Student Conceptual Understanding Research Articles

Character-based physics learning module through generative learning model: Student conceptual understanding

One of the causes of students' low conceptual understanding is the lack of instructional materials with a composition that aids students in understanding concepts independently or during classroom learning. The aim of this research is to produce a character-based learning module, particularly emphasizing the virtues of honesty, valuing others' opinions, and caring, through a valid, practical, and effective generative learning model to enhance students' conceptual understanding. This study follows a research and development approach. The development design employs the ADDIE model, tested with 29 eleventh-grade science students at SMAN 6 Banjarmasin. Data collection involved validation sheets for the learning module, observations of lesson plan implementation, student response questionnaires, and learning outcome tests. The data were then analyzed qualitatively and quantitatively. The results show: (1) the developed character-based learning module with an average score of 2.9 is declared valid, (2) the module, assessed through lesson plan implementation and student response questionnaires, is considered practical, and (3) the developed character-based learning module is effective in improving students' conceptual understanding, yielding an N-gain of 0.65 categorized as moderate, with a noticeable difference in students' character achievement before and after the learning process. In conclusion, this study affirms that the character-based learning module with a generative learning model is deemed suitable for enhancing students' conceptual understanding.

Development of Uno Stacko Games-Based Learning Media Integrated with Qr Code on the Material of the Human Respiratory System in Increasing Interest and Understanding of Concepts for Grade VIII Middle School Students

Game-based learning media is a media that can improve students' interest and conceptual understanding effectively. In this study, the research and development (RD) method was used by adopting the ADDIE model to develop a learning media based on Uno Stacko game with a focus on the topic of Respiratory System which was integrated with the QR Code. The effectiveness test that was used on the learning media was a quasi-experimental design. The media testing used three classes consisting of a trial class with a total of 25 students, as well as a control class and an experimental class, each of which consisted of 23 students. The results of the study of the students' learning interest with the Respiratory System Uno Stacko learning media along with further explanation by the teacher using the lecture method differ significantly from the learning interest of the students who only used the lecture method. The implementation of the learning media can improve learning interest. It can be seen from the result of the average percentage of the experimental class with a total of 81% which is higher than the control class with a total of 76

Philosophy of Al-Farabi In Developing A Digital Music Notation Training Model for High School Art and Culture Teachers Based on CSCL

This article explores the philosophical aspects of Al-Farabi in the development of a music art training model, aimed at assisting high school Art and Culture teachers in understanding and teaching digital music notation. Al-Farabi, a great philosopher from the Classical Islamic period, offers valuable insights into education and learning, which are applicable in the context of music art teaching. The article elucidates how Al-Farabi's views, particularly on ethics, morality, and happiness, can be integrated into a training model based on Computer Support Collaborative Learning (CSCL) to enrich the art teachers' learning experience. Furthermore, it provides an overview of how digital music notation can be implemented in high school cultural arts education and why this approach is relevant in the rapidly evolving context of music education. This article is expected to serve as a guide for developing a holistic and philosophical training model in music art education, focusing on understanding digital music notation and applying Al-Farabi's philosophical principles in the learning process. Additionally, this research highlights the importance of integrating technology in art education, demonstrating how digital approaches can broaden the horizons of music art learning. Moreover, the article seeks to prove how teaching methods inspired by Al-Farabi's thoughts can enhance students' creativity and conceptual understanding in music art.

University students dataset related to achievement, classroom practices, perceptions and attitudes of multimedia-based learning quantum physics.

This dataset presents data collected to assess teaching and learning of quantum physics at the University of Rwanda - College of Education (UR-CE), Rwanda. Data were collected between August and November 2019 as the baseline, and between January and April 2022 under a quasi-experimental design. Three sets of data were collected. The first set was about students' performance and conceptual understanding collected before and after teaching intervention (lecture method or multimedia-aided approach) using mainly Quantum Physics Conceptual Survey (QPCS). The second set documented classroom practices during teaching and learning using the Classroom Observation Protocol for Undergraduate STEM (COPUS). The last set is comprised of the data related to lecturers' and students' perceptions before teaching and learning quantum physics and students' attitudes after learning Quantum physics. The Quantum Physics Attitude Test (QPAT) was mainly used to collect these data. The dataset is important to education stakeholders because university managers can visualize the status of teaching and learning outcomes, lecturers can reflect on the study, and researchers can use the data to analyze various independent variables.

