The effect of ideal strategy with formative feedback on conceptual understanding and physics processing skill of XI graders senior high school

Rahmadhani Pratama; Wartono Wartono; Sentot Kusairi

doi:10.21067/mpej.v3i1.3142

Authors

Rahmadhani Pratama Politeknik Muara Teweh
Wartono Wartono Universitas Negeri Malang
Sentot Kusairi Universitas Negeri Malang

DOI:

https://doi.org/10.21067/mpej.v3i1.3142

Keywords:

IDEAL strategy, formative feedback, conceptual understanding, scientific processing skill

Abstract

This research aims at identifying conceptual understanding and Physics scientific processing skill of students in IDEAL learning strategy with formative feedback and IDEAL learning only without formative feedback. It employed semi-experimental design using posttest only control group design. The sampling technique used random sampling. This research took two classes of XI graders of Natural Science classes from SMAN 2 Banjarmasin. The control class was taught by using IDEAL strategy only without formative feedback. While the experimental class was taught by using IDEAL strategy with formative feedback. There is a significant difference of conceptual understanding and Physics scientific processing skill of students between IDEAL strategy with formative feedback and IDEAL strategy without formative feedback. It further affirms that studentsÃ¢â‚¬â„¢ conceptual understanding in the class taught by IDEAL strategy with formative feedback is higher than the other. As well, studentsÃ¢â‚¬â„¢ scientific processing skill in the class taught by IDEAL strategy with formative feedback is higher than the other.

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