The Effect of Practicum Method on Representation Ability and Cognitive Learning Outcomes

Abstract

The existence of laboratory activities in or outside the room can facilitate students in visualizing the imagination to be real. This study aims to determine the effect of using practicum methods on the students' representation ability and cognitive learning outcomes on the subject matter Classification of Living Things. This research was conducted at Junior High School 26 Bandar Lampung. The method uses a quasi-experimental method with Pretest-Posttest Non-Equivalent Control Group Design. A random sampling technique took the sample in this study, and the research subject uses class VII A as experiment class and VII B as a control class. The data in this study are quantitative data that were analyzed using the Independent sample t-test. Based on the results of this study, the effect of practicum methods on the students' representation ability is level 1, and 2 before the treatment then increases to levels 3, 4, and 5 after the practicum with the student answers that have made elements representation such as tables, graphs, icons, and images. Therefore, practicum methods can be used by science educators to facilitate students in conceptual understanding by using elements of representation.

Representation skills of students with different ability levels when learning using the LCMR model

“…Students' cognitive abilities improve due to media-based instruction in horizontal mode representation (Tindani et al, 2021). Constructivist learning can be used to enhance representational skills (Hwang et al, 2007;Lengkana et al, 2020;Sikumbang et al, 2020). Prain and Tytler (2012) showed how MR could aid in science learning and assist students in developing their representational skills.…”

“…Instructions with MR guide students in problemsolving (Ainsworth, 1999;Opfermann et al, 2017;Schönborn & Bögeholz, 2009), provide students with complementary information (Ainsworth, 2008a;Eilam et al, 2014;Rau, 2017), build student knowledge (Ainsworth, 2006;, facilitate learning (Carolan et al, 2008;Jong & Meij, 2012;Kozma & Russell, 2005), and develop student concepts (Kozma, 2003;Prain & Tytler, 2012;. The use of MR has been known to be effective in helping students in different learning contexts, such as in chemistry (Farida et al, 2010), biology (Sikumbang et al, 2020;Sumarno et al, 2018;Tindani et al, 2021), physics (Abdurrahman et al, 2011, and mathematics (Hwang et al, 2007). Meanwhile, the LC model can put students in a situation where they can share with and help each other to achieve learning goals (Seven et al, 2017).…”

Pengaruh Penggunaan Diagram Roundhouse Terhadap Keterampilan Metakognisi Siswa

“…Hal tersebut terlihat selama proses pembuatan diagram roundhouse yang terstruktur dan kesesuaian gambar dengan chunk. Sehingga menunjukkan bahwa siswa mampu menggunakan dan mengorganisasikan strategi yang digunakan selama pemprosesan informasi (Sikumbang, Lengkana, & Foorantika, 2020).…”

“…Sikap dan proses ini sebagai upaya mengembangkan keterampilan proses siswa. produknya dapat berupa fakta, prinsip, teori, dan hukum (Sikumbang, 2020).…”