Open AccessThe Effects of Using Predict-Observe-Explain Strategy Assisted by Conceptual Change Text towards the Conceptual Mastery of Prospective Primary School Teachers on the Matter and its Changes
Author(s) -
Anasufi Banawi,
Sulaeman Sulaeman,
Wahyu Sopandi,
Asep Kadarohman,
M. Solehuddin,
Muhammad Ridwan
Publication year - 2021
Publication title -
technium social sciences journal
Language(s) - English
Resource type - Journals
ISSN - 2668-7798
DOI - 10.47577/tssj.v23i1.4518
Subject(s) - conceptual change , psychology , mathematics education , conceptual framework , control (management) , test (biology) , conceptual model , computer science , artificial intelligence , sociology , database , biology , paleontology , social science
This research aims at determining the differences in the increase of conceptual mastery of the matter and its changes between students who study with the Predict-Observe-Explain Strategy assisted by Conceptual Change Text (POE-ACCT) and students who study with the Expository Strategy. This study involved 63 students who were divided into 2 groups, a control group (33 students) and an experiment (30 students). The research instrument is in the form of a five-tier diagnostic test. The instrument has gone through an expert and empirical validation process. The data obtained were analyzed with descriptive and inferential statistics. The results showed a significant increase in the conceptual mastery of the experimental group (N-gain = 0.26) and in the control group (N-gain = 0.06), which were significant (p < .05). The POE-ACCT strategy was found more beneficial compared to the Expository Strategy in increasing the conceptual mastery of the prospective elementary school teachers. Although the POE-ACCT strategy provided an increase in the conceptual mastery, an increase of 0.26 was categorized in a low category and this indicated the need for improvement of the strategy.