Student Conceptions Research Articles

Design and Build a KIT Humoris (Ohm's Law for Dynamic Electricity) for Science Learning in Junior High School

The role of tools as educational media is crucial in facilitating the learning of scientific concepts, allowing students to master science materials and develop their skills effectively. This research aims to develop a KIT as an experimental approach to learning focused on investigating the relationships among voltage, current, resistance, and power. This study employs a research and development (R&D) approach to design and implement an impactful science learning tool for science experiments. The envisioned impact of this learning tool is to captivate students' interest and concept understanding in science education, especially in Ohm's law for the dynamic electricity topic. The design of the KIT Humoris is specifically structured to establish and illustrate the relationships between voltage, current, and resistance, as well as to calculate power based on voltage and current values. The user-friendly design and visually appealing features of the KIT Humoris make it a practical tool that enhances the tangible understanding of science concepts. Integrating this tool with the Merdeka Curriculum allows teachers to customize lessons according to the unique needs of their students. The design process involves meticulous planning, prototype development, and continuous evaluation to ensure the tool's effectiveness. Results from the trial phase indicate heightened student engagement, improved conceptual understanding, and a profound practical learning experience. KIT Humoris is a valuable science learning tool, providing an engaging and practical approach aligned with the Merdeka Curriculum. Its successful implementation increases student enthusiasm and a deeper comprehension of scientific principles. The implications are contributing to the innovation of teaching methods, especially in the context of the Merdeka Curriculum. From a practical standpoint, the tool has a positive impact on students and their understanding of science concepts.

Pengaruh Model Pembelajaran SSCS (Search, Solve, Create, and Share) Berbantuan E-LKPD Terhadap Penguasaan Konsep Fisika Peserta Didik

This study aims to examine the effect of the SSCS (Search, Solve, Create, and Share) learning model assisted by e-LKPD on students’ mastery of physics concepts. The type of research used is quasi experiment with nonequivalent control design. The population in this study were all students of class XI SMAN 1 Lembar consisting of four classes. The sampling used purposive sampling technique and obtained students of class XI MIPA 1 as experimental class and XI MIPA 3 as control class. Data collection techniques using multiple choice tests to measure the mastery of physics concepts of students. The data obtained were analyzed using an independent t-test with the help of excel. The results showed that there was a significant difference in the mastery of physics concepts between students who used the SSCS learning model and students who used conventional learning models. This is shown from the acquisition value of tcount 2.21> ttable 1.67 so it can be concluded that there is an effect of the SSCS learning model (search, solve, create, share) assisted by e-LKPD on the mastery of physics concepts of students. Keywords: Learning Model, SSCS (Search, Solve, Create, and Share) learning model, e-LKPD, Concept Mastery.

Students’ structured conceptualizations of teamwork in multidisciplinary student teams using concept maps

The design of effective teamwork teaching and learning for multidisciplinary student teams is subject to debate both in research as well as in practice. As researchers and educators, we need to understand the context in which students learn by understanding their experiences and their own conceptualizations of teamwork in multidisciplinary student teams, because that is the frame of reference in which they operate. Using a concept mapping method we aggregated student concept maps of their own teamwork, to understand student conceptualizations of teamwork. The results show that students identify four distinct clusters, the ‘interaction’ cluster, the ‘trust’ cluster, the ‘conflict/divergence’ cluster and the ‘innovation’ cluster. These clusters are strongly connected within themselves, but very weakly connected between clusters. What may be gathered from this is that students see four distinct aspects of teamwork, that have their own inner dynamics, but that is less clear to them how these different clusters influence or mediate each other.

