by the teacher when teaching. Taking the research sample using random sampling technique. The data collection instrument used tests with physics concept mastery skill instruments in the form of 10 multiple choice questions and 5 physics problem solving questions in the form of description questions. The test data were obtained through the pretest and posttest which were then subjected to prerequisite tests. The prerequisite test results stated that the data were normally distributed, homogeneous, and the test was linear. The data that has passed the prerequisite test is then used to test the hypothesis using Ancova. The results of the data analysis test showed that there were significant differences in students' concept mastery and problem-solving abilities between classes using Inquiry learning and classes using conventional learning. In addition, the results of the research data analysis show that there is a correlation between the ability to master the concept and the ability to solve problems, which means there is a relationship between the ability to master the concept and the ability to solve problems. The conclusion of the research shows that inquiry learning on work and energy materials can improve students' concept mastery and problem-solving abilities

Development of a Chemo-Entrepreneurship Practicum Video to Improve Material Understanding of Colligative Properties for Senior High School

In the era of the industrial revolution 4.0, soft skill development practicum, entrepreneurship, and mastery of material concepts are all critical components in meeting challenges. By incorporating entrepreneurial aspects into practicum, efforts can be made to improve its quality. This research aims to create a practical video with Chemo-entrepreneurship (CEP) on the colligative properties of solutions and evaluate the video quality and student reactions to the product. This study uses a 4D development model to conduct development research (R&D) (Define, Design, Develop, and Disseminate). The product is a chemo-entrepreneurship practicum video in an mp4 that shows making ice cream, soursop syrup, and salted eggs. One material expert lecturer, one media expert lecturer, and four reviewers validate the product. The results of media experts' product quality assessment receive a 95 percent rating in the Very Good category, material experts receive a 90 percent rating in the Very Good category, and senior high school chemistry teachers receive a 95 percent rating in the Very Good category. With a positive response rate of 97 percent, the students were enthusiastic about the video. Based on the evaluation results, it can be concluded that the developed product is suitable for use in the learning process in senior high school on the collaborative properties of solutions to improve entrepreneurship skills and students' understanding

Research on Abstraction Ability under the Background of Mathematics Key Competencies in Junior High School in China

The abstraction ability in junior high school is an extension of the number sense, quantity sense, and symbolic awareness in primary school, and the foundation of mathematical abstraction in senior high school. Abstraction ability is one of the key competencies that junior high school students must have. This study used the China Knowledge Network(CNKI) as a data source to analyze previous research to find out the current situations, deficiencies, and gaps in this direction and found that: (1) Current domestic research on abstraction ability against the background of mathematics key competencies mainly focuses on the following five aspects: strategies for cultivating students' abstraction ability, development status of abstraction ability, evaluation dimension division of abstraction ability, specific manifestations of abstraction ability, influencing factors of students' abstraction ability. (2) The cultivation strategies of students' abstraction ability mainly focus on six aspects, and the researchers have given more comprehensive training suggestions. The previous research mainly investigated the situations of students' abstraction ability and teachers' teaching on the training of abstraction ability. Almost all of the evaluation dimension division of abstraction ability is based on students' mastery of mathematical concepts, principles, rules, and ways of thinking in different situations. There is less research on the specific manifestations and influencing factors of abstraction ability. (3) Based on current research, future research needs to adopt more scientific research tools, a more reasonable analysis framework, expand the research scope, increase validation research, and give more scientific suggestions. So that the research on the abstraction ability of junior high school students is more comprehensive, systematic, and profound.

Metacognitive writing task strategy to improve concept mastery and communication skills of junior high school students in the topic of light and optical instruments

Metacognitive writing task strategy to improve concept mastery and communication skills of junior high school students in the topic of light and optical instruments

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.

