Open-ended Test Research Articles

7E Learning Cycle Model Implementation: Students' Activities and Critical Thinking Skills towards Online Learning

The spread of the COVID-19 epidemic has changed the education system. Teachers are encouraged to continue the online teaching process through certain platforms including Skype, Zoom, and Google Meet. Therefore, this study used Zoom application to look at the 7E learning cycle model's (7E LC) effect on student activities and critical thinking skills in chemistry teaching. This study is a quasi-experiment and only has a post-test design. The sample for this study is 11th-grade students from Yogyakarta 4 High School in Indonesia selected by random sampling technique. Two classes were selected as the samples, one as an experimental class where the 7E LC was implemented and another one as the control class where the learning used direct instruction model. The student's learning activity data were collected through questionnaire and the student's critical thinking skills data were obtained through an open-ended hydrolysis problem test. According to the MANOVA model, the difference between students' learning activities and students' critical thinking ability is analyzed. The result of this study is that there are significant differences in student activities and critical thinking skills between the experimental class and the control class.

IMPLEMENTATION OF INNOVATIVE ARTIFICIAL INTELLIGENCE COGNITIONS WITH PROBLEM-BASED LEARNING GUIDED TASKS TO ENHANCE STUDENTS’ PERFORMANCE IN SCIENCE

This research conceived multivariate learning concepts and aimed at the implementation of integrating artificial intelligence (AI) life learning of face recognition, self-driving, and robots’ situational issues into problem-based learning (PBL) in natural science. This research put forward problem-solving and group cooperation in which students worked together to complete learning tasks from encountering problems to planning problem-solving. All 127 participants engaged in this research from the Hungkuo Delin University of Technology in Taiwan. 7 experts helped construct the content validity, construct validity, and reliability through instrument developments of 5 open-ended test questions and 31 learning attitude items. The statistical analyses revealed that those students improved their scientific cognitive skills of problem-solving by quantitative analyzes and presented their logical reasoning and activation ability by qualitative ones. In addition, the descriptive statistical analysis of learning attitude revealed that students had positive thinking attributes for the application of cross-disciplinary PBL and AI new knowledge. These findings had implications for the AI cognitions with PBL educational environment to increase innovation in the classroom. Pedagogical suggestions presented that students’ learning growth in the environment requires long-term cultivation to exhibit significant learning outcomes in the future. Keywords: artificial intelligence, cross-disciplinary, problem-based learning, situational issues

PENGARUH PROBLEM-BASED LEARNING MULTIMEDIA DAN MOTIVASI BELAJAR TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA SEKOLAH DASAR

This research aims to analyze the effect of the use of the PBL-based multimedia and learning motivation on the students’ critical-thinking skills in elementary school. This research method is quasi-experimental with the 2x2 factorial design. The sample in this research consisted of 62 students with 31 control-class students who taught with module and 31 experimental-class students who taught with problem-based learning multimedia with a total sampling technique. The data collection techniques were the open-ended critical-thinking skill test and learning motivation questionnaire. The data analysis technique used was a prerequisite test and research hypothesis test. The prerequisite tests include normality and homogeneity tests. The research hypothesis test used a Two-Way ANOVA with SPSS 25. The results of this research showed that: (1) there is the influence of multimedia-based PBL in the experiment class on students’ critical-thinking skills (the mean score of the experimental class is 69±2.890 and of the control class 51±3.071); (2) there is the influence of high and low learning motivation on the students’ critical-thinking skills (the mean score of the students with high motivation is 68.572 and those with low motivation 52.171); and (3) there is no interaction between the PBL-based multimedia and the learning motivation on the students’ critical-thinking skills

The ability to solve physics problems in symbolic and numeric representations

The aim of this study is to analyze the ability of students to solve the problems of linear motion kinematics expressed in symbolic and numeric representation. Research was survey with cross-sectional design. Research subjects included 26 first year undergraduate students in physics at one of the State Universities in Malang which was consisted of 10 men and 16 women. The research instrument was open-ended test of linear motion kinematics problems expressed in symbolic and numeric representations with a reability of 0,807 The research data were analyzed using descriptive and non-parametric inferential statistics. The results showed that the ability of students to solve linear motion kinematics problems in both symbolic and numeric representation was medium. Students had difficulty solving physical problems in both symbolic and numeric representations. It was also found that the problems of linear motion kinematics in symbolic representations were more difficult for students to solve than numeric representations. The study suggested further research to explore the causes of student difficulties more authentically, e.g. by interviewing or thinking aloud.

