Relationship between Dimension Metacognition and Students’ Ability Level in Physics Problems Solving Involving the Use of Free-Body Diagram

Problem solving in Physics using Free-body Diagram (FBD) is complex and need to be planned carefully. Students who possess metacognitive awareness can make problem solving involving FBD easier. Therefore, this study aims at identifying the level of students’ ability in solving physics problems involving the use of FBD and the student’s metacognition as well as the relationship between all the dimensions in metacognition with their ability in solving physics problem. 300 Form 5 Science students from schools around Johor Bahru involved in this study. The data was collected using a set of instrument that includes paper-and-pencil test, known as Force Problem Solving Ability and Physics Metacognition Inventory (PMI). The findings show that the level of students' ability in solving physics problems involving the use of FBD was low, while the level of students’ dimensions of metacognition was at a moderate level. The correlation analysis shows that a positively low and significant relationship between students’ ability in solving physics problems involving the FBD with their dimension of metacognition. These findings suggest that teachers should emphasize thinking at the metacognition level among the students and to use different strategies in different physics problem solving

Inverted classroom improves pre-university students understanding on basic topic of physics: the preliminary study

This paper discusses the effectiveness of the inverted classroom implemented in a pre-university physics classroom on topics of classical mechanics. Inverted classroom moves from traditional lectures to providing students with pre-recorded lectures and other materials such as videos, online quizzes and online exercises to foster independent learning. In this study, the classroom was divided into two groups: a control group and experimental group intervened with the inverted classroom; in evaluating the efficiency of the intervention, at the end of the module, both groups were tested using tests that are similar. The findings show that there was a significant difference between control group and experimental group on their pre-test and post-test score. It implies the potential use of this approach in other basic topics of pre-university physics classroomPeer Reviewe

Effectiveness of PBL-STEM module in physics on students’ interest: A preliminary finding of implementation amongst students in rural area of Sabah, Malaysia

Due to declining number of students enrolled in Science, Technology, Engineering and Mathematics education (STEM) subjects, the Ministry of Education has introduced STEM packages option for Form 4 students starting January 2020. Nevertheless, it is important to cultivate the learning interest towards STEM subjects starting from the lower form. In this study, an integrated problem-based learning Biology module called BOTANIstNJA was implemented to Form 1 and 2 of a secondary school in a rural area to gauge their interest in learning STEM subject. Total of 79 students participated in this case study related to plants, simple plant specimen activity and early career exposure as a Botanist. Three perspectives: teaching, learning, and communications skills were evaluated through questionnaires and analysed by means of frequency distribution. All students expressed “strongly agree” at 78.5%, 57.0%, and 51.9%, respectively. This result suggests the effectiveness of the integrated problem-based learning module to stimulate students’ interest and shall be continued to encourage them in taking the STEM package

Inverted classroom improves pre-university studens understanding on basic topic of Physics:: The preliminary study

This paper discusses the effectiveness of the inverted classroom implemented in a pre-university physics classroom on topics of classical mechanics. Inverted classroom moves from traditional lectures to providing students with pre-recorded lectures and other materials such as videos, online quizzes and online exercises to foster independent learning. In this study, the classroom was divided into two groups: a control group and experimental group intervened with the inverted classroom; in evaluating the efficiency of the intervention, at the end of the module, both groups were tested using tests that are similar. The findings show that there was a significant difference between control group and experimental group on their pre-test and post-test score. It implies the potential use of this approach in other basic topics of pre-university physics classroo