Student Conceptions Research Articles

ANALISIS KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA KELAS VIII SMP NEGERI 1 ULUSUSUA PADA MATERI KOORDINAT KARTESIUS

The problem of this research is the lack of ability to understand mathematical concepts of class VIII students at SMP Negeri 1 Ulususua on Cartesian Coordinates material. The aim of this research is 1) To describe the ability to understand mathematical concepts of class VIII students at SMP Negeri 1 Ulususua on Cartesian coordinates material through a test of the ability to understand mathematical concepts. 2) to find out students' obstacles in completing Cartesian coordinates material through a test of the ability to understand mathematical concepts. This type of research is qualitative research with a descriptive approach. The informants in this research were 22 students in class VIII of SMP Negeri 1 Ulususua. Based on the results of tests on the ability to understand mathematical concepts of class VIII students at SMP Negeri 1 Ulususua on Cartesian coordinates material, it is known that the average student score is 45.55, which can be classified into several score categories, namely 1 person (5%) has a very good score, 2 good scores. people (9%), the fair score was 10 people (45%), the poor score category was 7 people (32%) and the very poor score was 2 people (9%). So it can be concluded that the ability to understand mathematical concepts of class VIII students at SMP Negeri 1 Ulususua is dominant in the sufficient score category. The obstacles faced by students in completing the test are that students are less able to understand the concept of material and classify the concept of Cartesian coordinates in the questions, students are less able to develop their thinking regarding the concept of Cartesian coordinates, students do not understand the representation of the concept of Cartesian coordinates and students are less able to use algorithms. solve the problem correctly. Researchers suggest that students must understand the importance of the ability to understand mathematical concepts and teachers should pay attention to how important students' ability to understand mathematical concepts is in mathematics learning.

ASSESSING THE IMPACT OF FLIPPED CLASSROOM ON MATH COMPREHENSION IN PRIMARY SCHOOL STUDENTS

This study aims to evaluate the effectiveness of the Flipped Classroom learning model in improving the understanding of mathematical concepts in elementary school students. Using a quasi-experimental design with a pre-test and post-test nonequivalent control group design, data were collected from 50 sixth graders of an elementary school. The Flipped Classroom model is compared to conventional teaching methods, with students' understanding of mathematical concepts as dependent variables. Results showed significant improvements in both groups, signaling the positive impact of both teaching methods on student understanding. However, no significant differences were observed between the two methods. The study emphasizes the importance of considering a variety of factors, including technology skills, parental support, and cultural context, in choosing the right teaching method. While the Flipped Classroom offers an innovative approach, conventional methods remain relevant in specific contexts. Recommendations for future research include the use of larger samples and considering additional factors that affect learning outcomes. Overall, the research contributes to an understanding of effective teaching practices in basic mathematics education, providing valuable insights for educators and policymakers.

Students’ Alternative Concept on the Topic of Energy in Life

This research aims to get the alternative concepts of students regarding the concept of energy in life using integrative instruments. The concept of energy in life consists of two topics, photosynthesis and cellular respiration. A sample of 375 students was established using the random sampling technique. They were from 14 junior high schools in Palembang City using the stratified cluster sampling. The instrument used consists of 30 free-response. The results of this research show that students understand the concept that photosynthesis can only occur in leaves (23.70%) and takes place during the day (33%) by utilizing oxygen (25.80%) while existing sunlight functions as the lighting in the photosynthesis process (17.20%) and chlorophyll plays a role in providing coloring to plants (16.50%). On the topic of cellular respiration, students understand that cellular respiration is an activity for the formation and addition of energy in living things (30.40%) and can occur in all parts of the body of living things (31.30%). Both ordinary cellular respiration and fermentation are carried out utilizing oxygen (72.40%). The results show that the alternative concepts possessed by students are very diverse with basic concepts, even though these basic concepts have been studied at previous levels of education.

