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The Analysis of Concept Mastery Using Redox Teaching Materials with Multiple Representation and Contextual Teaching Learning Approach

Jurnal Pendidikan IPA Indonesia · Vol. 8 No. 4 (2019) · pp. 475–481

DOI
10.15294/jpii.v8i4.18072
ISSN
2089-4392, 2339-1286
Published
2019-12-31
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

Teaching materials are one of the supportive facilities in achieving successful learning. This study employed teaching materials characterized by Multiple Representations and Contextual Teaching Learning. This research intended to reveal the understanding of redox concepts taught in grade X. This study was an implementation of the results referring to the 4D (Define, Design, Develop, and Disseminate) model. The data collection methods adopted were observation, questionnaire, test, and documentation. The data was analyzed by using the descriptive-qualitative method. The teaching materials have been declared valid, practical, and useful. The users also gave a positive response to the teaching materials. Students’ conceptual understanding was analyzed through each item and indicator. The overall students’ concept mastery was 53.33%, and their understanding of each indicator was 50.214% for interpreting, 77.78% for exemplifying, 53.472% for classifying, 52.78% for guessing, 52.78% for comparing, and 62.5% for explaining.

Keywords

Collaboration network of the authors

13 authors · 31 co-authorship links · 16 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Walisongo State Islamic University
  • National University of Malaysia
  • Universiti Teknologi MARA
  • State University of Makassar
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Sharipah Ruzaina Syed ArisUniversiti Teknologi MARA1
Isnaini Putri SalimnahState University of Semarang1
Sri NurhayatiState University of Semarang1
HarjonoState University of Semarang1
Lilia Ellany MohtarNational University of Malaysia1
Ramlawati RamlawatiState University of Makassar1
Sri KadarwatiState University of Semarang1
Murbangun NuswowatiState University of Semarang1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
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	<dc:title xml:lang="en-US">The Analysis of Concept Mastery Using Redox Teaching Materials with Multiple Representation and Contextual Teaching Learning Approach</dc:title>
	<dc:creator>Susilaningsih, E.</dc:creator>
	<dc:creator>Lastri, L.</dc:creator>
	<dc:creator>Drastisianti, A.</dc:creator>
	<dc:creator>Kusumo, E.</dc:creator>
	<dc:creator>Alighiri, D.</dc:creator>
	<dc:subject xml:lang="en-US">concept mastery, contextual teaching-learning, multiple representations, redox material, teaching materials</dc:subject>
	<dc:description xml:lang="en-US">Teaching materials are one of the supportive facilities in achieving successful learning. This study employed teaching materials characterized by Multiple Representations and Contextual Teaching Learning. This research intended to reveal the understanding of redox concepts taught in grade X. This study was an implementation of the results referring to the 4D (Define, Design, Develop, and Disseminate) model. The data collection methods adopted were observation, questionnaire, test, and documentation. The data was analyzed by using the descriptive-qualitative method. The teaching materials have been declared valid, practical, and useful. The users also gave a positive response to the teaching materials. Students’ conceptual understanding was analyzed through each item and indicator. The overall students’ concept mastery was 53.33%, and their understanding of each indicator was 50.214% for interpreting, 77.78% for exemplifying, 53.472% for classifying, 52.78% for guessing,  52.78% for comparing, and 62.5% for explaining.</dc:description>
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	<dc:date>2019-12-31</dc:date>
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	<dc:identifier>10.15294/jpii.v8i4.18072</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 8, No 4 (2019): December 2019; 475-481</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v8i4</dc:source>
	<dc:language>eng</dc:language>
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	<dc:rights xml:lang="en-US">Copyright (c) 2019 Jurnal Pendidikan IPA Indonesia</dc:rights>
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