The Influence of Using Kit of Science for Kids to Elementary School Students’ Concept Mastery

Gumala, Yosi; Nurkaeti, Nunuy; Aryanto, Sani; Syaodih, Ernawulan; Samsudin, Achmad

doi:10.22460/pej.v4i1.1617

Cited by 5 publications

(5 citation statements)

References 9 publications

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“…This is further supported by the week-to-week increase in the PPTs' proficiency scores during this study (Figure 1). Using the experimental method in science lessons is critical in increasing the attitude and success of both PPTs and students (Gumala et al, 2020;İnel-Ekici, 2015;Önen & Çömek, 2011;Öztürk, 2007;Uluçınar et al, 2008). It changes the perspectives of the PPTs and students toward the lesson in a positive way.…”

Section: Discussionmentioning

confidence: 99%

“…One of the most convenient and effective ways to teach science is to do laboratory experiments (Cullin et al, 2017;İnel-Ekici, 2015;Kwok, 2015;Szott, 2014;Yüzüak et al, 2020). There is consensus among educators that the experiments are a necessary and integral part of meaningful and permanent learning in science lessons (Basey & Francis, 2011;Bolat et al, 2012;Gumala et al, 2020;Hofstein & Lunetta, 2004;Uzal et al, 2010). Experiments help primary school students develop a positive perspective on science, learn subjects that they cannot understand, obtain first-hand information, gain observation-research-inquiry skills, and understand the world they live in (Agustin et al, 2021;Hofstein & Lunetta, 2004;Kwok, 2015;Ünal & Aral, 2014;Yüzüak et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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The Proficiency and Opinions of the Pre-service Primary Teachers in Performing Hands-on Science Experiments

Aktaş

2022

Participatory Educational Research

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It is a challenge to carry out science lessons with experiments both in the conditions that emerged with the COVID-19 pandemic and in schools where there is a shortage of laboratories and materials. This study aims to examine the proficiency and opinions of pre-service primary teachers (PPTs) pertaining to performing hands-on science experiments with simple tools. This case study was carried out with 47 PPTs selected according to the convenient sampling method. Data sources included video recordings of the experiments performed by the PPTs over ten weeks and an open-ended questionnaire. The videos were analyzed with the analytical rubric and presented with descriptive statistics. The open-ended questions were analyzed with content analysis. Results showed that PPTs are sufficient for choosing suitable simple tools for experiments and for applying the experiments gradually, extensively, and correctly, while they need to develop in explaining the concepts and information correctly. In addition, the majority of the PPTs stated that they did not have any difficulties whilst performing the experiments, they could perform science experiments with simple tools, the experiments would reflect positively on the learning outcomes of the students, and they could conduct science lessons with experiments using simple tools and alternative materials, even if there is no laboratory in the school. Future studies should focus on increasing the proficiency of PPTs to give scientific explanations for experiments.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Proficiency and Opinions of the Pre-service Primary Teachers in Performing Hands-on Science Experiments

Aktaş

2022

Participatory Educational Research

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“…Conceptual mastery is one of the cognitive domain's, which requires a higher level of reasoning ability than memory and memorization (Gumala, 2020). The parameter level of concept mastery uses Bloom's taxonomy at the Higher Order Thinking Skill (HOTS) level as analysis (C4), evaluation (C5), and creation (C6).…”

Section: Introductionmentioning

confidence: 99%

Concept Mastery and Mathematical Problem Solving Ability of High School Students in Uniform Motion in a Straight Line Materials (GLBB)

Dua Riong,

Ahmadi,

Supriyadi

2022

JISE

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This study aims to describe the pattern of the relationship between students concept mastery and mathematical problem-solving ability in GLBB material. This is qualitative associative/constructive research. This investigation was conducted with grade X MIA2 students at SMAN 1 Nita. This study's instrument included a test of concept mastery and mathematical problem-solving ability, documentation of student answer sheets, and unstructured interviews. The technique for data analysis consisted of five stages: data collection, description of raw data, data reduction, data categorization, and construction of category relationships. The findings revealed a reciprocal relationship between concept mastery and mathematical problem-solving ability. In addressing physics problems, mastery of concepts and mathematical problem-solving ability play mutually reinforcing roles. The level of concept mastery of students increases with their problem-solving abilities, and vice versa: the higher the level of conceptual mastery, the greater the mathematical problem-solving abilities. The results showed that there was a semantic congruence between issue solving using the Polya step indicator and problem solving at the levels of analyzing (C4), evaluating (C5), and creating (C6). Keywords : GLBB, Concept Mastery, Mathematical Problem Solving Ability

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“…Gumala et al, (2020), the use of KIT in science learning can attract students' interest, thereby showing increased learning outcomes. In contrast to the research of Fauziah et al (2022) KIT Science media can influence students' scientific literacy and curiosity.…”

mentioning

confidence: 99%

Student Responses to the Development of KITTOS Media Which Containing Ethno-STEM Content on Changes Energy Forms

Jannah,

Wardani

2024

Int J Res Rev

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This research aimed to determine students' responses to the use of KITTOS media containing Ethno-STEM. This research describes various student responses to KIT media, including levels of interest, understanding of concepts, and active involvement in the learning process. The research method used is a descriptive method, namely research that seeks to observe students' responses accurately. The research was carried out in 2 meetings with different experimental activities. The research participants consisted of 23 grade IV students at MI Mazroatul Ulum, who were involved in a series of learning using KIT during two meetings. Qualitative data analysis was carried out by detailing the findings from students' interactions with KIT media, as well as identifying factors that influenced positive or negative responses. The data analysis technique uses Ghutman's theory, which only has two categories, those were Yes=1 and No=0. The results of the analysis of student responses gained an average score of 97% in the very appropriate category for the application of KITTOS media containing Ethno-STEM in learning. Keywords: Student response, media, changes in energy forms

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The Influence of Using Kit of Science for Kids to Elementary School Students’ Concept Mastery

Cited by 5 publications

References 9 publications

The Proficiency and Opinions of the Pre-service Primary Teachers in Performing Hands-on Science Experiments

The Proficiency and Opinions of the Pre-service Primary Teachers in Performing Hands-on Science Experiments

Concept Mastery and Mathematical Problem Solving Ability of High School Students in Uniform Motion in a Straight Line Materials (GLBB)

Student Responses to the Development of KITTOS Media Which Containing Ethno-STEM Content on Changes Energy Forms

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