Mastery Of Concepts Research Articles

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.

Scaling up a Technology-Based Literacy Innovation: Evolution of the Teacher Professional Development Course

Good teachers are a major predictor of students’ success in school and beyond it. Finding ways to increase the quality of teaching has been a concern for educational systems across various income contexts and, particularly, in the Global South. This paper discusses the iterative design of an online teacher professional development program geared to improving teachers’ English language instruction by means of implementing early literacy software. The program was implemented in various modes (face-to-face, blended and online) with early primary teachers scattered throughout Kenya during the pandemic school closures and after reopening. Relying on the blended learning approach, a potentially effective technology-driven TPD offers multifaceted content, has adaptive and flexible design, and is ongoing until mastery of core concepts is achieved. Further, such solution develops motivational dispositions of teachers about teaching with early literacy software so that its perceived value and the likelihood of success are high, and the benefits outweigh the costs of implementation. The next step of this research is to learn about the specific outcomes of the blended TPD, including changes in literacy instruction and subsequent improvements in student literacy skills.

CRITICAL THINKING AND BIOLOGICAL LITERACY: RELATIONSHIP WITH CONCEPTUAL UNDERSTANDING OF PLANT TISSUE

Biology learning currently requires students to have critical thinking ability and biological literacy so that they can improve conceptual understanding. The purpose of this study was to analyze the correlation between critical thinking ability and biological literacy in conceptual understanding of plant tissue. This research method is quantitative descriptive research using a correlational study. The research sample used 92 students from SMA Negeri 37 Jakarta. critical thinking ability instrument uses essay type test with 24 questions, biological literacy uses multiple choice type test with 10 questions and concept mastery is a multiple-choice type test with 30 questions. In variable showed that the fifth indicator was the lowest in critical thinking, biological literacy was the lowest in the nominal dimension, and mastery of concepts corresponded to the difficulty of the cognitive level of the questions. The results of hypothesis testing show that there is a positive and linear correlation between critical thinking ability and biological literacy with conceptual understanding of plant tissue. Multiple linear regression model Multiple linear regression model Ŷ = 13.077 + 0.399X1 + 0.413X2. Critical thinking ability and biological literacy contribute 33.5% to conceptual understanding. Critical thinking skills and biological literacy have a positive relationship but with different strengths and levels of contribution to the mastery of plant tissue concepts.

Progressive knowledge tracing: Modeling learning process from abstract to concrete

Artificial intelligence has the potential to revolutionize education by providing personalized learning experiences that support the dream of “teaching students according to their aptitude”. Knowledge tracing (KT) is a critical research topic in intelligent education and is a powerful tool for achieving AI-assisted education. Both the learning process and the response result are important for KT. However, existing KT methods rarely employ a stage-based modeling approach to dissect the learning process. We propose Progressive Knowledge Tracing (PKT), which models the learning process in stages. PKT decomposes the learning process into three relatively independent but progressively related stages: concept mastery, question solving, and answering behavior. Inspired by constructivist learning theory and item response theory, PKT incorporates interpretable parameters with educational significance. Compared with existing KT methods, this staged modeling method that integrates educational theory has more reasonable interpretability. Experiments on six real-world datasets demonstrate that PKT outperforms baseline methods. Several experiments show that PKT reasonably models the learning process. For example, it more reasonably estimates the trend of concept mastery over time, analyzes the reasons why learners make mistakes on specific questions, and provides estimates of question difficulty that are closer to reality. We also find the intuitive phenomenon that the difficulty of a question is positively correlated with the number of associated concepts.