Curricular Adaptations for the learning of mathematical concepts in students with intellectual educational needs

Education is a fundamental right in a person's life, without distinction or conditions. Therefore, this research aimed to develop a didactic proposal of curricular adaptations for the learning of mathematical concepts in students with intellectual educational needs. In this context, a qualitative anddescriptive study took students with this condition and educational teachers as study individuals. The results obtained in the diagnosis externalized the importance of applying adaptations depending on the degree of complexity presented by each student. In this way, a proposal is presented that contributes to improving the teaching-learning process of young people with intellectual disabilities in different degrees and that allows them to strengthen fundamental mathematical concepts to include them in their daily activities and the environment that surrounds them.

Developing Multitier Open-ended Transverse Wave Instrument (MOTWI): How to Assess Students' Misconceptions?

At school, students have studied the characteristics of waves and the relationship between period, frequency, wavelength, and the speed of propagation of transverse waves. However, students often experience misconceptions based on intuitive thinking and the phenomena they encountered. Thus, the research aims to describe the instrument validation of developing a multitier open-ended transverse wave instrument (MOTWI), which is useful in deeply assessing the misconceptions of high school students. The 4D (defining, designing, developing, and disseminating) model has been utilized as the method for developing the instrument. The participants were 67 high school students aged between 16 and 18 years (21 males namely “Mas” and 46 females namely “Mba”). The validity and reliability of MOTWI were analyzed using Rasch Model with MINISTEP 4.7.0.0 software. MOTWI validity from item dimensionality was valid. Cronbach Alpha (α) value was 0.75 (good category), and item reliability was a very good category. The construct validation results of MOTWI were valid and reliable for seven items. The students’ conceptions and misconceptions were analyzed with Wright maps. The conceptions of students were categorized as sound understanding (SU), partial understanding positive (PUP), partial understanding negative (PUN), no understanding (NU), misconception (MC), and no oding (NC). The misconceptions were mostly found in the characteristics and the factors that affect the speed of propagation of transverse waves. In conclusion, developing MOTWI can be used to assess and identify conceptions and misconceptions of students. Keywords: Multitier Open-ended Transverse Wave Instrument, students’ misconceptions

Tunisian and US journalism students: A comparison of journalism degree motivations and role conceptions

This study assesses journalism student motivations and role conceptions among Tunisian and US students to compare aspiring journalists in a country with well-established free-press norms to those in a transitional democracy with a recent history of authoritarianism. Results suggest that Tunisian journalism students are more interested than US journalism students in covering public affairs and using their work to fight social injustice. A Tunisian drive toward public-service journalism is consistent with these socially conscious inclinations.

Improving Economic Learning Outcomes Through Problem-Based Learning Using Augmented Reality Media

This study discusses the improvement of economic learning outcomes through a problem-based learning approach using Augmented Reality (AR) media. With a focus on the application of innovative concepts in education, this study explores how the combination of an effective problem-based learning approach and engaging AR technology can improve students' understanding of economic concepts. The results show that the use of AR in economics learning can significantly improve student engagement, concept understanding, and learning outcomes. In addition, the problem-based learning approach also proved effective in improving students' critical thinking and problem-solving skills. Despite challenges related to technology availability and teacher training, the conclusions of this study emphasize the importance of integrating AR technology and innovative learning approaches in creating a more engaging and effective learning environment in the context of economics education. Further research is needed to optimize the use of this technology and evaluate its effectiveness in various educational contexts.

Using Sundanese Musical Instrument and Audacity Software to Learn About Sound Waves

Integrating local culture into classes can build meaningful experiences for the students. Suling is a musical instrument originating from West Java’s dominant Sundanese culture and can be an alternative learning medium for teaching sound wave subjects. Using technology can facilitate understanding concepts for students. The Audacity software can help students analyze the spectrum and frequency of the sound produced by Suling. This study aimed to investigate the measurement of the frequency and spectrum of Suling with four and six holes and to analyze the potential for integrating local culture and technology in science learning. The type of research was descriptive to provide an overview of a symptom, event, and actual situation. We used a microphone and Audacity on the computer and each musical instrument in Suling. The study’s results showed that spectrum analysis has a similar pattern in Suling four and six holes and almost had similar frequencies. Local culture has the potential to be implemented in science learning, and technology facilitates students’ understanding of concepts. Suling and Audacity can be used as a learning media for a junior high school practicum on a sound wave subject. Keywords: Sundanese Musical, Instrument and Audacity Software, Sound Waves

Nanomaterials Research at a Primarily Undergraduate Institution: Transforming Nanorods, Undergraduate Research Communities, and Infrastructure.

