The Effects of Generative Learning Model for Learning Temperature and Heat on Science Learning Outcomes

Authors

  • Boby Syefrinando Department of Physics Education, Faculty of Tarbiyah and Teacher Training, UIN Sulthan Thaha Saifuddin Jambi
  • Rahmi Putri Wirman Department of Physics Education, Faculty of Tarbiyah and Teacher Training, UIN Sulthan Thaha Saifuddin Jambi
  • Fibrika Rahmat Basuki Department of Physics Education, Faculty of Tarbiyah and Teacher Training, UIN Sulthan Thaha Saifuddin Jambi
  • Nova Andriani Department of Physics Education, Faculty of Tarbiyah and Teacher Training, UIN Sulthan Thaha Saifuddin Jambi

DOI:

https://doi.org/10.24235/sc.educatia.v10i2.9093

Keywords:

Generative model, Outcome learning, Science learning, Temperature and heat

Abstract

This study aimed to determine the effects of the generative learning model for learning temperature and heat on science learning outcomes. This study was quasi-experimental research and used a non-equivalent control group design involving control and treatment groups. This research investigated class seven Islamic Junior High School students in Jambi Province, Indonesia. Random cluster sampling was used to select the control and treatment classes. The data were collected by the science learning outcomes test with the pretest and posttest. The data were analyzed using a t-test. The results of the t-test showed tcount= 2.74 > ttable with a significance level of 5%. Therefore, the H0 is rejected. The generative learning model significantly affected students’ science learning outcomes when discussing temperature and heat. The science learning outcomes of the treatment class were higher than those of the control class.

References

Ariani, Y. (2017). Developing college students’ soft skills through generative learning model. Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017), 118, 830–834. https://doi.org/10.2991/icset-17.2017.42

Bao, L. (2006). Theoretical comparisons of average normalized gain calculations. American Journal of Physics, 74(10). https://doi.org/10.1119/1.2213632

Bayram, H., & Comek, A. (2009). Examining the relations between science attitudes, logical thinking ability, information literacy, and academic achievement through internet-assisted chemistry education. Procedia - Social and Behavioral Sciences, 1(1), 1526–1532. https://doi.org/10.1016/j.sbspro.2009.01.269

Brod, G. (2021). Generative learning: Which strategies for what age? Educational Psychology Review, 33(4), 1295–1318. https://doi.org/10.1007/s10648-020-09571-9

Effendi, E., & Pantriani, D. (2020). Penerapan model pembelajaran generatif pada materi usaha dan pesawat sederhana kelas VIII MTs Nurussalam Sidogede OKU Timur. Physics Education Research Journal, 2(1), 59. https://doi.org/10.21580/perj.2020.2.1.4906

Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717–741. https://doi.org/10.1007/s10648-015-9348-9

Firmansyah, J., & Wulandari, S. (2016). Penerapan model pembelajaran generatif untuk mengurangi miskonsepsi pada materi gerak melingkar. Serambi Akademica, IV(1), 18–27.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1). https://doi.org/10.1119/1.18809

Hindriyanto, Y., & Kurniasih, M. D. (2018). The influence of the generative learning model assisted with wingeom software on students' mathematical learning outcomes. Formatif: Jurnal Ilmiah Pendidikan MIPA, 8(3). https://doi.org/10.30998/formatif.v8i3.2614

Irwandani, I. (2015). Pengaruh model pembelajaran generatif terhadap pemahaman konsep fisika pokok bahasan bunyi peserta didik MTs Al-Hikmah Bandar Lampung. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 4(2), 165. https://doi.org/10.24042/jpifalbiruni.v4i2.90

Jufrida, J., Basuki, F. R., Kurniawan, W., Pangestu, M. D., & Fitaloka, O. (2019). Scientific literacy and science learning achievement at junior high school. International Journal of Evaluation and Research in Education (IJERE), 8(4), 630–636. https://doi.org/10.11591/ijere.v8i4.20312

Kim, T. K. (2015). T test as a parametric statistic. Korean Journal of Anesthesiology, 68(6). https://doi.org/10.4097/kjae.2015.68.6.540

Maciejewski, M. L. (2020). Quasi-experimental design. Biostatistics and Epidemiology, 4(1). https://doi.org/10.1080/24709360.2018.1477468

Maryani, S., Sahidu, H., & Sutrio, S. (2020). Pengaruh model pembelajaran generatif dengan metode pq4r melalui scaffolding terhadap kemampuan pemecahan masalah fisika Peserta Didik. Jurnal Pendidikan Fisika Dan Teknologi, 6(1), 82. https://doi.org/10.29303/jpft.v6i1.1562

Miller, C. J., Smith, S. N., & Pugatch, M. (2020). Experimental and quasi-experimental designs in implementation research. Psychiatry Research, 283. https://doi.org/10.1016/j.psychres.2019.06.027

Mood, D. P., Morrow, J. R., McQueen, M. B., & Mood, D. P. (2019). Two-Sample t-test. In Introduction to Statistics in Human Performance. https://doi.org/10.4324/9781351211062-8

Nafikah, L. (2011). Pengaruh model pembelajaran generatif terhadap hasil belajar fisika pada konsep perpindahan kalor. UIN Syarif Hidayatullah Jakarta.