Technological Pedagogical Content Knowledge of Pre-Service Biology Teachers on Protein Synthesis

In this study, it is examined that the Technological Pedagogical Content Knowledge (TPACK) of pre-service biology teachers on protein synthesis. The study was carried out with 8 pre-service biology teachers. This research used a semi-structured interview form, open-ended content knowledge test, lesson plan, and lesson plan evaluation form as data collection tools. Data were analyzed simultaneously within the scope of TPACK components and evaluated together. Data were analyzed with MAXqda, a qualitative data analysis program and evaluated by the content analysis method. As a result of the research, it is defined that pedagogical, technological and technological pedagogical knowledge of pre-service biology teachers is partially sufficient. Also, it is determined that their content knowledge of protein synthesis is insufficient, and there are essential knowledge deficiencies and misconceptions. Since their content knowledge of protein synthesis is insufficient, they could not explain how to use their pedagogical knowledge to teach the topic.Nonetheless, despite their technological and pedagogical knowledge being sufficient separately, they have difficulty integrating technological knowledge with teaching content. Therefore, it is thought that it would be beneficial to refer more about which technologies, at which stages of the teaching process, for what purposes, and how they can be used in the content of the education courses in the biology teaching program and to enable pre-service teachers to practice on this subject. In addition, there is a need to eliminate the misconceptions of pre-service teachers from secondary education and before and to improve their content knowledge. For this reason, it is recommended to add courses to the teacher education program as applications of the related field courses, in which pre-service teachers will be able to explain the knowledge they have learned in the classroom to their other friends. Thus, it is thought that the information they have learned will be more permanent, and they will be aware of their own and their friends' deficiencies and misconceptions while explaining.

Exploring Scientific Literacy of Chemistry Education Pre-Service Teachers Through Socio-Scientific Issues Approach

Scientific literacy is an ability that must be had by pre-service teachers. This research aimed to find out the scientific literacy's ability of pre-service teachers in chemistry education. This research was descriptive with quantitative approach. Participants were taken by simple random sampling techniques, the participants are chemistry education students. The data source comes from scientific literacy tests with socio-scientific issues and open-ended question description tests. The validity of the data was tested using a data triangulation technique, in which researchers compare data obtained through test instruments and interview results. The results of the data analysis showed the scientific literacy of chemistry education students was dominant in the nominal and functional categories with a percentage of 33.2% and 24.2%, conceptual and multidimensional categories 13.7%; 4.4%; and 24.5% of students did not give answers the tests.

Examining pre-service science teachers' diagnostic question preparation skills on Seasons, climate, and weather movements

For meaningful learning to take place and to eliminate misconceptions, it is necessary to identify the process of conceptual change on any given topic. The research aims to examine the skills of science teacher candidates to prepare two-stage diagnostic questions on ‘Seasons, Climate and Weather Movements’. For this purpose, the research was carried out in 4 weeks with 40 (39 females, 1 male) second-grade science teacher candidates in the fall semester of the 2019-2020 academic year, using the holistic single-case study pattern of the ‘Observation-Based Case Study'. Tests prepared by pre-service teachers were applied to eighth-grade students. The 'Diagnostic Test Preparation Rubric' was collected using ”Concept maps“, ”Open-ended two-stage tests“ and ”Multiple choice two-stage tests". As a result of the descriptive and content analysis, it was noticed that teacher candidates are usually at an intermediate and good level in determining the propositions of knowledge about the subject, developing a concept map, and a two-stage diagnostic test related to the subject content. Keywords: Diagnostic questions; science teacher candidates; seasons; climate; weather movements

