The Project Based Laboratory Learning (PJBLL) model is an innovative physics teaching model designed to enhance student’s sciences process skills and creativity. Therefore, this research aims to analyze the effectiveness of PJBLL model to improve sciences process skills and creativity physics students who were programmers in Unesa’s laboratory. The study design used one-group pretest-posttest design. Data collection methods were conducted by using tests sciences process skills and creativity. Data is analyzed using Paired t-test and N-gain. The results of the study show that there was a significant increase in student’s sciences process skills and creativity at α = 5% with N-gain average of moderate category. Thus, the PjBLL model is effective for enhancing student’s sciences process skills and creativity.
This study aims to produce a valid and effective Pictorial Riddle-based Student Activity Sheets (SAS) that can improve student’s representation skills. The development of Student Activity Sheets uses four D models (Define, Design, Develop and Desseminate) from Thiagarajan. The trial was limited to Open University students in Bojonegoro study group using one shot case study. The research data was collected using validation, observation, tests and questionnaires with validation sheet instruments, observation sheets, learning outcomes tests and questionnaires. Data were analyzed using quantitative and qualitative descriptive analysis, N-gain and t-test. The results of the study show: 1) SAS that was developed are fulfilling in terms of content and construct validity; 2) SAS that was developed are validity criteria fulfilling effectiveness criteria in terms of improving student representation skills and having positive responses. Based on the above, it can be concluded that SAS are valid and effective to improve the representation ability of prospective teacher students.
The Project Based Laboratory Learning (PBLL) model is designed to improve the process skills of physics teacher candidates who meet practical and effective criteria. The model was developed using the Plomp design through the preliminary study, prototype stage, and assessment phase. The study design used one-group pretest-posttest design. The research subjects were 32 grade B and 32 grade C physics students who were programmers in Unesa’s laboratory. Data is collected through assessment of observation, tests, interviews, and questionnaires. Data is analysed using qualitative and quantitative descriptive statistics, N-gain and paired t-test. The results of the study show that: (1) the PBLL model developed is included in practical category because the component model can be implemented in learning activities well, without significant constraints. (2) The PBLL model developed is included in the effective category because the student’s process skills are improving in the medium criteria and students respond positively to the device and learning process. The implementation of the PBLL model needs to be expanded to provide greater support for the practicality and effectiveness of the model. Based on the above, it can be concluded that the PBLL model developed is practical and effective to improve the process skills of physics teacher candidates.
The concept attainment tutorial tool with multi representations still needs to be developed. The purpose of this study is to describe the validity of the model and the validity of concept attainment devices with multi representations as alternative learning models to improve students' mastery of concepts and scientific consistency. The development of this tutorial tool uses the design of Plomp which consists of preliminary study phase, prototype stage, and assessment phase. The limited test was conducted on students of the Surabaya Open University in the Basic Science Natural Sciences course (PDGK4103). Research data were collected by the validation method using the model validation sheet instrument and the device validation sheet. Data were analyzed using qualitative descriptive analysis. The results of the study show that: (1) The concept of attainment model with multi representations developed is included in the valid criteria in terms of content validity and construct validity. (2) The multi-representation tutorial tool developed is included in the valid criteria. Based on the above it can be concluded that the concept of attainment with multi representations developed is valid and appropriate to be used to improve students' mastery of concepts and scientific consistency.
This study aims to describe the effectiveness of multi-representation based concept attainment tutorials to improve the mastery of students’ concepts and scientific consistency. The trial was limited to 34 prospective teacher students using the matching pretest-posttest control group. The research data was collected using test and questionnaire methods with concept mastery test instruments, scientific consistency and response questionnaires. The data obtained were analyzed using quantitative and qualitative descriptive analysis, N-gain and t-test. The results showed that multi-representation based concept attainment tutorials included in the effective criteria in terms of the increase in mastery of concepts with a mean N-gain of 0.77, scientific consistency of students with N-gain of 0.75 and a positive response. The implementation of the Concept Attainment tutorial needs to be expanded to provide greater support with high yield criteria. Based on the things above, it can be concluded that the multi-representation based concept attainment model was developed effectively to improve the mastery of students’ concepts and scientific consistency.
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