Concepts understanding is the key for students to have quality knowledge. A good concepts understanding will affect the achievement of other abilities such as the ability to think critically and creatively. This study aims to see the application of two strategies, namely RQA (Reading-Questioning-Answering) and TTW (Think-Talk-Write) in improving students' concepts understanding. The research method used is posttest only control group design with a total sample of 60 students divided into two experimental classes. The treatment for the first experimental class was the RQA strategy while the treatment for the second experimental class was the TTW strategy. After the treatments, the students were given 20 questions about concepts understanding motion and force material. Based on the results of testing and data analysis, it is found that there are differences in the achievement of students' conceptual understanding between RQA strategy and TTW strategy. Based on the results of the study, it can be concluded that the three steps in the TTW strategy have a better impact on the seven aspects of conceptual understanding compared to the RQA strategy. This study provides recommendation for teachers to correctly choose learning strategies according to the character of the material to be taught.
The relationship between gender and educational outcomes is still very interesting to talk about. This study aims to test the effectiveness of the probing prompting learning model on the physics concept mastery, the effect of gender on the physics concept mastery and examine the interaction between the application of the probing prompting learning model and discovery learning in terms of gender on the students’ physics concept mastery. The research method used is quasi-experiment with a post-test only control group design. The research sample consisted of two classes chosen by purposive sampling technique; class VIII A as the experimental class and class VIII B as the control class. Data collection techniques used were test to obtain the data of concept mastery. The hypothetical test used was two-way ANOVA. The conclusions from the results of this study are: (1) The probing prompting learning model is more effective than the discovery learning model on students’ physics concept mastery, (2) gender affects the students’ physics concept mastery, and (3) there is no interaction between the application of the probing prompting learning model and discovery learning in terms of gender toward the students’ physics concept mastery.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.