The effect of ideal strategy with formative feedback on conceptual understanding and physics processing skill of XI graders senior high school

Momentum: Physics Education Journal

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Field Value
 
Title The effect of ideal strategy with formative feedback on conceptual understanding and physics processing skill of XI graders senior high school
 
Creator Pratama, Rahmadhani
Wartono, Wartono
Kusairi, Sentot
 
Subject IDEAL strategy
formative feedback
conceptual understanding
scientific processing skill
 
Description This research aims at identifying conceptual understanding and Physics scientific processing skill of students in IDEAL learning strategy with formative feedback and IDEAL learning only without formative feedback. It employed semi-experimental design using posttest only control group design. The sampling technique used random sampling. This research took two classes of XI graders of Natural Science classes from SMAN 2 Banjarmasin. The control class was taught by using IDEAL strategy only without formative feedback. While the experimental class was taught by using IDEAL strategy with formative feedback. There is a significant difference of conceptual understanding and Physics scientific processing skill of students between IDEAL strategy with formative feedback and IDEAL strategy without formative feedback. It further affirms that students’ conceptual understanding in the class taught by IDEAL strategy with formative feedback is higher than the other. As well, students’ scientific processing skill in the class taught by IDEAL strategy with formative feedback is higher than the other.
 
Publisher Universitas Kanjuruhan Malang
 
Date 2019-06-24
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://ejournal.unikama.ac.id/index.php/momentum/article/view/3142
10.21067/mpej.v3i1.3142
 
Source Momentum: Physics Education Journal; Vol 3 No 1 (2019); 1-12
2548-9135
2548-9127
 
Language eng
 
Relation http://ejournal.unikama.ac.id/index.php/momentum/article/view/3142/2124
 
Rights Copyright (c) 2019 Momentum: Physics Education Journal
 

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