Pinnacle Educational Research & Development

(ISSN: 2360-9494)

January 2015, Vol. 3 (1).

© Author(s) 2015. This work is distributed under the Creative Commons Attribution 3.0 License.

Research Article

 

Student Self Monitoring Effect on Scientific Thinking Skills and Physics Learning Outcomes of Class X Students

Prayekti

Universitas Terbuka,
Jalan Cabe Raya Pondok Cabe Pamulang Ciputat Tangerang Selatan,
Indonesia.
 

Accepted 15 December, 2014; Available Online 12 January, 2015.



Abstract:

This research aims to investigate whether: (1) There is any difference in scientific thinking skills between students who have a high level of self-monitoring and students who have a low level of self monitoring on Physics subject in senior high school; (2) There is any difference among the students who have low self monitoring who follow the learning using scientific thinking method in learning Physics in senior high school; (3) There is any interactional influence between scientific thinking method with self-monitoring on Physics learning outcomes in senior high school. Descriptively, it was found that the low self-monitoring group, the students' average learning outcomes before treatment was at 58.55. After scientific thinking activities and treatment, in the learning outcomes average increased into 72.91 and 84.18. Likewise, in the high self-monitoring group, the students' average learning outcomes before treatment was of 58.33. After the scientific thinking activities and treatment, the learning outcomes average increased into 71.17 and 81.33. Based on the table, it was indicated that the learning outcomes of all groups increased after the scientific thinking activities and treatment. The application of the scientific method of thinking, the same relative effect on these two groups occurred, there was not any tendency that the scientific thinking and treatment to be more appropriate if given to merely one self-monitoring group.





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