Development of digital game-based learning based PBL-STEM to stimulate scientific literacy of jun... more Development of digital game-based learning based PBL-STEM to stimulate scientific literacy of junior high school students in climate change analyzing activities AIP Conference Proceedings 2569, 060002 (2023);
In science learning, it is important to develop procedural and conceptual understanding, one of w... more In science learning, it is important to develop procedural and conceptual understanding, one of which is to train students' science process skills (SPS) in the classroom. SPS is very important for every student because it underlies students' ability to train thinking such as formulating hypotheses, conducting experiments and analyzing data. The fact is that SPS is still not optimally implemented during the learning process and is still rarely trained to students. The purpose of this study was to create the profile of students' SPS which includes basic SPS and integrated SPS on thermodynamic topics through authentic PBL with STEM approach and formative assessment. This study uses a descriptive analysis of the results of observations and student worksheets. The Indicators of SPS are categorized into four, namely very good (score 4), good (score 3), not good with (score 2), and very not good (score 1). The results of observations during the learning process showed that students' basic SPS had percentages above 68% and integrated SPS above 70.6% with both categories being good and very good. The SPS indicators that students tend to master well are classification indicators, while those that tend to be difficult are predicting.
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, Nov 1, 2018
This research was aimed to analyze the mastery of the concept of pressure on interactive demonstr... more This research was aimed to analyze the mastery of the concept of pressure on interactive demonstration learning model with formative feedback. The study involved 45 students of class VIII SMP Negeri 2 Rembang. The learning process is designed using the interactive learning demonstration stages in which it integrates with formative feedback. Tests form two-tiers as a measure of mastery of student concepts given before and after learning. The test results were analyzed qualitatively and quantitatively. The result of the analysis shows that the learning has an influence on the mastery of student concept with very strong category (very strong). The result of the improvement of students' master comprehension score before and after learning is in the medium category. Students experience an increased level of mastery of the concept from low to high on cognitive indicators of inhibiting (C1), and an increase in concept mastery level from low to moderate on understanding indicators (C2). Overall score indicator mastery of the concept of pressure. In the cognitive indicators of understanding (C3) and analysis (C4) has increased in the low category. Abstrak: Penelitian ini bertujuan untuk menganalisis penguasaan konsep tekanan pada model pembelajaran interactive demonstration disertai formative feedback. Penelitian ini melibatkan 45 siswa kelas VIII SMP Negeri 2 Rembang. Proses pembelajaran dirancang menggunakan tahapan-tahapan pembelajaran interactive demonstration yang didalamnya terintegrasikan dengan formative feedback. Tes bentuk two-tiers sebagai alat ukur penguasaan konsep siswa yang diberikan sebelum dan sesudah pembelajaran. Hasil tes dianalisis secara kualitatif dan kuantitatif. Hasil analisis menunjukkan bahwa pembelajaran tersebut memiliki pengaruh terhadap penguasaan konsep siswa dengan kategori sangat kuat (very strong). Hasil peningkatan skor penguasaan konsep siswa sebelum dan setelah pembelajaran berada pada kategori sedang. Siswa mengalami peningkatan level penguasaan konsep dari rendah menuju tinggi pada indikator kognitif mengingat (C1), dan mengalami peningkatan level penguasaan konsep dari rendah menuju sedang pada indikator memahami (C2). Secara keseluruhan, skor indikator penguasaan konsep tekanan. Pada indikator kognitif memahami (C3) dan analisis (C4) mengalami peningkatan yang masih dalam kategori rendah.
This study aims to examine the validity and effectiveness of HOTS-based multiple representation l... more This study aims to examine the validity and effectiveness of HOTS-based multiple representation learning models on straight-motion material. The method used is in the form of research and development with the ADDIE model. The study design used pre-experimental design in the way of one group pretest post-test design. The sampling technique is purposive sampling. Documents on learning development tools based on the KKNI SN -DIKTI, HOTS-based multiple representation model design, pretest/post-test straight-motion material sheets, and student response sheets for HOTS-based multiple representation learning models on straight-motion material was validated with each has the result of rcount (1) > rtable (0.999) with a significance level of 1%, meaning that all instruments can be said to be valid. The results of the validity of the instrument test for each item were declared valid with a total score of rcount (1) > rtable (0.707sig 5%; 0.834sig 1%). The reliability test results of the test instruments were declared reliable with alpha (0.839) > rtable (0.834). It was found that the HOTS-based multiple representation learning model on straight-motion material effectiveness was achieved as expected in this study, which were seen from the results of the comparison of scores obtained (507.5) with the predicted score (486) the results of effectiveness (1.04) > 1 with an average pretest result of 27.1 and post-test of 84.6. Student responses as reinforcement of the results of effectiveness show a percentage value of 93.3% with an excellent category. This research is expected to be a reference for research on other material.
