Int
ern
at
i
onal
Journ
al of E
valua
tio
n
an
d
Rese
arch
in
Educati
on (I
JE
RE)
Vo
l.
8
, No
.
4
,
Decem
ber
201
9
, p
p.
590
~
595
IS
S
N:
22
52
-
8822
,
DOI: 10
.11
591/
ije
r
e
.
v
8
i
4
.
20258
590
Journ
al h
om
e
page
:
http:
//
ia
es
core
.c
om/
journa
ls
/i
ndex.
ph
p/IJE
R
E
Multi
me
dia ph
ysics pra
cticum
refl
ec
ti
ve m
aterial b
ased on
problem
so
l
ving f
or scienc
e proce
s
s skills
Wawa
n K
urni
awan,
Da
rm
aj
i
Da
r
ma
ji
, Ast
alini
As
ta
li
ni
, Dw
i A
gu
s
Ku
rniawan
, M.
Hida
yat,
Nugro
ho Kur
niawan
, Lind
a
Z
aenati
Nu
r
Fa
ri
d
a
Facul
t
y
of Teach
ing
and
Edu
ca
t
io
n,
Univer
si
ta
s Ja
m
bi,
Indone
si
a
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
history:
Re
cei
ved
J
ul
24
, 2
01
9
Re
vised
Oct
3
0
, 2
01
9
Accepte
d
Nov
2
5
, 201
9
Thi
s
stud
y
ai
m
e
d
to
det
ermine
t
he
diffe
ren
ce
s
i
n
scie
nce
proc
e
ss
skill
s
in
ea
ch
cl
ass
in
th
e
Ph
y
sics
Edu
c
at
ion
Stud
y
Program
.
Thi
s
rese
arc
h
was
a
quant
itati
v
e
stud
y
with
a
compa
rison
design.
Th
e
sam
ple
was
108
student
s
with
det
ails
of
5
4
cont
rol
cl
ass
stud
ent
s
who
use
d
conve
nti
ona
l
guide
books
,
while
the
cont
ro
l
cl
ass
tot
a
li
ng
54
student
s
used
a
scie
nc
e
proc
ess
skill
guide.
The
data
was obt
ai
ned
from
observa
ti
on
a
ct
iv
it
i
es
using obse
rva
ti
o
n
shee
ts of
scie
nc
e
proc
ess
skill
s
which
we
re
anal
y
z
ed
usin
g
desc
ripti
ve
st
a
ti
stic
s
and
infe
ren
ti
a
l
stati
stic
s.
Th
e
res
ult
s
show
ed
tha
t
there
were
signifi
ca
n
t
diffe
ren
ce
s
in
th
e
m
aste
r
y
of
sci
enc
e
proc
ess
skill
s
of
student
s
see
n
from
the
val
ue
of
th
e
av
era
ge
m
aste
r
y
o
f
scie
nc
e
proc
e
ss
skill
s
of
stu
dent
s
using
guide
books
base
d
on
sci
ence
pr
oce
ss
skill
s.
Th
e
exp
eri
m
ental
cl
ass
has
a
n
ave
rag
e
sc
ie
nc
e proce
ss
skill
th
at i
s be
tt
e
r
th
an th
e
con
trol c
l
ass.
Ke
yw
or
d
s
:
Mult
i
m
edia
Ph
ysi
cs
basic
I
Pr
oble
m
so
lvin
g
Scie
nce
proces
s sk
il
ls
Copyright
©
201
9
Instit
ut
e
o
f Ad
vanc
ed
Engi
n
ee
r
ing
and
S
cienc
e
.
Al
l
rights re
serv
ed
.
Corres
pond
in
g
Aut
h
or
:
Dw
i
A
gu
s
Ku
r
niawa
n,
Faculty
of Tea
chin
g
a
nd E
ducat
ion
Un
i
ver
sit
as Ja
m
bi,
Jam
bi
-
Muara
Buli
an
Stre
et
, KM
. 15, Jam
bi,
36
361, I
ndon
esi
a
Em
a
il
: dw
ia
gus.k@u
nja.ac.i
d
1.
INTROD
U
CTION
On
e
of
the
m
any
m
at
erial
s
about
the
sty
le
le
arn
ed
in
ba
sic
ph
ysi
cs
courses
is
fr
ic
ti
on.