Prospective Industry Apprenticeship for Entrepreneurial Innovations as Influenced by Students’ Behavior

To cope with the new normal of economic development, seek sustainable national competitive advantage, alleviate the employment problem of college students, and improve the quality of employment, it is necessary to change the employment concept of college students and change the original "passive employment" into "active employment" in the future. Integrate the cultivation of innovative consciousness, entrepreneurial thinking, entrepreneurial skills, and abilities into traditional education to improve college students' learning ability and entrepreneurial will. Modern apprenticeship and apprenticeship innovation are important talent training modes to deepen the integration of production and education and cultivate innovative talents. It can be a mutually beneficial arrangement to implement industrial innovation apprentices. Enterprises can gain new ideas and contributions from enthusiastic learners, while apprentices can gain practical experience and contribute to the development of the industry. Understanding the influencing factors and formation mechanism of entrepreneurial behavior of college students in designated universities is of great practical significance for perfecting the entrepreneurial innovation system of apprenticeship and guiding the exploration and practice of entrepreneurial innovation reform of apprenticeship.

Energy as a source of preservice teachers’ conceptions about radioactivity

Although researchers have extensively studied student conceptions of radioactivity, the conceptions held by preservice teachers on this subject are largely absent from the literature. We conducted a qualitative content analysis of problem-centered interviews with preservice teachers (N=13) to establish which conceptions are held by preservice teachers and to examine these conceptions’ structure in coordination classes. As has already been observed in students, some preservice teachers inadequately differentiate between radioactive matter and ionizing radiation and between fission and decay. We also observed that preservice teachers tend to describe the activation of materials due to ionizing radiation despite having previously denied an activation, thus showing that the conception of activation of materials can reemerge in particular framings. Within the interviews conducted, the concept of energy emerged as a central coordination class regarding radioactivity. This coordination class appeared across contexts and proved fruitful in explaining preservice teachers’ conceptions about radioactivity. We will use the results from this study to develop a teaching-learning laboratory for preservice teachers in which they can actively study high school students’ conceptions while reflecting on their own. In this way, these findings will contribute to improving the structure of nuclear physics courses at the university. Published by the American Physical Society 2024

Analysis of Student Concept Mastery Using the Project Based Learning Model Seen from Parents' Work

Analysis of Student Concept Mastery Using the Project Based Learning Model Seen from Parents' Work

Abstract algebra students’ conceptual metaphors for isomorphism and homomorphism

Group isomorphism and homomorphism are core concepts in abstract algebra, and student understanding of isomorphism has received extensive attention in line with the centrality of this topic. However, limited work has directly examined student conceptions of homomorphism or what metaphors students use to express their thought processes while problem solving. Based on interviews with four students, we contrast two students who used predominantly formal definition and mapping-centered metaphors for homomorphism with two who additionally used sameness-centered metaphors and note that the usage or non-usage of sameness-centered metaphors was not indicative of successful problem solving. Implications include the alignment between students’ metaphors and those used in instruction, indicating the importance of attending to metaphors when teaching, and the importance of discussing what is intended by some sameness-based metaphors, such as operation-preservation.

Assessing the Adequacy of Contemporary Life and Earth Textbook in Morocco: A Case Study of Blood Glucose Regulation

Blood glucose homeostasis is a fundamental concept in biology. Yet, in the Moroccan education system, it is only covered in the 11th grade. This might explain why the majority of students struggle to understand this complex notion. Fingers of blame are also pointed to textbooks and how they didactically (mis)transposed this knowledge from its academic form to its teachable one. In fact, the significance of textbooks in education is indisputable. Hence, analyzing them may provide insights on students (mis)conceptions. In this study, we aim to critically analyze the sections on blood glucose regulation in two widely-used Life and Earth Sciences textbooks in Morocco, intended for students enrolled in the experimental sciences track. To do so, the present study follows the findings and recommendations of the intriguing systematic review of literature by Vojíř & Rusek (2019) which urges for the need for science textbooks research in different local contexts around the globe. In the same vein, the absence of such research in the Moroccan context makes this study an obligation. Methodologically, this study adopted Bernard et al’s.,(2007) contrastive approach. According to our findings, the juxtaposition of these two textbooks reveals several shortcomings, errors, and inconsistencies. By taking the didactic transposition of blood glucose homeostasis into the heart of its exploration, this study –though rooted in its Moroccan context- advocates for a wider applicability of its findings.

