Gender differences in students’ attitudes toward science: An analysis of students’ science process skill using testlet instrument

Yamtinah, Sri; Masykuri, Mohammad; Ashadi, Ashadi; Shidiq, Ari Syahidul

doi:10.1063/1.4995102

Cited by 28 publications

(25 citation statements)

References 21 publications

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“…Students who did not have good conceptual knowledge about it would have difficulty in answering questions correctly, and they would even have misconceptions. This is consistent with the results of Yamtinah's study which explains that male students tend to have lower conceptual knowledge than female students (Yamtinah, Masykuri, Ashadi, & Shidiq, 2017).…”

Section: Resultssupporting

confidence: 92%

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An Analysis of Gender Difference on Students’ Misconceptions in Learning the Material Classification and Its Changes

Cahyanto

Ashadi

Saputro

2019

jipi

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Every teacher has experiences to identify and find out students who have misconceptions in their classrooms. Misconceptions that occur can differ between male and female students. The purpose of this study was to analyze the effect of gender on misconceptions in the lesson of the material classification and its changes. The survey-aiming method was used in this study. A total of 62 students from one of the state junior high schools in the city of Surakarta consisting of 34 male students and 28 female students were involved as the subjects in this study. Identification of misconceptions was conducted using the Two-tier multiple-choice diagnostic instrument that was equipped with the Certainty of Response Index method. The formulation of this study problem was: “How are the differences of misconceptions between male and female students in learning the material classification and its changes?” This study showed that female students tended to have misconceptions on the competency achievement indicator vis-a-vis explaining the understanding of elements, compounds and mixtures, while male students tended to have misconceptions on the competency achievement indicator pertinent to distinguishing elements, compounds, and mixtures. In general, female students had better conceptual knowledge than male students. The two-tier multiple-choice instrument could be used as an alternative instrument to identify misconceptions among students. The results of this study are expected to be a reference for educators to identify and resolve students’ misconceptions

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Section: Resultssupporting

confidence: 92%

“…Both male and female students qualitatively have different abilities in the field of science (Yamtinah, Masykuri, Ashadi, & Shidiq, 2017). Literature of gender differences in science education has distinguished between female and male students about their interests, attitudes, and motivations towards science (Britner, 2008;Mattern & Schau, 2002;Shemesh, 1990).…”

mentioning

confidence: 99%

An Analysis of Gender Difference on Students’ Misconceptions in Learning the Material Classification and Its Changes

Cahyanto

Ashadi

Saputro

2019

jipi

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“…It was explained earlier that scientific attitudes strongly support student learning activities in a positive direction. The difference of students' attitude looks explicit in all activities in the class [8]. It can be compared in a big and small class discussion.…”

Section: Resultsmentioning

confidence: 99%

The Identification of Scientific Attitude on Biology Education Department in Plant Botany I

Amintarti¹,

Ajizah²,

Utami³

2018

Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018)

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This study aims to describe the scientific attitude of students who took Plant Botany I course and to study scientific attitudes among male and female students. The study used a survey method for students whom participating in the Plant Botany I course listed on 2017/2018 academic year as many as 54 students. Data was obtained through questionnaires and observations of scientific attitudes during the course. The data was analyzed quantitatively and qualitatively according to the description. From the results of the study, it was shown that discovery is the highest score for scientific aspect and there is a difference of scientific attitude among male and female students in Plant Botany I course.

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“…The science process skills are not a specific subject, but they foster the specific knowledge subject. There should be a task, some information to note, or a problem to solve so that the skills are implementable [16]. Assessing the process skills without including concept understanding that the students have is not valid [6,9,10].…”

Section: Introductionmentioning

confidence: 99%

“…Assessment instrument that can be used to measure science process skills in specific subject is Testlet. It is an instrument that has more than one response and can be designed hierarchical based on specific subject used [16,17]. Accordingly the aim of this study is to analyse the students' science process skills using testlet instrument in hydrolysis subject matter.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Students' Science Process Skills in Hydrolysis Subject Matter Using Testlet Instrument

Yamtinah¹,

Masykuri²,

Ashadi³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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Science process skills could not be separated from the process of conceptual understanding in teaching-learning of science and applied science. The skills needed to be identified and discussed as skills which were implementable in many subjects. The assessment on students' skills was influenced not only by the ability to use these skills, but also by the knowledge of a particular subject in which the skills were used. The aim of this study was to analyse students' science process skills by using Testlet instrument. The science process skills were analysed from 226 students studying in three different schools. The Testlet instrument in this study was designed in the form of multiple choices. The indicators of science process skills in this study consisted of conceptual knowledge, observation, controlling variable, interpreting data and drawing conclusions. The results obtained in this study were that the students' completeness on conceptual knowledge was 71%, on observation was 39.7%, on controlling variable was 29.4%, on interpreting data was 35.7%, and on drawing conclusion was 29.7%.

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Gender differences in students’ attitudes toward science: An analysis of students’ science process skill using testlet instrument

Cited by 28 publications

References 21 publications

An Analysis of Gender Difference on Students’ Misconceptions in Learning the Material Classification and Its Changes

An Analysis of Gender Difference on Students’ Misconceptions in Learning the Material Classification and Its Changes

The Identification of Scientific Attitude on Biology Education Department in Plant Botany I

An Analysis of Students' Science Process Skills in Hydrolysis Subject Matter Using Testlet Instrument

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