Student Conceptual Understanding Research Articles

DEVELOPMENT OF BLENDED LEARNING MODEL BASED ON JEPARA'S LOCAL WISDOM TO INCREASE STUDENT'S CONCEPT UNDERSTANDING

The purpose of this research is to 1) discover a learning model that can improve students' conceptual understanding of social studies during the pandemic era and 2) analyze the effectiveness of the blended learning model based on Jepara's local wisdom to improve student's conceptual understanding. This research was conducted because of a lack of student's concept understanding, blended learning model and social studies learning didn't integrate with local wisdom. This research method is Research and Development that uses the procedure of Borg & Gall with ten stages. The trial design of product improvement is the nonequivalent pretest-posttest control group design. Data sources in this research were from teachers and students. The data collection techniques were observation, interview, and test. The data analyzed were validity and reliability test, worthiness test of learning model, and effectiveness test. The worthiness test of the learning model was expert validation and pretest-posttest. The effectiveness test of the learning model were 1) normality and homogeneity test, and 2) the effectiveness test used two independent sample t-test. The effectiveness test of the learning model in the experimental group can reach the minimum standard competence with P-value = 0.018. This research showed that a blended learning model based on Jepara's local wisdom could increase students' conceptual understanding of social studies.

ПЕДАГОГІЧНІ АСПЕКТИ ВИКОРИСТАННЯ СУЧАСНОГО СПОРТИВНОГО ОБЛАДНАННЯ ДЛЯ СТУДЕНТОК 17–20 РОКІВ

The theory and practice of professional training at higher educational institutions as a pedagogical problem is closely linked to social and economic development in society, which is now the focus of many professionals from around the world. This is due to the fact that students are the future of the country. Physical education provides a unique and varied medium for learning. It develops students physically, intellectually, emotionally, socially, aesthetically, and creatively. It promotes the overall development of each student as a whole person. Physical education fosters diversity of skills and learning; it fosters practical use of these skills in different situations, and it fosters individual as well as group creativity in the use of these skills. Physical education encourages individual as well as team development. It encompasses a broad range of human feelings, emotion, and experiences. Students become increasingly more independent as their daily lives become more complex and diversified. Students begin to make decisions and choices in taking increased responsibility for themselves. Quality physical education programs provide students conceptual and practical understanding of: 1) health-related physical fitness, and 2) how to maintain a health-related level of physical fitness. Physical education plays a vital part in helping students maintain and refine the skills and knowledge needed to select physical activities to use throughout their lives. The paper demonstrates a new way for modernization of physical education system for 17–20 year-old girls with the use of groove machines in the gym. Groove machines typically emphasize the development of specific muscle groups. Muscle groups can be isolated, muscle imbalances can be corrected, and weak areas can be strengthened. Groove machines are sometimes more suited to strengthen muscles that are more difficult to target with free weights, such as the lats and hip ab/adductors. Limitations lie in the coordination of muscle groups for sports. In the process of method development we have kept all educational themes, hours and lesson structure, but have divided semesters into complexes. For more effective mastering of the learning material we have added new themes to the theoretical base. The chosen training methods must be coordinated with all other training to produce optimal competitive performance. The method of strength skills development has been elaborated. In addition, position requirements and individual differences further define the goals of the strength training program. The positive influence of this methodology on students’ level of physical training has been demonstrated.

THE DEVELOPMENT OF THE IDENTIFICATION KEY CIRCLE MEDIA FOR THE SKILLS OF CLASSIFYING ANIMALS AND STUDENTS’ UNDERSTANDING OF CONCEPTS

This research is motivated by the low skill of classifying animals and the low understanding of students' concepts. Preliminary data show that out of 10 groups only 2 groups are skilled in classifying animals. Therefore, this research was conducted to improve the skills of classifying animals and understanding concepts by using the identification key circle media. The research subjects were 36 students of class VII A of SMPN 4 Kuningan. The research data was obtained from the observation of the students' skills in classifying animals and the concept understanding test. Based on the results of the study, it was found that the skill in classifying animals had increased through the Wilcoxon test, the statistical value of the asymp value was obtained. Sig of 0.01. The working hypothesis will be accepted if the value of asymp.sig , and the value of = 0.05, because the value of asymp.sig = 0.01 0.05 then Ha is accepted, and an increase in students' understanding of concepts from the final data analysis shows that obtained based on the Independent sample test output table in the equal variances assumed section, the Sig value is known. (2-tailed) of 0.00 0.005, so as for decision making in the independent sample t-test, it can be concluded that Ho is rejected and Ha is accepted. Thus, it can be concluded that the identification key circle media can improve students' skills in classifying animals and understanding draft.Keywords: Key circle media identification; animal classification skills; student concept understanding.