A Study on the Preferences and Behaviors of College Students Who Shop Online for Clothes

In today’s society, e-commerce is becoming more and more popular, ushering in a new era of online shopping. As an emerging mode of consumption, online consumption has brought great convenience to college students’ daily life, but also has a serious impact on the consumption concept of college students whose psychological development is not yet mature, among which the negative impact is undeniable and needs to be taught and corrected in time. As a group with distinctive characteristics among many online consumers, college students can grasp the changing ways of the Internet as quickly as possible and skillfully use online channels to shop. Irrational consumption behaviors such as blind following, excessive, comparison, and impulsiveness are common among college students. In the case of insufficient funds from their families, some college students will even choose to borrow online. How to correctly guide college students to establish a rational outlook on consumption is the biggest problem facing the whole society. Based on the questionnaire survey method and the characteristics of college students’ online clothing consumption behavior in Jiangxi Province, this paper analyzes the main influencing factors of college students’ online consumption behavior by stating the sources of living expenses, consumption platforms, clothing types, and purchase mentality, summarizes their consumption psychological characteristics, and puts forward scientific guidance countermeasures and programs for college students to establish a correct online consumption concept from five levels: government, society, universities, families and individuals.

THE PHILOSOPHICAL ISSUES IN THE CONCEPT OF “PROFIL PELAJAR PANCASILA”

This research aims to identify and elaborate on the philosophical issues inherent in the concept of the Profil Pelajar Pancasila (Pancasila Student Profile) as the epitome of human idealism in Pancasila intended for implementation through educational means in Indonesia. This matter holds significance for examination due to the Pancasila Student Profile serving as the ultimate destination or objective of the complete educational system in Indonesia. Philosophical scrutiny of this concept is imperative to ensure alignment between the Pancasila Student Profile and the notion of the Indonesian ideal individual in line with Pancasila’s principles. This investigation adopts a qualitative method to delve into philosophical quandaries within this domain. The data utilized in this research comprises literary works addressing the Pancasila Student Profile, which are then philosophically scrutinized based on four key attributes: radical, critical, systematic, and comprehensive. The findings of this study reveal a philosophical dilemma within the Pancasila Student concept, specifically the underrepresentation of two vital dimensions of human nature in Pancasila, namely materiality and individuality. Consequently, it is recommended that a reassessment and restructuring of the Pancasila Student Profile concept be undertaken to ensure the realization of the ideal human archetype of Pancasila without straying from the educational objectives outlined in Law No. 20 of 2003 regarding the National Education System.

Difficulty and Mastery of Physics Concepts for Middle School Students in Density Material

The purpose of this research is exploring the student’s density conception as early as possible so that when heading to essential topics that involve density in physics (like statics and dynamics fluid), students can easily understand these essential topics. In general, students' concept understanding of density is already relatively high with 63,5%. There are differences between the conceptual understanding of male and female students, which the conceptual understanding of density in female students was better than male students. The notable difference between them is the understanding of the concepts relating mass, volume, and density. Some students also shown that they had not been able to understand the basic conception of the density and properties of matter. For further research, it is better to provide a short interview session and give students the opportunity to describe mental models of the properties of substances that students have understood.

The Impact of South Korean Love Variety Show on the Love Concept of Chinese College Students: A Case Study of “Single’s Inferno”

The Impact of South Korean Love Variety Show on the Love Concept of Chinese College Students: A Case Study of “Single’s Inferno”

The impact of inquiry-based learning in a botanical garden on conceptual change in biology

ABSTRACT The results of many past studies indicate that inquiry-based learning has a considerable impact on the conceptual understanding of students. There are, however, a limited number of studies that have examined the long-term effects of inquiry-based learning on conceptual understanding among students. The purpose of this study is to determine whether an inquiry-based learning environment in botanical garden improves the conceptual understanding of biological concepts in students over the long term. Seventy-nine 9th graders participated in inquiry-based learning biology lessons in a botanical garden, while seventy-two 9th graders participated in traditional biology lessons at school. The results showed that inquiry-based learning in a botanical garden has a positive impact on the correct scientific knowledge compared to traditional teaching at school. In addition, the learning activities in a botanical garden help students to overcome the typical resistant misconceptions related to photosynthesis and respiration. Even though the number of the correct scientific answers from the students in the experimental group slightly decreased between the post-test and delayed post-test, they still outperformed the students in the regular classroom three months later. Eventually, specially designed interventions could help in the implementation of conceptual change and to alter previous misconceptions to scientifically correct concepts.

