The Effectiveness of Work-Energy Recitation Program in Improving Concept Mastery and Encouraging Changes in Student Resource Activation

Qowiyyun Dyaheksita Pradani Putri Adisna; Sutopo; Khusaini

doi:10.21009/1.12110

Authors

Qowiyyun Dyaheksita Pradani Putri Adisna Departemen Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Malang
Sutopo Departemen Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Malang
Khusaini Departemen Fisika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Malang

DOI:

https://doi.org/10.21009/1.12110

Keywords:

work-energy concepts, concept mastery, resource, recitation

Abstract

The Moodle-based work-energy recitation program has been developed as a form of self-help program to improve concept mastery and analyze changes in student resources. The work-energy recitation program consists of conceptual questions in many problem contexts and is equipped with direct feedback on each choice option, so that it can provide a new perspective on student thinking and trigger the activation of the right resources. This study aims to analyze the effect of the work-energy recitation program on improving concept mastery and changes in student resource activation before and after using the program. The study used quasi-experimental designs conducted at the Department of Physics with research subjects being 78 students who were taking the Fisika Dasar I course. The research data were obtained based on the results of concept mastery tests, perception questionnaires, and student activity logs in the work-energy recitation program which were then analyzed using paired t-tests, n-gain, crosstabulation, and correlation tests. The results showed that the n-gain of concept mastery was 0.22. The changes in student resource activation reflected a positive indication based on the results of the crosstabulation analysis of student answer choices, from shifts in pretest to posttest answers. These findings illustrate the effectiveness of the work-energy recitation program in providing positive contributions to improving students' conceptual mastery. The work-energy recitation program also succeeded in improving students' resource activation using resources that were appropriate to the context of the problem. Most students who used the work-energy recitation program also gave positive responses and showed quite good enthusiasm for the program, both in terms of learning motivation and usefulness.

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