Development of Digital Comic Interactive Media Toward Primary Students' Understanding of Concepts

Objective: The use of interactive media to understand the concept of material is a stimulation of the integration of all the senses in students, where the media will provide freedom to explore the material that is available in it freely, utilizing several unique features in Microsoft PowerPoint which the researchers then turned into an interactive learning tool for students, in its implementation students will be presented with learning media that integrates audio, video and visual components. Method: This research uses quantitative research with experimental methods. The population in this study was class VI students as experimental class research and VI B students as control class research, with a sample of class VI C students totaling 30 students for each sample on geographical characteristics and life in the ASEAN region. Results: This research produced media products in the form of interactive comics, which are proven to be able to increase students' conceptual understanding of material on geographical characteristics and life in the ASEAN region, as proven by the results of data processing using which proves that there is a significant influence. Novelty: There is a significant impact of the development of Digital Comic Interactive Media on Students' Conceptual Understanding of Elementary school is seen from the pretest and post-test results, which show that Ho is rejected and Hα is accepted. By rejecting Ho, it means that in this research, it is proven that the conceptual understanding of students who are given action is significantly different.

Effectiveness of Brain-Based Learning Toward Improving Students’ Conceptual Understanding: A Meta-Analysis

This study explores the effectiveness of brain-based learning (BBL) as a pedagogical approach to address the challenges of poor conceptual understanding, which may have worsened due to the COVID-19 pandemic aftermath. In this meta-analysis, 14 studies qualified using the Publish or Perish software and the Preferred Reporting Items for Systematic Reviews and Meta-analyses. Statistical analysis conducted using Comprehensive Meta-Analysis (CMA) Version 4 software by Biostat, Inc. Based on the results, the overall effect size (ES = 3.135) indicates that the use and integration of BBL principles and strategies have a significantly large and positive effect on student conceptual understanding. The moderator analysis revealed a significant difference between individual studies (p < .001); however, the overall results for academic level (p > .05) and discipline (p > .05) revealed no significant differences. Hence, each study included in this analysis may differ from one another due to the differences in various BBL strategies implemented; however, when grouped, they shared common effect sizes. With these findings, the researchers advocate the use of BBL principles and strategies to improve students' conceptual understanding at various levels in basic education, be it in English and STEM. Moreover, empirical studies focusing on a particular BBL variable, such as health and nutrition, are recommended for in-depth analysis and discussion. Keywords: brain, brain-based pedagogy, education, learning poverty, reading comprehension, meta-analysis

Teachers’ use of inquiry and language scaffolding questions when preparing an experiment

This study analyze data from three national contexts in which teachers worked with the same teaching materials and inquiry classroom activities, investigating teachers’ use of strategies to promote interaction and scaffolding when participating in a professional development program. The data material is collected from three case studies from the Netherlands, Norway, and Sweden, respectively. Each case is from a teaching unit about green plants and seed sprouting. In one lesson in this unit, students were involved in planning an experiment with sprouting seeds, and this (similar) lesson was videotaped in three national settings. The main research question is, as follows: How do primary teachers use questions to scaffold conceptual understanding and language use in inquiry science activities? The data analysis shows that teachers ask different kind of questions such as open, closed, influencing and orienting questions. The open, orienting questions induce students to generate their own ideas, while closed orienting and influencing questions often scaffold language and content-specific meaning-making. However, both open, closed, orienting and influencing questions can scaffold student language and conceptual understanding. Often, teacher questions scaffold both language content-specific meaning-making at the same time. The study shows the subtle mechanisms through which teachers can use questions to scaffold student science literacy and thereby including them in classroom interaction.

Identification of Student Misconceptions on Photosynthesis Material using Three Tier Test Instrument

Many misconceptions occur to students due to their low analytical skills. Misconceptions can occur in some courses that have abstract concepts. These concepts are difficult to understand and are interrelated with each other, so they require in-depth analysis. Analysis and in-depth understanding of biological concepts are needed in plant physiology courses. The research that has been conducted is a descriptive study with purpose to analyze and describe the level of understanding of student concepts on photosynthesis material. The subjects of this study were 30 biology education students at Padang State University (UNP) who took plant physiology classes in the 2022/2023 academic year. Students who have a good understanding of the concept are 10.87%, complete misconceptions are 23, 24%, false positive misconceptions are 22.54% and false negative misconceptions are 21.75%. These findings are expected to be used as a reference for lecturers teaching plant physiology courses to maximize concept understanding in learning.

