Development of Three-Tier Diagnostics Instruments on Students Misconception Test in Fluid Concept

Irwansyah, Irwansyah; Sukarmin, Sukarmin; Harjana, Harjana

doi:10.24042/jipfalbiruni.v7i2.2703

Cited by 13 publications

(9 citation statements)

References 12 publications

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“…STEM is one of the learning solutions in integrating several of these fields. STEM education provides opportunities for teachers to show and practice the concepts, principles, and techniques of science, technology, engineering, and mathematics that can be used in an integrated manner (DeCoito, 2016;Irwandani & Rofiah, 2015;Irwansyah, Sukarmin, & Harjana, 2018;Ritz & Fan, 2015). Thus, STEM learning provides real output for age development, including computational thinking with the development of comparative thinking that facilitates the people to send data quickly (Syukri, Lilia, & Subahan, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of STEM-Based on Gender Differences: The Impact of Physics Concept Understanding

Sagala¹,

Misbah²,

Thahir³

et al. 2019

EUROPEAN J ED RES

100

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The purpose of this research is to describe the effectiveness of STEM on the physics concepts understanding seen from gender differences. The research method used is a type of quasi-experimental design with 2x2 factorial design and saturated sampling technique. The data collecting technique used a tested method to see the results of students' concept understanding. Hypothesis testing was done using two-way ANOVA 2 x 2 factorial designs. The results of the study are: (1) there are differences in STEM and conventional learning on concepts understanding and the use of STEM learning is more effective than the conventional one; (2) there are differences in the results of understanding the concept between male and female students where male students are higher than female students; and, (3) there is no interaction between learning and gender towards concepts understanding. The research recommends designing the STEM-integrated ESciT learning to be relevant with the indicator measurements and to manage the learning effectively to obtain optimum learning outcome.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of STEM-Based on Gender Differences: The Impact of Physics Concept Understanding

Sagala¹,

Misbah²,

Thahir³

et al. 2019

EUROPEAN J ED RES

100

View full text Add to dashboard Cite

show abstract

“…Thus, according to the researcher, the modelling class students' answers were better than the implementation class students, this was because the modelling class scores were better. Learning physics is not just counting or understanding mathematical concepts but students must be able to interpret the meaning of physics in the problem of every event that will make it easier for students to learn physics [37].…”

Section: Resultsmentioning

confidence: 99%

The Effect of E-Learning Based Worksheet to Improve Problem Solving Ability of Senior High School Students

Septiyono¹,

Prasetyo²,

Ihwan³

2021

Advances in Social Science, Education and Humanities Research

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This research was conducted to determine the increase in problem solving abilities in senior high school students. This research method is experimental research, using 2 classes. Sampling using purposive sampling with certain considerations by knowing the conditions or situations under study. Modelling class and implementation class. Data collection used the pre-test and post-tests to determine the increase in students' problem-solving abilities. The results of the analysis using sign test analysis obtained from data collection show that in the modelling class the value of α = 0.003 is obtained. The implementation class gets a value of α = 0.001. The results of the analysis show α <0.05 that the modelling class has improved problem-solving abilities that are better for students after using the worksheet that has been developed compared to the implementation class.

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“…The steps taken during the preparation stage included: 1) making observations at SMAN 5 Yogyakarta for teachers and students and formulating research problems; 2) preparing learning tools in the form of learning implementation plans with generative learning strategies assisted by flash animation and diagnostic test questions of misconceptions; and 3) conducting logical validation in the form of a learning implementation design with a generative learning strategy assisted by flash animation and misconception diagnostic test questions and empirical validation for diagnostic test questions (Irwansyah, et al, 2018). The preparation was done based on pilot study (Barak & Dori, 2009).…”

Section: Preparation Stagementioning

confidence: 99%

Generative Learning Strategy Assisted by Flash Animation to Remediate Students’ Misconceptions on Newton’s Law of Gravity

Pardiyanto

Winarti

2021

JPSI

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The generative learning strategy assisted by flash animation had not been applied to overcome learners’ misconceptions. This research aims to find out the effectiveness of generative learning strategy assisted by flash animation to remediate learners’ misconceptions toward the Newton’s law about gravity and to determine the way to decrease learners’ misconceptions after the intervention. This research applied the quasi-experimental method with pretest-posttest control group design. This research was conducted at Public Senior High School 5 Yogyakarta. The population consisted all ten graders, 216 participants. The sample was taken with purposive sampling from X-science-mathematics-2 learners as the control group and X-science-mathematics-4 learners as the experimental group. There were seventy-two learners. The applied instruments were two-tier multiple choice items and the learner-interview sheet, as the non-test instrument. From the research, the obtained N-Gain was 0.476. The hypothesis test showed that the t-test obtained the asymp.sig 2(tailed)of 0.000 and the probability score was 0.05. The asymp.sig (2-tailed) was lesser than the probability score and its effectiveness was 0.988. The decreased misconception after the intervention found in experimental group was 20% while the control group was 2.30%. It meant generative learning strategy assisted with flash animation was effective to remediate the tenth-graders’ misconceptions of Public Senior High School 5 Yogyakarta on Newton’s law about gravity

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Development of Three-Tier Diagnostics Instruments on Students Misconception Test in Fluid Concept

Cited by 13 publications

References 12 publications

The Effectiveness of STEM-Based on Gender Differences: The Impact of Physics Concept Understanding

The Effectiveness of STEM-Based on Gender Differences: The Impact of Physics Concept Understanding

The Effect of E-Learning Based Worksheet to Improve Problem Solving Ability of Senior High School Students

Generative Learning Strategy Assisted by Flash Animation to Remediate Students’ Misconceptions on Newton’s Law of Gravity

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