The effect of remediation on reducing misconception: a metaanalysis of student thesis on physics education

Oktavianty, Erwina; Haratua, T M S; Anuru, M

doi:10.1088/1742-6596/1013/1/012039

Cited by 6 publications

(9 citation statements)

References 2 publications

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“…Letshwene (2019) broadly defines learning support or academic support as a collective action to support learners by using intervention programmes, either by curriculum differentiation or adaptation and referring learners to other stakeholders for approval. In other words, condoned learners need remediation of the foundational content they have not acquired; thus, they require reteaching (Oktavianty et al, 2018).…”

Section: Problem Statementmentioning

confidence: 99%

“…Furthermore, a learning support programme consists of additional remediation, curriculum instruction, the academic teaching of learners in groups, and other related psychological, medical, and social support services to prevent learning difficulties in learners. Oktavianty et al (2018) define learning support or academic support as a collective action to support learners by using intervention programmes -either curriculum differentiation and adaptation or referring learners to other stakeholders for support.…”

Section: Defining An Academic Support Programme and The Contribution ...mentioning

confidence: 99%

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Learning Support Strategies to Overcome the Effects of Promoting Condoned Senior Phase Mathematics Learners to the FET Phase

Bhagwonparsadh

Pule

2023

RESSAT

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The study investigated the effects of condonation on the promotion of senior phase mathematics learners into the FET phase in a high school in KwaZulu-Natal. Condoned learners were assisted to progress, despite not meeting the pass requirements. The study suggests learning support strategies teachers could use to improve condoned FET mathematics learners' performance. An exploratory case study investigated the condonation policy and its effects thereof. Interviews were conducted with two mathematics teachers, and open-ended questions were posed. The data analysis entailed collating the data, followed by a thematic data analysis approach. The literature study was done on pertinent theories, prior studies, and pragmatic research. The findings suggest that condoned learners did not master the foundational knowledge and accumulated knowledge gaps. Consequently, learners struggle to achieve good performance in FET mathematics. This may lead to condoned learners failing FET mathematics, dropping mathematics in favour of more uncomplicated mathematical literacy or dropping out of school rather than completing Grade 12. The study recommends that condoned senior phase mathematics learners struggling to perform well in FET mathematics need to undergo an individualised learning support programme. Teachers will then employ various academic teaching and learning support strategies to help improve learners' FET mathematics performance. The success of learning support depends on a collaborative relationship between nurturing teachers and parents and positive discipline in group teaching within supplemental classes.

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Section: Problem Statementmentioning

confidence: 99%

Section: Defining An Academic Support Programme and The Contribution ...mentioning

confidence: 99%

Learning Support Strategies to Overcome the Effects of Promoting Condoned Senior Phase Mathematics Learners to the FET Phase

Bhagwonparsadh

Pule

2023

RESSAT

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“…The field of physics contains many complex concepts (Irawati & Sofianto, 2019). The literature suggests that students have difficulty understanding the concepts in the physics course and have misconceptions about many topics (Bozzi et al, 2019;Fenditasari & Istiyono, 2020;Oktavianty et al, 2018;Soeharto et al, 2019). Today, developments in instructional technologies make it possible to develop materials in new forms to increase students' interests and learning (Brooks et al, 2014).…”

Section: Determining the Topic And Contentmentioning

confidence: 99%

Designing, Developing, and Evaluating an Interactive E-Book Based on the Predict-Observe-Explain (POE) Method

2022

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Teaching materials can increase efficiency in learning environments. One type of materials with proven effectiveness is interactive e-books. Interactive e-books based on certain learning strategies are known to be more effective. This study focuses on analyzing, designing, developing, and evaluating an interactive e-book based on the predict-observe-explain method. The design-based research method is adopted in the study. Firstly, two physics education experts, four instructional technology field experts, and ten physics teachers were consulted about the developed interactive e-book. The pilot study with 20 high school students involved non-participant observations. Two physics education experts and four instructional technology field experts graded the developed e-book based on interactive e-book evaluation criteria. The second phase involved the determination of the platform where the interactive e-book would be developed as well as the software and tools to be used for creating multimedia materials. In the third phase, within the scope of the predict-observe-explain method, the kinds of multimedia materials and activities to be included in the e-book were designed with a physics education expert and an instructional technology expert. The interactive e-book was prepared in accordance with the target audience and subject, and design arrangements were made considering the recommendations given. The study can contribute to designers on key points to consider when creating the content of interactive e-books to be developed based on a learning method and designing and developing materials such as video, audio, and animation to be included in them. Furthermore, it can guide designers through principles and rules to be considered in designing the materials contained in interactive e-books.

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“…Siswa seringkali cenderung membentuk pandangannya sendiri ketika belajar tentang dunia, kemudian membuat pemahaman konsepsi yang salah dan cacat (Gurel, Eryilmaz, & McDermott, 2015). Miskonsepsi siswa membuat fisika umumnya dianggap sulit bagi sebagian besar siswa (Oktavianty, Haratua, & Anuru, 2018).…”

Section: Pendahuluanunclassified

Profil Konsepsi Siswa pada Materi Energi Berdasarkan Analisis Four-Tier Diagnostic Test

Silitonga¹,

Oktavianty²,

Hamdani³

et al. 2021

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<em>Penelitian ini bertujuan untuk mendeskripsikan pemahaman konseptual siswa tentang energi berdasarkan analisis instrumen tes empat tingkat. Sampel penelitian ini sebanyak 91 siswa yang diambil melalui teknik purposive sampling dari kelas X tiga SMA Negeri di Pontianak. Data dikumpulkan dengan menggunakan tes diagnostik empat tingkat yang terdiri dari 12 pertanyaan pilihan ganda. Hasil validasi ahli menunjukkan bahwa indeks Aiken-v adalah 0,73. Reliabilitas instrumen sebesar 0,783 dan memiliki tingkat keterbacaan soal 0,63. Hasil yang diperoleh berdasarkan analisis uji diagnostik empat tingkat terdiri dari Siswa Paham konsep (33,2%), Paham sebagian (8,7%), Tidak paham konsep (12,6%), dan Miskonsepsi (45,4%).</em>

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The effect of remediation on reducing misconception: a metaanalysis of student thesis on physics education

Cited by 6 publications

References 2 publications

Learning Support Strategies to Overcome the Effects of Promoting Condoned Senior Phase Mathematics Learners to the FET Phase

Learning Support Strategies to Overcome the Effects of Promoting Condoned Senior Phase Mathematics Learners to the FET Phase

Designing, Developing, and Evaluating an Interactive E-Book Based on the Predict-Observe-Explain (POE) Method

Profil Konsepsi Siswa pada Materi Energi Berdasarkan Analisis Four-Tier Diagnostic Test

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