Metacognitive Thinking Ability and Mastery of Biology Concepts of Students in Regional Schools Coffee Plantations with Collaborative Learning

Indonesia is one of the largest coffee producing countries in the world which is ranked 4th after Brazil, Colombia, and Vietnam. One of the coffee producing areas in Indonesia is Jember Regency, East Java. However, unfortunately education in plantation areas is said to have a low quality of education where existing facilities, facilities and infrastructure are less supportive and generally still apply teacher-focused learning or conventional learning which causes learning outcomes to be suboptimal. Therefore, teachers are expected to create learning activities that can increase student activity. One of them is collaborative learning. The purpose of this study was to determine the influence of the application of collaborative learning sharing levels and jumping tasks on metacognitive thinking skills and mastery of biology concepts of students in coffee plantation area schools. Research methods using quasi-experiments, by determining the experimental class and control class. The research design used is pretest-posttest control group design. The application of collaborative learning level sharing and jumping tasks involves students in an active learning process, so as to improve students' metacognitive thinking skills and mastery of biological concepts. The results of research conducted at MA Al- Hidayah showed that collaborative learning sharing levels and jumping tasks can improve metacognitive thinking skills and mastery of biological concepts. The results of the ANCOVA test analysis of students' metacognitive thinking ability and mastery of biology concepts showed a significance value of 0.000 or < 0.05 H0 rejected Ha was accepted. So it can be interpreted that the application of collaborative learning sharing levels and jumping tasks has a significant effect on students' metacognitive thinking ability and understanding of biology concepts. Keywords: [Education, Collaborative Learning]

Leveraging Semantic Facets for Automatic Assessment of Short Free Text Answers

Free text answers to short questions can reflect students' mastery of concepts and their relationships relevant to learning objectives. However, automating the assessment of free text answers has been challenging due to the complexity of natural language. Existing studies often predict the scores of free text answers in a “black box” manner without analyzing their semantic components, which at least partially limit the prediction performance. In this article, we focus on fine-grained semantic facets in free text answers that correspond to knowledge to be mastered. Using a dataset with semantic facet annotation, we first show the correspondence of semantic facet matching states and answer quality, as well as the importance of semantic facets in automatic assessment of answer quality. We then extend the work to a dataset without semantic facet annotation and demonstrate the effectiveness of proposed automated methods in assessing answer quality, including semantic facet extraction, matching state prediction based on a neural framework, and feature engineering with semantic facets. The contribution of this research is twofold: 1) the proposed methods improve state-of-the-art performance of automatic assessment of free text answers and 2) it delves into fine-grained semantic components of free text answers, making it possible to explain the scores and generate detailed feedback.

Study protocol for a factorial-randomized controlled trial evaluating the implementation, costs, effectiveness, and sustainment of digital therapeutics for substance use disorder in primary care (DIGITS Trial)

BackgroundExperts recommend that treatment for substance use disorder (SUD) be integrated into primary care. The Digital Therapeutics for Opioids and Other SUD (DIGITS) Trial tests strategies for implementing reSET® and reSET-O®, which are prescription digital therapeutics for SUD and opioid use disorder, respectively, that include the community reinforcement approach, contingency management, and fluency training to reinforce concept mastery. This purpose of this trial is to test whether two implementation strategies improve implementation success (Aim 1) and achieve better population-level cost effectiveness (Aim 2) over a standard implementation approach.Methods/DesignThe DIGITS Trial is a hybrid type III cluster-randomized trial. It examines outcomes of implementation strategies, rather than studying clinical outcomes of a digital therapeutic. It includes 22 primary care clinics from a healthcare system in Washington State and patients with unhealthy substance use who visit clinics during an active implementation period (up to one year). Primary care clinics implemented reSET and reSET-O using a multifaceted implementation strategy previously used by clinical leaders to roll-out smartphone apps (“standard implementation” including discrete strategies such as clinician training, electronic health record tools). Clinics were randomized as 21 sites in a 2x2 factorial design to receive up to two added implementation strategies: (1) practice facilitation, and/or (2) health coaching. Outcome data are derived from electronic health records and logs of digital therapeutic usage. Aim 1’s primary outcomes include reach of the digital therapeutics to patients and fidelity of patients’ use of the digital therapeutics to clinical recommendations. Substance use and engagement in SUD care are additional outcomes. In Aim 2, population-level cost effectiveness analysis will inform the economic benefit of the implementation strategies compared to standard implementation. Implementation is monitored using formative evaluation, and sustainment will be studied for up to one year using qualitative and quantitative research methods.DiscussionThe DIGITS Trial uses an experimental design to test whether implementation strategies increase and improve the delivery of digital therapeutics for SUDs when embedded in a large healthcare system. It will provide data on the potential benefits and cost-effectiveness of alternative implementation strategies. ClinicalTrials.gov Identifier: NCT05160233 (Submitted 12/3/2021). https://clinicaltrials.gov/ct2/show/NCT05160233