Fr
ic
ti
on
occurs
du
e
t
o
two
s
urfaces
t
hat
are
in
c
onta
ct
with
each
oth
e
r
an
d
in
opposit
e
directi
on
s
.
F
rict
ion
f
or
ce
is
div
ide
d
into
t
wo
ty
pes
,
nam
el
y
the
fr
ic
ti
onal
fo
r
ce
bet
we
en
two
s
urface
s
m
utu
al
ly
si
le
nt
on
e
a
no
t
her
cal
le
d
fr
ic
ti
on
al
f
or
ce
s
sta
ti
c
(F
s
),
the
coef
fici
ent
of
fr
ic
ti
on
is
cal
le
d
the
coef
fi
ci
ent
of
sta
ti
c
fr
ic
ti
on
(μ
s
)
an
d
the
fr
ic
ti
on
betwee
n
the
two
s
urfa
ces
m
ov
e
relat
ive
to
each
oth
e
r
wh
ic
h
is
cal
le
d
th
e
kine
ti
c
fr
ic
ti
on
al
f
or
ce
(F
k
),
cal
le
d
the
fr
ic
ti
on co
e
ff
ic
ie
nt
of k
i
netic
f
rict
ion coe
ff
ic
ie
nt (μ
k)
[
1].
To
de
velo
p
a
r
ang
e
of
knowl
edg
e
a
bout
fr
ic
ti
on
,
it
is
not
e
nough
f
or
stu
de
nts
to
j
us
t
le
a
rn
co
nce
pts
or
t
he
or
ie
s but n
eed
to b
e
acc
om
pan
ie
d
by
a
pro
cess
of
sci
entifi
c
in
qu
i
ry.
This
is base
d
on
le
ar
ning p
hy
sic
s
as
par
t
of
sci
ence
.
Scie
nce
co
nsi
sts
of
two
as
pe
ct
s,
nam
ely
s
ci
ence
know
n
as
sci
entifi
c
inq
ui
ry
(pro
ce
ss
)
a
nd
sci
ence
known
as
body
of
k
nowl
ed
ge
(prod
uct)
[2
]
.
O
ne
of
the
pr
ocesses
of
sci
e
ntific
inquiry
ca
n
be
carrie
d
ou
t
by
pract
ic
al
act
ivit
ie
s.
Tat
on
e
way
for
s
om
eon
e
to
ob
t
ai
n
an
d
dev
el
op
a
set
of
knowle
dge
they
ha
ve
is
thr
ough
pract
ic
al
act
ivit
ie
s
[3
]
.
Lear
ni
ng
a
ct
ivit
y
wo
ul
d
f
eel
m
or
e
m
eaningfu
l
if
acco
m
pan
ie
d
by
pract
ic
al
act
ivit
ie
s [
4].
P
racti
cum
is
an
act
ivit
y
of
c
onduct
ing
ex
pe
rim
ental
or
exp
e
rim
ental
pr
act
ic
es
[5
]
.
P
ra
ct
ic
al
act
ivity
was
m
or
e
ef
f
ect
ive
in
f
os
te
rin
g
stu
den
ts'
acqu
isi
ti
on
of
sci
ence
pr
oc
ess
sk
il
ls
[
6].
That
the
pro
cess
of
disco
ver
y
car
r
ie
d
ou
t
thr
ough
pr
act
ic
al
act
ivit
ie
s
can
i
m
pro
ve
stud
e
nt
sci
ence
proces
s
sk
il
ls
[7
]
.
Scie
nce
process
s
kill
s
are
co
ns
ide
re
d
to
giv
e
stu
dent
s
m
eaning
f
ul
le
arn
i
ng
e
xperi
ences
becau
se
they
help
st
udents
t
o
achieve
hi
gh
-
l
evel
think
i
ng
a
nd
crit
ic
al
think
in
g
[8
]
.
Wh
e
r
e
crit
ic
al
thinki
ng
is
the
init
i
al
fo
undati
on
f
or
the
dev
el
op
m
ent
of
creati
ve
thin
king
[
9].
Ma
ste
rin
g
sci
ence
process
s
kill
s
al
lows
stu
den
t
s
to
acqu
i
re
th
e
sk
il
ls
need
e
d
to
s
olv
e
eve
ryday
pro
blem
s
[1
0]
.
