Contextual-Based Physics Learning Through Experimental Method to Increase Learning Outcomes in Thermodynamics Material

Amalia Hanifah, E. Sudibyo, Munasir, Mohammad Budiyanto
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Abstract

One of the important benefits of implementing meaningful learning for students is improving better learning outcomes. But in general the ability to manage meaningful learning is still relatively low. This study aimed to describe the effectiveness of contextual-based physics learning through experimental method to increase learning outcomes in thermodynamics material. The effectiveness of contextual-based physics learning through experimental method was described based on the data of increasing students’ learning outcomes. This research employed an one-group pretest-posttest pre-experimental design. The results showed that the contextual-based physics learning through experimental method was able to increase learning outcomes of science education students in thermodynamics material with N-gain of 0.69 in medium category increase. Statistical Wilcoxon test also informed that the learning model can significantly improve learning outcomes of science education students in thermodynamics material. Based on the increase of learning outcomes, it can be concluded the contextual-based physics learning through experimental method was effective.
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基于情境的物理学习,通过实验方法提高热力学材料的学习成果
为学生实施有意义学习的重要好处之一是提高学习成绩。但总体而言,有意义学习的管理能力仍然相对较低。本研究旨在通过实验方法描述基于情境的物理学习对提高热力学教材学习效果的有效性。通过实验法基于情境的物理学习的有效性是基于提高学生学习成果的数据来描述的。本研究采用了一组前测-后测前实验设计。结果表明,通过实验法进行的基于情境的物理学习能够提高科学教育专业学生在热力学教材中的学习成绩,在中等程度的提高中,N-gain 为 0.69。统计 Wilcoxon 检验也表明,该学习模式能显著提高理科学生在热力学教材中的学习成绩。根据学习成绩的提高情况,可以得出结论,通过实验方法进行的基于情境的物理学习是有效的。
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审稿时长
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