{"title":"利用经验方法和组合评估技术开展热力学学习","authors":"Tineke Makahinda, Vicky Julius Mawuntu","doi":"10.46627/silet.v4i2.263","DOIUrl":null,"url":null,"abstract":"Students face numerous challenges in comprehending thermodynamics concepts and principles. The empirical approach and portfolio assessment technique were used to encourage educators to determine good teaching strategies and motivate students. The purpose of carrying out this research was to develop thermodynamics teaching materials with an empirical approach and portfolio assessment techniques. This research uses a mix method, namely qualitative and quantitative with development research using the Borg and Gall models. This research was conducted on students majoring in Physics Education. Based on the validation results of material experts 91.9% and media expert validation 80.9% that this teaching material is feasible to use. The results of the one-party t-test were given treatment in the learning process, namely an empirical approach with a portfolio assessment technique. Then given a posttest or final test as evaluation material. The data obtained was then processed to test descriptive research data, data normality, hypothesis testing and N-Gain testing with the help of SPSS 22.0 for windows. With an average result 47.25 of pretest and 81.25 of posttest. The N-Gain results are in the medium and high categories and the average result is 0.64 which shows an increase in student results in thermodynamics courses. Students can get information through direct experience, making what they learn more tangible and learning more meaningful and exciting since it helps them to think critically.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Development of Thermodynamics Learning With Empirical Approach and Portfolio Assessment Techniques\",\"authors\":\"Tineke Makahinda, Vicky Julius Mawuntu\",\"doi\":\"10.46627/silet.v4i2.263\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Students face numerous challenges in comprehending thermodynamics concepts and principles. The empirical approach and portfolio assessment technique were used to encourage educators to determine good teaching strategies and motivate students. The purpose of carrying out this research was to develop thermodynamics teaching materials with an empirical approach and portfolio assessment techniques. This research uses a mix method, namely qualitative and quantitative with development research using the Borg and Gall models. This research was conducted on students majoring in Physics Education. Based on the validation results of material experts 91.9% and media expert validation 80.9% that this teaching material is feasible to use. The results of the one-party t-test were given treatment in the learning process, namely an empirical approach with a portfolio assessment technique. Then given a posttest or final test as evaluation material. The data obtained was then processed to test descriptive research data, data normality, hypothesis testing and N-Gain testing with the help of SPSS 22.0 for windows. With an average result 47.25 of pretest and 81.25 of posttest. The N-Gain results are in the medium and high categories and the average result is 0.64 which shows an increase in student results in thermodynamics courses. Students can get information through direct experience, making what they learn more tangible and learning more meaningful and exciting since it helps them to think critically.\",\"PeriodicalId\":34708,\"journal\":{\"name\":\"Studies in Learning and Teaching\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-08-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Studies in Learning and Teaching\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.46627/silet.v4i2.263\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Learning and Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.46627/silet.v4i2.263","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
摘要
学生在理解热力学概念和原理方面面临诸多挑战。经验方法和作品集评估技术被用来鼓励教育工作者确定良好的教学策略和激励学生。开展本研究的目的是利用经验方法和组合评估技术开发热力学教材。本研究采用混合方法,即定性和定量相结合,并使用博格模型和盖尔模型进行开发研究。研究对象是物理教育专业的学生。根据材料专家 91.9%和媒体专家 80.9%的验证结果,该教材具有使用可行性。在学习过程中,对单方 t 检验的结果进行了处理,即采用组合评估技术的实证方法。然后进行后测或期末测试,作为评价材料。然后,在 SPSS 22.0 for windows 的帮助下,对获得的数据进行处理,以检验描述性研究数据、数据正态性、假设检验和 N-Gain 检验。前测的平均结果为 47.25,后测的平均结果为 81.25。N-Gain 结果为中等和高等,平均结果为 0.64,这表明学生在热力学课程中的成绩有所提高。学生可以通过直接经验获取信息,使所学知识更具体,学习更有意义,更令人兴奋,因为这有助于他们进行批判性思考。
Development of Thermodynamics Learning With Empirical Approach and Portfolio Assessment Techniques
Students face numerous challenges in comprehending thermodynamics concepts and principles. The empirical approach and portfolio assessment technique were used to encourage educators to determine good teaching strategies and motivate students. The purpose of carrying out this research was to develop thermodynamics teaching materials with an empirical approach and portfolio assessment techniques. This research uses a mix method, namely qualitative and quantitative with development research using the Borg and Gall models. This research was conducted on students majoring in Physics Education. Based on the validation results of material experts 91.9% and media expert validation 80.9% that this teaching material is feasible to use. The results of the one-party t-test were given treatment in the learning process, namely an empirical approach with a portfolio assessment technique. Then given a posttest or final test as evaluation material. The data obtained was then processed to test descriptive research data, data normality, hypothesis testing and N-Gain testing with the help of SPSS 22.0 for windows. With an average result 47.25 of pretest and 81.25 of posttest. The N-Gain results are in the medium and high categories and the average result is 0.64 which shows an increase in student results in thermodynamics courses. Students can get information through direct experience, making what they learn more tangible and learning more meaningful and exciting since it helps them to think critically.