Scie
nce
pro
cess
sk
il
ls
are
think
i
ng
s
ki
ll
s
us
ed
to
proce
s
s
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Multi
med
i
a physi
cs p
r
actic
um refl
ect
iv
e mate
rial
ba
se
d o
n proble
m
s
o
lv
ing
…
(
W
awan
Kurn
i
awan
)
591
inf
or
m
at
ion
,
s
olv
e
pro
ble
m
s
,
an
d
form
con
cl
us
io
ns
[
11]
.
Scie
nce
pro
cess
sk
il
ls
a
re
the
dr
i
ver
s
of
the
disco
ver
y
an
d
dev
el
op
m
ent
of
facts
an
d
co
ncep
ts
an
d
gro
wth
a
nd
t
he
de
velo
pm
ent
of
at
ti
tud
es
a
nd
value
s
[12].
T
he
im
portance
of
m
aster
in
g
sci
enc
e
proces
s
s
kill
s
by
stud
e
nts
ca
n
fac
il
it
at
e
stud
e
nts
in
un
der
sta
nd
i
ng
abstract
co
nce
pts
if
they
le
a
rn
th
rou
gh
c
oncrete
ob
j
ect
s
and
are
done
al
on
e
by
stu
den
ts
th
rou
gh
direct
le
arn
in
g
e
xperi
ences.
Lear
ning th
r
ough e
xp
e
rience ca
n be
done
d
i
rectl
y t
hroug
h pr
act
ic
al
act
ivit
ie
s [
13]
.
Pr
act
ic
um
act
i
viti
es
would
r
un
well
an
d
sm
oo
t
hly
wh
e
n
s
upplem
ented
with
a
m
ult
i
m
ediab
ook
[
14]
.
The
m
ultim
ediaboo
k
is
a
book
that
is
com
piled
to
assist
in
the
i
m
ple
m
ent
at
ion
of
pract
ic
um
wh
ic
h
co
ntains
the
exp
e
rim
ent
al
titl
e,
ob
j
ect
i
ves,
the
or
et
ic
a
l
basis,
too
ls
a
nd
m
at
erial
s,
a
nd
qu
e
sti
on
s
t
hat
le
ad
to
go
al
s
by
fo
ll
owin
g
the
ru
le
s
of
sci
ent
ific
wr
it
ing
.
P
racti
cum
gu
idance
as
on
e
of
the
le
arn
in
g
re
so
urces
in
pra
ct
ic
al
act
ivit
ie
s
sh
ould
be
a
guide
f
or
stu
den
ts
i
n
de
velo
ping
sci
e
nce
pr
ocess
s
ki
ll
s.
Ther
e
f
or
e,
it
is
i
m
po
rta
nt
in
the
basic
ph
ysi
cs
pract
ic
um
g
uid
e
to
c
on
ta
in
as
pe
ct
s o
f
science
process
sk
il
ls [
15
]
.
Re
search
on
s
ci
ence
pr
ocess
sk
il
ls
of
st
udents
in
basic
physi
cs
pract
ic
um
1
fr
ic
ti
on
m
at
erial
ha
d
pr
e
viously
bee
n
carrie
d
out
wh
e
re
in
the
f
ind
in
gs
of
the
stud
y
we
re
sci
ence
process
sk
il
ls
in
the
ov
e
ral
l
fr
ic
ti
on
pr
act
ic
e
stud
e
nts
had
sk
il
ls
that
were
cl
assifi
ed
as
ver
y
uns
kill
ed.
Ther
e
fore,
it
is
necessary
to
carry
ou
t
m
ultim
edial
ine
i
m
ple
m
e
ntati
on
r
esearc
h
base
d
on
sc
ie
nce
process
sk
il
ls
by
us
in
g
a
pro
blem
s
olv
i
ng
m
od
el
to
see
di
ff
e
ren
ces
in
m
ast
ery
of
sci
en
ce
process
sk
il
ls
betwee
n
stude
nts
w
ho
u
se
s
ci
ence
process
-
bas
e
d
pr
act
ic
al
guida
nce
an
d
st
ud
e
nt
s
who
use
co
nventio
nal
m
ultim
ediabooks.
