The Influence of Single-gender Peer Scaffolding in Problem-based Gaming on Performance in Double-loop Learning and Sub-dimensions of Science Process Skills

Rahmani, Raheleh; Abbas, M. Fadhly Farhy

doi:10.1016/j.sbspro.2014.01.898

Cited by 3 publications

(2 citation statements)

References 19 publications

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“…However, descriptive analysis shows that the mean score of male students is higher than that of female students. The findings of this study support the study of Rahmani and Abbas (2014) which conclude that male students have a higher level of SPS mastery than female students but it is contrary to the study of Ong and Bibi Hazliana (2013). Results of the two-way ANCOVA showed that the interaction effect between the group and the gender against the SPST score was not significant.…”

Section: Discussionsupporting

confidence: 76%

The Effectiveness of Virtual Lab Compared to Physical Lab in the Mastery of Science Process Skills for Chemistry Experiment

Ratamun

Osman

2018

PEC

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The aim of the research is to assess the effectiveness of Virtual Lab (experimental group) compared to Physical Lab (control group) in the level of Science Process Skill mastery of topic salt experiment. This research also was done to compare the students’ level of Science Process Skill mastery by gender and to find interaction effect between groups and gender on the level of Science Process Skill mastery. The instrument that used to evaluate the effectiveness is “Science Process Skill mastery test (SPST)”. A quasi-experimental research design with nonequivalent control group pre-test and post-test was used in this research. The participants of this research were chosen by purposive sampling from Malaysian 4th grade science stream students. This research involved a total of 147 participants, which is 64 male and 83 female. The two-way ANCOVA analysis showed that the effectiveness of group (VLab and PLab) on the mean score of SPST post-test was significant. The SPST post-test mean score of PLab is higher than the post-test mean score of Virtual Lab. It concluded that the students’ level of Science Process Skill mastery in experiments for confirmatory tests for anions and cations is better when Physical Lab is used. The effectiveness of gender on the mean score of SPST was not significant. The analysis also showed that the interaction effectiveness between group and gender in SPST was not significant. This means the group's influence on the mean score of SPST is not caused by the gender as well as the gender influence on the mean score of SPST is not caused by groups. Keywords: SPS mastery, virtual lab, physical lab, gender effectiveness, salt topic.

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Section: Discussionsupporting

confidence: 76%

The Effectiveness of Virtual Lab Compared to Physical Lab in the Mastery of Science Process Skills for Chemistry Experiment

Ratamun

Osman

2018

PEC

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“…Karakteristik konstruktivisme personal Piaget pada model konstruktivis metakognitif menuntut siswa mengkonstruksi sendiri konsep melalui jalur asimilasi dan akomodasi (Barrouillet, 2015;Gunduz & Hursen, 2015) Karakteristik sosiokulturalisme Vigotsky pada model konstruktivis metakognitif menjamin scaffolding antar siswa melalui diskusi kelompok kolaboratif berjalan lebih efektif (Lu et al, 2015;Rahmani & Abbas, 2014;Rahmani, Abbas, & Alahyarizadeh, 2013). Karakteristik strategi metakognitif pada model konstruktivis metakognitif membiasakan siswa dalam pembelajaran untuk; (1) Merencanakan dan menetapkan tujuan pembelajaran secara mandiri, (2) Merencanakan dan memutuskan strategi kognitif yang paling sesuai dengan dirinya untuk mencapai tujuan pembelajaran yang telah ditetapkan, (3) Memantau keefektivan pelaksanaan strategi kognitif yang dipilihnya dalam mencapai tujuan pembelajaran yang telah ditetapkan, dan (4) Mengevaluasi ketercapaian tujuan pembelajaran yang telah ditetapkan dan mengevaluasi keefektifan strategi tersebut (Kisac & Budak, 2014;Lei et al, 2015) Karakter konstruktivis personal Piaget pada model konstruktivis metakognitif berpotensi besar mampu melatihkan indikator-indikator kemampuan berpikir krtis seperti kemampuan interpretasi, analisis, evaluasi, inferensi, dan eksplanasi.…”

Section: Analisisunclassified