Penerapan Model Problem Based Learning untuk Menumbuhkan Penguasaan Konsep, Keterampilan Berpikir Kritis, dan Sikap Hormat Peserta Didik Kelas III di Sekolah XYZ

Education is defined as a conscious and planned activity through a learning process that can help develop individual potential. Self-potential includes spiritual strength, intelligence, noble character, self-control, personality, and skills needed for individuals and society. XYX School has a school vision that is respect and critical thinking, but this has not been reflected in students. The purpose of this study was to analyze the application of the Problem Based Learning model in improving mastery of mathematics concepts, critical thinking skills and respectful attitudes of 3rd grade students at XYZ school. The research method used is classroom action research. The research instruments used were written tests to measure mastery of mathematical concepts and observation rubrics to measure critical thinking skills. The results showed that there was an increase in the mastery of mathematical concepts of students by 30%. An increase in critical thinking skills was also obtained with an N-gain value of 0.50 during the study. The increase in respectful attitude can be seen from the N-gain value obtained of 0.41 during the study. It can be concluded that the application of the Problem Based Learning model can improve concept mastery, critical thinking skills and respectful attitude in mathematics lessons for grade 3 students of XYZ school.

Comparing First-Year Engineering Student Conceptions of Ethical Decision-Making to Performance on Standardized Assessments of Ethical Reasoning

The Defining Issues Test 2 (DIT-2) and Engineering Ethical Reasoning Instrument (EERI) are designed to measure ethical reasoning of general (DIT-2) and engineering-student (EERI) populations. These tools—and the DIT-2 especially—have gained wide usage for assessing the ethical reasoning of undergraduate students. This paper reports on a research study in which the ethical reasoning of first-year undergraduate engineering students at multiple universities was assessed with both of these tools. In addition to these two instruments, students were also asked to create personal concept maps of the phrase “ethical decision-making.” It was hypothesized that students whose instrument scores reflected more postconventional levels of moral development and more sophisticated ethical reasoning skills would likewise have richer, more detailed concept maps of ethical decision-making, reflecting their deeper levels of understanding of this topic and the complex of related concepts. In fact, there was no significant correlation between the instrument scores and concept map scoring, suggesting that the way first-year students conceptualize ethical decision making does not predict the way they behave when performing scenario-based ethical reasoning (perhaps more situated). This disparity indicates a need to more precisely quantify engineering ethical reasoning and decision making, if we wish to inform assessment outcomes using the results of such quantitative analyses.

“I think I exactly know why I am here”: what do mature female students tell us about their experiences on a foundation programme

ABSTRACT The concept of the ideal student is one that has generated much research across many disciplines across the globe and continues to stimulate debate about teaching and learning within higher education. This paper explores the concept of the ideal student in relation to the experiences of mature female students enrolled onto a Foundation Programme in Business and Management. Although some Foundation Programmes are intended to recruit international students, most are conceived for school-leavers who are deemed to be the ideal cohort for this programme by the university. As such, there exists the potential for a disconnect between the concept of an ideal student which is generally associated with an implied curriculum model and the experiences of mature students. This paper explored the experiences of mature female students on a Foundation Programme at an English Business School that prepares students for undergraduate study. The research involved interviews with five mature female students, three of whom are mothers. The findings were analysed using Interpretative Phenomenological Analysis and challenges the concept of the ideal student as useful theoretical model upon which to construct the curriculum. This paper also conceptualises the mature student learning journey through the PIPE support model.