Adapting E-cigarette prevention programming to reach the latinx community

PurposeE-cigarettes are the most commonly used tobacco product among youth in the United States. Yet evidence-based prevention programming is limited due to the rapid onset of this threat. Community-based efforts to address vaping largely target youth in school settings. Although parents can play an important role in youth tobacco control efforts, messages about the dangers of vaping, use among adolescents, and strategies for intervening have not reached many Spanish-speaking parents in low-income Latinx communities. Our community-academic team developed e-cigarette prevention programming for use by promotor/as de salud to address this unmet need.MethodsDuring the 1-year project, the team worked closely with a Project Advisory Committee to: review existing evidence-informed materials; conduct focus groups with parents, youth and promotor/as to guide program development; develop a curriculum to prepare promotor/as to educate low-literacy, Spanish-speaking parents about vaping; craft Spanish language resources for promotor/as to use in community education sessions; train 61 promotor/as to deliver the program; and support program delivery to 657 community members.ResultsFocus groups with promotor/as and community members, key-informant interviews, and brief surveys informed program development and assessment. Community member feedback was essential to development of appropriate materials. Promotor/as demonstrated significant pre- to post- training increases in e-cigarette knowledge and confidence in delivering vaping prevention education. Community members demonstrated a mastery of basic e-cigarette concepts and expressed intention to discuss vaping with their children.ConclusionsPromotor/a-led programming for parents represents a promising approach to vaping prevention and control in the Latinx community.

An Overview of Strategies for Conceptualizing Derivative and their Applications in Daily Life for Secondary-Level Mathematics Students

Derivative is a foundational concept in calculus but can be challenging for secondary students to grasp conceptually. This paper provides an overview of research-backed strategies for developing a strong conceptual understanding of derivative. Visual and intuitive approaches are discussed, such as relating the derivative to real-world contexts involving speed, growth, and modeling phenomena. The importance of multiple linked representations and building connections between graphical, numeric, verbal and symbolic perspectives is emphasized. Strategies for motivating learning through real-world applications and simulations relating concepts to students' lives are outlined. Procedural expertise and conceptual mastery are cultivated together. The benefits of a conceptual learning, problem solving abilities, and STEM-related fields are noted. Curricular recommendations focus on conceptual exploration prior to formal definitions. Thus, the paper highlights best practices for conceptualizing derivative through visual-intuitive, multi-representational and application-based approaches to promote flexible, adaptive understanding and lay the groundwork for calculus success.

Pengembangan Media Perkembangbiakan Hewan Pada Mata Pelajaran IPA Kelas 6 SD Untuk Meningkatkan Motivasi Dan Penguasaan Konsep

This research is a development research that aims to find out the development media that can increase students' motivation and mastery of concepts. The research method used is the development method with the ADDIE design. The instruments used in this study were observation, questionnaires and tests. The results of data analysis for motivation increased from 51.58% before use to 84.36%. The average result of students' mastery of the concept pretest 69.50 and after use 81.5. The conclusion from the research is that media development can increase students' motivation and mastery of concepts.

Kontribusi Minat Baca Sastra dan Penguasaan Konsep Cerpen terhadap Keterampilan Menulis Cerpen Siswa Kelas X SMK 1 Tanah Datar

Interest in reading literature reflects students' interest in literary works, including short stories, which can influence their motivation and dedication in understanding and producing literary works. Mastery of short story concepts refers to students' in-depth understanding of short story elements such as character, plot, setting, theme and language style. The aims of this research are: (1) the large contribution of interest in reading literature to students' short story writing skills, (2) the large contribution of mastery of short story concepts to students' short story writing skills, and (3) the large contribution of interest in reading literature and mastery of short story concepts to writing skills short story by class X students of SMK N 1 Tanah Datar. This research uses quantitative methods involving students from various levels of education. Data regarding interest in reading literature is measured through questionnaires and test results regarding mastery of short story concepts from short story analysis given to students. Next, short story writing skills are measured through a writing test. Data were analyzed using the Pearson Product Moment (PPM) correlation test, multiple correlation test, t test, F test, and the determinant coefficient formula to determine the contribution of the independent variable to the dependent variable, both individually and together. Research results shows that a high interest in reading literature contributes to better mastery of short story concepts. Students who have a high interest in reading literature tend to be more enthusiastic about short stories, identify short story elements better, and understand the concept and purpose of short story writing. Apart from that, good mastery of short story concepts also has a positive effect on students' short story writing skills. Students who have a strong understanding of the elements of short stories have a better ability to design interesting plots, develop in-depth characters, and compose short stories with good cohesion and coherence.

