Students’ understanding level and scientific literacy competencies related to momentum and impulse

Rosa, Geraldin Cintia; Cari, C.; Aminah, Nonoh Siti; Handhika, Jeffry

doi:10.1088/1742-6596/1097/1/012019

Cited by 19 publications

(16 citation statements)

References 17 publications

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“…(MEN, 2004) La OCDE (2015) define la competencia científica como la capacidad que tiene un ciudadano reflexivo para involucrarse en cuestiones relacionadas con la ciencia y con las ideas de la ciencia. En este trabajo empleamos la base conceptual de los indicadores planteados en estos documentos de referencia para abordar la medida de la competencia científica, y lo hacemos de acuerdo también con la literatura científica internacional (Parno et al, 2020;Rosa et al, 2018).…”

Section: Introductionunclassified

Experiencia de aprendizaje con tecnologías digitales y su influencia en la competencia científica de estudiantes de secundaria

Acero¹,

Jiménez-Cortés

2021

educar

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Estudios previos relacionan el uso educativo de las tecnologías digitales con la alfabetización científica, pero hay escasez de análisis que se centren en el impacto de la experiencia de aprendizaje con tecnologías en la competencia científica. Además, en relación con el género, la literatura científica es inconsistente. La investigación que presentamos es cuantitativa y sigue un método descriptivo con diseños comparativo y predictivo. Se busca la influencia de la experiencia de aprendizaje con tecnologías digitales en la competencia científica (autopercibida y observada) en las ciencias naturales de 160 estudiantes (80 chicos y 80 chicas) de educación básica secundaria en Bogotá (Colombia). Los hallazgos muestran que no existen diferencias significativas según género en la competencia científica, y la experiencia de aprendizaje con tecnologías digitales predice la competencia científica autopercibida. Los resultados se discuten con estudios recientes en torno a la formación científica mediada por tecnologías.

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Section: Introductionunclassified

Experiencia de aprendizaje con tecnologías digitales y su influencia en la competencia científica de estudiantes de secundaria

Acero¹,

Jiménez-Cortés

2021

educar

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“…Students' difficulties in understanding the concept of optical instrument can be caused by their low-level of scientific literacy ability. The findings of previous research showed that improvement in understanding physics concepts is affected by scientific literacy (Rustana & Sumantri, 2019), and students who can understand concepts tend to have scientific literacy competencies (Rosa et al, 2018). Scientific literacy on the Programme for International Student Assessment (PISA) in 2015 has three indicators in the competencies domain (OECD, 2016), which are explaining the phenomena scientifically, creating and evaluating the experiments, and interpreting the data collection.…”

Section: Introductionmentioning

confidence: 99%

A Case Study on Comparison of High School Students’ Scientific Literacy Competencies Domain in Physics with Different Methods: Pbl-Stem Education, Pbl, and Conventional Learning

Parno

Yuliati

Hermanto

et al. 2020

JPII

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Literacy skill is needed in the 21st century learning, whereas research about the implementation of Problem Based Learning-Science Technology Engineering and Mathematics (PBL-STEM) to develop students’ ability of scientific literacy is still limited. This research purposed to compare students’ scientific literacy competencies domain improvement through PBL-STEM in the topic of optical instrument. The quasi-experiment non-equivalent group design involved the students of Senior High School 9 Malang Indonesia in three classes called PBL-STEM, PBL, and control class. PBL-STEM class made three products, which were camera obscura, magnifier, and binoculars, which were presented with posters and reports. The PBL class, on the other hand, only made binoculars and presented their work briefly. Scientific Literacy Ability Test was used with 0.88 Cronbach’s alpha reliability. Data analysis with one-way ANOVA, post hoc Tukey test, N-gain, and Cohen’s effect size was conducted. The result showed that three classes had a significantly different ability in scientific literacy. Scientific literacy competencies domain of PBL-STEM was the highest, while PBL class is higher than the control class. The improvement of both PBL-STEM and PBL belonged in medium category, whereas the improvement in the control class was in low category. The effect of the operational implementation of PBL-STEM and PBL pair yielded large result, and both PBL-STEM and control and PBL and control pairs yielded very large category in the improvement of students’ scientific literacy.

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“…Critical thinking skills are essential things students must have, one of which is in learning the topic of mechanics. Mechanics is a field where students have various misconceptions and difficulties (Rosa et al 2018). Momentum and impulse are the subtopics of mechanics and basic concepts in physics.…”

Section: Introductionmentioning

confidence: 99%

“…2018). Other research shows that students' ability to understand the concept of conservation momentum is still limited and cannot apply to different situations (Rosa et al 2018). Students are weak in connecting physics equations with applications found in everyday life, for example, students misinterpret the momentum and kinetic energy of colliding objects because they have not linked the momentum and impulse theorem and energy business theorems in collision demonstrations (Faizah et al 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Student's difficulty in understanding physical concepts illustrates that students' conceptual understanding of momentum and impulses is in a low category. Though the concept of Momentum and Impulse becomes an important part of learning physics at various levels, this concept is learned from high schools to universities (Rosa et al 2018). Based on this description, it is necessary to research to determine the blended learning model use in Indonesia to train the cognitive skills of students, especially critical thinking.…”

Section: Introductionmentioning

confidence: 99%

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The Development of Blended Learning Model using Edmodo to Train Student Critical Thinking Skills on Impulse-Momentum Topic

Denny

Utami

Rohanah

et al. 2020

jpppf

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This study aims to determine the effect of developing blended learning models on students' critical thinking skills on impulse and momentum. The research method used in this study is ADDIE. The population in this study is class X MIA SMAN 4 Serang City. The sample of this study amounted to 31 students from class X MIA 2 as an experimental class using a blended learning model and 30 students from class X MIA 3 as a control class using a cooperative model. The test used in this study was eight essays in the form of representatives of one question indicator. These results indicate an increase in students' critical thinking skills after being given treatment that is by using a blended learning model. A large increase is evidenced by the N-Gain value in the experimental class that is 0.60 in the medium category and 0.23 in the low category in the control class. The average value of pretest and posttest is 5.27 and 9.77 in the control class, while in the experimental class is 5.65 and 16.61. These results show that there is an influence on the development of blended learning models for critical thinking skills on the momentum and impulses.

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Students’ understanding level and scientific literacy competencies related to momentum and impulse

Cited by 19 publications

References 17 publications

Experiencia de aprendizaje con tecnologías digitales y su influencia en la competencia científica de estudiantes de secundaria

Experiencia de aprendizaje con tecnologías digitales y su influencia en la competencia científica de estudiantes de secundaria

A Case Study on Comparison of High School Students’ Scientific Literacy Competencies Domain in Physics with Different Methods: Pbl-Stem Education, Pbl, and Conventional Learning

The Development of Blended Learning Model using Edmodo to Train Student Critical Thinking Skills on Impulse-Momentum Topic

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