Undergraduate research transforms student's conceptions of themselves as scientists and encourages participation and retention in science, technology, engineering, and mathematics (STEM) fields. Many barriers exist to carrying out scientifically impactful undergraduate research in nanomaterials at primarily undergraduate institutions (PUIs). Here, we share several practices and design principles that demonstrate pathways to overcome these barriers. Design of modular research projects with low entry barriers is essential. Postsynthetic transformation of nanoparticles is a field that enables such design and has been used successfully to advance nanoscience research while being achievable within undergraduate laboratories. Relatively large, inclusive research communities can be supported through the creation of opportunities with peer- and near-peer mentoring. We also share emerging strategies for enabling routine undergraduate access to transmission electron microscopy, which is one of the most mainstream characterization techniques in nanoscience yet is frequently absent from the infrastructure at undergraduate-focused institutions.

Interleaving Foundational Nursing Concepts for Accelerated Nursing Students Through Gamification.

As nursing education adapts to post-COVID learning and an ever-increasing data-connected world, interactive gaming experiences may help students retain information and encourage teamwork and critical thinking skills. This article explores the innovative use of an escape room as a means to interleave essential nursing concepts for first-semester students pursuing an accelerated bachelor's degree in nursing. The unique approach proved to be an effective and engaging way to introduce and reinforce key principles.

Construction and Analysis of Collaborative Educational Networks based on Student Concept Maps

Network Analysis has traditionally been applied to analyzing interactions among learners in online learning platforms such as discussion boards. However, there are opportunities to bring Network Analysis to bear on networks representing learners' mental models of course material, rather than learner interactions. This paper describes the construction and analysis of collaborative educational networks based on concept maps created by undergraduates. Concept mapping activities were deployed throughout two separate quarters of a large General Education (GE) course about sustainability and technology at a large university on the West Coast of the United States. A variety of Network Analysis metrics are evaluated on their ability to predict an individual learner's understanding based on that learner's contributions to a network representing the collective understanding of all learners in the course. Several of the metrics significantly correlated with learner performance, especially those that compare an individual learner's conformity to the larger group's consensus. The novel network metrics based on collective networks of learner concept maps are shown to produce stronger and more reproducible correlations with learner performance than metrics traditionally used in the literature to evaluate concept maps. This paper thus demonstrates that Network Analysis in conjunction with collective networks of concept maps can provide insights into learners' conceptual understanding of course material.

The Influence of Augmented Reality-Based Learning Media on Understanding Mathematics Concepts of Fifth-Grade Students

The technology known as augmented reality allows the real and virtual (digital) worlds to merge. Specifically, it projects three-dimensional (3D) objects onto the surface of the real world using the medium of a camera, giving the impression that the objects are actually there. This research, thus, aims to find out how fifth-grade students at the State Elementary School of 064005 Medan understand mathematical ideas in relation to augmented reality-based learning materials. The research population was fifty fifth-grade students at the State Elementary School of 064005 Medan. The whole sampling technique was employed to collect research samples. Two classes of the elementary school, namely class V A as the experimental class and class V B as the control class, were the samples used in this research. Based on post-test data, the average learning outcome score for the experimental class was 89.00, while the control class was 79.80. According to research findings, augmented reality-based educational materials exerted a significant impact (sig. 0.05) on the understanding of mathematical concepts for fifth-grade students, with a percentage of 80.88%, so the students' answers to the augmented reality-based learning media for mathematics concepts for fifth-grade students at the State Elementary School of 064005 Medan can be classified as good. Hence, the use of media is practical and scientifically effective. These results demonstrate that students' responses to augmented reality-based learning media in understanding mathematical concepts in flat-sided geometry material are in a good category. The implication is that teachers can put more emphasis on the use of advanced technological media in understanding concepts and other mathematical skills.

