Malaysian Students' Scientific Argumentation: Do groups perform better than individuals?

This study is to investigate the impact of Augmented Reality (AR)-based learning media on students' understanding of science concepts and to evaluate the effectiveness of this media in the Science learning process. The methodology employed is a Systematic Literature Review (SLR). The data collecting technique refers to the PRISMA method utilizing the databases Google Scholar, Open Knowledge Maps, and Publish or Perish (Scopus). This analysis analyzed publications released throughout 2020 until 2024. There were 20 useful articles out of the 428 total. The analytical method employed is descriptive qualitative. The studied indicators include AR-based learning media, elementary school students' understanding of scientific concepts, and the effectiveness of AR-based learning media in enhancing understanding of these concepts. The study's findings indicate that augmented reality improves student understanding of scientific concepts. AR makes learning more fun and encourages students to think critically and solve problems through visualization of interesting material presentation. As a result, students can understand abstract concepts so as to achieve better learning outcomes. Thus, AR-based media is proven effective in improving students' concept understanding. However, the success of AR implementation is highly dependent on the active role of teachers in guiding students and provide sufficient infrastructural support; hence, teachers must receive training on how to use this technology.

The problem on the ground is lack of understanding of students' science concepts. This condition can occur because students are less motivated in learning and lack of student participation in class. So this study developed a student worksheet based on google form. This study aims to produce an interactive student worksheet product so that it can improve students' understanding of science concepts. This study uses research and development (rd) method of borg and gall model. Sample in this study were students of class v at private mi in padalarang area. Results of student worksheet development deserve to be tested. This can be seen from results of validation carried out by media experts who got 89%, material experts got 92%, and expert practitioners got 83.75%, three validations were categorized as very good. Learning to use this student worksheet runs smoothly. This can be seen from student responses, in limited trial obtaining 86%, while in wide trial obtaining 87%, both trials are categorized as very good. This is evidence that there is an increase in students' understanding of science concepts, in limited trial obtaining 70.81 and broad trial obtaining 76.95. Thus, student worksheet based on google form can improve understanding of science concepts for fifth grade elementary school students.

Scientific argumentation is given the main emphasis in science education due to the fact that it is able to promote students’ reasoning skills and content knowledge. Literatures have shown that students have various difficulties in generating scientific arguments. Thus, this study aims to investigate errors made by students in constructing scientific arguments. The study conducted was a combination of qualitative and quantitative research to examine in-depth the errors made by students in scientific argumentation. A total of 75 form four students from Pasir Gudang District participated in this study. Data were collected from students’ responses in Scientific Argumentation Test (UPS) and interviews. Data were analyzed using SPSS Version 19.0 software and content analysis technique. Results showed that the most frequent errors exist in students’ arguments is from category argument with irrelevant grounds, followed by argument with alternative frameworks. Ground indicates a combination of the elements data, warrant and backing that supports an argument. Besides, chi-squared test showed that there was a significant difference between the categories of arguments constructed by students. Hence, the teaching of science in school should focus on argumentative activities that enhance the mastery of scientific argumentation in order to eliminate students’ alternative frameworks and foster the understanding of scientific concepts.

This study aims to produce an integrated, valid, and practical step-by-step test that is valid, reliable, and practical to identify students' understanding of science concepts and misconceptions. The study was conducted based on the Plomp & Nieveen model and test development steps by Oriondo & Dallo-Antonio. The subject of this study is an integrated gradual test. The object of this research includes the characteristics, validity, reliability, practicality, and profile of students' understanding of concepts and misconceptions in science learning. Data was collected through interviews, document studies, questionnaires and tests. The data was analyzed qualitatively and quantitatively. The results of the study obtained the characteristics of an integrated phased test including a four-level diagnostic test. Integrated phased tests with valid, reliable and practical categories. The results of the measurement of the students' science concept understanding profile on temperature, heat and expansion materials obtained an average understanding of concepts with a low category. The average misconception of students in the material Temperature, Heat and Expansion was obtained at 63% with a high category. The causes of misconceptions in students include their own thoughts, workbook books, and learning resources available on the internet. The integrated gradual test is able to reveal the profile of students' concept understanding and misconceptions so that science learning outcomes are of higher quality.