Developing the adaptive materials based on learning style to increase student's conceptual understanding

This study aimed to develop an adaptive electrical material based on Felder Silverman's learning style that can improve students' conceptual understanding. The method used in this research was the ADDIE research and development method which consists of the analysis, design, development, implementation, and evaluation stages. The data were gathered using learning style tests, concept understanding tests, and questionnaires. The data were then analyzed using descriptive analysis and N-gains. The analysis of the improvement of electrical learning outcomes used normalized gains. Based on the explanation, it can be concluded that the dominant student learning style characteristics are visual and sensing. The test results of the quality of electrical teaching materials with an average of 85.38 categories are very feasible. The results of the conceptual understanding test of students who received adaptive electricity material with an average N-gains of 0.7 categories were very high. The highest N-gains are students with visual and verbal learning styles, namely, 0.72. Based on the combination of the Felder Silverman learning style model, it is 0.73 for students with visual sensing learning style types.

Implementation of PhET simulation with discovery learning model to improve understanding of dynamic electricity concepts

This study describes the implementation of learning using PhET simulation with a discovery learning model, the effect on increasing understanding of dynamic electricity concepts in science subjects, and student responses after participating in the lesson. This type of research uses a pre-experiment in the form of a one-group pretest-posttest design. The research was conducted on class IX IJHS students at Al-Islahiyah junior high school. Collecting data using the test method, questionnaire method, and observation method, with instruments in the form of test sheets, student response questionnaire sheets, and learning implementation observation sheets. The results of this study are 1) the implementation of learning using PhET simulation media with discovery learning model at first to fourth meetings is categorized as very good with percentages of 95.05%, 94.78%, 99.47%, and 100%. 2) The average n-gain value of all sub-concepts in class IX-A and class IX-B of 0.68 and 0.66, respectively, in the medium category indicate an increase in concept understanding. 3) The students show a positive response to the implementation of learning with PhET simulation with a discovery learning model with an average percentage of 74.28%. Thus, PhET simulation learning with a discovery learning model can improve students understanding of concepts.

Student’s Concept Understanding and Motivation to Learn Through Flipped Classroom Learning Integrated with Nested Model

This research aimed to describe the effectiveness of the flipped classroom integrated with nested model in student’s concept understanding and motivation to learn. The research type is quasi-experiment with one-group pretest-posttest design. The research was given to 20 students in VII-D class of SMPN 21 Surabaya. The effectiveness of the flipped classroom integrated with nested model was obtained from the results of a concept understanding test and a motivation to learn questionnaire. The student's concept understanding test showed that there was an improvement in gain scores between the pretest and posttest scores which is medium category and 90% of students were declared complete. Meanwhile, the gain score on the completeness of the concept understanding indicator was high category. Then the results of the student’s motivation to learn showed that there was an improvement in gain scores between pretest and posttest which is medium category. The data obtained that flipped classroom integrated with nested model was effective as a learning instrument to improve student’s concept understanding and motivation to learn during the Covid-19 pandemic.

Pemahaman Konsep Dinamika dan Kinematika Berdasarkan Conceptual Knowledge Melalui Aplikasi Game Quizizz

Understanding the concept of physics is the basic cognitive skill to understand, know, apply and analyze a physical phenomenon. Problems of conceptual knowledge of physics Students are minimal causing their inability to solve problems with Physics. The understanding of physical concepts can be learned in several ways, one of which is based on conceptual knowledge. Conceptual knowledge can be classified based on several sub dimensions of knowledge including knowledge of classifying, generalizing, basic or general concepts. The purpose of this research is to analyze and describe the understanding of physical concepts based on several indicators of conceptual knowledge through the Quizizz Online Game application. This research uses quantitative-qualitative mixed research methods that are interpreted together. Data retrieval techniques use test instruments and in-person interviews. The results showed that the average understanding of student concepts is in a moderate category with a concept understanding index reaching 47%. Students' concept understanding on each conceptual knowledge such as classifying, generalizing knowledge and knowledge of concepts or theories with results at a moderate level

