Gender Differences of Theoretical Physics of Undergraduates Major in Physics

Sun, H.

doi:10.5539/hes.v10n1p1

Cited by 3 publications

(1 citation statement)

References 18 publications

(20 reference statements)

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“…This is due to psychological findings showing that a primary mindset distinguishes male and female students (Kalender et al, 2022;Kleinfeld, 2009). In physics, many researchers have the influence of gender on learning success (Gunawan et al, 2020;Herliana et al, 2020;Sun, 2020). On the other hand, many studies also prove that gender is not too influential (reduced) in the success of learning physics (Gunawan et al, 2020;Herliana et al, 2020;Sun, 2020).…”

Section: Figure 1 Student Achievement -Cognitive Level Analysismentioning

confidence: 99%

The assessment of student numeracy ability for sustainable learning in Indonesia: A study in a high school science class

Listianingrum

Istiyono

Zakwandi

et al. 2023

Momentum: Physics Education Journal

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This study aimed to measure student numeracy ability within the context of physics on the kinetic theory of gases. This study employed a quantitative method with descriptive and parametric statistics analysis. Sixty-two sample students were measured for numeracy ability. The research instrument applied was the ten numeration questions that had been tested empirically. The research indicates that the student cognitive level positively influences numeracy ability with an effect size value of 0.682 and an Adj. R2 value of 0.676. Furthermore, gender-related analysis proves that there is no gap in the numeracy ability with an effect size value of 0.030 and Adj. R2 is 0.014. This study has implications for designing physics learning that develops numeracy ability, especially in determining learning designs that accommodate cognition level and gender.

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Section: Figure 1 Student Achievement -Cognitive Level Analysismentioning

confidence: 99%

The assessment of student numeracy ability for sustainable learning in Indonesia: A study in a high school science class

Listianingrum

Istiyono

Zakwandi

et al. 2023

Momentum: Physics Education Journal

View full text Add to dashboard Cite

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Senior high school student’s higher order thinking skills based on gender and grade

Faizah¹,

Taqwa

Istiyono

et al. 2021

J. Phys.: Conf. Ser.

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The current curriculum in Indonesia focuses on developing higher order thinking skills. However, this achievement at the level of education varies widely, even in the same school. This study aims to determine the effect of differences in gender and grade of students on high school students’ high order thinking skills. This research was conducted by giving 45 points multiple-choice questions to 94 students in four class of XI senior high school. The items given are questions based on higher order thinking aspects. Based on the analysis results, 27 male students scored in the high domain, and only two male students scored in the low field. Twenty female students scored in the high field, and nine students achieved in the low field. The gander has a significant correlation to students’ higher order thinking skills, with an association coefficient or a contingency coefficient of 0.1. In other words, the student’s gender is affecting the student’s higher order thinking skills. The grade variable does not have a significant correlation with student’s higher order thinking skills. In other words, the student’s grade affects the student’s higher order thinking ability is not proven.

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Analysis of Critical Thinking Ability of Class X IPA High School Students in Solving Story Questions in terms of Gender and Mathematical Ability

2021

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The purpose of this study was to describe the critical thinking skills of class X high school students in solving story problems in terms of gender and math abilities. This research was conducted in the even semester of 2020/2021. This research uses a qualitative approach with descriptive research type. The subjects in this study consisted of 3 male students and 3 female students with different mathematical abilities selected based on test results and consultation with subject teachers. The used Instruments in this study were critical thinking skills tests and interviews. The results of this research are (1) male students and high mathematical abilities meet aspects of interpretation, analysis, evaluation, inference, aspects and self regulation well. Meanwhile, female students with high mathematical abilities are able to complete aspects of interpretation, analysis, evaluation, and inference well; (2) Male students and their mathematical abilities are meeting the aspects of interpretation, analysis, and inference well. Meanwhile, female students and moderate math abilities were able to complete interpretation, analysis, inference, and explanation well; and (3) male students with low math ability are able to solve aspects of interpretation well. Meanwhile, female students with low math abilities were able to complete aspects of interpretation and analysis well. For further researchers, it is necessary to research at a higher level with more research subjects or on other variables.

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Gender Differences of Theoretical Physics of Undergraduates Major in Physics

Cited by 3 publications

References 18 publications

The assessment of student numeracy ability for sustainable learning in Indonesia: A study in a high school science class

The assessment of student numeracy ability for sustainable learning in Indonesia: A study in a high school science class

Senior high school student’s higher order thinking skills based on gender and grade

Analysis of Critical Thinking Ability of Class X IPA High School Students in Solving Story Questions in terms of Gender and Mathematical Ability

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