The Correlation Between Project Learning Models and Student Activities in Online Learning for Innovative Learning Model Courses

Based-project learning system provides many opportunities to access material as much as possible, so the learning can be optimum. The innovative learning model course is a compulsory basic course for prospective teachers, that requires students to be active in learning the material. This study aims to determine the effectiveness of project learning on student activity in innovative learning models course. The research conducted was used the experimental method. The results showed that the activeness of students in the activity was included in the successful category, the result is 72.7% and student activity in understanding the innovative learning model was included in the successful category, it is 63.6%. Student responses to project learning are included in the very successful category 81.8%. Mastery of student concepts has increased from 45.8 to 85.8. The results of statistical research using partial regression correlation analysis techniques and multiple correlations show a significant positive relationship between project learning and learning effectiveness with a correlation coefficient (ry1) = 0.201 and there is a significant positive relationship between student activities in innovative learning models and learning effectiveness with correlation coefficient (ry2) = 0.759, and there is a significant positive relationship between project learning and student activities together with learning effectiveness with correlation coefficient (ry12) = 0.769. Based on the results of these studies, it can be concluded that the effectiveness of learning can be increased through project learning and student activities.

Pengembangan Literasi Anak Melalui Metode Pembelajaran Inovatif Dan Aktif Di SDN 3 Bengkaung Batu Layar Lombok Barat

Development of children's literacy through learning methods is one of the supporting factors in the implementation of learning carried out in schools. This is a capital for a teacher to create a pleasant and not boring classroom atmosphere, not only that by using good learning methods it greatly affects children's learning outcomes. However, the fact is that teachers at SDN 3 Bengkaung do not understand and pay attention to this. The learning method used is still low order thinking skills. The teaching materials used so far are teaching materials that are oriented towards mastery of concepts in accordance with the material in textbooks that apply nationally. This is what causes the lack of children's learning outcomes, as well as the low literacy skills of children at SDN 3 Bengkaung. That is why the community service activities which are located at SDN 3 Bengkaung, Batu Layar District, West Lombok Regency were carried out by PPKN students at the University of Mataram, by implementing several solutions in the form of innovative and active teaching methods, such as carrying out morning literacy activities, showing educational videos, and coloring the sketch. This is proven to be able to create an active learning atmosphere and restore children's enthusiasm for learning, and provide new knowledge to children.

Four Tier-Relativity Diagnostic Test (4T-RDT) to Identify Student Misconception

Misconceptions in physics lessons are still the main problem faced by teachers and students. Misconceptions of physics occur at various levels of education and many physics materials at the high school level. The results of observation to class XII students in Semarang obtained data that the material on the theory of relativity is material with a low level of mastery of concepts. In addition, teachers also have difficulty in identifying physical misconceptions experienced by students. Therefore, this study aims to develop an instrument in the form of a Four-Tier Diagnostics Test to identify students' physics misconceptions on the material of relativity theory, determine the level of validity, reliability, and characteristics of the four-tier diagnostics test. The type of research is Research and Development (R&D). The methods used are documentation, interviews, questionnaires and tests. The results showed that the instruments were valid and reliable. The diagnostic test consists of four levels, namely: a question with one answer key and four distractor, the degree of confidence of the answer, the reason, and the level of confidence of the reason. The resulting instrument consists of a grid, work instructions, test questions, answer keys, answer sheets, scoring guidelines, and result interpretation guidelines. Validity testing by expert validators shows the developed instrument is valid and reliable.

Iterative Drawing Reveals Diversity and Change in Student Thinking About Evolution

