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Objective: This research aims to determine conceptions and changes in conceptions and analyze the results of interviews regarding the remediation process of the dynamic equilibrium concept.   Theoretical Framework: Theories associated with student misconceptions, methods for identifying student misconceptions, and methods for resolving student misconceptions.   Method: The method used in this study is a mixed method which is a combination of qualitative and quantitative methods, namely the Concurrent Embedded Strategy, which is a combination of qualitative methods and quantitative methods carried out at the same time. This method is very useful for students to find out the conceptions and misconceptions that occur in students.   Results and Discussion: After conducting interviews and tests on respondents, the results of the analysis were obtained in the form of misconceptions among respondents that could be identified in the test and interview results at the stage of creating cognitive conflict and respondents could realize the misconceptions experienced after going through the stage of providing assistance for equilibration and using metacognition on an example of a concept so that respondents could dispelling misconceptions altogether.   Research Implications: To reduce students' misconceptions about chemical equilibrium material, it is necessary to carry out research on this. With this gradual test instrument, students can get instant feedback and correct any misconceptions they have.   Originality/Value: To provide insight into students' perceptions of the misconceptions they experience and how to reduce existing misconceptions. Apart from that, it is to provide insight to teachers regarding how to identify and reduce misconceptions that occur in students. Objetivo: Esta investigación tiene como objetivo determinar concepciones y cambios en las concepciones y analizar los resultados de las entrevistas sobre el proceso de remediación del concepto de equilibrio dinámico. Marco teórico: teorías asociadas con conceptos erróneos de los estudiantes, métodos para identificar conceptos erróneos de los estudiantes y métodos para resolver conceptos erróneos de los estudiantes. Método: El método utilizado en este estudio es un método mixto que es una combinación de métodos cualitativos y cuantitativos, a saber, la Estrategia Integrada Concurrente, que es una combinación de métodos cualitativos y cuantitativos llevados a cabo al mismo tiempo. Este método es de gran utilidad para que los estudiantes descubran las concepciones y conceptos erróneos que se producen en los estudiantes. Resultados y discusión: Después de realizar entrevistas y pruebas a los encuestados, los resultados del análisis se obtuvieron en forma de conceptos erróneos entre los encuestados que pudieron identificarse en los resultados de la prueba y la entrevista en la etapa de creación de conflicto cognitivo y los encuestados pudieron darse cuenta de los conceptos erróneos experimentados. después de pasar por la etapa de brindar asistencia para el equilibrio y utilizar la metacognición en un ejemplo de un concepto para que los encuestados pudieran disipar los conceptos erróneos por completo. Implicaciones de la investigación: Para reducir las ideas erróneas de los estudiantes sobre el material en equilibrio químico, es necesario realizar investigaciones al respecto. Con este instrumento de prueba gradual, los estudiantes pueden obtener comentarios instantáneos y corregir cualquier idea errónea que tengan. Originalidad/Valor: Proporcionar información sobre las percepciones de los estudiantes sobre los conceptos erróneos que experimentan y cómo reducir los conceptos erróneos existentes. Aparte de eso, su objetivo es proporcionar información a los profesores sobre cómo identificar y reducir los conceptos erróneos que ocurren en los estudiantes. Objetivo: Esta pesquisa tem como objetivo determinar concepções e mudanças de concepções e analisar os resultados de entrevistas a respeito do processo de remediação do conceito de equilíbrio dinâmico. Referencial Teórico: Teorias associadas aos equívocos dos alunos, métodos para identificar os equívocos dos alunos e métodos para resolver os equívocos dos alunos. Método: O método utilizado neste estudo é um método misto que é uma combinação de métodos qualitativos e quantitativos, nomeadamente a Estratégia Incorporada Concorrente, que é uma combinação de métodos qualitativos e métodos quantitativos realizados ao mesmo tempo. Este método é muito útil para os alunos descobrirem as concepções e equívocos que ocorrem nos alunos. Resultados e Discussão: Após a realização de entrevistas e testes aos entrevistados, os resultados da análise foram obtidos na forma de equívocos entre os entrevistados que puderam ser identificados nos resultados dos testes e entrevistas na fase de criação do conflito cognitivo e os entrevistados puderam perceber os equívocos vivenciados depois de passar pela fase de fornecer assistência para o equilíbrio e usar a metacognição em um exemplo de conceito para que os entrevistados pudessem dissipar completamente os equívocos. Implicações de pesquisa: Para reduzir os equívocos dos alunos sobre o material em equilíbrio químico, é necessário realizar pesquisas sobre o assunto. Com este instrumento de teste gradual, os alunos podem obter feedback instantâneo e corrigir quaisquer equívocos que tenham. Originalidade/Valor: Fornecer informações sobre as percepções dos alunos sobre os equívocos que vivenciam e como reduzir os equívocos existentes. Além disso, visa fornecer informações aos professores sobre como identificar e reduzir os equívocos que ocorrem nos alunos.

Objective: This study aims to determine the conception and changes in conception of the pressure factor in chemical equilibrium material.   Theoretical Framework: Theories associated with student misconceptions, methods for identifying student misconceptions, and methods for resolving student misconceptions.   Method: The method used in this study is a mixed method which is a combination of qualitative and quantitative methods, namely the Concurrent Embedded Strategy, which is a combination of qualitative methods and quantitative methods carried out at the same time. This method is very useful for students to find out the conceptions and misconceptions that occur in students.   Results and Discussion: Basically students understand enough about chemical equilibrium shifts, but still have misconceptions, especially in writing down changes in reaction equations when chemical equilibrium is disturbed and analyzing phenomena using metacognitive examples of a concept in their surroundings.   Research Implications: To reduce students' misconceptions about chemical equilibrium material, it is necessary to carry out research on this. With this gradual test instrument, students can get instant feedback and correct any misconceptions they have.   Originality/Value: To provide insight into students' perceptions of the misconceptions they experience and how to reduce existing misconceptions. Apart from that, it is to provide insight to teachers regarding how to identify and reduce misconceptions that occur in students.