Impact of The STEM approach with formative assessment in PjBL on students’ critical thinking skills
Journal of physics, 2022
Critical thinking skills (CTS) are skills that need to be developed in the 21st century. However,... more Critical thinking skills (CTS) are skills that need to be developed in the 21st century. However, building students’ CTS through a STEM approach with formative assessment in project-based learning (PjBL-STEM-AF) is rarely done. This study aims to investigate the impact of STEM-AF in PjBL in constructing students’ CTS in the topic of fluid statics. This study used a quasy experiment with a pretest-posttest control group design with students of class XI in Malang, Indonesia, as subjects. PjBL-STEM-AF model and the PjBL model was applied to the Experimental and Comparison classes, respectively. Students made two projects, namely a pressure element HARTL and a simple boat project. The research instrument was 9 essay items of critical thinking skills test with a reliability of 0.625. The data were analyzed by t-test, N-gain, and d-effect size. The results showed that the CTS in the Experimental class with a mean of 65.19 and an increase of 0.52 (medium) was significantly higher than the comparison class with 52.36 and 0.35 (medium). Experimental class’ students have different levels of improvement on the likelihood and uncertainty analysis indicator. However, the two classes had almost the same increase in the indicator of problem-solving and decision-making, and an increase in the low category on the hypothesis testing indicator. The value of effect size at 1.13 (Very Large category) suggests that PjBL-STEM-AF learning should be done more frequently in the field. The Experimental class students gave a more positive learning response than the Comparison class. It is recommended in future studies to add an “Art” aspect to the STEM approach to develop students’ CTS further.
International Journal of Evaluation and Research in Education (IJERE)
A systematic study on the development of the assessment instrument of the concept of kinematics w... more A systematic study on the development of the assessment instrument of the concept of kinematics which is one of the basic concepts of physics has not yet been conducted. This systematic study reported the characteristics, quality, effectiveness, and efficiency of the instrument assessment regarding the concept of kinematics. This systematic review method has used a systematic approach based on the practical guidelines of systematic reviews by Petticrew and Roberts and has used PRISMA diagrams for the process of searching and selecting articles, who reviewed 12 articles published between 1985 and 2021. The research findings show that the instrument of concept mastery of kinematics using multiple-choice formats, while others combine the true-false and multiple-choice formats. Almost all instruments of mastery of the concept of widely used kinematics have reported validity assessment (content validity, construct validity) and internal consistency reliability. However, predictive validi...
This study aims to obtain a profile of the level of understanding of concepts and mental models o... more This study aims to obtain a profile of the level of understanding of concepts and mental models of students in grades 10, 11, and 12 regarding the graphical concept of straight motion kinematics in high school. This research is descriptive research to provide an overview or description of a situation objectively. The research subjects were 25 students for each grade 10, 11, and 12 with a total of 75 with 23 male and 52 female taken by purposive sampling. The research data collection instrument used a test of understanding the concept of straight motion kinematics graphs in the form of open descriptions. The data analysis was carried out in two stages, the first stage was the analysis of the level of understanding of the concept and the second stage was the analysis of students' mental models. Analysis of concept understanding data obtained by students' mental models at the scientific level for students in total got a proportion of 20%. In the mental model, students at the Synthetic level obtained a proportion of 16.7%. Meanwhile, the mental level model dominates by reaching a proportion of 63.3%. From these different proportions of mental models, it can be used as a consideration for educators in choosing learning strategies in the classroom.
This research aims to investigate and compare students’ responses in solving physics problems abo... more This research aims to investigate and compare students’ responses in solving physics problems about kinematics concepts. The students’ responses cover the conceptual understanding as overall performance, representational abilities, and students’ response patterns.This research is a non-experimental survey research with thequantitative-descriptive approach. The research samples consisted of 56 students determined by purposive sampling technique. The research instrument was adapted from the Force Concept Inventory (FCI) in Physport Assessmentwhich has been validated. The students’ responses were analyzedusing descriptive statistics to measure the average and standard deviation. Students’ answers were also grouped according to the type of representation and pattern of presentation in percentages. The results showed a significant difference between the tenth-grade students and eleventh-grade students' understanding of the Kinematics concept. Furthermore, the students found it easier...
Exploration of student’s understanding of distance and displacement concept
Journal of Physics: Conference Series, 2021
This study aims to explore students’ understanding of the kinematics, especially in the concepts ... more This study aims to explore students’ understanding of the kinematics, especially in the concepts of distance and displacement. This survey research involved 21 first-year physics students that registered in the odd semester of the 2019-2020 Physics Education Program at Universitas Kanjuruhan Malang. Justification of students’ understanding of kinematics concept is done by analyzing their responses to multiple choice questions, evaluating their arguments in answering the test items, and also through a series of individual interviews. With a mixed-method approach, the data are analyzed quantitatively and simultaneously as well as qualitatively. The result shows that about 42,8% of new students 2019-2020 understanding of displacement and distance concept, and the other have shallow understandings and even misconceptions. Exploration of understanding the concepts of distance and displacement can be used as reference material and consideration for educators to develop appropriate, measur...