One theoretical framework for learning is that knowledge exists in pieces. Understanding emerges by developing a coherent and stable integration of multiple ideas. When learning gains are evaluated iteratively, over time, it is clear that the mental constructs representing key ideas are dynamic. Here we describe an assessment framework that enables estimation of the dynamic nature of mental constructs as students make gains towards coherency of knowledge and understanding. The framework emphasizes the value of iterative assessment combined with multivariate methods borrowed from ecology for revealing and following gains in student thinking. We applied our framework for monitoring and describing student gains in their abilities to visualize and describe the process of evolution. Our approach was observational. We evaluated 276 drawings and accompanying text-based descriptions of evolution generated by 102 students by implementing the same open-ended assessment question four times in two sections of an upper division evolutionary biology course during spring 2021. Based on a binary rubric of 10 key ideas, students showed evidence of gains and losses of key ideas over time, and their learning trajectories were diverse and dynamic. Our findings revealed students take a multitude of pathways to concept mastery and that they struggled to succinctly construct and communicate comprehensive evolutionary models. Based on our study, we recommend using iterative free-response assessment with an explicit rubric and multivariate non-metric dimensional scale data visualization for revealing student thinking and guiding data-driven revision of curriculum, teaching strategies, and assessment for achieving greater coherency and stability of knowledge.

Entrepreneurship Education, a Challenging Learning Process towards Entrepreneurial Competence in Education

Entrepreneurship education is a recent field in education. From a field mainly related to small business, it is extended towards enhancement of students’ entrepreneurial attitudes and skills. It can support students in developing an independent and versatile way by growing the spirit of entrepreneurship. Developing entrepreneurship competence among students requires the mastery of concepts by teachers. Training teachers in entrepreneurship education helps them apply specific competences, methods, and tools to encourage confidence in learners’ own capabilities and to stimulate flexibility, leadership, and initiative. To understand the teachers’ entrepreneurial competence, an online survey was developed to assess the level of mastery of such competence in Albanian teachers. The survey was designed to analyze the development of entrepreneurial competence of teachers, and their entrepreneurship education and training. The research goal of the survey is to evaluate the influence mechanisms of gaining entrepreneurship education competence and the way of implementing this competence in pre-university education schools. Results from the questionnaire highlighted the teachers’ need for the acquisition of entrepreneurial competence at every professional level, starting from initial teacher education. The findings from the survey are analyzed by taking into consideration the European policies regarding entrepreneurship education, such as the European Entrepreneurship Competence Framework (EntreComp), and their implementation in the Albanian educational sector.

TEACHER’S EXPERIENCE, EDUCATIONAL QUALIFICATION AND MASTERY OF DIFFICULT CONCEPTS IN PHYSICS IN CALABAR METROPOLIS, CROSS RIVER STATE, NIGERIA

The study aims to determine teachers’ experience, educational qualification and mastery of difficult concepts in physics. An ex-post facto research design was used for the study. Two research designed questions and two hypotheses were posited and tested at 0.05 levels of significance. Influence of Teachers’ Experience and Educational Qualification on Mastery of Difficult Concepts in Physics Questionnaire (ITEEQMDCPQ) was designed using a 5-point Likert scale. The reliability of 0.78 was obtained using the Pearson Product Moment Correlation Coefficient. The questionnaire was administered purposively to 246 senior secondary school Physics teachers, and 240 was retrieved from 98 senior secondary schools in the area of study. Data was analyzed using One-way Analysis of Variance for a single mean. Results of the analysis shows that teacher experience and educational qualification has a significant influence on mastery of difficult concepts in Physics, based on the findings it was recommended that teachers should undergo more training programs to gain more experience in teaching to enhance their mastery of concepts. Teacher should be encouraged to further their education to acquire higher educational qualifications.

Improving Student’s Mastering of Concepts and Activity Using Higher Order Thinking Skills Exercises

High quality online learning continued to be pursued to provide good mastery of concept and to encourage student activities to learn. One way to achieve this is by providing exercises of type Higher Order Thinking skills (HOTs) for students. This research was conducted on grade IX students at a private school in Bekasi on magnetism subject. The type of this research is Quasi-Experimental research with Pretest-Posttest Only Control Group Design. The dependent variables in this research are mastery of concepts and students’ learning activities. F-test and t-test were used to obtain conclusions on the effect of HOTs type questions on the dependent variables. The students were divided into two groups, which are control and experimental group. Control group was given non-HOTs type exercises, while experimental group was given HOTs type exercises. The results from the data analysis show that the mastery of concepts and learning activities from the experimental group were higher compared to the control group.

The Effect of Encyclopedia and Discovery Learning to Improve Learning Motivation and Mastery of Concepts in Student

The Effect of Encyclopedia and Discovery Learning to Improve Learning Motivation and Mastery of Concepts in Student