ANALYSIS OF ACHIEVEMENT ON OUTCOME INDICATORS AND CONCEPTUAL UNDERSTANDING AMONG 7TH-GRADE STUDENTS FOLLOWING THE IMPLEMENTATION OF INFOGRAPHIC MEDIA
DOI:
https://doi.org/10.30605/tg97hk54Keywords:
infographic, learning outcomes, conceptual understanding, indicator analysisAbstract
This study aims to analyze the achievement of each indicator of learning outcomes and conceptual understanding among seventh-grade students on the topic of living organism classification after learning through infographic media. A pre-experimental one-group pretest-posttest design was applied, involving 32 seventh-grade students at a junior high school in Makassar selected purposively. Data were collected through a multiple-choice test measuring five cognitive levels of learning outcomes (C1-C5) and an essay test measuring five indicators of conceptual understanding, then analyzed descriptively along with N-Gain calculation for each indicator. Results show that all cognitive levels of learning outcomes improved, with the highest gains occurring at the remembering and understanding levels (high category), while analyzing and evaluating levels improved at a moderate category. For conceptual understanding, the indicators of classifying objects and presenting scientific representations showed the most notable improvement (moderate category), whereas restating a concept improved the least. These findings indicate that infographic media is more effective in strengthening lower-to-middle order cognitive skills and visual-classification ability than in strengthening students' verbal ability to restate concepts in their own words
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