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2021
This study aims to determine the effectiveness of the 3E learning cycle model in the context of s... more This study aims to determine the effectiveness of the 3E learning cycle model in the context of socioscientific issues on conceptual understanding and scientific explanations of grade V students on science content. This study used a quasy experimental approach with posttest only control group design. The subjects of this study were fifth grade students in two public schools in Kalipare sub-district, namely SDN A and SDN B. The research instruments consisted a conceptual test of 20 multiple choice questions (α Cronbach's = 0,842) and 5 scientific explanation test with essay questions (α Cronbach's = 0,882). The answers of scientific explanations are categorized using SOLO Taxonomy and tested by Cohen Kappa. Data analysis using ANOVA, Post Hoc further test and effect size. Product moment correlation test is used to see the correlation between understanding concepts and scientific explanations. The results of the study show that the 3E learning cycle model has socioscientific issues contexts that are effective in improving students' understanding of concepts and scientific explanations. Correlation analysis between understanding concepts and scientific explanations has a positive correlation. Abstrak: Penelitian ini bertujuan untuk mengetahui efektivitas model learning cycle 3E berkonteks socioscientific issues terhadap pemahaman konsep dan penjelasan ilmiah siswa kelas V pada muatan IPA. Penelitian ini menggunakan pendekatan quasy eksperimental dengan posttest only control group design. Subjek penelitian adalah siswa kelas V di dua sekolah negeri kecamatan Kalipare, yaitu SDN A dan SDN B. Instrumen penelitian terdiri dari tes pemahaman konsep 20 soal pilihan ganda dan 5 soal essay tes penjelasan ilmiah. Jawaban penjelasan ilmiah dikategorikan menggunakan Taksonomi SOLO dan diuji Cohen Kappa. Analisis data menggunakan uji ANOVA, uji lanjut Post Hoc, dan effect size. Uji korelasi product moment digunakan untuk melihat hubungan antara pemahaman konsep dan penjelasan ilmiah. Hasil penelitian menunjukkan bahwa model learning cycle 3E berkonteks socioscientific issues efektif untuk meningkatkan pemahaman konsep dan penjelasan ilmiah siswa. Analisis korelasi antara pemahaman konsep dan penjelasan ilmiah memiliki hubungan positif.
Student’s critical thinking skills in interactive demonstration learning with web based formative assessment
Journal of Physics: Conference Series, 2020
Besides conceptual understanding, students are required to have good critical thinking skills bec... more Besides conceptual understanding, students are required to have good critical thinking skills because critical thinking skills is one of the important goals in educational world. By having good critical thinking skills, students can solve problems especially in Physics easily. The aim of this research was to study student’s critical thinking skills after experienced interactive demonstration learning with web based formative assessment in static fluid. This research used quasi-experimental with one group pre-test post-test design. The subject of this research was students in grade XI of Natural Science class in MAN 1 Pamekasan. The result of this research showed that interactive demonstration learning with web formative assessment could increase student’s critical thinking skills in static fluid. Based on n-Gain score, the improvement of student’s critical thinking skills in static fluid included in the medium category. This happens on all three indicators of critical thinking skill...
Profile of students’ critical thinking processes on the topics of Hydrostatic Pressure and Archimedes’ principle
Journal of Physics: Conference Series, 2020
In learning physics, students often have difficulty in understanding concepts. This certainly has... more In learning physics, students often have difficulty in understanding concepts. This certainly has an impact on students’ critical thinking skill. This study aims to analyze students’ critical thinking skills related to the concept of hydrostatic and Archimedes’ principle. This research was conducted using a qualitative descriptive design. The research subjects were students of class XII MIPA in Malang (N = 127). Data collection was carried out through a series of tests in the form of essay and interview questions. The indicator used to create critical thinking questions refers to the five main perspectives presented by Hughes. The results show that the majority of students have relatively low critical thinking skill. It is shown by the average score of critical thinking skill of students which only reached 36.1 from the maximum score of 90. The main cause of the low critical thinking skill of students was the presence of misconceptions experienced by students. The low critical think...
The exploration of mechanistic reasoning ability for high school students in static fluids
Journal of Physics: Conference Series, 2020
The study aims to explore the mechanistic reasoning abilities of high school students in a static... more The study aims to explore the mechanistic reasoning abilities of high school students in a static fluid material. This research was survey research using mixed-method. The subjects were 95 students of High School in the city of Batu and Malang. The instrument consisted of 5 question descriptions that were valid and reliable. The results showed the student’s mechanistic reasoning abilities were still in the moderate category. It was found that students had difficulty in analyzing mechanically to connecting physical phenomena with static fluid concepts. Most students mistakenly interpret the principle of hydrostatic pressure and Archimedes’ law. Research provides practical benefits on the concept of static fluid, especially regarding the mechanistic reasoning of students’ static fluid. The same mistake in each student can indicate a misconception that is difficult to remove. More effort is needed to master the concepts deeply to have good mechanistic reasoning abilities.
