The Effect of Assessment for Learning Integration in Scientific Approach Towards Students’ Conceptual Understanding on Work and Energy

Elisa, Nur; Kusairi, Sentot; Sulur, Sulur; Suryadi, Ahmad

doi:10.21067/mpej.v3i2.3761

Cited by 4 publications

(6 citation statements)

References 15 publications

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“…These results strengthen previous research, the concept of work and energy that is the most difficult for students is the mechanical energy of the system. This opinion is also supported by research results Elisa et al, (2019) who also stated that conservation of mechanical energy was the most difficult concept for students.…”

Section: Discussionsupporting

confidence: 54%

How can interactive multimedia direct instruction model improve student cognitive learning outcomes?

Malík

Wandira

Kuntadi

et al. 2022

Momentum: Physics Education Journal

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This study aims to determine the implementation of the direct instruction model based on interactive multimedia and the lecture model as well as the differences in the improvement of students' cognitive learning outcomes after the two models are applied to the material of effort and energy. The method in this study uses a quasi-experimental method, with a Noneequivalent Control Group design. The research sample consisted of two classes, namely class X-IPA 1 as the experimental class and class X-IPA 2 as the control class, each consisting of 20 students. Data on the implementation of learning were obtain-ed through observation sheets and students' cognitive learning outcomes were obtained through multiple-choice tests. The data analysis technique used the calculation of the observation sheet, N-gain, and t-test. The results showed that the average percentage of all meetings on the implementation of learning in the experimental class was 82.78% with very good interpretation and 71.85% in the control class with good interpretation. The increase in students' cognitive learning outcomes in the experimental class was 0.58 in the medium category and in the control class was 0.29 in the low category. The results of hypothesis testing using an independent sample t-test showed the value of tcount (3.56) > ttable (2.02). The results showed that there were differences in the cognitive learning outcomes of students who studied with an interactive multimedia-based direct instruction model and lecture model. Thus, the interactive multimedia-based direct instruction model is better in improving students' cognitive learning outcomes in the matter of effort and energy. This study could be implemented in schools with proper or non-proper laboratory facilities for supporting the learning of physics.

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Section: Discussionsupporting

confidence: 54%

How can interactive multimedia direct instruction model improve student cognitive learning outcomes?

Malík

Wandira

Kuntadi

et al. 2022

Momentum: Physics Education Journal

View full text Add to dashboard Cite

show abstract

“…Although many students find physics challenging, its principles must be applied daily [42]. Students with a robust conceptual understanding can more effectively comprehend physics theories, principles, and laws [49].…”

Section: Conceptual Understandingmentioning

confidence: 99%

“…Further supporting the findings of this study, earlier research suggests that AFL through FLM can improve students' conceptual understanding of physics. Research by Elisa et al [49] team identified a significant difference in students' understanding of physics concepts between pretest and post-test scores. This study supports the idea that learning connected to AFL can enhance students' understanding of essential physics concepts, particularly those related to work and energy.…”

Section: Conceptual Understandingmentioning

confidence: 99%

“…Other factors supporting the learning process, such as student motivation and teacher-student collaboration, must also be considered while adopting FLM-based AFL. Student motivation will influence student engagement in the learning process and the quality of learning outcomes, as indicated by Elisa et al [49]. Therefore, based on the analysis of assessment results, teachers must ensure that students are adequately motivated to learn and actively participate in the learning process [21].…”

Section: Conceptual Understandingmentioning

confidence: 99%

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FLM-based AFL improves physics engagement and conceptual understanding

Asyhari,

Irawan,

Sunyono

et al. 2024

EduLearn

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Assessment for learning (AFL) is a pedagogical approach that enhances student learning outcomes through high-quality feedback. This study investigates the effectiveness of integrating the feedback loop model (FLM) with AFL to improve students' engagement and understanding of physics, specifically in kinematics and motion dynamics. The study employs a mixed-methods research design, combining quantitative and qualitative data to assess the impact of the FLM-based AFL approach. A one-group pretest-posttest design was used, supported by research instruments that measured student engagement and their conceptual grasp of physics. The findings indicate that integrating FLM into AFL led to significant improvements, evidenced by Cohen’s effect size of 1.91, highlighting a substantial impact on student learning. These results affirm that FLM-based AFL positively affects student engagement and understanding of physics. The study contributes to the existing research on effective assessment methods, providing valuable insights for educators and policymakers in developing enhanced assessment and teaching strategies. This study emphasizes the potential benefits of incorporating FLM-based AFL in diverse educational settings to elevate student learning experiences and outcomes.

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“…Additionally, this will help in creating a more effective learning strategy so that students will not find it difficult (Thompson et al, 2011), One example of that is by implementing the Conceptual Problem-Solving approach in the 5E Learning Cycle (Diyana et al, 2020). Then, in order to identify the difficulties found by students, there certainly needs to be other aspects of mutual learning in addition to these learning techniques (Elisa et al, 2019).…”

Section: Questionmentioning

confidence: 99%

The Study of Students’ Difficulties in Mastering the Concept of Archimedes’ Principle

Diyana

Sutopo²,

Haryoto³

2020

JPS Universitas Muhammadiyah Semarang

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The focus of this study is to determine students' difficulties related to mastering the concept of Archimedes Principles topics. The study used descriptive quantitative method with the subject 35 XIth students. The research instrument was 10 multiple choice questions about Archimedes principle. Although there are improvements, but overall students do not fully understand the concept of the Archimedes principle. Difficulties among students are failing to understand that the buoyancy force is the resultant force by fluid pressure on the object and still considers the immersed object to have the Archimedes force affected by the depth of the object. When working on the application of the problem the students managed to answer correctly, but when completing the formulation questions the students were still get difficulties

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The Effect of Assessment for Learning Integration in Scientific Approach Towards Students’ Conceptual Understanding on Work and Energy

Cited by 4 publications

References 15 publications

How can interactive multimedia direct instruction model improve student cognitive learning outcomes?

How can interactive multimedia direct instruction model improve student cognitive learning outcomes?

FLM-based AFL improves physics engagement and conceptual understanding

The Study of Students’ Difficulties in Mastering the Concept of Archimedes’ Principle

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