Mastery Of Concepts Research Articles

Retention Achievement in Brain-Based Whole Learning is Supported by Students’ Scientific Literacy and Concept Mastery

Retention Achievement in Brain-Based Whole Learning is Supported by Students’ Scientific Literacy and Concept Mastery

Is Academic Medicine Prepared to Teach About the Intersection of Childhood Experiences and Health? An Exploratory Survey of Faculty.

Childhood experiences affect health across the lifespan. Evidence-based strategies targeting early-life stress are emerging. Nevertheless, faculty physicians' preparation to incorporate this science into practice has not been well studied. This study explores medical faculty knowledge and beliefs, timing and route of knowledge acquisition, perceived relevance and application of study topics, and characteristics associated with concept mastery. The authors developed and administered an exploratory survey to faculty from six departments at two medical schools. The team analyzed responses using quantitative and qualitative methods. Eighty-one (8.8%) eligible faculty completed the survey. Of respondents, 53 (65.4%) achieved high knowledge, 34 (42.0%) high beliefs, and 42 (59.1%) high concept exposure question scores, but only 6 (7.4%) through a formal route. Although 78 (96.8%) respondents indicated that survey concepts are relevant, only 18 (22.2%) reported fully incorporating them in their work, and 48 (59.2%) identified the need for additional coaching. Respondents reporting full incorporation were significantly more likely to attain high concept exposure scores (17 respondents, 94.4%, versus 25 respondents, 39.7%, P < .001). Quantitative and qualitative analysis highlighted limited respondent awareness of trauma prevalence among health care workers, lack of familiarity with interventions, and time and resource challenges addressing childhood adversity. Although survey respondents had some familiarity with study concepts and perceived their relevance, most are not fully applying them. Results suggest that exposure to study concepts is associated with full incorporation. Therefore, intentional faculty development is essential to prepare faculty to include this science in practice.

Analysis of High School Students' Conceptual Understanding of Physics on Temperature and Heat Concepts

This study aimed to determine the mastery of the concept of students on material temperature and heat. This research is a qualitative descriptive study. The research subjects were class XI students of school A Samarinda, school B Samarinda, school C Samarinda, and school D Samarinda. The data collection technique used was purposive sampling. Data on concept mastery was obtained using a multiple-choice test instrument totaling 24 items based on the revised bloom taxonomy indicator. The research results on mastering the concept of school A Samarinda at C1 level 79%, C2 level 67%, C3 level 63%, C4 level 63%, C5 level 57%, and C6 level 50%. Concept mastery of school B Samarinda at C1 level 83%, C2 level 68%, C3 level 56%, C4 level 56%, C5 level 55%, and C6 level 47%. Mastery of school C Samarinda concepts at C1 level 88%, C2 level 75%, C3 level 65%, C4 level 59%, C5 level 49%, and C6 level 38%. mastery of school D Samarinda concept at C1 level 86%, C2 level 68%, C3 level 61%, C4 level 62%, C5 level 61%, and C6 level 42%.

Activity-Based Approach to the Teaching and Psychology of Insightful Problem Solving: Scientific Concepts as a Form of Constructive Criticism.

This article is dedicated to the 100-year anniversary of the birth of N.F. Talyzina and contains an assessment of the prospects for developing ways to master a scientific concept, in theories of learning according to the activity approach. The assessment takes into account achievements following the approach of L.S. Vygotsky, the "conceptual changes" approach, and theories of the psychology of insightful problem solving. To demonstrate the necessity and productivity of the activity approach to scientific concepts that students learn as forms of constructive criticism. A comparative analysis of the theories of the activity approach to learning, the approach of L.S. Vygotsky, the "conceptual changes" approach, and theories of the psychology of insightful problem solving, from the standpoint of identifying the most effective way of mastering scientific concepts. The main substantiated thesis of the article is that mastery of a scientific concept is most effective when it is presented as a form of constructive criticism of another concept. Taking into account the conceptual forms of constructive criticism allows us to outline the actual paths of development of the activity approach to learning. These forms were developed, on the one hand, through the methodology of science, and on the other, in a less developed way, through the psychology of insightful problem solving, with reliance on certain forms of "critical" action. In particular, when using a special kind of obstacle to teach a task, it is proposed to use the analysis of "full insight" to reveal a special type of reason for an erroneous action.