Mastery of Student Concepts in Physics Learning: Analysis of student learning outcomes based on teacher treatment after using the Discovery Learning Model

This research aims to determine the effect of the discovery learning model on mastery of the concept of temperature and heat material. This research uses a quantitative type of research with a quasi-experimental design using Posttest Only Control Group Design. The population of this research is class X for the 2023/2024 academic year at SMK Negeri 09 Muaro Jambi. Sampling used a purposive sampling technique to obtain 2 classes, namely the experimental class with 18 students and the control class with 18 students. Both classes were given test questions in the form of a multiple choice posttest consisting of 5 questions. Based on tests and data analysis, the average score for the experimental class was 70.00 with a standard deviation of 19.70 and the average score for the control class was 58.00 with a standard deviation of 24.22. From the results above, it is found that mastery of concepts using the discovery learning model is better than mastery of concepts without using a learning model. It can be concluded that the discovery learning model influences students' mastery of concepts in temperature and heat material. This is because learning using the discovery learning model can increase students' activeness in learning, especially temperature and heat material.

The Effect of Problem-Based Learning on Concept Mastery and Scientific Attitudes of Fifth Grade Students

The purpose of this research was to describe the effect of problem-based learning on students' mastery of scientific concepts and attitudes. This type of research is a quasi experimental research with nonequivalent control group design. The population of this study were 50 students of class V SD Aisyiyah Muhammadiyah 3 Makassar. The sampling technique was carried out through saturated sampling. Data were collected through test, questionnaires, and observation techniques. Data were analyzed through descriptive and inferential analysis, namely the independent t test. The results showed that problem-based learning had a significant effect on the mastery of scientific concepts and attitudes of fifth grade students at SD Aisyiyah Muhammadiyah 3 Makassar.

Analisis Profesionalisme Guru dalam Konteks Mengajar di Kelas Madrasah Aliyah Darul Huda Mandalawangi Pandeglang

This research was carried out during the Field Experience Practice (PPL) activities of the Syekh Manshur Islamic College for the 2023 Academic Year. Starting from July 25 to August 24 2023 at MA Darul Huda, Mandalawangi Center. This research uses descriptive qualitative research methods, with data collection tools in the form of observation, documentation and interviews. This research aims to analyze teachers' professional abilities in the context of teaching in the classroom, including mastery of material, structure, concepts and scientific thinking patterns, mastery of competency standards and basic competencies, as well as creative development of material. The method used is a qualitative approach with a descriptive approach. The research results show that teachers' professional abilities in teaching sociology are not yet ideal. It can be seen from the three aspects of teacher assessment that only one aspect is met, namely material mastery ability, structural ability, conceptual ability and scientific thinking ability. Teachers' ability to master competency standards and basic competencies is not yet optimal. The teacher assesses whether students must master basic competency and ability standards, including cognitive, psychomotor or affective abilities, which have been implemented, but the teacher has not implemented them in the classroom teaching process. The teacher's ability to develop material creatively and innovatively has been implemented but is not yet optimal. This can be seen from the minimal use of teaching methods, learning resources and learning media.

OPTIMALISASI DESAIN DIDAKTIS MATERI PEMAHAMAN KONSEP PERBANDINGAN NILAI MELALUI IDENTIFIKASI DAN PENANGANAN LEARNING OBSTACLE

This research aims to develop an effective didactic design to address students' learning obstacles in the concept of value ratios. A qualitative research method was employed, specifically utilizing Didactical Design Research. Data were collected through tests, interviews, observations, and documentation from 8th-grade students at MTs PUI Kancana who had studied the subject matter. The didactic design was based on the analysis of learning obstacles and trajectories, metapedadidactics, and retrospectives. Following the implementation of the instructional design in 7th-grade class A at MTs PUI Kancana, which had not received prior instruction on value comparison, a decrease in students' learning obstacles was observed. Although not all learning obstacles were eliminated, the didactic design effectively reduced the barriers encountered by the students. This research holds significant implications for instructional development. By employing the didactic design for value ratios, it provides an alternative approach to enhance students' understanding and mastery of value comparison concepts. Consequently, this study offers an accurate and comprehensive overview of the didactic design approach to address learning obstacles in the context of value comparison. The findings highlight the importance of employing effective didactic designs to improve learning outcomes in the domain of value ratios.