This study is aimed to compare the understanding of the concepts of secondary school students (ju... more This study is aimed to compare the understanding of the concepts of secondary school students (junior and senior high school) and pre-service physics teachers in direct current electric circuits. This research was survey research using the quantitative descriptive method. The results showed that there were no significant difference among the junior high school, senior high school, and pre-service physics teacher students with the categories classified as sufficient for junior high school and pre-service physics teacher. However, senior high school students were still relatively weak. The difficulties were found in interpreting formulas and conceptual errors. This research provides practical benefits to the concept of electrical circuits, especially about the low mastery of student’s concepts. The same mistakes at every level of education showed that there are misconceptions that are difficult to eliminate. It is needed to have more effort to master the concept deeply.
The effect of the STEM approach with the formative assessment in PBL on students’ problem solving skills on fluid static topic
Journal of Physics: Conference Series, 2021
The use of problem-based learning with STEM and formative assessment (PBL-STEM-FA) to overcome th... more The use of problem-based learning with STEM and formative assessment (PBL-STEM-FA) to overcome the weakness in students’ problem solving skills (PSS) is still limited. This research investigates the effect of PBL-STEM-FA in students’ PSS in the topic of fluid static. This research uses the pretest-posttest non-equivalent group design, and involves the research subject of class XI high school students in Malang, Indonesia. Experiment class’ students make engineering products in the form of miniature boats. The PSS test instrument with 0.799 reliability were used in this study. The data were analyzed by independent t-test, Hake-gain, and Cohen-effect. The results showed that students of PBL-STEM-FA class had significantly higher PSS and N-gain than students of PBL class. The highest raise occurred in the Useful Description indicator and hydrostatic pressure subtopic for the Experiment class; and Useful Description indicator and surface tension subtopic for Comparison class. But, the t...
Penguasaan konsep fisika merupakan kemampuan siswa untuk mengetahui, mendefinisikan, dan membahas... more Penguasaan konsep fisika merupakan kemampuan siswa untuk mengetahui, mendefinisikan, dan membahasakan sendiri konsep fisika yang telah dipelajari tanpa mengurangi maknanya . Penguasaan konsep sangat dibutuhkan dalam menyelesaikan masalah-masalah fisika . Siswa dengan penguasaan konsep yang baik akan mampu menyelesaikan masalah konseptual dan matematis . Sementara siswa dengan penguasaan konsep yang rendah akan kesulitan menyelesaikan pemasalahan dan cenderung hanya melakukan plug and chug persamaan [4]. Menurut Utami [5], salah satu faktor yang menghambat dalam menanamkan penguasaan konsep kepada siswa adalah miskonsepsi. Siswa yang mengalami miskonsepsi memiliki konsep yang berbeda dengan konsep para ahli . Faktor-faktor yang menyebabkan siswa mengalami miskonsepsi sangat beragam berhubungan dengan cara siswa memperoleh konsep tersebut . Faktor-faktor tersebut diantaranya adalah siswa [8], guru [9], buku teks [10], konteks, dan metode mengajar . Beberapa hasil penelitian menunjukkan bahwa miskonsepsi yang dialami oleh siswa bersifat resistan , . Hal ini disebabkan oleh cara guru menyampaikan materi hanya dengan ceramah tanpa disertai demonstrasi dan contoh kasus secara langsung. Selain itu, penyebab resistannya miskonsepsi adalah siswa merasa puas dengan penjelasan yang disampaikan guru .
Isomorphic multiple-choice items (IMCI) are a potential tool to diagnose students' misconceptions... more Isomorphic multiple-choice items (IMCI) are a potential tool to diagnose students' misconceptions. This survey research aimed to identify the characteristics of students' responses on IMCI and diagnose students' misconceptions. The relationship between students' responses to diagnostic results and their success in solving open-ended items was also investigated. The IMCI consisted of nine multiple-choice items that were categorized into three IMCI groups according to the force and motion concepts covered in the questions. To evaluate the accuracy of IMCI diagnosis, an open-ended problem was also developed. Referring to their responses to the IMCI, students were classified into three groups: those who understand the concept, those who hold misconceptions, and those who are inconsistent. It was found that students who understand the concept well also demonstrated a high ability to solve the open-ended problem as shown by the average score of those students, which was the highest among the groups. The isomorphic scores were correlated significantly with open-ended scores, while conventional scores did not show any significant correlation.
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