the effectiveness of explicit-reflective approach to enhance students^ understanding of the nature of science (NOS) and concept mastery Nur Rahmah (a*), Parsaoran Siahaan (b), Taufik Rahman (b)
(a) Faculty of Tarbiyah and Teacher Training, IAI As^adiyah Sengkang
Jl. Veteran Lapongkoda, Tempe, Wajo Regency, South Sulawesi 90914
(b) Department of Physics, Universitas Pendidikan Indonesia
Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154
(c) Department of Biology, Universitas pendidikan Indonesia
Abstract
This study aims to analyze the effectiveness of the explicit-reflective approach to enhance the understanding of NOS and concept mastery, and to see the relationship between the two variables through the application of an explicit-reflective approach in middle school students in Sengkang, South Sulawesi. A total of 21 students of grade 8 in public middle school became the sample in this study. To achieve the objectives, the research method employed was pre-experimental through The One-Group Pretest-Posttest Design. The result showed that the understanding of NOS and students^ concept mastery increased significantly after the implementation of explicit-reflective approach. Paired-t-samples test results indicated that the average posttest score of NOS understanding and mastery of students^ concepts increased significantly compared to the pretest score (sig. 0.00<0.05). The correlation between the enhancement of students^ NOS understanding and students^ concept mastery was obtained through the Pearson product-moment correlation analyst. The relationship between two variables was significant with the moderate category (r = 0.491).
Keywords: nature of science, science learning, the explicit-reflective approach