POTENSI PESERTA DIDIK TIPE QUITTER MENYELESAIKAN SOAL OPEN-ENDED MATERI SEGIEMPAT DAN SEGITIGA

This study aims to determine the potential description of quitter type students in solving an open-ended question in the material of Quadrilateral and Triangle at SMP Negeri 20 Pontianak. The research method used is a descriptive method with a qualitative approach and a case study research form. The number of subjects in this study was 27 students of class VIII F SMP Negeri 20 Pontianak. The data collection tool used was the Adversity Response Profile (ARP) to get quitter type subjects, open-ended test questions, and interview guides with the help of teaching aids to probe deeper into the potential of quitter-type students. The results of the research on the written test showed that the potential of 2 quitter subjects in solving open-ended questions was still low with a percentage of only 22.22%. However, when interviewed with the help of teaching aids, additional information was obtained that the two quitter subjects showed better potential in solving open-ended questions and were able to provide more than one solution and more than one correct answer.

Profil Profil Keterampilan Berpikir Kreatif Peserta Didik SMK

The aim of this research is to analyze the initial profile of creative thinking skills in Vocational School students on physics learning. This research was a quantitative descriptive research using test method. The population used in this study were all students of class XII at SMK Islam Nurul Hadi in Demak Regency. The sample used was 30 student’s selected by random sampling. The instrument used is a open-ended test with four items each representing an indicator of creative thinking. The indicators used are indicators that had been developed by an expert. The result of students’ creative thinking skills in physic subject showed 56,67% which was categorized as sufficient. It was shown from the creative thinking skills indicators that fluency 61,11%, flexibility and originality 57,78%, and elaboration 50,00%. Overall, it could be concluded and said that the ability of student’s creative thinking had not been properly trained. However, for fluency indicator were eventually considered well-trained.

673. Unbiased Microbial Cell-free DNA Next-Generation Sequencing Resolves HHV6 Variant Specificity and Demonstrates a Predominance of HHV6B over HHV6A in Real-World Clinical Experience

Abstract Background Human herpesvirus 6 (HHV6) has been classified in two distinct variants, HHV6A and HHV6B. Although distinct epidemiology, disease association, biological and immunological properties, their genomes are 90% homologous. Less is known about HHV6A which is typically asymptomatic but can cause severe infection in patients with neurological disorders or HIV. HHV6B infection occurs during childhood, but can reactivate after solid organ and stem cell transplantation. Antibody assays may indicate previous, recent or current infection. Quantitative PCR cannot differentiate active from latent infections and some available qualitative PCR assays are unable to differentiate the two variants. A single open-ended test through plasma-based microbial cell-free DNA (mcfDNA) metagenomic next-generation sequencing (NGS) may overcome these limitations. Methods Karius TestTM (KT) developed and validated in Karius’s CLIA certified/CAP accredited lab, detects mcfDNA from plasma. mcfDNA is extracted, NGS performed, human sequences removed and remaining sequences aligned to a curated pathogen database of > 1500 organisms. Organisms present above a statistical threshold are reported and quantified. For > 85% of tests the time to result reporting is the next day from sample receipt. KT results were reviewed from November-2018 to May-2021 for detections of HHV6A and HHV6B. The comparative incidence of HHV6A and HHVB detections, their age distributions and their quantitative viral concentration in molecules/µL (MPM) were assessed. Results KT detected 322 cases of HHV6; 10% (n=32) were HHV6A and 90% (n=290) HHV6B (Table 1). HHV6B had a higher relative abundance in children (with a distribution into adolescence) compared to adults (Figure 1). The average HHV6A MPM was 860 (range 27 - 10,472); the average HHV6B MPM was 3,361 (range 21 - 131,518). Table 1. Summary of HHV-6 Detections Figure 1. Distribution of HHV6A and HHV6B by Age Group Conclusion The distribution of the HHV6 variants detected through KT shows an overwhelming 9:1 predominance of HHV6B to HHV6A. The application of mcfDNA metagenomic sequencing for open-ended detection, variant determination and quantification of HHV6 provides more specific resolution than serological and PCR methods. KT may lend important insights into the association of specific HHV6 variants with clinical syndromes affecting vulnerable populations. Disclosures Jose Alexander, MD, D(ABMM), FCCM, CIC, SM, MB(ASCP), BCMAS, Karius (Employee) Sivan Bercovici, PhD, Karius (Employee) Nicholas R. Degner, MD, MPH, MS, Karius Inc. (Employee, Shareholder) Ricardo Castillo-Galvan, MD MPH, Karius Inc. (Consultant) Aparna Arun, MD, Karius (Employee) Ann Macintyre, DO, Karius, Inc. (Employee) Bradley Perkins, MD, Karius, Inc. (Employee) Asim A. Ahmed, MD, Karius, Inc. (Employee) Matthew Smollin, PharmD, Karius, Inc. (Employee)

