THE EFFECTIVENESS OF VIRTUAL SCIENCE TEACHING MODEL (VS-TM) TO IMPROVE STUDENT’S SCIENTIFIC CREATIVITY AND CONCEPT MASTERY ON SENIOR HIGH SCHOOL PHYSICS SUBJECT

• Published in: Journal of Baltic science education Vol. 16; no. 4; pp. 549 - 561
• Main Authors: Wicaksono, Iwan, Wasis, Wasis, Madlazim, Madlazim
• Format: Journal Article
• Language: English
• Published: Šiauliai Scientia Socialis, Ltd 2017; Scientia Socialis, UAB; Scientia Socialis Ltd
• Subjects: Creative Thinking; Creativity; Education; High Schools; Physics; School education; Science Instruction; Secondary School Science; Secondary schools; Student Improvement; Students; Teaching Models; Thinking Skills; scientific creativity; virtual science teaching model; concept mastery
• ISSN: 1648-3898; 2538-7138
• DOI: 10.33225/jbse/17.16.549

VS-TM refers to a teaching model that applies virtual media aided scientific approach. VS-TM is required to prepare students who are trained problem-solving process through scientific creative thinking opportunities and complete physics concept mastery. The aim of this research is to analyze the effectiveness of VS-TM to improve student’s scientific creativity and concept mastery on Senior High School physics subject. This research involves 318 students from 3 State Senior High Schools in Jember Regency, Indonesia. Pre-test and post-test scores obtained using Sign Test and Paired Sample T-test are used to analyze VS-TM impact on student’s scientific and concept mastery improvement. Such impact consistency then is observed through the calculation of n-gain achieved by each testing class using ANOVA. The research of VS-TM application on Senior High School physics subject indicates that there is a high categorized significant improvement student’s scientific creativity (n-gain > 0.7) and concept mastery (n-gain > 0.8) on physics subject, before and after VS-TM application with p-value is < 0.05 and there is not any difference between 9 testing classes with p-value is > 0.05.