Students conceptual understanding of logic material in terms of assessment diagnostic result

Students conceptual understanding of logic material in terms of assessment diagnostic result

Analysis of Needs for Design of Teaching Materials Based on Integrated Cognitive Conflict with Augmented Reality in Thermodynamics

The goal of 21st century learning in the independent curriculum is that students are able to deepen concepts and strengthen competencies. Efforts that can be made to achieve this goal are the use of teaching materials that are able to increase students' understanding of concepts. This research was conducted to develop teaching materials based on cognitive conflict integrated with augmented reality technology, so it is necessary to carry out a needs analysis as an initial stage of developing teaching materials. This type of research is quantitative descriptive research, the data collection instruments used are journal analysis and teacher and student analysis questionnaire sheets. Research was conducted to determine the need for developing open materials in schools. The results of the analysis of student needs show that physics learning is still teacher-centered, technology-integrated teaching materials, especially Augmented Reality, are not yet available, and learning models that overcome students' misconceptions are not yet used. The results of this preliminary research indicate the need to develop open physics materials that are able to increase student understanding of concepts and interest in learning. The solution to this is to develop cognitive conflict-based teaching materials that are integrated with technology by utilizing augmented reality technology.

Pemetaan Pemahaman Konsep Analisis Pengukuran Fisika dan Mekanika Analitik Pada Mahasiswa Program Studi Pendidikan Fisika Tahun Pertama

Physics education study program students should have a high level of understanding of physics concepts. However, in reality the level of understanding of physics concepts for students in physics education study programs is still low. The aim of this research is to determine the distribution of students' level of conceptual understanding in the physics education study program in their first year. The research method used by the author is quantitative descriptive. This research was conducted on 43 Class C Physics Education study program students Class C of 2022 in their first year studying at Yogyakarta State University. The results of this research show that the level of conceptual understanding of Physics Education study program students in the Physics Measurement Analysis (APF) and Analytical Mechanics courses is very different in their first year of study with the average UAS score in the APF course being 2.89 and in the Analytical Mechanics course of 9.04. Therefore, alternatives are needed to improve and equalize student understanding of concepts in courses in the Physics Education study program, one of which is by improving the quality of teaching and organization in the learning process, increasing student involvement in learning physics, using effective learning methods to increase understanding. physics concepts, as well as increasing collaboration between students, lecturers and institutions in increasing understanding of physics concepts.

Enhancing student conceptual understanding and critical thinking through SETS-based digital modules on environmental changes

The rapid advancements in science and technology have necessitated the adaptation of biology education to enhance students' understanding and critical thinking skills, aligning with the demands of the 21st century. The development of digital modules based on the Science, Environment, Technology, and Society (SETS) framework represents an innovative approach to facilitate students' learning by seamlessly integrating theories from science, environment, technology, and society. This research adopts the Research and Development methodology, employing the ADDIE development model. The digital module's development underwent validation by four experts, comprising two media experts and two material experts. The validation results yielded a 90% agreement from media experts and an 85% concurrence from material experts, indicating the suitability of the digital module on environmental change, grounded in the SETS framework, for educational use. The developed module was subjected to testing using a one-group pretest-posttest design, followed by the analysis of the obtained data through paired sample t-tests. The analysis results indicate a significant improvement in both conceptual understanding and critical thinking skills following the utilization of the module. Hence, this module is recommended for use in biology education, particularly in the context of environmental change materials.