Implementation of Multiple-Representation Approaches Based on E-Module to Reduce Misconceptions of Prospective Physics Teachers During the Covid-19 Pandemic

One of the problems that are often found in universities, especially in physics subjects, is the existence of misconceptions in students (learners). This study aims to determine the effectiveness of using the multiple-representation approach Based on E-Module in reducing the misconceptions of prospective physics teachers during the Covid-19 pandemic. The method used is quantitative research with a one-group pretest-posttest design. The sample consisted of 25 prospective physics teachers at one of the universities in the city of Mataram. The instrument used in this research is an open-ended three-tier test. A total of 10 test items with 30 questions were used in this study. The test was given twice, namely before and after treatment. The test results data were then analyzed using descriptive statistics to determine the decrease in the percentage of students who experienced misconceptions. Based on the results of data analysis shows that there is a decrease in the percentage of students who experience misconceptions by 31.89% from the initial number of 57.19 to 25.30%. This decrease in misconceptions was also followed by an increase in the percentage of students who understood the concept from 18.14 to 72.38%. Thus, it can be concluded that the application of the multiple representation approach assisted by E-Modules can be used as an alternative to reduce misconceptions and improve understanding of the concept of prospective physics teachers in the COVID-19 pandemic

Bearing performance of steel pipe pile in multilayered marine soil using fiber optic technique: A case study

It is important to appraise the performance of the steel pipe pile performance in harbor engineering. The load transfer mechanism and pile-soil interaction could not be clearly understood using the traditional measurement. In this case, fiber Bragg grating (FBG) and Brillouin optical time domain reflectometry (BOTDR) were applied simultaneously at an open-ended steel pipe pile field test in Ganyu Port, China. Results showed that the fiber optic sensing system accurately measured the axial force, side friction, and bearing behaviors of open-ended steel pipe piles based on strain data. During the pile driving stage, the system captured the bending deformation and eccentric load on the upper part of the pile above the mud surface, identifying the relatively large tensile strain at the final stage of driving. For the static load test, the strain and resistance distribution obtained by sensing systems suggested that 80% of pile compression was concentrated in the upper 20 m, and the maximum force was observed at the location of soil surface. The precision of high strain dynamic tests is limited for complex field conditions and model’s parameters-setting.

Pola Kemampuan Berpikir Kreatif Ditinjau dari Gender Siswa Sekolah Menengah dalam Pembelajaran IPA

This study aims to analyze the initial profile of the creative thinking ability of junior high school students in science by gender. This research is a quantitative descriptive method with data collection techniques through giving open-ended tests based on creative thinking indicators that have been validated by expert and testing the validity of items using the Karl Person product moment correlation coefficient formula. Reliability testing using the Alpha formula. The sample in this study were 5 classes from SMP Negeri 15 Surakarta with a total of 150 students consisting of 75 female students and 75 male students. The results of this study indicate that the pattern of creative thinking abilities of Junior High School students varies by gender based on the four indicators of Fluency, Flexibility, Originality, Elaboration. Based on data analysis, it shows that the creative thinking ability of female students is higher than that of male students.