Wh
e
re
la
te
r
th
e
resu
lt
s
of
thi
s
stud
y
can
be
us
e
d
as
a
basis
f
or
c
onside
rati
on
f
or
physi
cs
e
du
ca
ti
on
st
ud
y
pro
gr
am
s
in
a
pp
l
yi
ng
gu
i
da
nce
-
base
d
sci
ence
proces
s sk
il
ls
2.
RESEA
R
CH MET
HO
D
This
stu
dy
em
plo
ye
d
qua
ntit
at
ive
ap
proac
h
with
a
sta
ti
stical
gro
up
com
par
at
ive
resea
r
ch
desig
n.
This
resea
rch
was
co
nducte
d
in
the
la
borator
y
of
the
Ja
m
bi
Un
iversity
Teacher
Tra
ining
a
nd
Ed
uc
at
io
n
Faculty
Ph
ysi
c
s
Stu
dy
Progra
m
in
the
odd
s
e
m
est
er
of
2018
academ
ic
year
.
T
he
s
am
ples
ta
ken
i
n
this
stud
y
wer
e
al
l
ph
ysi
cs
ed
ucati
on
s
tud
e
nts
ta
king
108
basic
physi
cs
courses
div
ide
d
i
nto
e
xp
e
rim
ental
and
cl
ass
cl
asses.
co
ntr
ol
.
The
sam
pling
te
ch
nique
use
d
in
this
stu
dy
us
ed
total
sa
m
pl
ing
te
ch
niq
ue
.
Total
sa
m
pl
ing
te
chn
iq
ue
is
a
sam
pling
te
chn
iq
ue
if
al
l
m
e
m
ber
s
of
the
popula
ti
on
a
re
use
d
as
sam
ples
[16].
Sam
ples
from
54
pe
ople
in
t
he
e
xp
e
rim
ent
al
cl
ass
an
d
54
in
the
co
ntr
ol
gro
up
will
be
f
or
m
ed
into
gro
up
s
with
eac
h
gro
up
consi
sti
ng
of
4
to
5
stud
e
nts.
The
n
stud
e
nts
in
the
exp
e
rim
en
ta
l
cl
ass
wer
e
giv
en
treat
m
ent
to
prov
i
de
sci
enc
e
process
s
kill
s
-
base
d
pr
act
ic
um
with
fr
ic
ti
on
m
a
te
rial
wh
il
e
stud
ents
in
the
con
tr
ol
cl
ass
us
ed
c
onve
ntion
a
l
la
borator
y
gui
delines.
F
ur
t
he
rm
or
e,
stud
e
nts
in
each
pr
act
ic
um
gr
oup
use
d
too
ls
an
d
m
at
erial
s
pr
ov
i
ded
by
the r
esea
rc
her.
The
i
ns
tr
um
ent
us
e
d
in
this
stud
y
is
t
he
obser
vatio
n
s
he
et
of
sci
ence
proces
s
s
kill
s.
Ob
se
r
vations
m
ade
in
t
his
s
tud
y
wer
e
assi
ste
d
by
obse
rvers
total
in
g
20
pe
op
le
.
Data
on
the
obse
rvat
ion
s
heet
wi
ll
be
analy
zed
usi
ng
Use
desc
ripti
ve
sta
ti
sti
cs
to
see
the
m
ast
e
ry
of
i
nd
ic
at
or
s
of
sci
e
nce
proces
s
sk
il
ls
in
the
exp
e
rim
ental
c
la
ss
and
the
c
on
t
ro
l
cl
ass.
T
he
norm
al
pr
erequisi
te
te
st
i
n
this
stud
y
us
ed
the
K
olm
o
gor
ov
-
Sm
irnov
te
st
with
norm
al
ity
te
sti
ng
crit
eri
a
base
d
on
pro
bab
il
it
y
value
s
.
I
f
t
he
pro
babi
li
t
y
(sig.)
>
0.
05,
t
he
data
is
norm
all
y
distribu
te
d.
I
f
the
pro
ba
bili
t
y
(sig)
<
0.0
5,
then
the
data
is
no
t
norm
al
ly
distrib
uted
[
17
]
.