The Effects of Implementing the Strategy of Semantic Feature Analysis (SFA) in Promoting Vocabulary in School-Aged Portuguese Children in Inclusive Schools

Background: The purpose of this study was to apply and analyze the impact of the semantic feature analysis (SFA) strategy on vocabulary development and comprehension of texts and theoretical concepts in Portuguese school-age students with and without special educational needs (SEN) attending inclusive schools. Method: The research design was quasi-experimental. The SFA was administered in ten sessions of approximately 60 min each. The sample was a convenience sample and consisted of selecting three classes in each school: (i) in the first cycle of basic education, 65 students were divided into a control group, an experimental group and a structured teaching group; (ii) in the second cycle of basic education, 55 students were divided into an experimental group, an online virtual school and a control group. Results: (1) The SFA strategy is motivating, appealing, inexpensive, flexible and easy to implement; (2) learning the SFA strategy is easy and can be successfully taught in any classroom; (3) the performance of the students assigned to the experimental groups was significantly higher in both cycles compared to all the other groups; (4) the effect sizes were 0.87 in the first cycle and 0.88 in the second cycle. Conclusion: The SFA strategy effectively promotes the development of vocabulary, concept knowledge and text comprehension in school-age children, being more effective than regular teaching.

Redesign of a Life Cycle Figure Improves Student Conceptions of Ecology and Evolution

Life cycle diagrams communicate the developmental life stages of an organism. Design choices may inadvertently communicate additional information about survivorship rates, genetic variation, and microevolutionary change. In this controlled experiment, we randomly assigned one of three life cycle diagrams to 684 college students. Each figure included identical life stages of a fictitious organism’s development but differed in (1) the number of offspring (single or multiple) and (2) layout (cyclical or linear). Each participant could reference the figure when answering questions about organism survival, variation among offspring, and variation between generations. Students scored 28–30% higher on questions about survivorship when the available diagram included multiple offspring. Students scored 19–30% higher on questions about microevolution when the diagram layout was linear. Overall, students who received the figure with a linear layout and multiple offspring earned the highest average score (54.5%, or 3.3 of six questions) on the assessment, while students with the traditional figure (cyclical layout with single offspring) scored the lowest average (26.1%, or 1.6 of six questions). These results suggest that figure design affects student interpretations and may assist student learning about ecology and evolution concepts and common misconceptions.

PLAYFUL ACTIVITIES FOR TEACHING SUSTAINABILITY IN PRIMARY SCHOOL THROUGH EDUCATION 5.0

There has been ample debate about the necessity of departing from content-based educational models to pave the way for an education system that fosters the formation of students as critical citizens actively engaged in shaping society. This study aimed to develop a sequence of playful activities articulating sustainability concepts for primary school students within an Education 5.0 framework. The research was conducted in a public school in São Paulo State, Brazil. The results indicated that the proposed sequence of playful activities served as an effective tool for the teaching–learning of sustainability concepts and, more importantly, prompted reflections on the need for and relevance of socio-environmental awareness in daily life.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0789/a.php" alt="Hit counter" /></p>

Using Manipulative-Based Instructional Sequences to Increase the Understanding of Fractional Concepts of Students With Mathematical Learning Disabilities

Manipulative-based instructional sequences have proven to be successful with students with disabilities. However, instruction must not only support the acquisition of conceptual and procedural knowledge but also build on students’ strengths. This article describes how teachers can use manipulative-based instructional sequences to support the fractional understanding of students who are diagnosed with mathematical learning disabilities. We begin by describing common misconceptions that may affect students’ abilities to reason with and calculate fractions. We then explain how teachers can use a concrete-semi-concrete representational-abstract (CRA) model to plan and implement lessons that maximize learning and minimize frustration. Readers are also provided with detailed descriptions of how teachers can assess fraction knowledge, reinforce conceptual understanding, and promote procedural fluency.