Efektivitas Penggunaan Platform Quizizz dalam Meningkatkan Minat dan Pemahaman Konsep Matematika

This research is a survey conducted on 20 students of SMP Ma`arif in the academic year 2020/2021. The sampling technique used was purposive sampling. The subjects studied were about learning interest and the level of understanding of mathematical concepts about the arithmetic sequence of students. The Quizizz platform is a platform that can be used to find out how much students understand mathematical concepts. This research was conducted on 20 students of class VIII SMP Ma`arif Jakarta using 10 conceptual questions presented by the Quizizz platform. The results of the analysis showed that the overall conceptual understanding of students was 56%. This shows that the level of understanding of the concepts that students have is in the medium.

Motivation and implementation of Islamic concept in madrasah ibtidaiyah school: Urban and rural

<span>This study aimed to see how students' motivation and understanding of the concept of Islamic religion in students in rural and urban areas. This research uses mixed-method research. Qualitative data will be supporting data for quantitative data. The sample of this study consisted of 87 students and eight teachers in urban and 99 students and eight teacher rural Islamic elementary school students with random sampling technique. Instrument in the study used a questionnaire for motivation with a Likert scale of 4 and a test for understanding the concept of Islam. In this study, there are two types of data analysis used, namely quantitative analysis using descriptive statistics (mean, standard deviation, and category), and inferential statistics (independent sample t-test) using the SPSS 21 application, for qualitative using reducing analysis, analyzing, and interpreting findings from Miles and Huberman. The findings of this study illustrated that motivation was good (M=2.88, SD=0.78) and understanding of student concepts (M=81, SD=0.77) was good too, but in rural areas are better than in urban areas. This finding has implications that the challenges of Islamic religion in urban areas are greater for students. The novelty in this study is the implicit finding of this study that external factors (school social environment, community social environment, family environment) have a major influence on motivation and understanding of Islamic religious concepts.</span>

Providing Context for Identifying Effective Introductory Mechanics Courses

Research-based assessments (RBAs) measure how well a course achieves discipline-specific outcomes. Educators can use outcomes from RBAs to guide instructional choices and to request resources to implement and sustain instructional transformations. One challenge for using RBAs, however, is a lack of comparative data, particularly given the skew in the research literature toward calculus-based courses at highly selective institutions. In this article, we provide a large-scale dataset and several tools educators in introductory physics courses can use to inform how well their courses foster student conceptual understanding of Newtonian physics. The supplemental materials include this dataset and these tools. Educators and administrators will often target courses with high drop, withdrawal, and failure rates for transformations to student-centered instructional strategies. RBAs and the comparative tools presented herein allow educators to address critiques that the course transformations made the courses “easier” by showing that the transformed course supported physics learning compared to similar courses at other institutions. Educators can also use the tools to track course efficacy over time.

Probing the effect on student conceptual understanding due to a forced mid-semester transition to online teaching

The force concept inventory (FCI) can be used as an assessment tool to measure conceptual gains in a cohort of students. The FCI uses a conceptions/ ‘misconceptions’ lens rather than a context dependent perspective, such as ‘knowledge-in-pieces’. In this study it was given to first year students (N = 256 students) pre- and post-mechanics lectures, at the University of Johannesburg. From these results we examine the effect of switching mid-semester from traditional classes to online classes, as imposed by the COVID-19 lockdown in South Africa. Overall results indicate no appreciable difference of gain, when bench-marked against previous studies using this assessment tool. When compared with 2019 grades, the 2020 semester grades do not appear to be greatly affected. Furthermore, statistical analyses also indicate a gender difference in mean gains in favour of females at the 95% significance level (for paired data, N = 48).

Development of a quizmaker ispring approach assessment instrument to measure understanding of student concepts

The purpose of this study is to produce a valid, practical and effective Ispring Quizmaker Application Assisted Instrument. The development model of the assessment instrument used is the Plomp model which includes three stages of development, namely: preliminary research (preliminary research), the development phase or prototype (development of prototypephase), and the assessment phase (Assessment phase). The results of the study have produced a valid, practical and effective Ispring Quizmaker application-assisted assessment instrument. The instrument is valid both in terms of material, construction, media and language with an average value of 78.76% with a very valid category. The practicality of the media has an average value of 92.06% with a very practical category, while for the effectiveness of understanding physics concepts based on questions per item of indicators understanding the concept of 65, 11% with the effective category.

