Open AccessThe effect of reciprocal teaching-learning model on the mastery of physics concepts and creativity of senior high school
Author(s) -
A Sandopa,
Aris Doyan,
Jannatin ‘Ardhuha
Publication year - 2022
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/2165/1/012011
Subject(s) - creativity , reciprocal , mathematics education , multivariate analysis of variance , class (philosophy) , test (biology) , psychology , nonprobability sampling , population , control (management) , theme (computing) , mathematics , social psychology , computer science , statistics , artificial intelligence , paleontology , linguistics , philosophy , demography , sociology , biology , operating system
This research form to preposition examines the effect of the reciprocal teachinglearning model on the mastery of physics concepts and the creativity of students. This type of research is a quasi-experiment with a non-equivalent control group design. The independent variable of this study is the reciprocal teaching-learning model, while the dependent variable is mastery of physics concepts and creativity. The research population was all students of XI MIA MAN 2 Mataram. The sampling technique of this research uses purposive sampling so that there are two classes is XI MIA 1 as the experimental class and XI MIA 2 as the control class. The experimental class was given treatment using the reciprocal teaching-learning model and the control class was given treatment in the form of a conventional learning model. The instrument used to measure students ‘mastery of physics concepts was 10 multiple choice questions, while the instrument used to measure students’ creativity was in the form of 5 items in the description. Hypothesis testing of this research is MANOVA. The result of the MANOVA test shows a significant 0,00 so H 0 is rejected and Ha is accepted. The results of the study using reciprocal teaching-learning models showed that the value of mastery of students’ physical concepts increased from 37.67 to 83.67 and the creativity of learners increased from 38.83 to 63.83.