Development of Conceptual Understanding on Reproductive System and Development Using Constructivist Approach for 11th Grade Students

Abstract

The purposes of this classroom action research were 1) to study best practice on learning management using a Constructivist approach to enhance conceptual understanding; 2) to study conceptual understanding on reproductive system and development, and 3) to compare the conceptual understanding before and after learning. The participants were twenty-four 11th-grade students from a classroom selected by purposive sampling. The research instruments consisted of the Constructivist approach lesson plans, reflecting journals, and conceptual understanding test. The data were analyzed by using content analysis, basic statistic, and T-test. The results found that 1) The best practices on learning management according to the Constructivist approach which encouraged students to understand reproductive system and development should review concepts of cell division, using challenging and relevant situations in daily life and giving students the opportunity to argue and draw conclusions. 2) After receiving learning management according to the constructivist approach, the average number of students in the group with complete and sound understanding was 43.8%. Which was closed to the group of specific mis- and no understanding at 43.5%, while the others 12.7% were in the group of partial understanding with specific misconception and 3) students had a higher level of conceptual understanding after learning than before at the .05 level of significance.