Kemampuan Pemecahan Masalah Matematika Pada Soal Open Ended Materi Lingkaran Berdasarkan Kemampuan Awal Matematika Siswa

The research was aims to describe the problem solving in mathematics ability on open ended with circle material based on the early mathematical ability of the students at 9th grade junior high school 8 mataram. The type of the research is a descriptive study with quantitative approach. The research subject are 28 students which selected with purposive sampling. The subject is grouped according to early abilities of high, moderate, and low mathematics using the midterms. The data-collection method used is an open-ended problem-solving test on a loop of 2 terms of description and interview methods. The results were analyzed based on an indicator of problem solving capability according to Polya. Based on the data analysis, student problem solving capabilities with advanced mathematical abilities fall into good category, averaged 79.69. The student problem-solving capability with the early math skills is in good category, with an average score of 77.50. Student problem solving with early abilities of low math falls in the less category, with an average value of 48.30. The students with advanced math skills and are filling indicators of understanding the problem, planning a settlement and carrying out a completion plan, but have not yet met the checking indicator.

Does Learning from Giving Feedback Depend on the Product Being Reviewed: Concept Maps or Answers to Test Questions?

Giving feedback to peers can be a valuable learning experience for a feedback provider. However, different types of products require different types of feedback, which, in turn, may lead to different learning outcomes. The current study investigates the effect on the learning of feedback providers of reviewing different types of products. Secondary school students (n =127) were randomly assigned to one of the two conditions: giving peer feedback on either concept maps or answers to open-ended test questions. Both types of product, created by the researchers, were comparable with regard to content: they included the same misconceptions and were both of average quality. Giving peer feedback was part of a chemistry lesson delivered in an online inquiry learning environment. Students’ post-test scores, their own learning products, and the quality of the provided feedback were analysed to check for an effect on learning. There was no difference in post-test scores between the conditions, but the quality of the provided feedback predicted post-test scores. This indicates that it is not the type of product reviewed that matters, but the effort that students put into giving feedback. Possible implications for practice and further research directions are discussed.

The neurobehavioral relationship between executive function and creativity during early childhood.

Increasing evidence from behavior and neuroimaging research indicates that executive function (EF) is related to creativity. However, most of these studies focused on adult and adolescent populations. The relationship between EF and creativity is unknown when EF undergoes rapid development during early childhood, due to the preschoolers' marginal skills of expressing their ideas, orally or in writing. Using a nonverbal, open-ended test, the present study examined whether creative thinking was related to cognitive flexibility in young children. Preschool children (N=26) performed the Dimensional Change Card Sort (DCCS) and the Unusual Box Test (UBT), while their brain activation was recorded using functional near-infrared spectroscopy (fNIRS). We did not find any significant correlation between children's cognitive flexibility and creative thinking. However, fNIRS analyses showed that children's brain activation in the lateral prefrontal regions was significantly greater during the test phases of the UBT. Additionally, children who strongly recruited their ventrolateral prefrontal regions during the post-switch phases of the DCCS recruited the same regions while performing the UBT. Taken together, these findings suggest that children recruit their lateral prefrontal regions when expressing creative thinking, and that such creative thinking could be partially supported by cognitive flexibility in early childhood.

Using Open-ended Problem-solving Tests to Identify Students’ Mathematical Creative Thinking Ability

This study aimed to examine an open-ended problem-solving assessment tool that can be used to measure the profile of students’ mathematical creativity based on the type of mathematical creativity. The open-ended problem-solving assessment consists of open-ended problem-solving sheets and interview guidelines to measure the profile of students' mathematical creativity. One hundred and five students were asked to solve open-ended problems. From each group, one student was selected to be interviewed with the aim of obtaining a more detailed explanation of each of these types. The two types can be explained as follows. The “very creative” students were those who could perform cognitive flexibility and cognitive fluency in solving open-ended problems. The other type of students was creative students who were able to think flexibly (cognitive flexibility) when solving open-ended problems. Cognitive flexibility includes the ability to describe various solutions and provide more than one answer to a problem. Cognitive fluency includes the ability to interpret the answer smoothly and accurately without any constraints. It may also refer to the ability to correct a wrong answer even though there was a mistake during the operating process. The analysis results showed that the open-ended problem-solving assessment was an effective tool to measure students' mathematical creativity in terms of results (products) and processes. In terms of results (products), it was able to determine the type of students’ mathematical creative ability, namely very creative and creative, while in terms of processes, it was able to describe the differences in the cognitive profile of the two types.