Implementasi Strategi Pembelajaran Active Knowledge Sharing Terhadap Penguasaan Konsep

The background of this research is because the students' academic scores are still below the KKM score. This is because students are passive in learning activities resulting in low student mastery of concepts. The purpose of this research is to apply an active learning strategy to share knowledge to improve students' mastery of concepts. research subjects namely students of class XI MIPA SMAN 1 Sukahaji. The research design used a pretest-posttest control group design. The research instrument was a multiple choice test with a taxonomy cognitive domain developed to measure students' mastery of concepts. The results of the research showed that the application of the active knowledge sharing learning strategy through the non-parametric Mann-Whitney statistical test obtained a Sig (2-tailed) value of 0.000<0.005, meaning there was a significant difference between the experimental class and the control class. This shows that the active knowledge sharing learning strategy can be used as an effort to increase students' mastery of concepts.
 Keywords: Active Knowledge Sharing, Mastery of Concepts

The effect of cooperative learning model TGT-type assisted by crossword puzzle media on biology concept mastering

This study aims to determine the effect of the cooperative learning model of the Teams Games Tournament (TGT) type assisted by crossword puzzle media on the mastery of biological concepts in class X students at SMAN 3 Kota Bima. This study used a quasi-experimental research method with a nonequivalent control group design (pretest and posttest). The population in this study were students of class X, consisting of class X 1 to X 4. The sampling technique used purposive sampling. The samples used were students of class X 3 as the control class and class X 4 as the experimental class. Data collection techniques using test instruments in the form of multiple-choice questions. The analysis technique used is the t-test with a significance level of 5% with the help of SPSS 25 for Windows. The t-test results show that the value of (2.347 > 2.010). Based on these results, it can be interpreted that the cooperative learning model of the TGT type assisted by crossword media affects the mastery of biology concepts in class X students at SMAN 3 Kota Bima.

Effect of Guided Inquiry Model by PhET Simulations Worksheet on Science Process Skills and Mastery of Concepts

This study aimed to (1) analyze the effect of the science learning of guided inquiry model assisted by PhET Simulations worksheet on science process skills and concept mastery on rope wave material at SMP Negeri 1 Sedayu and (2) analyze the magnitude of the effect of science learning through the guided inquiry model assisted by PhET Simulations worksheet on science process skills and concept mastery on rope waves material at SMP Negeri 1 Sedayu. This study is a quasi-experiment research with a nonequivalent pretest-posttest control group design. The population were seven classes in grade VIII at SMP Negeri 1 Sedayu. The sample were 50 students who were determined by purposive sampling technique. Data collection was observation and test techniques. Data analysis was carried out using descriptive analysis, independent sample t-test, MANOVA test, and effect size. The results showed that (1) there was a significant effect of the guided inquiry learning model assisted by the PhET Simulations worksheet on science process skills and concept mastery on rope wave material (sig. 0.000). and (2) the effect size value in the experiment class with the guided inquiry model assisted by the PhET Simulations worksheet on science process skills and concept mastery in rope wave material is relatively high (1.32 0.8).

Pengaruh Model Pembelajaran RADEC terhadap Perubahan Penguasaan Konsep Siswa Sekolah Dasar Materi Siklus Air

The research objective was to see changes in elementary school students' mastery of the concept of the water cycle using the RADEC model. This study uses a quantitative method with true experimental pre test-post test control group design. Based on the research results, score mean pre test and post test Mastery of concepts using the RADEC model achieves a score of 62 for pre test and 79 for post test. Meanwhile, using the conventional model achieved a score of 66 for pre test and 77 for post test. This shows that the use of the RADEC model makes a significant change in students' mastery of concepts.