The relationship between capability dimension and cognitive dimension ability of grade VII middle school students

Pantiwati, Yuni; Hardian, Hardian; Kusniarti, Tuti

doi:10.1063/5.0000556

Cited by 3 publications

(3 citation statements)

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“…In order to improve students' mastery of concepts, lecturers must prepare as much learning as possible (Shi, 2011;Mutawah, et al, 2019). Students who have mastery of deep concepts will have the ability to 1) identify problems, 2) analyze and evaluate data or events, 3) design research, 4) use and manipulate tools, materials or procedures; and 5) solving problems in order to understand facts about nature and the changes that occur in life (Pantiwati, et al, 2020;Surif, et al, 2012).…”

Section: Resultsmentioning

confidence: 99%

Analysis of the Relationship Between Concept Mastery and Problem-Solving Skills of Pre-Service Biology Teachers in Human Physiology Courses

Amanda

Sumitro

Lestari

et al. 2021

JPSI

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21st century learning focuses on problem-solving skills. A higher level of education requires an understanding of a more systematic concept to elaborate problems. Problem-solving skill is one of the fundamental cognitive processes. It involves higher order thinking to discover solutions or ideas. This research aims to analyze the relationship between concept mastery and problem-solving skill of pre-service biology teacher in human physiology courses. This is descriptive correlational research conducted in Sulthan Thaha Saifuddin State Islamic University Jambi. The sample was selected using the purposive sampling technique. Respondents in this study were 33 students in semester VI. The instrument used in the study was an essay test of concept mastery integrated with problem-solving. The results showed that the average scores of the students' concept mastery and problem-solving were 56.8 and 58.0, respectively. Both included in the poor category. It also showed that there was a relationship between students' concept mastery and problem-solving skill. The correlation value was 0.76, with a significance value of p0.05; therefore, it included in the strong category.

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Section: Resultsmentioning

confidence: 99%

Analysis of the Relationship Between Concept Mastery and Problem-Solving Skills of Pre-Service Biology Teachers in Human Physiology Courses

Amanda

Sumitro

Lestari

et al. 2021

JPSI

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“…One is applying a learning model with a scientific approach, namely the PBL model. This PBL model is principled in utilizing problems that occur in the surrounding environment, which are studied comprehensively so that it can improve students' cognitive abilities [40]- [42]. The advantages of this model include that students are encouraged to have the ability to solve problems in real conditions, the ability builds knowledge independently, use relevant knowledge reference sources, communicate skills, construct a situational, and reduce student learning difficulties both individually and in groups in peer teaching [43]- [46].…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of problem-based learning models to improve learning outcomes of geography in the new normal learning era

Aristin,

Hastuti,

Arisanty

et al. 2023

EduLearn

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Online learning causes teachers to be considered more active than students, so students’ higher-order thinking skills decrease. Limited face-to-face learning is a new normal policy in the field of education. Learning models can be one way to recreate active learning to improve student’s learning outcomes. This study determines the effectiveness of the problem-based learning (PBL) model in enhancing student learning outcomes of geography in new normal learning. This research is a nonequivalent pretest-posttest control group design. The population is all class XI social study (IPS) at Senior High School 13 Banjarmasin, Indonesia. The sample is used as the experimental group, namely XI IPS 3 totaling 17 students, and the sample is used as the control group, namely XI IPS 2 totaling 14 students. Data collection techniques use tests, non-test, interviews, and documentation. The results are the independent t-test in the experimental and control groups showed that the PBL model effectively improved student learning outcomes in geography in the new normal learning era. The implication is the PBL model can be applied to new normal learning by teachers by elaborating with learning technology which is still adapted to the characteristics of students so that learning objectives are achieved.

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“…The CS approach and PBL share the basic principle of using the occurring problem in students' environment and then studying it comprehensively [28], [29]. The problem given to students helps them enhance the cognitive process in the aspect of analyzing, evaluating, and creating as part of higher-order thinking skills [30]. The integration of the CS approach into PBL can improve students' conceptual mastery and apply various disciplines in problem-solving.…”

Section: Introductionmentioning

confidence: 99%

Developing complexity science-problem based learning model to enhance conceptual mastery

et al. 2022

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Implementing a proper learning model during the post COVID-19 pandemic is fundamental for learning quality enhancement, specifically for students' conceptual mastery. The research aims to develop a Complexity Science- Problem Based Learning (CS-PBL) model assisted by the Sistem Informasi Pengelola Pembelajaran (SIPEJAR) e-learning platform that is valid, practical, and effective to enhance students' conceptual mastery during the post COVID-19 pandemic. The research and development model were adapted from Plomp Nieven consisted of three phases: preliminary research, prototyping phase, and assessment phase. The first phase research result was that the learning process in during COVID-19 pandemic was less interactive, which led to less effective learning. The students' score on conceptual mastery was in the poor category. The second phase resulted in a book of CS-PBL model assisted by SIPEJAR and supporting instruments considered valid by three experts. The third phase result was that the CS- PBL model assisted by SIPEJAR was considered practical in the learning process implementation. The CS-PBL model can enhance students' conceptual mastery where the N-gain was sufficiently effective. It is concluded that the CS-PBL model assisted by SIPEJAR was considered valid, practical, and effective to enhance students' conceptual mastery during the post COVID-19 pandemic.

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The relationship between capability dimension and cognitive dimension ability of grade VII middle school students

Cited by 3 publications

References 0 publications

Analysis of the Relationship Between Concept Mastery and Problem-Solving Skills of Pre-Service Biology Teachers in Human Physiology Courses

Analysis of the Relationship Between Concept Mastery and Problem-Solving Skills of Pre-Service Biology Teachers in Human Physiology Courses

Effectiveness of problem-based learning models to improve learning outcomes of geography in the new normal learning era

Developing complexity science-problem based learning model to enhance conceptual mastery

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