Advance Organizer Model in Physics Learning: Effect Size Test on Learning Activities and Students’ Conceptual understanding

Abstract

Abstract This study aims to determine the effectiveness of the Advance Organizer learning model on learning activities and students’ conceptual understanding in learning physics. The research method used is a quasi-experimental design with a non-equivalent control group design. The population of this research was the tenth-grade nursing major students of SMK N 7 Bandar Lampung. The sampling technique used was purposive sampling. The instruments employed in this research were the non-test observation questionnaire to measure the students’ activity and test in the form of a Three-Tier Diagnostic test to measure students’ conceptual understanding. Data obtained were analyzed using the multivariate test (MANOVA). The Advance Organizer learning model is more effective in increasing learning activities and students’ conceptual understanding. It is indicated by the value of the effect size of learning activities which is 0.718 and the effect size of the conceptual understanding which is 0.392 in the medium category. Based on the results of the MANOVA test, the significance value of learning activities and conceptual understanding is less than 0.05 (sig <0.05), so it can be concluded that there is an influence of Advance Organizer learning model toward the learning activities and students’ conceptual understanding in physics learning.