Impact of transition to a hybrid model of biochemistry course-based undergraduate research experience during the COVID-19 pandemic on student science self-efficacy and conceptual knowledge

The COVID-19 outbreak has had a significant impact on higher education worldwide. In-person courses had to be quickly transited to online, including lab courses embedded with Course-based Undergraduate Research Experiences (CUREs). In response to this challenge, we successfully converted a fully in-person biochemistry lab that integrated with a 6-week modular CURE (mCURE) into a hybrid CURE (hCURE) in Fall 2020, with support from the Malate dehydrogenase CUREs Community. The hCURE was structured to have in-person labs and online activities arranged on an alternating weekly basis, so that only half of the regular class size of students attended the hands-on labs at any given time to maintain proper social distancing. To evaluate the efficacy of the hCURE, student science self-efficacy and conceptual understanding of protein structure–function relationships were measured using pre-course and post-course surveys and tests, respectively. Our data showed a significant increase in student science self-efficacy and conceptual knowledge test scores. Furthermore, we compared the pre-lab quiz scores that assessed various biochemical concepts and skills across three different semesters, Fall 2019 with a fully in-person mCURE before the pandemic, Fall 2020 with the hCURE implemented during the pandemic, and Fall 2021 when the lab returned to the fully in-person mCURE following the pandemic. A significant decline in quiz scores from Fall 2019 to Fall 2020, and an even further decline from Fall 2019 to Fall 2021 were observed, suggesting that apart from the impact of course modality, the pandemic may have exerted a lasting adverse effect on student learning.

Analysis of Learning Media Development Needs Exe Learning Straight Motion Material Changes Regularly for Senior High School Class XI

The purpose of the study entitled Needs Analysis of Learning Media Development Exe Learning Straight Motion Material Changes Regularly for Senior High School Class XI is to conduct a needs analysis to find out how much students and teachers need to develop E-module learning media based on the Exe learning application on Straight Motion Changing Regular Class XI material. The method used is the qualitative descriptive method. Data collection techniques carried out in this study were carried out by observation and interview activities. The instruments used are the observation data collection technique using an observation sheet instrument and when the interview data collection technique uses an instrument, namely an interview sheet consisting of teacher interview sheets and student interview sheets. From the research conducted, it was found that the understanding of student concepts at SMA Negeri 1 Kota Bengkulu, SMA Negeri 3 Kota Bengkulu, and SMA Negeri 9 Kota Bengkulu still needs to be improved, especially in the subject of physics of Straight Motion Changing Regular material. This is due to learning media that is still not interesting. Based on the results of the needs analysis conducted for the development of E-modules for Class XI Physics Regular Changing Straight Motion material, it can be concluded that teachers and students at SMA Negeri 1 Kota Bengkulu, SMA Negeri 3 Kota Bengkulu, and SMA Negeri 9 Kota Bengkulu still need the development of E-modules to improve students' understanding of concepts.

Conceptual Understanding in Static Fluid through the Recitation Program for Students at SMA Ar-Rohmah International Islamic Boarding School

Conceptual understanding of physics is one of the important factors to improve the quality of learning physics. However, several studies have shown that student’s conceptual understanding is low, especially in static fluid material. Several studies have attempted to use recitation programs and have succeeded in increasing understanding of the concept. Student's conceptual understanding can be improved through independent learning. Independent learning can use recitation programs, but not many available static fluid recitation programs are equipped with concept explanations and do not yet cover students who study in a formal and boarding school system, such as boarding school students. Existing recitation programs are widely used by students to support independent learning. Recitation of students is still rare because of the lack of independent learning. Therefore, this study aims to improve boarding school student’s conceptual understanding in static fluid material through recitation program. This research is quantitative research with a quasi-experimental and one group pretest-posttest design. The recitation program is given in the form of an interesting computer-assisted animation outside of learning. The subjects of this study were 40 students of class XI Natural Science 1 at the SMA International Islamic Boarding School Ar-Rohmah Dau, Malang. The research instruments included valid recitation programs and pretest-posttest questions. Data obtained from the results of the conceptual understanding test supported by interviews. The results showed that there was an increase in students' understanding of the concept which was calculated through an N-gain of 0.45 in the medium category and an effect-size of 1.68 in the strong category. The findings of this study imply that the recitation program can improve student's understanding of concepts like previous research, and practically that teachers can utilize the recitation program as student learning material.