The Effectiveness of the GeoGebra-Assisted Inquiry-Discovery Learning Strategy on Students’ Mastery and Interest in Algebraic Expressions

This study aimed to determine the effect of the GeoGebra-assisted inquiry-discovery learning strategy on students’ mastery and interest in algebraic expressions. The Malaysian Ministry of Education recommends investigation or experimentation activities and the use of dynamic software technologies in mathematics lessons because these activities can improve students’ mastery and interest. Therefore, this study was conducted to overcome the problem of low concept mastery and lack of students’ interest in Basic Arithmetic Operations involving Algebraic Expressions. This quantitative study was carried out with quasi-experimental design. A total of 60 form students from a secondary school in Johor, divided into two groups: experimental group of GeoGebra-assisted inquiry-discovery learning strategy consisting 30 students, and a control group of standard textbook-based learning consisting of 30 students. The study sample was selected by a simple random sampling technique. The instruments used in this study were a modified pre-mastery and post-mastery test and questionnaires. The quantitative data in this research was analyzed based on descriptive and inferential statistics using Statistical Packages for Social Science (SPSS) software Version 28.0. The Wilcoxon test results showed that there are significant differences between experimental group (M = 50.20, SD = 18.63) and control group (M = 41.97, SD = 17.81) on students’ mastery and interest after using GeoGebra-assisted inquiry-discovery learning strategy. The findings also show that there was a fairly strong positive relationship between students’ mastery and interest, which was statistically significant using Spearman’s rho correlation analysis (p = 0.001). In conclusion, GeoGebra-assisted inquiry-discovery learning strategy can improve students’ mastery and interest in Algebraic Expression.

Relationship Between Mastery of Concepts and Problems Solving Ability through the Problem Based Learning Model in Biology Subjects

Background: Activities that occur in the classroom during the Biology learning process are generally still teacher centered which places the teacher as the only source of information and only as a transfer of knowledge from teacher to student. This study aims to analyze the relationship between concept mastery and problem solving ability through problem-based learning model in Biology subject. The subjects in this study were students of SMA Negeri 4 Kota Sukabumi class XI IPA 3 with a total of 30 people in the even semester of the 2012/2013 academic year. Method: This study used correlational method with bivariate correlation research design. To capture aspects of students' concept mastery and problem-solving skills, instruments were used in the form of concept mastery tests and problem-solving skills tests in the form of multiple choice and student response questionnaires to the problem-based learning model to support the research results. Results: It can be seen from the results of testing the correlation Rhitung of 0.687&gt; Rtabel (0.05) of 0.361 and the results of testing the significance of the correlation index Thitung of 7.217&gt; Ttabel (0.05) of 2.048 with a coefficient of determination of 46.24. Conclusion: There is a positive and significant relationship between concept mastery and problem solving ability through problem-based learning model.&#x0D; Keywords : Concept Mastery; Problem Solving Ability; Problem Based Learning

Pengaruh Model Problem Based Learning (PBL) Terhadap Penguasaan Konsep dan Keterampilan Kerjasama Peserta Didik pada Matakuliah Telaah Biologi

The 21st century has brought various changes, including in the field of education so that global people are required to master various essential skills. One of the important skills is cooperation skills. The problem based learning model is a learning model that is in accordance with the demands of the 21st century. The Problem Based Learning (PBL) in this study was modified from Sufairoh (2016). The subjects of this study were 60 semester 6 students of the Tadris Biology study program at the Metro State Islamic Institute. The research method is pre-experiment and the one group pretest-posttest design. The data collection techniques used in this study were written tests for mastery of concepts, observation sheets for collaboration skills, and response questionnaires. The data collection instrument for mastering concepts was in the form of a written test in the form of a description totaling 10 items which were assessed using the assessment rubric of six indicators of mastery of concepts from bloom's taxonomy (Nurisnaeni, 2022). The cooperation skills are measured using an observation sheet containing 7 statements adopted from Mahanal (2014). Based on the research results, it can be concluded that learning using the problem based learning (PBL) model has the potential to increase students' mastery of concepts and collaborative skills in biology curriculum review courses. This is supported by student response data which gives a positive response to the Problem Based Learning (PBL) model.