This study aims to develop interactive e-modules based on socio-scientific issues integrated micro-projects to train students' understanding of concepts and science process skills on reaction rate material. This method of research is Research and Development (R&D) with a 4-D development model consisting of four stages namely define, design, develop, and disseminate. The data collected includes qualitative data, such as interview results and input regarding the e-module development, and quantitative data in the form of questionnaire scores. The quality of interactive e-modules is assessed based on expert assessments, chemistry teacher assessments, and student assessments. Data analysis techniques involved both qualitative and quantitative methods along with validity assessment criteria. The results of expert assessments of 95.88%, quality assessments by chemistry teachers of 89.1%, and student assessments of 88.2%, obtained high validity results so that it can be concluded that interactive e-modules is feasible to be used in schools on the reaction rate material. The implications of this study suggest that the integration of socio-scientific issues and micro-projects in e-modules can significantly support the improvement of students’ understanding of scientific concepts and their science process skills fostering more meaningful and context-based learning experiences.

The purpose of this study was to examine the comparison between the flipped classroom model and the direct instruction model on students' understanding of scientific concepts. The type of research used is quasy experiment. This research was conducted in class VIII Islamic Junior High School Al-Karim Gondang (experimental class) and Islamic Junior High Darul 'ulum Gondang Nganjuk Indonesia (control class). Sampling was using cluster random sampling technique and hypothesis testing using SPPS application with one way ANOVA test. The results showed that there were differences in the effect of the flipped classroom model and the direct instruction model on students' understanding of science concepts, where the significance value was 0.000 < 0.05. The flipped classroom model has a better effect than the direct instruction model on students' understanding of scientific concepts. The average score of the students' science concept understanding test scores in the class that was taught using the flipped classroom model was 78.13 and the class taught by the direct instruction model was 71.43. The flipped classroom model is effective for science learning and improves students' understanding of scientific concepts.

Persistent deficits in students’ conceptual understanding of science, particularly within Indonesian secondary education, underscore the urgent need for evidence-based instructional interventions that transcend conventional, transmission-oriented pedagogical practice. This study examined whether the implementation of the Anticipation Guide (AG) strategy produces a significantly greater improvement in seventh-grade students’ conceptual understanding of science compared to conventional lecture-based instruction. A quasi-experimental nonequivalent pretest–posttest control group design was adopted. Fifty-two seventh-grade students from SMP Negeri 1 Geyer were assigned to an experimental class (n = 26; AG-based instruction) and a control class (n = 26; conventional lecture-based instruction). Both classes studied the topic of Earth and the Solar System over four 80-minute sessions. Conceptual understanding was assessed using a validated 25-item multiple-choice instrument with a KR-20 reliability coefficient of 0.78. The Shapiro–Wilk test confirmed non-normal score distributions; accordingly, the Wilcoxon signed-rank test was employed for inferential analysis. Normalized Gain (N-Gain) scores were computed to quantify the practical magnitude of pre-to-post improvement. The experimental class demonstrated a statistically significant pre-to-post improvement (Z = −4.489, p < 0.001; N-Gain = 0.436, Moderate category) alongside a pronounced reduction in score variance (34.46 → 10.15). No significant improvement was observed in the control class (Z = −1.003, p = 0.317; N-Gain = 0.012, Low category). The AG strategy, by activating prior knowledge, scaffolding evidence-based evaluation of scientific texts, and reinforcing conceptual consolidation through post-reading reflection, constitutes a significantly more effective instructional approach than conventional direct instruction for promoting conceptual understanding in secondary science education. The study contributes empirical evidence to the limited body of research on reading-based epistemic strategies in under-resourced secondary school contexts.

The present study investigated conceptual understanding in learning science in relation to four cognitive variables: logical thinking, field-dependence/field-independence, and divergent and convergent thinking. The participants were fifth- and sixth-grade elementary school pupils involved in different mental tasks, where they had to describe and interpret phenomena related to changes of matter. This brief report presents data from the students' understanding of evaporation, and the method of analysis, a person-centered approach, is explicated. Latent class analysis (LCA) was applied to reveal distinct clusters of cases sharing similar patterns of responses. The use of LCA aligns with theoretical conjectures related to a stepwise conceptual change process, and the hypothetical steps correspond to the identified discrete latent classes (LCs). Subsequently, the LCs were associated with the four cognitive variables as covariates, thus providing empirical evidence for the role of the above-mentioned individual differences in children's learning in sciences. Methodological issues and theoretical implications are discussed.