Perceptions of Science Teachers towards Some Concepts Related to Inclusive Education: Metaphor Study

Introduction: This study was conducted to determine the science teachers' perceptions towards the concepts of inclusive education, inclusive students, and individualized education programs (IEP) related to inclusive education. Method: 234 science teachers participated in the study, which was carried out in the phenomenological design. The metaphorical form developed by the researchers was used to collect the data within the scope of the research, and the obtained data were analyzed by the content analysis method. Findings: In the study, "integrative", "practice competence", "negative connotation", "fulfillment of needs", "difference", "supporting effect", "process" and "other" categories were created for the concept of inclusive education; "externally dependent", "promising", "positive connotation", "negative connotation" and "other" categories for the concept of inclusion student; and "supporting effect", "content", "formality" and "fulfillment of needs" categories for the concept of IEP. Discussion: The metaphors created by the teachers for the concept of inclusive education were mostly collected under the "integrative" category; the metaphors created for the inclusive student mostly under the "external dependent" category, and the metaphors created for the concept of IEP mostly under the "supporting effect" category. It has been concluded that inclusive education generally provides integration and is perceived positively by teachers, inclusive students are perceived as needy and demanding more as externally dependent individuals, and IEP has a guiding perception by providing overall support to both teachers and students in the education and training process.

Development of A Diagnostic Test in The Form of A Three Tier Essay Test to Identify Understanding of Mathematical Concepts on The Material of The System of Linear Equations of Three Variables

This study aims to develop and produce a three tier essay test instrument to identify understanding of mathematical concepts on the material of the system of linear equations of three variables (SPLTV). This research is categorized as development research with the Formative Research development model (Tessmer) through the stages of (1) preliminary, (2) self evaluation, (3) prototyping, and (4) field test. The test subjects in this study were students of class X.2 MAN 1 Soppeng. This development research produces (1) a diagnostic test instrument in the form of a three tier essay test which is used to identify students' understanding of mathematical concepts on SPLTV material; (2) the three tier essay test developed meets the valid criteria because the average score on the CVR and CVI is 1 with a very suitable category, the average results of the one to one stage student response questionnaire trial of 77.78% with a positive category and at the small group stage of 85.19% with a very positive response category, the average result of the analysis of the difficulty level of the question is 0, 54 with a moderate category, the average result of the differentiator analysis of 0.33 with a sufficient category, and the reliability test result of 0.963 with a very high interpretation (reliable), and the results of data analysis of the results of the three tier essay test at the field test stage obtained the average ability to understand the mathematical concepts of class X students. 2 MAN 1 Soppeng in Tier I, which is 46.45%, is in the sufficient category. The results of categorizing the ability to understand the mathematical concepts of students obtained as many as 23.27% have scientific knowledge, 19.81% have misconceptions, 0% have no confidence, and as many as 56.92% lack understanding; (3) students experience errors in understanding the concept of SPLTV material, transformation errors, errors in understanding the problem, and errors in the calculation process. This is because students are less careful in reading and understanding the meaning of the problems they do.

Analysis of Integrating Local Potential in Science Learning and its Effect on 21st Century Skills and Student Cultural Awareness: Literature Review

Integrating local potential in science learning is an effort to introduce culture to the younger generation by linking indigenous knowledge into scientific knowledge. This study focuses on examining research conducted in the past five years, specifically those published in SINTA 2 to 4, that delve into the integration of local potential in science learning. The research employs a qualitative approach, utilizing a literature review of 30 articles chosen based on their classification, which explores the fusion of local potential and the unique culinary traditions of a region in science education. The results of the papers are in the form of classification for educational research in the fields of science, physics, chemistry, and biology. The results of the analysis show that the integration of local potential in science learning is combined with learning models and methods such as STEAM, Inkuriri, Discovery Learning, using PBL and PJBL models. Integration of local potential in science learning can improve 21st century skills including learning outcomes, concept understanding, critical thinking skills, problem solving skills, environmental literacy and students' love for local culture and problem-solving skills. The most significant results are learning outcomes and understanding of student concepts.

Application of Differentiated Learning to The Polyhedron Material in Visual Form to Understanding Ability Junior High School Students Concept

Application of Differentiated Learning to The Polyhedron Material in Visual Form to Understanding Ability Junior High School Students Concept