Students’ ability to solve function problems by using handep cooperative learning model

The cultural dimension can be a solution to identify the difficulties by learning about relations and functions. This study aims to describe the students' reasoning function concept, the solution variations on open-ended problems related to domain–codomains and function formulas, and to examine the effect of the handep cooperative learning model on the ability to solve function problems. This research used a quasi-experiment method involving 68 students. Data were collected through an essay test and analytical rubric. The effect of the model was tested on the problem-solving ability of functions by using an analysis of variance. Consequently, most students have good reasoning of the function definitions and the domain–codomain terms perfectly, very varied solutions in solving open-ended problems for domain–codomain and function formulas. The model has a significant effect on mastery of function concepts. The steps of the handep cooperative learning model supported the students’ reasoning. Keywords: Cooperative Learning, Domain-Codomain, Function Formula, Handep, Problem-Solving, Reasoning.

Design of Science Process Skill-Based Intertextual Learning on Reaction Kinetics Concept

The study aims to design an intertextual learning strategy with Predict-observe-explain (POE) to develop students' science process skills. The research method is Research and Development (R&amp;D) consist of material analysis, developing indicators of science process skills, and developing learning designs. The learning design was validated by five experts. Based on experts’ suggestion, intertextual-based learning activities involving three levels of chemical representation with POE learning steps to build the concept of the effect of the nature of the reactant and catalyst on reaction rates and develop students' science process skills. The strategy consists of five phenomena which are followed by three experiments and two videos as observation tools for the student. The explanation stages are guided by sets of guiding questions that involve multi-representation levels in that explanation. The product of this research is expected to be used as an alternative learning strategy that can be used by teachers to minimize the possibility of misconceptions that occur, increase mastery of concepts, and students' science process skills.

HOTS-Speed Test Integrated Quantum Learning Model: Can Improve Mathematical Concept Mastery?

This study aims to improve mathematics learning outcomes (MLO) through the Quantum learning model integrated HOTS-Speed test. This research is classroom action research (CAR). The subjects of this study were 40 students of class XI Jasa Boga 1 SMK Pariwisata Harapan Denpasar for the academic year 2020/2021. This research was conducted in 2 cycles, where at the end of each cycle students were given an MLO test. The data collected in the next cycle was analyzed descriptively to calculate the average MLO score with a minimum success indicator of 75% minimum completeness criteria. From the analysis results obtained, the average score in the first cycle did not meet the indicators of success, while in the second cycle it had fulfilled so that the research was stopped in cycle 2. The conclusion of this study was that there was an increase in HBM through the application of the HOTS-Speed test integrated Quantum learning model. The increase in MLO occurs through changes in learning that researchers do. The HOTS-Speed test integrated Quantum learning model was able to improve students' MLO. Thus, the Quantum learning model assisted HOTS-Speed test is one solution in improving MLO.

Research Profile of Discovery Learning in Physics Learning During the COVID-19 Pandemic

This research aims to analyze the application of discovery learning to physics learning during the COVID-19 pandemic. This research method is a study of literature and journals, as many as ten journals that can be accounted for related to the application of discovery learning research models to physics learning during the COVID-19 pandemic in Indonesia. The study was analyzed using qualitative descriptive analysis with paper review technique. It was concluded that: 1) The application of the discovery learning model to physics learning during the COVID-19 pandemic can improve student understanding, students’ critical thinking ability, and mastery of student concepts. 2) The use of online learning tools and discovery learning-based e-modules can improve students’ mastery of concepts in physics learning during the COVID-19 pandemic. 3) The advantages of the discovery learning model in physics learning during the COVID-19 pandemic are that it can improve cognitive abilities and form students’ disciplined and positive attitudes. 4) The flexibility of the discovery learning model in physics learning during the COVID-19 pandemic is that students have difficulty understanding the material, and teachers find it difficult to present the material, so the application of the discovery learning model in physics learning during the COVID-19 pandemic in Indonesia is not all effective.

Mengungkap Hubungan Penguasaan Konsep dengan Kemampuan Mahasiswa Menggunakan Horizontal Translation across Mode pada Materi Fotosintesis

Concept mastery is a person's basic ability to bring up other abilities in learning. Therefore it is necessary to conduct research on the relationship between mastery of concepts and other content such as the ability to use representations horizontally, which is referred to as cross-mode horizontal translation or HTM. One indicator of someone who has representational abilities is being able to express biological concepts by using representations horizontally. The purpose of this study was to determine the correlation of student mastery of concepts to representational abilities, especially HTM. The research method is a correlational analysis between concept mastery and HTM abilities. The research subjects were 37 students who had taken the Plant Physiology course at the Biology Education Study Program at the Mandalika University of Mataram, in the even semester of the 2019/2020 academic year. Data was collected using essay tests that had been assessed by experts and declared fit for use. Data analysis used a regression test at a significance level of 5%. The results showed that there was a correlation between concept mastery and students' representation abilities in interpreting scientific phenomena horizontally (HTM) in photosynthetic materials. The amount of loan provided by understanding the concept of representation ability is 55.70%.