Science learning is essential for developing students’ critical thinking and conceptual understanding; however, conventional lecture-based approaches often fail to address abstract scientific concepts. The advancement of educational technology offers opportunities through interactive media, which provides engaging and participatory experiences that can transform abstract phenomena into more concrete and accessible forms. This study aims to analyze the effectiveness of interactive media in enhancing students’ understanding of science concepts. A qualitative literature study design was employed, focusing on peer-reviewed publications between 2015 and 2023 obtained from international and national databases. Content analysis was applied to synthesize findings across studies. The results indicate that interactive media significantly improves students’ conceptual understanding by enabling them to visualize abstract processes such as molecular structures, energy transformations, and ecological interactions. It also enhances motivation and engagement, as students find learning activities more enjoyable, meaningful, and interactive. Moreover, interactive tools support differentiated learning, accommodating diverse student abilities and learning styles, thus promoting inclusive education. Evidence from both international and Indonesian contexts demonstrates that interactive media is effective even in resource-constrained settings when appropriately designed. Overall, this study concludes that integrating interactive media into science classrooms is not only a technological enhancement but also a pedagogical necessity. While most existing research highlights cognitive outcomes, further exploration of affective and psychomotor impacts is required. The findings reinforce the potential of interactive media to align with 21st-century education goals, particularly the Merdeka Curriculum, which emphasizes project-based, student-centered, and experiential learning.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Analysis of Middle and High School Student Learning of Science, Mathematics and Engineering Concepts Through a LEGO Underwater Robotics Design Challenge Abstract The Build IT project is a university-school collaboration to increase precollege student interest and achievement in engineering, science, mathematics, and information technology through a novel underwater robotics project that utilizes LEGO Mindstorms kits, the NXT programmable brick, and related equipment. The project is being implemented in 36 socio-economically and academically diverse schools for students in Grades 7-12. Through a series of increasingly complex challenges, Build IT exposes students to science, mathematics, and engineering concepts such as buoyancy, Newton’s Laws, momentum, density, gear ratios, torque, forces, energy, volume, mass-weight distribution and simple machines. During the first year of classroom implementation, teams of students in a variety of classroom settings used LEGO components, wire-guided switches, motors and other equipment to design, construct, and control robots to maneuver in a 3-4 foot deep pool. This paper will explore the impact of the project on the students, specifically, changes in understanding of the key science concepts embedded in the curriculum and changes in knowledge about, and attitudes toward, engineering. It will also explore gender differences in attitudes toward the engineering aspects of the curriculum and in the pedagogical strategies embedded in the curriculum, including hands-on learning and group work. Theoretical Framework Robotics has been demonstrated as an effective vehicle to teach STEM concepts at many levels. The theoretical foundation for using robotics in education has been put forth by Jonassen, who described cognitive tools or “mindtools”1 that can enhance the learning process. Others have posited that robotics enables students to creatively explore computer programming, mechanical design and construction, problem solving, and collaboration,2, 3 as well as the ability to present open-ended problems that require integrative thinking.4 Robotics enables students to own their learning as they make choices and explore many paths in order to solve design challenges. Through the use of LEGO robotics technology, students learn various facets of problem solving while simultaneously mastering numerous mathematical and scientific concepts. Riskowski et al. identified three components that engineering design brings to the study of science (in middle school settings), which support our theoretical framework: (1) interaction: engagement and relationship-building among groups to design-build-test an apparatus, whereby the individual contributions to a collective product or process is paramount; (2) artifact development: developing an artifact fosters the display of the groups’ communal knowledge as embodied in the artifact; and (3) critical analysis: a process of individual, small-group, and large- group (whole class) continual learning as designs are critiqued and improvements are suggested/tested.5 More specifically, designing robots encompasses elements of the engineering design process, and particularly, iterative design.

This study investigated the relations among preservice elementary teachers’ ideas about evolution, their understanding of basic science concepts and college science coursework. Forty-two percent of 240 participants did not accept the theory of human evolution, but held inconsistent ideas about related topics, such as co-existence of humans and dinosaurs and plate tectonics. Accepting the theory of evolution was positively correlated with correctly answering the three other questions related to the age of Earth. Furthermore, participants who rejected evolution scored significantly lower on a test of basic science concepts than did participants who held accurate views on human evolution. Study results revealed no apparent association between completion of advanced college science courses and acceptance of evolutionary theory or understanding of science concepts. Implications for elementary science teacher education were discussed.

