Students’ Concept Mastery in Plant Physiology Course Using Learning Cycle Multiple Representation Model
DOI:
https://doi.org/10.47750/pegegog.14.03.09Keywords:
Mastery of concepts, Plant physiology, Learning Cycle, Multiple RepresentationAbstract
One of the essential goals of science learning is to lead students to master scientific concepts or ideas and apply them to explain relevant everyday phenomena. Such mastery should help students to work with various representations. The objective of this study was to determine the effectiveness of the Learning Cycle Multiple Representation (LCMR) model in students’ mastery of concepts in plant physiology. This research was done using a quasi-experimental pretest-posttest design involving 62 students as the respondents. The concept mastery instrument consisted of 11 essay tests. The instrument met the value of validity and reliability. The data analysis was done using the one-way analysis of covariant set at a significance level of 5%. The results show that the LCMR model significantly affected students’ mastery levels. The students who learned using the LCMR model showed significantly better mastery of the tested concept than the ones who used the LC model. The mastery score for the student learned using the LCMR model was 80.67, significantly higher (p=0.00 <α) than that obtained from the LC model of 54.00. Apart from enhancing mastery in plant physiology, the LCMR method can be expanded for other topics, and its effectiveness can be evaluated in future studies.
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