Validation of Learning Devices Based on Cognitive Conflict Approach in Blended Learning Model

This study aims to describe validation of learning devices based on cognitive conflict approach in blended learning model. The learning devices are developed to improve students’ concept mastery and critical thinking ability. The learning devices are lesson plans (RPP), learning materials, student worksheet, and evaluation instruments. This study is a research and development using 4-D model, define, design, develop, and disseminate. This study is focus on develop stage. Validation process is done in develop stage. Validation process is using instrument (validation sheet). The validity of the learning devices was assessed by 3 experts who are competent at Mataram University. Criticisms and suggestions given by validators are used as improvements to developed learning devices. Data analysis is about the validity and reliability (percentage of agreement). The results said learning devices is very suitable for learning. The results of agreement between validators showed developed learning devices scored more than 75% which included in reliable category. More complete and detail explanation about validation results is presented in this article

Profile of Students’ Conceptual Understanding of Physics in Senior High School

This research aimed to identify the profile of physical concept mastery of Senior High School/Aliyah School students in Semarang as a result of the transition from offline to online learning. The research employed the descriptive quantitative approach in which the tests and questionnaires were used to collect data. The school type (Senior High School/Aliyah School), school ownership (Private/State), and student’s interest in learning are all considered in the profile analysis. This study was carried out in Semarang, Indonesia, with a sample of 250 students from MAN 2 Semarang, SMA Negeri 1 Semarang, and SMA Negeri 9 Semarang. The findings revealed: 1) The percentage of students with concept mastery scores with the highest answer being questioned was 12 (88.2%). The results showed: 1) The percentage of students with concept mastery scores that really the highest answer lies in question 12 with a percentage of 88.2% on fluid material (Bernoulli’s Law) with a cognitive level of C2. While the percentage value of the student’s mastery of concepts which is the lowest, lies in questions number 3 (Uniform Speed and Uniform Acceleration subject matter) and 4 (moment of inertia/center of gravity and rigid body balance subject matter) with a percentage of 57% each with successive levels of cognition, C3 and C4, 2) Following tutoring is not effective because it does not affect physical learning achievement, and 3) there is a positive (unidirectional) significant (mean) relationship between independence and learning motivation on physical learning achievement. The results of this study can be used as a reference for researchers, educational policymakers, and stakeholders related to the handling of post-pandemic education.

The development of cognitive reflection

AbstractWhat do cows drink? The correct answer is water, but many are tempted to say milk. The disposition to override an intuitive response (milk) with a more analytic response (water) is known as cognitive reflection. Tests of cognitive reflection predict a wide range of skills and abilities in adults. In this article, we discuss the construction of a developmental version of the cognitive reflection test and explore how it predicts rational thinking and normative thinking dispositions in elementary school‐aged children, independent of age, executive function, and cultural context. We also explore how the test predicts children's mastery of counterintuitive concepts in science and mathematics. Findings suggest that cognitive reflection may be a prerequisite for developing, and improving, analytic thought, thus highlighting the value of studying cognitive reflection from a developmental perspective.

The effect of the application of the think talk write model and self-efficacy on students' critical thinking ability in the material reaction rate in SMA Adhyaksa 1 Jambi city

The ability to think critically is very important to support the progress of education. In developing good mastery of learning concepts, students' critical thinking skills are needed. The development of critical thinking skills can make students give up, so it takes a firm belief in students' abilities in overcoming difficulties so they can become more advanced. This study aims to see the effect of the Think Talk Write (TTW) and Self Efficacy on students' critical thinking skills in the matter of reaction rate. The sample used consisted of 2 classes at SMA Adhyaksa 1 Jambi City. The data collection instruments used were observation sheets, self-efficacy, and essay tests. The data analysis used was 2-way ANOVA. The results showed that learning using the TTW and Self Efficacy affected students' critical thinking skills with an average of 71% from meeting 1, meeting 2, and meeting 3. Then there is an interaction between the Think Talk Write and Self Efficacy on students' critical thinking skills seen from a significance value of 0.000 &lt;0.05.