Science education at the Madrasah Ibtidaiyah (MI) level plays a crucial role in fostering critical thinking skills, scientific attitudes, and a fundamental understanding of scientific concepts from an early age. However, challenges such as limited facilities, diverse student characteristics, and the need to integrate Islamic values into the curriculum affect the effectiveness of science learning, particularly at MI Miftahur Rohmah Tasikharjo. This study aims to evaluate the effectiveness of using the experimental method and the cooperative learning model STAD (Student Teams Achievement Division) in improving student learning outcomes. This research employed a qualitative approach, utilizing data collection techniques through direct classroom observation and structured interviews with teachers and students. The data obtained were analyzed to determine the impact of implementing the experimental method and STAD model on students' conceptual understanding and active participation in science learning. The findings reveal that the experimental method enhances students’ understanding of science concepts through hands-on activities, observation, and independent conclusion drawing. This supports the constructivist theory, which emphasizes the active role of learners in constructing knowledge. Meanwhile, the application of the STAD model proved effective in improving teamwork, individual responsibility, and student motivation through group discussions and positive competition.

Team Games Tournament as one of types in Cooperative learning model is assumed to be able to engage students learning science concepts both individually and in groups actively. The research aims to determine the effectiveness of the Team Game Tournament-based (TGT) cooperative learning model assisted by the Jenga game to improve the students’ understanding of the concept of science lessons on force material. The research used quantitative research of the pre-experimental type with a one group pretest and posttest design which was carried out in four meetings with the research flow starting from giving a pretest followed by giving treatment using the TGT model assisted by the Jenga game then students were given a posttest. The sample of this study was 21 students of SDN 1 Terkesi. Furthermore, the data collected in this study were in the form of observations, interviews, documentation. In addition, the test results were analyzed quantitatively with stages using normality tests, tests and using the N-Gain test. The results obtained from this study are a significant increase in the understanding of science concepts after being given treatment using the TGT model assisted by the Jenga game, the results of the N-Gain test that has been carried out obtained the results that the average value is 76.70% with a very effective category when used in science lessons on force material. According to the findings, it can be concluded that the implementation of the TGT model assisted by the Jenga game can improve the students’ understanding of science concepts.

The Madura bull racing as the local wisdom of Madura can be studied scientifically to train students in numeracy literacy and understanding concepts. Numerical literacy is important for students because it includes basic skills for obtaining new information. Numerical literacy is not only needed in mathematics, but is also needed to learn concepts in science subjects. The purpose of this study was to determine the relationship between numeracy literacy skills and students' understanding of science concepts towards the concept of motion and force in socio-science teaching in the Madura bull racing context. Data analysis used Spearman's rank correlation test. The results showed a significance value of 0.000 <0.05 with a correlation coefficient of 0.528, which means that there is a positive relationship with moderate closeness between numeracy literacy skills and understanding of the science concept of motion and force socio-science teaching in the Madura bull racing context with a determination coefficient of 0.278. The conclusion of this study is that the correlation of numeracy skills on students' understanding of science concepts regarding motion and force socio-science teaching in the Madura bull racing context is 27.88% and 72.12% is influenced by other factors, such as multi-representational skills, HOTs, etc. This research has implications for improving science learning designs using the context of the local wisdom of Madura bull racing in training science conceptual understanding and numeracy literacy skills.

Background: In the last few decades, researchers have turned their attention to students’ understanding of scientific concepts at different school levels. The results indicate that the learners have different ideas, and most of them are inaccurate in terms of those generally accepted by the scientific community.Purpose: This study was undertaken to describe the development, validation and use of a three-tier multiple-choice diagnostic test (PEMT) to reveal Turkish high school students’ common misconceptions in terms of the photoelectric effect.Sample: In this study, 243 students (male=86, female=137) from six high schools made up the sample which comprised approximately 76% of the 11th grade population.Design and Methods: Based on findings from the literature, open-ended questions and interviews, the PEMT was developed and administered to 243 students. The data was analysed descriptively.Results: The Cronbach’s alpha reliability coefficient of the scores was estimated as .83. Construct, content and face validities were established by senior experts and through the use of statistical techniques. The findings denoted that the test is a valid and reliable measure of students’ qualitative understanding of the photoelectric concept. The results revealed that the majority of the students demonstrated a limited understanding of the photoelectric effect and have five prevalent misconceptions. These are: (1) an increase in intensity would provide the photon with enough energy to release electrons; (2) the photoelectric effect results from the ionization of atoms through the interaction with light; (3) a light beam whose photons have smaller energies than the work function would release electrons with the help of a voltage source; (4) the number of photoelectrons depends on the energy of the photon and (5) the photon has kinetic energy and it depends on the colour of light. The last two misconceptions were discovered in the current study.Conclusion: The findings indicated that the PEMT is a reliable and valid measuring tool for investigating high school students’ conceptual understanding and misconceptions. Future studies could use the PEMT as a tool for assessing the misconceptions of high school students, pre-service science or pre-service physics teachers.