One output function: a misconception of students studying digital systems – a case study

Trotskovsky, Elena; Sabag, Nissim

doi:10.1080/02635143.2014.983468

Cited by 12 publications

(4 citation statements)

References 6 publications

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“…Mechanics (Foisy et al, 2015;Daud et al, 2015) Digital system (Trotskovsky & Sabag, 2015) Newton's Third Law (Zhou et al, 2016) Energy in five contexts: radiation, transportation, generating electricity, earthquakes, and the big bang theory. (Lancor, 2015) Chemistry Particle position in physical changes (Smith & Villarreal, 2015) Biology Particulate nature of matter (Kapici & Akcay, 2016) Nature of science (Leung et al, 2015;Wicaksono et al, 2018;Fouad et al, 2015) Digestive system (Istikomayanti & Mitasari, 2017;Cardak, 2015) Energy and climate change (Boylan, 2017) Biological evolution (Yates & Marek, 2015) Biology concept (Antink-Meyer et al, 2016)…”

Section: Simple Multiple-choice Testmentioning

confidence: 99%

A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

Soeharto

CsapÃ

Sarimanah

et al. 2019

JPII

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Section: Simple Multiple-choice Testmentioning

confidence: 99%

A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

Soeharto

CsapÃ

Sarimanah

et al. 2019

JPII

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“…This is because students have corrected the wrong concept from the start, so students fail to choose the correct statement to answer the reason for choosing the answer to the previous question. Partial understanding shows the condition when students are only able to answer the first level questions correctly but cannot choose the correct reasons for the second level questions (Trotskovsky & Sabag, 2015). The findings of other researchers also explained that students who tend to only memorize the results of information without reviewing the truth, will have difficulty understanding and synthesizing important concepts (Yang & Sianturi, 2021).…”

Section: Figure 5 Percentage Level Of Confidence In Answering Questionsmentioning

confidence: 96%

“…Most studies that use three-tier diagnostic tests still use paper-based tests (Kirbulut & Geban, 2014;Suwono et al, 2021;Trotskovsky & Sabag, 2015). If this is carried out during the COVID-19 pandemic, it will increase the risk of transmission of SARS-CoV-2.…”

Section: Introductionmentioning

confidence: 99%

Online three-tier diagnostic test to identify misconception about virus and COVID-19

Fikri

Suwono

Susilo

2022

JPBI

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During the COVID-19 pandemic, various misinformation circulating among the public has the potential to be a source of misconceptions. This study aimed to validate the online three-tier diagnostic instrument test for Virus and COVID-19 as well as analyze the level of misconceptions experienced by students. The Treagust model is used as a reference for the instrument development process. Three public high schools providing 187 second grade students who had previously studied Virus content were involved as research respondents, The data analysis techniques used were descriptive statistics. Construct and content validity obtained from expert validation reached 89.88% and 97.12%, respectively. The results of data analysis also inform that each item was valid and the instrument was reliable. The average percentage of students who experience misconceptions was 39.96%. The average percentage of students who understand the topic correctly was 32.10%. The percentage of lucky guess reached 14.83% and students with low level of knowledge reached 13.10%. The diagnostic test as overall, was successful in detecting students’ misconceptions. To overcome misconceptions and improve the quality of learning during a pandemic, biology learning must apply creative learning models, methodologies, and teaching materials.

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“…The question box is media with a box shape that can be visible from all directions. This question box media attracts students' interest in learning and conditions group members to be active and complete assignments (Saribas & Ceyhan, 2015;Trotskovsky & Sabag, 2015;Wahyono & Susetyorini, 2021). The question box is media with a box shape that can be visible from all directions.…”

Section: Introductionmentioning

confidence: 99%

Talking Stick Learning Model Assisted by Media Question Box: Effectiveness on Science Learning Outcomes in Elementary Schools

Sari

Sayekti

2023

JERE

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Science learning is still conventional, causing students to be less focused and get grades in the low category. The research objective was to analyze the effectiveness of using the talking stick learning model assisted by the media questions box on science learning outcomes in elementary schools. This type of quantitative research with experimental design. Selection of the sample using simple random sampling. The research subjects were fifth-grade elementary school. The research design used the "One Group Pretest-Posttest Design" involving one group without a comparison group. Observation and test data collection techniques. Data analysis techniques using descriptive statistical analysis techniques and inferential statistical analysis. The results showed that after applying the talking stick learning method assisted by the questions box, it increased so that most student scores were in the high category. Based on the analysis results, the output of the Independent Sample T Test is known to be the value of Sig. (2-tailed) of 0.000, then H0 is accepted, so there is an average difference between the pretest and posttest results. The talking stick learning model assisted by the question box media effectively improves science learning outcomes for students. This research implies that teachers can apply learning models to develop learning outcomes and student activity in the classroom.

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One output function: a misconception of students studying digital systems – a case study

Cited by 12 publications

References 6 publications

A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

A Review of Students’ Common Misconceptions in Science and Their Diagnostic Assessment Tools

Online three-tier diagnostic test to identify misconception about virus and COVID-19

Talking Stick Learning Model Assisted by Media Question Box: Effectiveness on Science Learning Outcomes in Elementary Schools

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