A Case Study on the Effectiveness of Bilingual Instructors Compared with Monolingual Instructors at a Private University in Saudi Arabia

The purpose of the study was to compare the instructional effectiveness of bilingual instructors compared to monolingual instructors. The case study design was non-experimental using a mixed methods approach. The data was collected from surveys, interviews, and classroom observations of monolingual and bilingual instructors (n=120) at a private university in Saudi Arabia. The survey and interview results showed bilingual instructors in favor of the bilingual method while monolingual instructors were not. Classroom observational data showed more incidents of student engagement recorded in the bilingual instruction compared to the classrooms where monolingual instruction took place. The implications of the study demonstrate the need for a policy change to allow bilingual instruction in the classroom and for preference given to the hiring of bilingual instructors as a means to facilitate student understanding of concepts in the classroom and in empowering second language acquisition of native Arabic speaking students.

Creative Mathematical Reasoning: Does Need for Cognition Matter?

A large portion of mathematics education centers heavily around imitative reasoning and rote learning, raising concerns about students’ lack of deeper and conceptual understanding of mathematics. To address these concerns, there has been a growing focus on students learning and teachers teaching methods that aim to enhance conceptual understanding and problem-solving skills. One suggestion is allowing students to construct their own solution methods using creative mathematical reasoning (CMR), a method that in previous studies has been contrasted against algorithmic reasoning (AR) with positive effects on test tasks. Although previous studies have evaluated the effects of CMR, they have ignored if and to what extent intrinsic cognitive motivation play a role. This study investigated the effects of intrinsic cognitive motivation to engage in cognitive strenuous mathematical tasks, operationalized through Need for Cognition (NFC), and working memory capacity (WMC). Two independent groups, consisting of upper secondary students (N = 137, mean age 17.13, SD = 0.62, 63 boys and 74 girls), practiced non-routine mathematical problem solving with CMR and AR tasks and were tested 1 week later. An initial t-test confirmed that the CMR group outperformed the AR group. Structural equation modeling revealed that NFC was a significant predictor of math performance for the CMR group but not for the AR group. The results also showed that WMC was a strong predictor of math performance independent of group. These results are discussed in terms of allowing for time and opportunities for struggle with constructing own solution methods using CMR, thereby enhancing students conceptual understanding.

Concept understanding of students through core physics learning tools based on guided inquiry assisted by PhET virtual media

This research is a development research that aims to test the effectiveness of the inquiry model-based core physics learning device with the help of PhET virtual media in improving students’ conceptual understanding. The device was developed using a 4D model which includes define, design, develop and disseminate. The sample of this study was all undergraduate students who took core physics courses which consisted of two classes, namely class A (experimental class) and class B (control class) which amounted to 50 people. The results of the pre-test and post-test were analyzed using the t-test at a significance level of 5%, while the increase in understanding of the concept used the N-gaint test. The results of the t- test show that the t-count value is greater than the t-table. This means that core physics learning tools using an inquiry model with the help of PhET virtual media affect students’ understanding of concepts. Analysis of increasing understanding of the concept of d using the N-gain test. The N-gain analysis shows that students’ understanding of concepts has increased the use of these devices in the high category. This means that students’ understanding of concepts is effectively improved using an inquiry model with the help of PhET virtual media.

Flipped classroom using e-module to improve understanding of light concepts: needs analysis of e-module development to empower scientific explanation

This study aims to determine the effectiveness of the flipped classroom using e- module to improve understanding of the light concept, analyze the trend of increasing student concept understanding, and analyze the weaknesses of e-module instructional activities. This research method is the concurrent embedded mix method. The research design is a one-group pretest-posttest design. The subjects involved 22 students of IAIN Palangka Raya and Hamzanwadi Selong University. The sample was selected by cluster random sampling. Quantitative data were collected using a two-tier test. Qualitative data were collected through interviews and observations. Quantitative data analysis technique using t-test. Qualitative data were analyzed descriptively qualitatively. The results showed that: 1) There was a significant increase in student’s conceptual understanding after the implementation of the flipped classroom using e-module, 2) The trend of increasing concept understanding in the low category was 18%, the medium category was 68%, and 14% in the high category, and 3) The weakness of this e-module is that there are no hand-on and scaffolding-oriented instructional activities to empower explanations. scientific in elaborating concepts.

