INTEGRATED SCIENCE LEARNING TYPE INTEGRATED ON PRESURE TOPIC TO ‎IMPROVE THE CONCEPT MASTERY ON JUNIOR HIGH SCHOOL STUDENTS

Neng Sholihat

Abstract


This study aims to analyze the effect of the implementation of integrative science learning type Integrated on the topic of Pressure towards mastery of concepts of students. The method used is pre-experiment with one group pretest-posttest design. Subjects were 30 students of eighth grade at a Junior High School in Bandung, West Java. The research instrument used was a mastery of concepts test shaped multiple-choice written test related the topic of Pressure. The results showed that after the implementation of integrative science learning type Integrated, the mastery of concepts of students in general increases in moderate category. This is indicated by the increase in the average scores of normalized gain <g> mastery of concepts about 0.40. These results indicate that integrative science learning type Integrated is one type of learning that can improve the mastery of concepts of students.

Keywords: integrated;mastery of concept;critical thinking

 

 


Keywords


integrated;mastery of concept;critical thinking

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@ EDUSAINS.  P-ISSN: 1979-7281; E-ISSN: 2443-1281

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