The Effect of Assessment for Learning Integration in Scientific Approach Towards Students’ Conceptual Understanding on Work and Energy

Momentum: Physics Education Journal

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Field Value
 
Title The Effect of Assessment for Learning Integration in Scientific Approach Towards Students’ Conceptual Understanding on Work and Energy
 
Creator Elisa, Nur
Kusairi, Sentot
Sulur, Sulur
Suryadi, Ahmad
 
Subject assessment for Learning (AfL)
conceptual understanding
scientific approach
work and energy
 
Description This study aims to determine the effect of the integrated assessment for Learning (AfL) which is assisted by the Tryout application in scientific approach on students' conceptual understanding. This study used a quasi-experimental method with a pretest-posttest control group design. This research was conducted at a high school in Malang with a sample of two classes by a random cluster sampling technique. There were two classes involved, namely one as an experimental class (using an integrated AfL assisted with a tryout application in scientific approach) and one as a control class (using a scientific approach through assignment instructions). Thirthy four  students in each class were tough the work and energy topic. The test instrument used was 20 reasoned multiple-choice questions with a reliability of 0.62. Data were analyzed using descriptive analysis and inferential statistics. The results showed that there was a significant difference between the posttest mean scores of the experimental class students and the control class students (p = 0.017). Descriptive analysis showed that the mean scores of posttest students for the experiment and control class were 61.76 and 54.26, respectively. That means that the conceptual understanding of students who learn with integrated AfL that assisted by tryout application in scientific approach was higher than students who learn with the scientific approach through assignments.
 
Publisher Universitas Kanjuruhan Malang
 
Date 2019-11-21
 
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/3761
10.21067/mpej.v3i2.3761
 
Source Momentum: Physics Education Journal; Vol 3 No 2 (2019); 103-110
2548-9135
2548-9127
 
Language eng
 
Relation http://ejournal.unikama.ac.id/index.php/momentum/article/view/3761/2358
 
Rights Copyright (c) 2019 Momentum: Physics Education Journal
https://creativecommons.org/licenses/by/4.0
 

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