The influence of the group investigation model assisted by media puzzles on students' understanding of science concepts

This research is based on students' misconceptions about science subjects, especially animal life cycle materials. This study aimed to find significant differences after applying the puzzle media-assisted group investigation model to students' understanding of science concepts. This research is a quantitative research experiment with a group pretest-posttest design. The sample used was grade V students of SDN 2 Wonosemi, consisting of 12 students. The sampling technique used is random sampling. The data collection method used is the test method. The instruments used are pretest and posttest questions of multiple choice understanding of student concepts consisting of 20 questions. The normality test is an initial test that shows normally distributed data. This study used an average difference test with a statistical test, namely the Paired Sample T-test. The t-test results showed that the average pretest score was 59.17 while the average posttest score was 82.92 with Sig. (2-tailed) = 0.00 < 0.05. According to the criteria used in the Paired Sample T-Test, Ha is accepted, and H0 is rejected. So, a significant difference exists between pretest and posttest scores using a group investigation model assisted by puzzle media on students' understanding of science concepts. Applying the group investigation model assisted by puzzle media affects the understanding of students' science concepts.

Visualizing depth of student conceptual understanding using subquestions and alluvial diagrams

Visualizing depth of student conceptual understanding using subquestions and alluvial diagrams

The effect of android-based augmented reality lab coats on students with different academic abilities on understanding of skeletal system

The understanding of students' concepts of SMP Negeri 1 Kandangan on the material of the skeletal system is still low. This study aims to determine the effect of applying Android-based Augmented Reality laboratory coats to students with different academic abilities on understanding the concept of skeletal system material for students of SMP Negeri 1 Kandangan. This research is a quasi-experiment or quasi-experiment with a pretest-posttest control group design. The population used in this study were all seventh-grade students of SMP Negeri 1 Kandangan. In contrast, the samples in this study were class VII A as the control class and class VII B as the experimental class, which would be treated as applying an Augmented Reality Android-based. The sample was determined using a purposive side technique. The ANCOVA test results show a significant difference in student's conceptual understanding of the skeletal system material between the control and the experimental, with a significance value or p of 0.006, which is <0.05. Meanwhile, the follow-up test results showed that the use of android-based Augmented Reality Laboratory Coat learning media significantly differed in understanding the concepts of seventh-grade students of SMP Negeri 1 Kandangan. So it can be concluded that the android-based Augmented Reality Laboratory Coat affects increasing the understanding of the concepts of students with different academic abilities at SMP Negeri 1 Kandangan as a learning medium on skeletal system material to provide a better visualization effect in observing bony structures in the passive motion system (bones).

Analyzing the Patterns of Questioning Chains and Their Intervention on Student Learning in Science Teacher Preparation

Questioning is a critical instructional strategy for teachers to support students’ knowledge construction in inquiry-oriented science teaching. Existing literature has delineated the characteristics and functions of effective questioning strategies. However, attention has been primarily cast on the format of questioning like open-ended questions in prompting student interactions or class discourses, but not much on science content embedded in questions and how they guide students toward learning objectives. Insufficient attention has been cast on the connection between a chain of questions used by a teacher in the attempt to scaffold student conceptual understanding, especially when students encounter difficulties. Furthermore, existing methods of question analysis from massive information of class discourses are unwieldy for large-scale analysis. Science teacher education needs an instrument to assess a large sample of Pre-service Teachers’ (PST) competencies of not only asking open-ended questions to solicit students’ thoughts but also analyzing the information collected from students’ responses and determining the logical of consecutive responses. This study presented such an instrument for analyzing patterns of 60 PST’s questioning chains from when they taught a science lesson during a methods course and another lesson during student teaching. Cohen’s Kappa was conducted to examine the inter-rater reliability of the coders. The PST’s orientations from the two videos were determined and the correlation between them was compared to test the validity of this instrument. Consideration of the data from this instrument identified patterns of the PSTs’ science teaching, discussed the importance of guiding questions in inquiry teaching, and suggested quantitative studies with this instrument.

Improving Students’ Attitudes and Conceptual Understanding in Mathematics using Different Teaching Strategies

The study investigated the improvement of different teaching strategies on students' attitudes and conceptual understanding in Grade 11 Mathematics. It used a descriptive-correlational research design, and survey questionnaires were administered to the randomly selected students in the three senior high school classes of Surigao City National High School. Findings revealed that students' attitudes do not vary across the three approaches. Data further showed that the average rating scale of the students in terms of their grades is 86-89, which entails very satisfactory performance. Moreover, the level of students' attitudes is separate from improving conceptual understanding across the three strategies. Students' attitudes and conceptual understanding have no relationship except problem-based learning when compared to conceptual understanding. Hence, teachers' strategies in general math are associated with the student's attitudes toward learning mathematics.