期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2019
卷号：15
期号：3
页码：1-9
DOI：10.29333/ejmste/103032
出版社：Pamukkale Univ Dept Sci Education
摘要：The study aims to find out first, whether there is a difference between the learning
model of Assurance, Relevance, Interest, Assessment, and Satisfaction (ARIAS) and
Problem Based Learning (PBL) on the concept mastery of temperature and heat.
Second, it also aims to investigate the effectiveness of ARIAS and PBL learning model
on the concept mastery of temperature and heat. The study uses Quasi-Experiment
method with Nonequivalent Control Group Design, and sample selection with Cluster
Random Sampling technique. This technique consists of two classes, i.e., experimental
class I applying ARIAS learning model and experimental class II applying PBL model.
The technique of data collection uses test instruments (pretest and posttest). The result
of t test with 5% significant level indicates that t calculate = 2.03 > t table = 1.99, thus,
it is concluded that (1) there is a difference using the learning model of ARIAS and PBL
on concept mastery. The result of Effect Size test is a score of 0.45 with the medium
category. Based on the result, it can be concluded that (2) using the learning model of
ARIAS is more effective than PBL on the concept mastery of temperature and heat in
high school students.
关键词：misconception of physics learning; ARIAS; PBL; concept mastery; the;
effectiveness of learning