Mechanical Wave Concepts of Thai High School Students: Comparing Learned and Unlearned Groups

Mechanical waves are one of the basic topics of physics; they are also the basis of various fields such as physical optics, geophysics, engineering, and medical physics. This study aims to investigate the mechanical wave concepts of Thai high school students. Participants were 150 grade 11 – 12 students from a high school in Songkhla Province, Thailand. They were divided into two groups. The first group consisted of 77 students – grade 12 who had already learned about mechanical waves, and the second group consisted of 73 students – grade 11 who had not yet learned about the topic. The main instrument was the Mechanical Wave Conceptual Survey (Tongchai, Sharma, Johnston, Arayathanitkul & Soankwan, 2009) which consisted of 22 multiple-choice questions. The researchers also asked students to provide their reasoning for choosing their answers for each multiple-choice question. The survey was administered to students and they were given 50 minutes to complete it. Students’ answers and their reasoning were analyzed quantitatively and qualitatively. As a result, students’ responses were categorized into four main topics: 1) propagation; 2) superposition; 3) reflection; and 4) standing waves. Responses from both groups of students indicated the same misconceptions.

Analisis Pemahaman Konsep Belajar Siswa pada Materi Perbandingan yang Ditinjau dari Gender

Concept understanding in terms of gender has an important role in learning mathematics which will strengthen students' memories in receiving mathematical material that is imaginary so it is necessary to understand the concept first. The purpose of this study was to determine how the ability to understand the concepts of male and female students on Student Comparison material at SMP NU Lekok. The type of research used is qualitative research. The research subjects were 4 students consisting of 2 male students and 2 female students. Data collection techniques are tests and interviews. The results of this study showed that there were still male students who could not restate the concept of comparison, including the medium category, while for women, they could meet the indicators of restating a concept, including the high category; indicators of classifying objects according to their concepts, male students included the medium category, female students included the high category; indicators of presenting concepts in the form of mathematical representations, male students included the medium category, female students included the high category; indicators of using, utilising and selecting procedures or operations, male and female students included the low category; indicators of applying concepts or algorithms, male and female students included the medium category.

Discussion on Primary School Work Skill Education from The Perspective of Moral Education

This study discusses the integration of moral education and vocational skills education in primary schools. The main focus is to deeply understand the importance of cultivating not only academic ability, but also children's moral quality and vocational skills at this critical stage of development. The research adopts literature review, questionnaire and interview to introduce the concept and goal of primary school students' vocational skills education. Based on previous studies, this paper discusses the challenges, best practices and limitations of combining moral education with vocational skills education. The ultimate goal is to provide suggestions for optimizing vocational skills education in primary schools from the perspective of moral education.

COMPARISON OF PHYSICS CONCEPT UNDERSTANDING ABILITY OF STUDENTS USING PHET SOFTWARE WITH NI MULTISIM SOFTWARE

The lack of practical equipment for physics in schools is a contributing factor to the absence of practical. This study aims to determine the differences in understanding of the concepts of students in the control class and experimental class 1 and for differences in understanding the concepts of students in experimental class 1 and experimental class 2. The research methodology involves a quasi-experimental approach employing a nonequivalent control group design. The target population consists of all students at XII IPA SMA Negeri 8 Banda Aceh. The sample for the study is derived using purposive sampling technique. Data collection is accomplished by employing essay test instruments. The independent sample t-test is utilized to assess the difference in concept understanding ability among the three classes, with a significance level of 0.05 after meeting the prerequisite test. The study findings reveal a significant disparity in concept understanding between the control class and experimental class 1, with a tcount value of 12.049 > ttable 2.068. Additionally, there is a notable difference in concept understanding between the control class and experimental class 2, with a t count value of 13.931 > ttable 2.068.