THE EFFECTIVENESS OF VIRTUAL SCIENCE TEACHING MODEL (VS-TM) TO IMPROVE STUDENT’S SCIENTIFIC CREATIVITY AND CONCEPT MASTERY ON SENIOR HIGH SCHOOL PHYSICS SUBJECT

TitleTHE EFFECTIVENESS OF VIRTUAL SCIENCE TEACHING MODEL (VS-TM) TO IMPROVE STUDENT’S SCIENTIFIC CREATIVITY AND CONCEPT MASTERY ON SENIOR HIGH SCHOOL PHYSICS SUBJECT
Publication TypeJournal Article
Year of Publication2017
AuthorsWicaksono, I, Wasis,, Madlazim,
JournalJournal of Baltic Science Education
Volume16
Issue4
Start Page549-561
PaginationContinuous
Date PublishedAugust/2017
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
Keywordsconcept mastery, scientific creativity, virtual science teaching model
Abstract

VS-TM refers to a teaching model that applies virtual media aided scientific approach. VS-TM is required to prepare students who are trained problem-solving process through scientific creative thinking opportunities and complete physics concept mastery. The aim of this research is to analyze the effectiveness of VS-TM to improve student’s scientific creativity and concept mastery on Senior High School physics subject. This research involves 318 students from 3 State Senior High Schools in Jember Regency, Indonesia. Pre-test and post-test scores obtained using Sign Test and Paired Sample T-test are used to analyze VS-TM impact on student’s scientific and concept mastery improvement. Such impact consistency then is observed through the calculation of n-gain achieved by each testing class using ANOVA. The research of VS-TM application on Senior High School physics subject indicates that there is a high categorized significant improvement student’s scientific creativity (n-gain > 0.7) and concept mastery (n-gain > 0.8) on physics subject, before and after VS-TM application with p-value is < 0.05 and there is not any difference between 9 testing classes with p-value is > .05.

URLhttp://oaji.net/articles/2017/987-1503905158.pdf
Refereed DesignationRefereed
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