636,616 research outputs found

    Computer-based collaborative concept mapping : motivating Indian secondary students to learn science : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatu, New Zealand

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    This is a study of the design, development, implementation and evaluation of a teaching and learning intervention. The overarching aim of the study was to investigate the effectiveness of the intervention ā€˜Computer-based Collaborative Concept Mappingā€™ (CCCM) on Indian secondary studentsā€™ conceptual learning and motivation towards science learning. CCCM was designed based on constructivist and cognitive theories of learning and reinforced by recent motivation theories. The study followed a Design-based research (DBR) methodology. CCCM was implemented in two selected Indian secondary grade 9 classrooms. A quasi-experimental Solomon Four-Group research design was adopted to carry out the teaching experiment and mixed methods of data collection were used to generate and collect data from 241 secondary students and the two science teachers. The intervention was designed and piloted to check the feasibility for further implementation. The actual implementation of CCCM followed the pilot testing for 10 weeks. Students studied science concepts in small groups using the computer software Inspiration. Students constructed concept maps on various topics after discussing the concepts in their groups. The achievement test ATS9 was designed and administered as a pre-post-test to examine the conceptual learning and science achievement. Studentsā€™ responses were analysed to examine their individual conceptual learning whereas group concept maps were analysed to assess group learning. The motivation questionnaire SMTSL was also administered as a pre-post-test to investigate studentsā€™ initial and final motivation to learn science. At the end of the teaching experiment, the science teachers and two groups of students were interviewed. Analyses of the quantitative data suggested a statistically significant enhancement of science achievement, conceptual learning and motivation towards science learning. The qualitative data findings revealed positive attitudes of students and teachers towards the CCCM use. Students and teachers believed that CCCM use could promote conceptual learning and motivate students to learn science. Both students and teachers preferred CCCM over on-going traditional didactic methods of teaching-learning. Some enablers and barriers identified by teachers and students in the Indian science classroom context are also explored and discussed. A framework for enhancing secondary school studentsā€™ motivation towards science learning and conceptual learning is proposed based on the findings. The findings of the study also contribute to addressing the prevailing learning crisis in Indian secondary school science classrooms by offering CCCM an active and participatory instructional strategy as envisioned by the Indian National Curriculum Framework 2005

    Starter Experiment Approach terhadap Kemampuan Pemahaman Konsep Mahasiswa Calon Guru

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    The purpose of this study is to improve the understanding of the concept of prospective teachers in applied physics courses by applying the Starter Experiment Approach when the lectures take place. Starter Experiment Approach is an approach used as a tool for students to practice the skills of observation, because in this approach are consecutively trained to formulate problems, formulate temporary answers from the problem formulated (hypothesis), designing experiments, experimenting, and reporting results trial. The research method used quasi experiment with Pretest-Posttest Control Group Design. Research sample is divided into two classes, namely experiment class and control class. The experimental class uses learning with the Starter Experiment Approach learning model while the control class uses the conventional learning model. Based on the result of research, it is found that the average of N-gain understanding of student concept using learning model starter experiment approach is 0,74, mean of N-gain understanding of student concept with conventional learning equal to 0,23. These data suggest that the understanding of physics concepts using the Starter Experiment Approach learning model is higher than the understanding of physics concepts using conventional learning models. Then based on data analysis show that tcount = 14,196 and ttable = 2.01 (5% significance level). This means tcount> ttable, so it can be interpreted that there is a significant difference in the ability of student concept between student groups applying Starter Experiment Approach (SEA) and group of students using conventional learning model. So the application of Starter Experiment Approach (SEA) has a positive effect on the ability to understand the concept of prospective teachers in applied physics courses

    Effect of Contextual Learning Ability Against Students Understanding Math Concepts SMP

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    This study aims to determine whether or not there is the influence of contextual learning of math concepts students' comprehension ability. The subject of this study is the seventh grade students of SMP Negeri 10 Palembang. The research method used in this study is an experiment. The variables of this study was the ability of understanding the concept of students. Methods of data collection using a written test, the data obtained by using t test analysis. The results of this study found that there is the influence of contextual learning on the ability of junior high school studentsā€™ understanding of mathematical concepts. Key Words: Contextual Learning, understanding the concep

