The Relationship between Learning Style toward Mastery of Concepts and Problem Solving Skill Introduction to Nuclear Physics for Pre-Service Teacher

Hakim, Lukman; Lubis, Patricia; Lefudin, Lefudin; Sulistyowati, Rita

doi:10.29303/jppipa.v8i2.1176

Cited by 6 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, the provision of videos is also important to facilitate students with different learning styles. Learning style is an important aspect that has an influence on student learning outcomes (Hakim et al, 2022;Hermansyah et al, 2021;Maison et al, 2019).…”

Section: Figure 3 Pretest-posttest Question Sample (Question Number 5)mentioning

confidence: 99%

Computer-assisted recitation program: A focused study on students’ conceptual understanding on force and motion

Taqwa¹,

Yusof²,

Pebriana³

et al. 2022

Momentum: Physics Education Journal

View full text Add to dashboard Cite

Recitation programs have been developed and tested on the topic of force and motion. The program consists of 63 multiple choice questions with feedback made in 3 packages (one package each week). This study aims to analyze the effectiveness of the program. This research is a quantitative research with a quasi-experimental design. The applied experimental design is a one group pretest-posttest design. The program was given for 3 weeks by giving 1 recitation package at each meeting (there are 21 questions for every package). The study was conducted on 38 Physics Education students’ who enrolled the Material and Learning Physics I course. The pretest-posttest questions consisted of 15 reasoned multiple-choice questions. Data analysis was performed by determining descriptive statistics, paired sample t-test, N-gain, and d-effect size. The research found that the program significantly improved students’ conceptual understanding with N-gain of 0.498 and d-effect size of 1.559. These results indicate that the provision of recitation programs can improve students' conceptual understanding on force and motion, especially in determining the F(t) graph from the v(t) graph, where initially the ability to solve problems in the form of graphical representations is one of the difficult matters for students.

show abstract

Section: Figure 3 Pretest-posttest Question Sample (Question Number 5)mentioning

confidence: 99%

Computer-assisted recitation program: A focused study on students’ conceptual understanding on force and motion

Taqwa¹,

Yusof²,

Pebriana³

et al. 2022

Momentum: Physics Education Journal

View full text Add to dashboard Cite

show abstract

“…If the teacher presents learning according to the student's learning style, this will have an impact on maximum student learning outcomes. Student learning outcomes could take the form of mastery of some concepts of nuclear physics [12]. In our case, this mastery has a relation to mathematics.…”

Section: Introductionmentioning

confidence: 98%

Physics mathematization assessment: The nominal group technique as a context to investigate student understanding

Azzouzi

Kaddari

Elachqar

2023

IJERE

View full text Add to dashboard Cite

<span lang="EN-US">This work has its origin in physics learning with secondary school students in Morocco. The present work focuses on the relationship between physics and mathematics as well as the source of difficulties in learning the half-life concept. To highlight our research objectives, the researchers resorted to the nominal group technique (NGT) which is used not only to identify students’ opinions about physics mathematization difficulties but also to assess the scientific education of this discipline. The results obtained showed that mathematics has an impact on Moroccan students’ understanding of the half-life concept. The results also showed that coherent and simultaneous management of physics and mathematics favors the learning of Moroccan students in both disciplines.</span>

show abstract

“…Problem solving is a necessary skill in the 21st century (Ince, 2018). Research on the relationship between the VAK learning style and the problem solving process shows that in high-level physics material it is better for the auditory learning style (Hakim et al, 2022). However, the kinesthetic learning style shows a scientific attitude in solving problems better (Nugraha et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Differentiate Learning with Classroom Action Research to Improve Physics Activities and Outcomes

Prihandono,

Supriyono,

Abdillah

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

Differentiated learning is a form of learning that is oriented to the needs of students. This research is a classroom action research which aims to determine the effect of implementing visual, auditory, and kinesthetic (VAK) learning style-based differentiation in the Problem Based Learning (PBL) model on students' physics learning activities and outcomes. The material used is global warming. This research was conducted in class X-2 of State High School 3 Jember for the 2022/2023 Academic Year. The subjects of this study were of 36 students who were divided into three VAK learning style profile categories. This research includes quantitative descriptive research. The research data collection method used a Likert scale learning style questionnaire, activity observation sheets and written tests to obtain students' physics learning outcomes. The design used in this study was the Tagart and Kemmis model cycles and the data obtained was analyzed using classical learning completeness. The results showed that there was an increase in student learning activities by 20.14% and an increase in student physics learning outcomes classically by 25% and the average level of mastery learning was above the minimum completeness criteria with an increase in the average score of 6.06. Based on the results of the study, it can be concluded that the application of the PBL learning model based on VAK learning style differentiation can increase student activity and learning outcomes.

show abstract

The Relationship between Learning Style toward Mastery of Concepts and Problem Solving Skill Introduction to Nuclear Physics for Pre-Service Teacher

Cited by 6 publications

References 0 publications

Computer-assisted recitation program: A focused study on students’ conceptual understanding on force and motion

Computer-assisted recitation program: A focused study on students’ conceptual understanding on force and motion

Physics mathematization assessment: The nominal group technique as a context to investigate student understanding

Analysis of Differentiate Learning with Classroom Action Research to Improve Physics Activities and Outcomes

Contact Info

Product

Resources

About