Instructional techniques' teacher's questions in the presenting stage of project-based learning to improve students' concept map scores

• Published in: Journal of physics. Conference series 2019-06, Vol.1241 (1), p.12016
• Main Authors: Wahyu Kumala Dewi, Akta, Widoretno, Sri, Dwiastuti, Sri, Sajidan, Muzzazinah
• Format: Article
• Language: English
• Subjects: concept map; Concept mapping; Data analysis; Learning; PjBL; presenting; Qualitative analysis; question; Questions; Students; Teachers; Triangulation
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1241/1/012016

The study aims to improve students' concept maps scores through the implementation of instructional techniques' teacher's questions in the presenting stage of project-based learning (PjBL). The research is Classroom Action Research with 3 cycles, procedures of the research are: lesson plan, implementation of action activities, observation, reflection and construct of expert concept map. The participants were 35 students of class X high school. Percentage of students' concept map scores calculated based on Novak and Gowin. Validation test use triangulation method, includes: verification of concept map scores suitability and documentation based on concept map expert and interview. Data analysis with qualitative descriptive by reducing, presenting data and drawing conclusions based on complete concept map data. The results showed that the teacher's questions as instructional techniques' in the presenting stage of project-based learning commonly improve scores of students' concept map, but each component of the concept map has a variation percentage.