Upaya Mengembangkan Kemampuan Berhitung Melalui Permainan Tradisional Congklak Pada Anak Usia Dini Di Tk Raden Intan Gunung Pelindung

The ability to count is the ability that every child has to develop his abilities, his development starts from the environment closest to him. This type of research is descriptive qualitative, which takes the research location at Raden Intan Gunung Patron Kindergarten. The data sources used are primary data sources and secondary data sources. The data collection method used in this study is by using the method of observation, interviews and documentation. Data analysis techniques used are data reduction, data display and verification. And to test the validity of using source and technique triangulation. Based on the results of this study, it can be concluded that efforts to develop numeracy skills through the traditional congklak game in early childhood at Raden Intan Gunung Protector Kindergarten have been well realized. Developing numeracy skills through the traditional congklak game can make it easier for teachers to convey learning. The results of the teacher's achievements in developing numeracy skills in Raden Intan Kindergarten are that the concept of understanding children begins to be understood, early childhood numeracy begins to increase, children's mastery of concepts increases, the transition period switches from concrete to symbols. As for the supporting factors, children have enthusiasm in learning and a conducive classroom situation. The inhibiting factor is the loss of concentration in children because the class atmosphere is not conducive. Key Word: Congklak Traditional Game, Early Childhood Counting Ability

The Rasch Analysis of Students’ Characteristics in Physics Concept Understanding Improvement through Challenge-Based Learning

Concept mastery is one of the main goals in the learning process. This study aimed to analyze the improvement of students’ physics concept mastery by implementing challenge-based learning with Edmodo-assisted learning. This study used mixed methods with an embedded experimental model research design. The research sample was 10th-grade students in a public vocational school’s food crops and horticulture agribusiness program. Data analysis employed the Rasch model with the help of ministeps software version 4.1.1. The results of this study indicate a significant increase in students’ conceptual mastery of +3.44 logit. The average logit value of students’ abilities is higher than the average logit value of the item difficulty level. Students’ physics concept mastery can be improved through the challenge-based learning model assisted by Edmodo.

Efektivitas Pendekatan Religius Berbasis Multimedia dalam Meningkatkan Kemampuan Penguasaan Konsep

This study aims to determine the effectiveness of a multimedia-based religious approach in increasing students' mastery of concepts in the subject of ecosystems. The research was conducted using a quantitative approach using a quasi-experimental research design on first-level students (semester 1) who teach General Biology courses. The research was conducted using Randomized Control-Group Pretest-Posttest. Learning is presented by integrating religious values ​​that enable the learning process to be more meaningful. To obtain a better conclusion, a hypothesis test is carried out by analyzing the data from the research test results. The results showed that a multimedia-based religious approach was able to improve students' mastery of concepts as indicated by the normalized Gain value of 0.51 which was in the moderate category. Improvement especially in the aspects of remembering, understanding, applying, analyzing and creating. This learning model can be used so that science learning, especially biology, does not only touch cognitive aspects but also affective aspects which in turn will contribute to the formation of positive attitudes of students.&#x0D; &#x0D; Keyword : religious, multimedia, concept mastery, affektif

Enhancement of Indonesian High School Student Conceptual Mastery on VSEPR Topic Using Virtual Simulation of Molecule Shapes: A Case Study of Quasi-Experimental Evidence

The Valence Shell Electron Pair Repulsion (VSEPR) is an essential topic for high school student’s fundamental understanding of 3D shapes of chemical compounds. Due to the spatial aspect of the topic, the students were forced to imagine the geometry of the molecule by predicting the free or bonded electron pair repulsion. Suitable learning media to accommodate those features should be precisely selected to help students properly understand the geometry of the molecule based on the VSEPR topic. This study compared the significant difference in the application of two media of animation video and interactive simulation toward the control and experimental groups, respectively, to enhance conceptual mastery of the VSEPR topic. This study was a statistical quasi-experiment study with two classes of control (animation video) and experimental (interactive simulation) groups. The results of the significant difference test of the groups showed that the distribution of the experimental and control groups was not normal (significantly different) and normal (not significantly different), respectively. Analysis results using Mann-Whitney for the non-parametric free two samples comparative test with a 95% confidence level showed that the application of virtual simulation on the experimental group impacted more in improving the conceptual mastery of the VSEPR topic. Furthermore, there was an identified significant improvement in sub-concepts of the VSEPR topic in binding pair, molecular shape, and electron repulsion. These findings could support the teachers in designing lesson plans for students to master the VSEPR topic.