Comparing the Effects of Modelling and Analogy on High School Students’ Content Understanding and Transferability: The Case of Atomic Structure

Xue, Song; Sun, Daner; Zhu, Liying; Huang, Hui-Wen; Topping, Keith J.

doi:10.33225/jbse/22.21.325

Cited by 7 publications

(5 citation statements)

References 67 publications

(80 reference statements)

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“…Approaching chemistry learning using analogy has the advantage that it stimulates learning and is significant for students who become more motivated to be involved actively in the learning process. Likewise, other research results proved that implementing an analogous approach to chemistry learning can improve the outcomes (Sutrisno et al, 2020;Xue et al, 2022). In addition, ethnochemistry-based learning makes students more interested in learning chemical concepts since it used to be less exciting and dominated by abstract concepts.…”

Section: Discussionmentioning

confidence: 90%

Ethnochemistry: Exploring the Potential of Sasak and Java Local Wisdom as a Teaching Materials

Wahyudiati¹

2022

JPKI

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The lack of availability of learning resources in the form of teaching materials is one of the problems found in chemistry learning, both in secondary schools and in tertiary institutions, so it is very urgent to develop contextual chemistry teaching materials as an implementation of the ethnochemical approach in learning. The purpose of this study was to explore and develop chemistry teaching materials as learning resources by exploring the potential of local Sasak and Javanese wisdom. This research approach uses a qualitative approach with data collection techniques through literature, interviews, and documentation. The data obtained were analyzed using Miles & Huberman's qualitative analysis. The research subjects consisted of community leaders, chemical content experts, and chemical literature relevant to the research study. Based on the research findings, it can be concluded that Sasak and Javanese local wisdom can be used as a source of chemistry learning through integrating Sasak and Javanese local wisdom with chemical bonding materials and changes in elements, compounds, and mixtures. Thus, the implications of this research can be a source of reference in developing contextual chemistry teaching materials so as to make learning more meaningful.

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Section: Discussionmentioning

confidence: 90%

Ethnochemistry: Exploring the Potential of Sasak and Java Local Wisdom as a Teaching Materials

Wahyudiati¹

2022

JPKI

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“…The modeling process supports students in acquiring cognitive domains since during the modeling process, students use analyzing, relational reasoning, synthesizing, testing and debugging (Louca & Zacharia, 2012). Previous studies also showed a positive impact of the modeling process on conceptual understanding and other cognitive domains (Campbell et al, 2015;Dukerich, 2015;Taqwa & Taurusi, 2021;Xue, Sun, Zhu, Huang, & Topping, 2022). Collaborative modeling-based learning is a form of constructivist learner-centered instructional method.…”

Section: Scientific Process Skillsmentioning

confidence: 99%

Investigation of science process skills and computational thinking dispositions during the implementation of collaborative modeling-based learning in high school physics class

Herwinarso,

Pratidhina,

Adam

et al. 2023

JEELR

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Computational thinking (CT) skills are essential with the rapid advancement of technology. Developing CT attitudes in students is also required for improving CT skills. On the other hand, science process skills are also emphasized in high school physics classes. This study aims to design and implement collaborative modeling-based learning for high school physics classes that stimulates computational thinking (CT) and science process skills. The learning activities use a collaborative approach and adapt the modeling process that scientists usually use. A pilot study in a high school physics course was conducted to investigate the effectiveness of collaborative modeling-based learning. The research instruments used in this study include a test for assessing theoretical understanding, an observational rubric for assessing science process skills and a self-report checklist to assess CT dispositions. A pre-and post-test design is employed in the pilot study. Eighty-nine students participated in this study. Students who participated in collaborative modeling-based learning gained a theoretical understanding. Moreover, they have excellent science process skills. According to the self-report checklist, students also demonstrated positive CT attitudes and indicated that they planned to apply CT aspects to their learning. It indicates that the modeling process has engaged students to think computationally and develop their process skills.

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“…Successful teaching involves versatility, innovation and responsibility to provide an education atmosphere that can meet the basic needs of the learner, it is in line with the aims of education beside to educate is improving human resources [7], [14]. It is applicable to all lessons include physics, which aim to create students' scientific behavior, reasoning ability, concept and analysis mastering also developing science and technology [15], [16]. Students may not interest in the learning if it is not fun so physics learning should be fun.…”

Section: Introductionmentioning

confidence: 99%

Improving student higher order thinking skills using SynecticHOTS-oriented learning model

Kurniawan,

Mundilarto,

Istiyono

2024

IJERE

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The achievement of students’ learning outcomes in physics lessons has a low tendency, this is due to various factors, one of which is higher-order thinking skills (HOTS) based learning that has not been fully implemented in the learning process and assessment. This study aimed to determine the differences in the Synectic-HOTS learning model in physics compared to conventional learning models. This study used a quasi-experimental study with a pre-test–post-test nonequivalent control group design. The instrument used in this study is a two-tier test question that contains 20 items of HOTS aspect. The prerequisite test showed that the data was not homogeneous, while the results of the data homogeneity test were stated to be homogeneous. Therefore, a non-parametric test was carried out using the Mann-Whitney U-test. Based on the results of the data analysis, the Asymp. Sig. (2-tailed) for the pre-test was 0.111 and the post-test was 0.001 (p=.000<05). The effect size calculation shows that the Synectic learning model is effective in the medium category. These results indicate that the application of the SynecticHOTS model significantly improves HOTS when compared to conventional learning models. This work can open up insights to teachers about alternative, creative, and effective learning models to improve higher-order thinking skills and student learning outcomes.

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Comparing the Effects of Modelling and Analogy on High School Students’ Content Understanding and Transferability: The Case of Atomic Structure

Cited by 7 publications

References 67 publications

Ethnochemistry: Exploring the Potential of Sasak and Java Local Wisdom as a Teaching Materials

Ethnochemistry: Exploring the Potential of Sasak and Java Local Wisdom as a Teaching Materials

Investigation of science process skills and computational thinking dispositions during the implementation of collaborative modeling-based learning in high school physics class

Improving student higher order thinking skills using SynecticHOTS-oriented learning model

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