Student Response Conceptual Change Text (CCT) As A Media for Learning Energy Concepts in Elementary School Students

Science learning has been considered a difficult subject for students. This study aims to analyze student error answers on students' science understanding abilities on energy concepts to find out students' difficulties in answering energy concept science questions through Conceptual Change Text (CCT) based learning. This CCT-based learning requires students to be more active in understanding concepts with the help of reading materials that have been provided by the teacher so that students can find concepts independently. The reading material given to students is in the form of reading material about energy. This research was conducted on third, fourth, and fifth-grade elementary school students to determine the level of difficulty at each level. This research method is a qualitative method using grounded theory. The instrument used is a test instrument. Student answer sheets to analyze the types of errors made by students in accordance with the energy concept learning indicators. Based on the results of the study obtained, data on the average error rate of third, fourth, and fifth-grade students on the concept of energy. The data shows that the third grade has an average error of 30.34%, the fourth-grade student's average error is 21.64%, and the fifth-grade student's average error is 14.39%.

Section: Open Coding Sessionmentioning

confidence: 99%

Analysis of Student's Answer Error on Understanding of Energy Concept in Conceptual Change Text (CCT)-Based Learning

Novianti

Aisyah²,

Sukmawati³

2023

“…The process of item analysis is an activity carried out to examine and study each item by gathering information from student answers in order to obtain quality questions before the questions are used (Fauziah & Sukmawati, 2023;Sukmawati et al, 2023). Analysis of the items can be done quantitatively, namely, those related to their statistical characteristics.…”

Section: Introductionmentioning

confidence: 99%

Racking Analysis Instrument Mastery Test Concepts in Learning Science Using the RADEC Model in Elementary School Students

Muthi'ah,

Sukmawati

2023

The study's objective was to assess the content's validity, reliability, and degree of difficulty for third-grade students in one of the East Jakarta elementary schools utilizing the RADEC learning model by analyzing the pre-test and post-test items using the Rasch Racking model of analysis. The results of the Radec learning model showed that students with low and high abilities experienced a change in the concept of student effectiveness for the better. This research is a quantitative study, namely the evaluation of learning outcomes using descriptive quantitative methods with data collection techniques using pre-test and post-test questions. In early 2023, The learning activity was conducted using data from 32 student respondents. The result indicated the validity of the suitability level of the item, with ten questions found to be valid. The difficulty level of the questions, in general, is in the medium category, meaning that they are excellent because they are relatively straightforward. The conclusion is that the analysis of the items using the Rasch model in the learning evaluation activities through the pre-test and post-test is valid with excellent categories of 50% and good 50%. The question's difficulty level is excellent

“…This can be seen from the students who find it difficult to carry out group discussions so that only a few students have an opinion (Fitriani & Indonesia, 2023;Nurliana & Sukmawati, 2023a;Sukmawati & Wahjusaputri, 2018;Wahjusaputri et al, 2022). In addition, the skills of students to explain the results of group discussions are still very low, as well as the lack of creativity of students to make a project to achieve the goals of current learning (Aisyah et al, 2023;Novianti et al, 2023;Sukmawati, 2023). According to Aldeya (2019), students can present an idea in another form that is not the same as in the textbook provided they have the capacity to describe concepts (Bohori et al, 2022), identify them, and provide instances or non-examples of them.…”

Section: Introductionmentioning

confidence: 99%

“…After that, they participate in discussions and ask questions about what they heard; (5) Produce. In the final activity, students perform independent work using a dynamo fan in accordance with the topic under study, energy transformation (Fauziah & Sukmawati, 2023;Sukmawati, 2019Sukmawati, , 2020Sukmawati et al, 2022). The use of the RADEC learning model improves students' literacy skills, increases their motivation to read, and fosters high-level thinking in them.…”

Section: Introductionmentioning

confidence: 99%

“…The RADEC model was developed taking many factors into account, some of which are as follows: First, this model is based on the goal of national education, which is to help students become good, healthy, knowledgeable, competent, creative, independent, and God-believing citizens (Fauziah & Sukmawati, 2023). Thusly, the teacher should more wise in conclude the learning model with the objective that the developing experience can develop student creative mind.…”

Section: Introductionmentioning

confidence: 99%

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Analysis of Changes in the Level of Difficulty of Elementary School Students in Learning the RADEC Model on the Concept of Energy Transformation Using the Rasch Model

Kusnadi,

Sukmawati

2023

Utilizing the RADEC learning paradigm (Read, Answer, Discuss, Explain, Create) to help students comprehend the concept of energy transformation through Rasch model analysis is the goal of this study. From the get-go in 2023, 32 students filled in as the example for this quantitative spellbinding exploration project. The Pre-Test and Post-Test data were examined with the help of the Rasch Stacking Analysis model. The results showed that when the RADEC learning approach (Read, Reply, Talk about, Make sense of, Make) was utilized, the two understudies with low and high capacity levels worked on in their ability to figure out subjects. RADEC represents Read, Reply, Examine, Make sense of, and Make. trains understudies for autonomous and bunch learning. Students are expected to solve problems on their own after reading and responding. Then, at that point, understudies work as dynamo fans following the idea of energy change material. The group then presents an explanation of their work or discussion to the other groups. In the wake of following the punctuations as seen from the aftereffects of the pretest and posttest, which are handled utilizing the Rasch stacking examination modelin the RADEC learning model, understudies can deliver logit values that are generally excellent at 37.5% and great at 62.5%.