OECD. (2019). PISA 2018 Results. In OECD Publishing.

Prawita, W., Prayitno, B. A., & Sugiyarto, S. (2019). Effectiveness of a generative learning-based biology module to improve the analytical thinking skills of the students with high and low reading motivation. International Journal of Instruction, 12(1), 1459–1476. https://doi.org/10.29333/iji.2019.12193a

Rahayu, R., Masrukhan, M., & Sugianto, S. (2019). Mathematics teaching using generative learning model with character-building content aided by interactive learning media. Unnes Journal of Mathematics Education Research, 8(1).

Ritchie, D., & Volkl, C. (2000). Effectiveness of two generative learning strategies in the science classroom. School Science and Mathematics. https://doi.org/10.1111/j.1949-8594.2000.tb17240.x

Roelle, J., & Nückles, M. (2019). Generative learning versus retrieval practice in learning from text: The cohesion and elaboration of the text matters. Journal of Educational Psychology, 111(8), 1341–1361. https://doi.org/10.1037/edu0000345

Rosdianto, H. (2019). Students’ science process skills through generative learning model in the topic of light. JIPF (Jurnal Ilmu Pendidikan Fisika), 4(1), 8. https://doi.org/10.26737/jipf.v4i1.792

Rusilowati, A., Astuti, B., & Rahman, N. A. (2019). How to improve student’s scientific literacy. Journal of Physics: Conference Series, 1170(1), 012028. https://doi.org/10.1088/1742-6596/1170/1/012028

Snow, C. E., & Dibner, K. A. (2016). Science literacy. In C. E. Snow & K. A. Dibner (Eds.), Science Literacy: Concepts, Contexts, and Consequences. National Academies Press. https://doi.org/10.17226/23595

Uki, R. S., Saehana, S., & Pasaribu, M. (2017). Pengaruh model pembelajaran generatif berbasis hands-on activity pada materi fluida dinamis terhadap kemampuan berpikir kritis siswa. Pengaruh Model Pembelajaran Generatif Berbasis Hands-On Activity Pada Materi Fluida Dinamis Terhadap Kemampuan Berpikir Kritis Siswa, 1(2), 6–11. https://doi.org/10.15294/physcomm.v1i2.10431

Ulusoy, F. M., & Onen, A. S. (2014). A Research on the generative learning model supported by context-based learning. EURASIA Journal of Mathematics, Science and Technology Education, 10(6), 537–546. https://doi.org/10.12973/eurasia.2014.1215a

Wardono, W., Rochmad, R., Uswatun, K., & Mariani, S. (2020). Comparison between Genera

tive Learning and Discovery Learning in Improving Written Mathematical Communication Ability. International Journal of Instruction, 13(3), 729–744. https://doi.org/10.29333/iji.2020.13349a

Wijaya, I., Suastra, M., & Muderawan, M. (2014). Pengaruh model pembelajaran generatif terhadap keterampilan berpikir kreatif dan keterampilan proses sains. Jurnal Pendidikan Dan Pembelajaran IPA Indonesia, 4(1).

Williamson, K., & Johanson, G. (Eds.). (2017). Research methods: Information, systems, and contexts. Chandos Publishing.

Downloads

Published

2021-12-31

Issue

Vol. 10 No. 2 (2021): December 2021

Section

Articles

License

Copyright (c) 2022 Scientiae Educatia: Jurnal Pendidikan Sains

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

LETTER OF COPYRIGHT AGREEMENT

I am the author of an article on Scientiae Educatia: Jurnal Pendidikan Sains in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), the undersigned:

State that:

  1. My paper is the work itself, authentic, has never been published in journals and other publications;
  2. My paper is a work on original ideas / research, not the result of plagiarism;
  3. My paper was not published from the help of others, except on the recommendation of the editorial and reviewer board that was selected by this journal;
  4. My paper, there are no writings or opinions that I have written other than including the reference source in the bibliography;
  5. I give all my copyright of this paper to this journal include the right for managing and publication;
  6. I make this assignment surely. If there are distortion and untruth in this assignment, later, I will take responsibility as the current law.