Student's Concepts of and Approaches to Learning and the Relationships Between Them

Alkhateeb, Mohammad; Milhem, Osamah Abdel Qader Bani

doi:10.21831/cp.v39i3.33277

Cited by 15 publications

(13 citation statements)

References 34 publications

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“…The exploration phase of the 5E Inquiry Learning Model entails science practical and hands-on activities where students test their earlier predictions were supported or otherwise. The students had the opportunity to explore by utilizing practical work and hands-on activities, and such a learning approach is akin to what Alkhateeb & Milhem (2020) referred to as placing the students "at the heart of the learning process" (p. 620). A plethora of research has pointed to the fact that student investigative work and hands-on activities are academically and practically beneficial (Jaakkola & Nurmi, 2008;Klahr, Triona, & Williams, 2007).…”

Section: Discussionmentioning

confidence: 99%

The 5e Inquiry Learning Model: Its Effect on the Learning of Electricity Among Malaysian Students

Ong

Govindasamy

Singh

et al. 2021

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The effectiveness of the 5E Inquiry Learning Model as compared to the teacher-centred traditional method on science achievement in electricity was examined in this study. The quasi-experimental pretest-posttest control group research design was utilized. A total of 65 students (33 and 32 students in the experimental and the control groups, respectively) from two Year 5 intact classes in Malaysia participated in this study. A test comprising 54 dichotomously scored items with overall KR-20 reliability of 0.84 was used in the pretest and posttest. Given the significant difference in the pretest and posttest, it was presumed that the analysis could be done using the ANCOVA. However, on further analysis, the assumption for homogeneity of the regression slope was violated and ANCOVA could not be performed. Instead, the covariate was categorized into two equally-spaced categories (i.e., low and average achievers) and further t-test supported the equivalency of the experimental and control groups. When analyzed using the t-test, the two groups differed significantly in the posttest means across the two categories of students. These findings unequivocally indicate the effectiveness of employing the 5E Inquiry Learning Model in enhancing students’ science achievement among the low and average achieving students.

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Section: Discussionmentioning

confidence: 99%

The 5e Inquiry Learning Model: Its Effect on the Learning of Electricity Among Malaysian Students

Ong

Govindasamy

Singh

et al. 2021

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“…Quantitative research focuses on object analysis to display the size of variables and conclusions that can be measured in a sample of a population (Hammer & Habib, 2016;Pastore, 2017;Akar & Çelik, 2019). Quantitative research is conducted to investigate causal hypotheses by comparing one or more groups with a comparison group to see differences (Wang & Chang, 2018;Alkhateeb & Milhem, 2020;. This study aims to see the difference in students' perception of e-modules in class A and lass B, and also aims to see the difference in students' perception of e-modules based on gender in class A and class B.…”

Section: Methodsmentioning

confidence: 99%

Mathematical physics e-module: A study of students' perception based on gender

Astalini¹,

Kurniawan²,

Kurniawan³

et al. 2021

Momentum: Physics Education Journal

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Student’s perception is the student's assessment of something or information. The objective of this study was to discover how students' general perceptions and gender differences in electronic modules of mathematical physics. The research type is survey-based research with quantitative approach. The research population consists of physics education students from Universitas Jambi with the sample of 80 students from class A and class B. The data analysis techniques used in the study are descriptive statistics analysis and inferential data analysis using t-tests. The results showed that, overall, students have a positive perception with a Sig. (2-tailed) value of 0.011 < 0.005, which means that there is a significant difference in students’ perception. The perception of class A students with gender differences has a Sig. (2-tailed) value of 0.003, while the grade B students have a Sig. (2 tailed) values of 0.020 and 0.013. This means that class A and classs B students have a discernible difference of perception. Student’s perception may be used as a determining factor in the choice of learning materials. This research can be used as a guideline for the development of student perception assessment in the electronic module of Mathematical Physics in the future. The update of this study aims to compare students' perceptions of the overall online module of mathematics and gender differences.

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“…The implementation of the 2013 curriculum in schools requires the use of constructivist learning models that are able to empower the potential of students to be able to think critically (Mayasari & Adawiyah, 2015;Garad, 2021). Therefore, a learning model is needed that is able to encourage learning experiences and students' skills to be able to think actively (Alkhateeb, 2020;Rahmi et al, 2019;Syamsurizal, 2019;Suyitno, 2021).…”

Section: Introductionmentioning

confidence: 99%

Problem Solving: A Learning Model to Foster Argumentation and Critical Thinking Ability for Students with Different Academic Abilities

Alberida

Sari²,

Razak³

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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One of the efforts to improve students' argumentation and critical thinking skills in 21st century learning is to apply problem solving learning models by paying attention to students' academic abilities. The type of research used is quasi-experimental with a 2x2 factorial design. The study population was students of class VIII SMPN 18 Padang, while the research sample was students of class VIII.8 and class VIII.7 by taking samples based on certain criteria. The instrument is a data collection technique with a written test. Data analysis was performed by testing the two-way ANOVA hypothesis using SPSS. The results showed that: (1) the problem-solving learning model affected students' argumentative skills and critical thinking. (2) the problem-solving learning model affects the argumentative and critical thinking abilities of students with high and low academic abilities. (3) there is no interaction between the problem-solving learning model and the academic ability of students 'argumentation skills (4) there is an interaction between the problem-solving learning model and the academic ability of students' critical thinking skills. To sum up, problem solving learning model is able to realize students who have critical thinking skills and arguments that can compete in the era of globalization needed in this 21st century education

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Student's Concepts of and Approaches to Learning and the Relationships Between Them

Cited by 15 publications

References 34 publications

The 5e Inquiry Learning Model: Its Effect on the Learning of Electricity Among Malaysian Students

The 5e Inquiry Learning Model: Its Effect on the Learning of Electricity Among Malaysian Students

Mathematical physics e-module: A study of students' perception based on gender

Problem Solving: A Learning Model to Foster Argumentation and Critical Thinking Ability for Students with Different Academic Abilities

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