    Effectiveness of Mind-Map Based-Project Based Learning and Concept Map Based-Project Based Learning on Environmental Science Course at Universitas Lancang Kuning Pekanbaru

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    This research aims to determine the effectiveness of three treatments of learning models, i.e. project based learning based on mind maps, project based learning using the concept map, and conventional learning method on mastery the concept of environmental science course. Research was done at Universitas Lancang Kuning Peknbaru. Research method was a quasi experiment with pretest and posttest design. The participants were second semester students of Biology Education in academic year 2014 and 2015, consisting of three classes. Class B was the experiment 1 (20 students), Class B was experiment 2 (23 students), and class C was control (20 students). The cognitive knowledge of students was tested by assessment of cognitive test (C1-C6). Data was normal and homogeneous. Data analysis was analysis covariat (anacova) and the least significant difference (LSD). The results showed that the treatments significantly influenced the concept mastery. The ability of mastery of the concept of a student who study with project based learning using mind map was (81,17 Ā± 12,72) or not differ significantly with the concept map based-project based learning (78,84 Ā± 12,29) (P = 0,521) and conventional learning. There are significant differences between the mastery of the concept of (67,00 Ā± 10.8) (P = 0.00). Based on the results of the study it can be concluded that Concept Map based- Project based learning is more effective than other treatments

    The Data Package in Learning Mean Using LSLC and PMRI

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    This study aims to produce statistical learning designs in the introduction of the concept of average values and knowing student learning outcomes in learning average values by previously learning about the presentation of data consisting of tables and diagrams through learning trajectories and what happens during the learning process. This learning is based on Lesson Study for Learning Community (LSLC), the approach of Indonesian Realistic Mathematics Education (PMRI). This study uses a type of Design Research method research design type of validation study, which involves in MTs 1 in Palembang. There are three stages in design research type validation studies namely Preparing for the experiment in the form of literature study and the design of the Hypothetical Learning Trajectory (HLT); Design experiment in the form of a Preliminary Teaching Experiment (Pilot Experiment) and Teaching Experiment; and Restrospective analysis. The instruments used were written test, video and field notes. The results of learning experiments show that the design of learning provided has helped students understand the concept of Mean

    Pengaruh Model Discovery Learning terhadap Pemahaman Konsep Siswa Materi Getaran dan Gelombang di SMP

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    : The purpose of this research was to know the influence of discovery learning model to students\u27 understanding the concept of material vibrations and waves on grade VIII SMPN 17 Pontianak. The forms of this research was a Quasi Experimental with The Non-Randomized Control Group design. The sample of this research are VIII D as experiment class and VIII F as the control class. The instruments that been was essay tests included 7 questions. The average understanding concept of beginning and finaly outcomes of students in experiment class is 7.84 and 72.5 while in control class is 7.59 and 50.41. Based on the data analysis using t test with significance level Ī± = 5% indicated there were differences between final concept understanding students that taught by using discovery learning with students that taught by using conventional learning model. The value ā€‹ā€‹of effect size 1.28 with high category, which means discovery learning models affect the students understanding of the concept of matter end vibration and wave. Keywords : Discovery learning Model, Understanding of Concept, Vibration and Wav

    The Learning Trajectory of Set Concept Using Realistic Mathematics Education (RME)

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    Learning trajectory of set is a learning path to get concept of set. However, several teachers did not combine methods, approaches, and ideas in their practical deliveries. This situation becomes a concern for teachers to handle since it will affect the rule without reason so that the accepted concept will not last long in studentsā€™ memory. This study aim to describe the learning trajectory using RME models to construct the concept of set. Hypothetical learning trajectory (HLT) was designed using a qualitative method with the realistic mathematics education (RME) of Gravemeijer model as the activity stage begin from preparing for the experiment, pilot experiment, teaching experiment and retrospective analysis. The designed HLT consisted of an objective, activity, and conjecture. This study achieved an understanding of the set concept with applying RME design. By providing examples of contextual mathematics that take place in the learning environment, these outcomes were achieved. Then using media like set cards to model mathematics so that students can advance their own knowledge to the level of formal mathematics. Therefore, the RME-based HLT design can be a solution to obtain the concept of set, primarily in domain definition and set notation to produce a learning trajectory
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