This paper aims to find out the influence of worksheets based on a scientific approach assisted by scaffolding on temperature and heat material on students’ learning outcomes. This research aims to give a guided student a scientific approach to understanding temperature and heat using worksheet-assisted scaffolding as a teacher’s guidance. It uses a five-step guided scientific approach. This research employs a quantitative approach using a quasi-experimental method. The sample includes 70 students, who are split into two groups: an experimental class and a control class. The results of the increasing cognitive outcomes test were analyzed using two samples assuming equal variance, sample independent t-test, and N-gain to show the influence category. The test results with two samples assuming equal variance got t score 3,47 > 1,99 which is there have the different cognitive learning outcomes and increase shown by sample independent t-test with a significance level of 5% = 0.001 < 0.05, the N-gain two group class is 0.72 and 0.6 show that the experiment class more effective. As such it might be established that using worksheets based on a scientific approach assisted by scaffolding could increase student learning outcomes on temperature heat material.

Purpose: The purpose of this study was to produce a valid, practical and effective learning tool which is students’ worksheet (LKPD) based on the M-APOS approach to improve the mathematical reasoning abilities of seventh grade junior high school students.   Methodology/design/approach: This study uses the Plomp model, which consists of three stages, namely preliminary research, development stage, and assessment stage. The research subjects were seventh grade Junior High School students. The instruments used are LKPD validation sheets, teacher and student response questionnaires, learning implementation observation sheets, and tests. Data was processed using percentages and t-test.   Results and conclusion: Based on the results of the research, several conclusions were obtained, namely (1) The learning tools based on the M-APOS approach have met the valid product quality criteria both in terms of content and constructs, (2) The learning tools based on the M-APOS approach were practical to use in the learning process because they are attractive, easy to use, and time efficient, and (3) The learning tools based on the M-APOS approach have also met the criteria for effectiveness because they have a positive impact on students' mathematical reasoning ability.   Recommendations: It is recommended that teachers are able to use this LKPD for the learning process. Students should be involved in the process of understanding the learning concepts.

This study aims to design an Android-based student worksheet on the topic of cartesian coordinate learning and obtain evidence for clarification of research on prototype design. The design research method was carried out based on stages, namely research clarification, descriptive study 1, prescriptive study, and descriptive study II. This research revealed the results of the research clarification stage by involving 35 Mathematics and Natural Sciences students of FMIPA UNM. They were asked to test the prototype and provide responses through the questionnaire provided. There are three main things to be responded by respondents, namely the suitability of the format, the material submitted, and worksheet form. The data obtained were analysed descriptively quantitatively. The results show that the prototype format meets the suitability. Likewise, the criteria for the material presented and the prototype designed. In other words, this Android-based worksheet prototype meets the stated design objectives.

Creativity is one of the important elements in learning physics but is rarely studied to find out the effects of teaching applied to increasing creativity. The research is intended to describe the use of The ICARE Practice Based on Worksheet in increasing student creativity in the Physics Education Study Program. The course assessment formally uses The ICARE Practice Based on Worksheet and the Independent Torrance Test for creativity. At the beginning of the lesson given an explanation of work instructions followed by group organizing. The group used The ICARE Practice Based on Worksheet to conduct physics experiments with the guidance of lecturers. The experimental results of each group were presented by each group and continued with interactive debates between presenters and comparison groups. Input provided by lecturers and students is used to make reports individually. The Independent Torrance Test is given as a pretest and posttest. Increased creativity is an effect of applying The ICARE Practice Based on Worksheet in experimentation. The gain is based test results were obtained from the posttest and pretest ratings. The test results show that improvement through creativity indicators is achieved on Originality, Flexibility, and Elaboration. The indicator has an increase of more than 70 % of the number of students with N-Gain score is 0.38 in the medium category.

This research provides an online worksheet that can help improve students’ argumentative skills in learning physics. The media developed is based on Toulmin’s Argumentation Pattern. The resulting product is an online worksheet that is valid and effective for use in physics learning. The development stage used a 4-D model. Validation was carried out by media experts and learning experts using a questionnaire. The validation questionnaire includes four aspects (Concept Accuracy, Clear Meaning, Physical Appearance, and Element Completeness). Besides, the media was also tested in small groups to determine the user’s response to four aspects (Language Clearness, Attractiveness Layout, Content Understandable, and Communication flow). The effectiveness of the media was measured using a pretest-posttest one group design and the gain score. The argumentation skills test was in the form of ten essay questions. The student answer using TAP components. This study’s results indicate that this online worksheet is valid and effective in encouraging the development of students’ argumentative skills. Three essencial characteristics of the worksheet encouraging the skills are using issues related to daily-life, various media types, and providing many activities.

Number Sense is a basic thing to learn mathematics, especially on numbers material. As a matter of fact, the preliminary research showed that students' number sense ability was so poor. Therefore, using students' worksheet as learning media on numbers material are expected to help students to understand the material. It implies, students' number sense ability can be better. The aim of this study is to figure out the effect of using worksheet on students' number sense ability. This study is using quantitative method with Wilcoxon Test. The number of 37 students were involved as a sample and chosen by random sampling technique. The result showed that the average score = 75.24 after students got the worksheet are higher than before they got the worksheet = 55.04. The result of hypothesis with Z score = -5.314 and p value = 0.000, so Ht was accepted. It means that there was different between before and after using the students' worksheet. This result also showed that there was the effect of using worksheet on students' number sense ability with an average increase of 19,00.