Developing Complexity Science-Problem Based Learning Model to Enhance Conceptual Mastery

Autor/inn/en	Amanda, Finga Fitri; Sumitro, Sutiman Bambang; Lestari, Sri Rahayu; Ibrohim, Ibrohim
Titel	Developing Complexity Science-Problem Based Learning Model to Enhance Conceptual Mastery
Quelle	In: Journal of Education and Learning (EduLearn), 16 (2022) 1, S.65-75 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Amanda, Finga Fitri) ORCID (Sumitro, Sutiman Bambang) ORCID (Lestari, Sri Rahayu) ORCID (Ibrohim, Ibrohim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2089-9823
Schlagwörter	Problem Based Learning; Models; Mastery Learning; Scientific Concepts; Electronic Learning; COVID-19; Pandemics; Learning Processes; Foreign Countries; Science Education; Syntax; Indonesia + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Analogiemodell; Learning process; Lernprozess; Ausland; Naturwissenschaftliche Bildung; Indonesien
Abstract	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 CSPBL 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. (As Provided).
Anmerkungen	Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01