How Is the Students’ Concept Mastery in Terms of Gender Differences? The Effectiveness of Probing Prompting Learning Model

Abstract

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.

The Rasch Analysis of Students’ Characteristics in Physics Concept Understanding Improvement through Challenge-Based Learning

“…In previous studies, the improvement in concept mastery was analyzed through the value of N-gain (Andriani, Sunyono and Abdurrahman 2018;Furqani, Feranie and Winarno 2018;Pratiwi, Rochintaniawati and Agustin 2018;Wandari, Wijaya and Agustin, 2018;Andanawarih, Diana and Amprasto 2019;Salsabila et al 2019;Sani, Rochintaniawati and Winarno 2019). The progress in concept mastery was also analyzed using ANOVA test (Satriawan, Liliasari and Setiawan 2019;Amalia et al 2020) and t-test (Setiawan, Sopandi and Hartati 2020). In this study, the author will explore the characteristics of increasing students' physics concept mastery using the Rasch model.…”

“…EQUATION 1 is a fundamental concept of hydrostatic pressure. Several previous studies analyzed students' conceptual mastery based on the revised edition of Bloom's taxonomy (Vania, Setiawan and Wijaya 2018) at cognitive levels C2 -C4 (Saprudin, Liliasari and Prihatmanto 2017), C1 -C3 (Furqani, Feranie and Winarno 2018;Yalçın and Şevik 2019), C1 -C4 (Sani, Rochintaniawati and Winarno 2019;Amalia et al 2020), and C4 -C6 (Wicaksono, Wasis and Madlazim 2017;Wandari, Wijaya and Agustin 2018;Salsabila et al 2019). In this study, the author will analyze the characteristics of students' mastery of physics concepts at cognitive levels C1 to C6 according to Bloom's Taxonomy (Vania, Setiawan and Wijaya 2018).…”