МЯСТОТО НА КНИГАТА В ЖИВОТА НА ДЕЦАТА. АНК ЕТНО ПРОУЧВАНE В ПРЕДУЧИЛИЩНА И НАЧАЛНА УЧИЛИЩНА ВЪЗРАСТ

Reading is always a topical issue in a child’s life. Seven open-ended questions test children’s attitudes toward books and reading. They reveal the reader’s experience and preferences of the respondent. The report analyzes the results of a study among children aged 6 to 11 years. The survey was conducted in the period from May 10 to May 14, 2021 with 216 respondents. The aim is to establish the place of the book as a value guide in child development. A drawing is attached to the survey. It provokes children’s imagination and creative thinking on the topic. Provides an opportunity for the manifestation of their personal colour perception. The survey contributes to the observation and study of the cognitive, affective, and connotative element in the child’s attitude to the phenomenon of reading. The survey is based on the following hypothesis: Placing the child in a consciously formed reading environment through his active role as a user and creator, the use of innovative pedagogical techniques activates his individual interest and motivation to read, and this leads to the formation of lasting reading skills. It creates an attitude and love for books and learning. The following conclusions can be drawn from the analysis of the survey: The reader’s attitude is directly related to the early reading by the child’s parent. Most children love reading fiction and encyclopedias. They also prefer printed books. The library in the classroom maintains the readers’ interest in the students.

Integration of memory content in adults and children: Developmental differences in task conditions and functional consequences.

How separate yet related episodes of experience are associated in memory is a major question in cognitive science and cognitive neuroscience. Adults and children both integrate content acquired in separate episodes, yet they may do so under different task conditions. Neuroimaging studies suggest that adults integrate the contents of separate memory traces at encoding and thus without an explicit prompt; behavioral studies suggest that children do so only when specifically prompted. In the present research, we developed a novel paradigm to test integration of memory content using eye-gaze in an indirect (unprompted) test and self-derivation of new factual knowledge based on related facts in direct (open-ended and forced-choice) tests. To permit use of color images to accompany the stimuli, we developed a procedure for equating color images on 23 low-level properties that otherwise might control eye-gaze behavior. We used the paradigm with adults (Experiment 1) and 7- to 9-year-old children (Experiment 2). Both groups succeeded on the direct tests. Among adults, unprompted integration of memory content (in the indirect test) was apparent and supported open-ended self-derivation (in the direct test). Across trials, children did not show evidence of unprompted integration of memory content and performance during the unprompted indirect test did not support open-ended self-derivation; longer looking to target versus foil images during the indirect test was related to direct test performance under forced-choice conditions, however. The patterns indicate that adults and children engage the process of integration of memory content under different task conditions, and that when integration processes take place without an explicit prompt they have different functional consequences for adults and children. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Description Of Differences In Creative Thinking Profile For Male And Female Students In Open Ended Problem Solving

<p class="BodyAbstract"><span lang="EN-US">One of the manifestations of high-level thinking is creative thinking, characterized by creating something new from ideas, concepts, experiences, and knowledge that is in one's mind. This study aims to describe the creative thinking profile of male and female students in solving open-ended problems. The research method used is descriptive research with a qualitative approach. The subject of the study used was 2 grade VII students of SMP Negeri 3 Surakarta. This research instrument uses open-ended problem tests with indicators of creative thinking and interviews. In describing the student's creative thinking profile, the researcher will pay attention to 4 stages: preparation, incubation, illumination, and verification stages. The results of this study show that male students can explain problems and solutions orally or in writing. While female students can explain the problem and the solution is both verbally but less able to explain with writing</span></p>