Effect of Argumentation Based Science Learning on Students Conceptual Understanding of Ecology in Senior Secondary Schools

While educators emphasize that the conceptual understanding of ecology is important, researchers have noted that the learning of ecology related concepts is relatively difficult. As part of the contribution to arrest the situation, this study was designed to determine the effects of Argumentation Based Science learning (ABSL) on student conceptual understanding of Ecology. The study used a quasi-experimental non- equivalent control group’s pre-test and post-test design. The study was carried out in two randomly selected co-educational secondary schools in Uvwie local government area of Delta State. The sample for the study consisted of 94 (SSI) students from two randomly selected intact classes in the sampled schools. Data for the study were collected with a Two-Tier Multiple Choice Diagnostic instrument. The instrument was subjected to face and content validity. The two intact classes of 44 and 50 students each were assigned to experimental group and control group respectively. Research questions were answered using mean and percentage. Hypotheses were tested using inferential statistics t-test and Analysis of Covariance (ANCOVA) at 0.05 level of significance. Findings from the study revealed that Argumentation Based Science learning enhanced student’s conceptual understanding of Ecology more than the traditional method of teaching. Recommendation and suggestion for further study were made based on the findings of the study.

Penerapan Model React Terhadap Pemahaman Konsep Siswa Kelas XI SMA

This study aims to determine differences in conceptual understanding of students who are taught using the Relating, Experiencing, Applying, Cooperating, Transfering (REACT) model with students who are taught using conventional models and to describe the improvement in conceptual understanding of students in class XI SMA Kemala Bhayangkari on Acid Basa material. The form of research used was a quasi experimental design with a nonequivalent control group design research design. The population in this study were all students of class XI MIA SMA Kemala Bhayangkari Kubu Raya for the academic year 2019/2020, totaling 62 students. The sample selection technique was carried out by simple random sampling. The data collection technique used was a test of students' conceptual understanding. Data analysis used Shapiro-Wilk test, Levene statistic, U-Mann Whitney and N-Gain calculation. The results of data analysis using the U-Mann Whitney test obtained an asymp.sig (2-tailed) value of 0.208, which means that there are differences in conceptual understanding between students taught using the REACT model and students taught using conventional models.. Based on the N-Gain calculation, it is known that the REACT model can improve students' conceptual understanding by 0.42 in the moderate category.

ANALYSIS OF UNDERSTANDING THE CONCEPT OF SIMPLE HARMONIC THROUGH VITUAL LABORATORY BASED ON VBA EXCEL

Cognitive tests that contain the ability to understand concepts, students experience low grades because textbooks or physics textbooks only contain various physical equations without being able to give examples visually so that students can understand the translation of a physical equation and can visualize an equation so that the equation is easy to understand and applied in everyday life. The emergence of these problems, this study aims to determine how the ability to understand the concept of simple harmonics through a virtual laboratory based on VBA Excel on students of the Physics education study program. This study uses a descriptive type using a quantitative approach. The population of this research is all physics education students class 2018-2021 located at FKIP Cenderawasih University. sampling using cluster random sampling as a whole one class so that the class of 2019 class was selected with a total of 24 people. The data generated using the student's concept understanding test. The results showed that the increase in understanding of concepts obtained post-test scores higher than the pre-test scores and the average increase in students' understanding of concepts was in the medium category

Fun with SPLDV: Multimedia Lectora Inspire Menguatkan Pemahaman Konsep Matematika Siswa

This study aims to describe the process of developing interactive multimedia learning mathematics Lectora Inspire that satisfies criteria: valid, practical, and effective to reinforce the conceptual understanding of 8th graders of junior high school, especially on Linear Equation System in Two Variables (LESTV) topic. This research uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The result of media and content expert validation showed an average score of 84% and 83.5%, respectively, such that it met the valid criteria and without revision. The result of the student questionnaire said that the media was good with scores of 79% and the average point of the test was 86.5 of 100. It showed that the student concept understanding was complete after using the media. The media need to be improved before it was used broader.