The
ho
m
og
e
neity
prere
qu
isi
te
te
st
in
this
st
ud
y
use
s
the
Le
ve
ne
te
st
with
te
sti
ng
crit
eria,
if
the
sig
ni
fica
nce
value
is
m
or
e
than
0.0
5,
it
can
be
sai
d
that
the
var
ia
nce
of
the
two
gro
ups
of
data
is
the
sa
m
e
so
that
the
te
st
stud
e
nts
us
in
g
the
sam
e
var
ia
nce
are
assum
ed
an
d
if
the
sign
ific
ance
value
is
s
m
a
ll
er
than
0.
05,
it
can
be
sai
d
that
the
var
ia
nc
e
of
th
e
two
gro
up
s
of
data
is
no
t
the
sa
m
e
so
that
stud
e
nt
te
sts
us
ing
the
sam
e
var
ia
nc
e
are
no
t
ass
um
ed
[1
7].
T
he
rese
arch
hypothesi
s
te
st
us
es
an
ind
epe
ndent
sam
ple
t
-
te
st.
The
outp
ut
of
the
ind
e
pende
nt
sa
m
ple
te
st
can
be
seen b
ased on
the v
al
ue
of
t
,
that
is
if
co
unt
<t
ta
ble,
then
H
0
i
s
acce
pted
and
i
f
t
-
co
un
t
>
t
-
ta
bl
e,
then
H
0
is
rej
ect
ed
or
based
on
the
value
of
sig.
(
2
-
ta
il
ed)>,
then
H
0
is
ac
cepted
a
nd
if
sig.
(2
-
ta
il
ed)
<
the
n H
0
is r
ejecte
d [
17
]
.
3.
RESU
LT
S
A
ND
DI
SCUS
S
ION
3.1.
Data
descri
p
ti
ve an
aly
sis
re
s
ults
The
res
ults
of
the
de
scri
ptive
analy
sis
of
m
ast
ery
of
sci
e
nc
e
proce
ss
s
kill
s
in
the
e
xp
e
rim
ental
cl
ass
and
the
c
ontr
ol
cl
ass
of
phys
ic
s
ed
ucati
on
s
tud
e
nts
in
the
2018/2
019
aca
dem
ic
ye
ar
are
show
n
i
n
Ta
bl
e
1
.
Ba
sed
on
Tabl
e
1
,
it
ca
n
be
seen
that
t
he
r
esults
of
m
ast
e
ry
of
the
e
xpe
rim
ental
cl
ass
sci
ence
pr
oces
s
sk
il
l
ind
ic
at
ors a
re
higher
tha
n
the
m
ast
ery of
the
experim
ental
science pr
ocess skil
ls.
Ma
ste
ry
of
the
process
s
kill
s
m
os
t
m
ast
ered
in
the
ex
per
i
m
ental
cl
ass
is
an
ind
ic
at
or
of
obser
vatio
n
sk
il
ls.
T
he
i
nd
i
cat
or
of
ob
se
r
va
ti
on
s
kill
s
in
t
he
e
xperim
ent
al
cl
ass
has
a
m
ean
val
ue
of
3.54,
m
edian
va
lue
of
3.50,
an
d
the
m
od
e
value
is
3.25.
Sim
i
la
r
t
o
the
e
xp
e
rim
e
ntal
cl
ass,
the
ob
s
er
vation
s
ki
ll
s
ind
ic
at
or
is
al
so
an
ind
ic
at
or
o
f
sc
ie
nce
process
sk
il
ls
that
is
m
os
tl
y
co
ntr
olled
by
the
c
on
tr
ol
cl
ass,
but
t
he
ave
rag
e
m
aster
y
is
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
4
,
Dec
e
m
ber
201
9
:
590
-
595
592
sti
ll
low
com
par
ed
t
o
the
e
xperim
ental
cl
a
ss.
T
he
in
dicat
or
of
obse
rv
at
i
on
sk
il
ls
in
th
e
co
ntro
l
cl
ass
has
a
m
ean v
al
u
e
of
2.98, m
edian
va
lue of
3.0
0,
a
nd
t
he
m
od
e
va
lue is
2.75.
Table
1.
S
kill
s
for
m
aking
dat
a table
s fo
r
e
xperim
ental
cl
asses an
d
c
ontr
ol classes
Ind
icato
r
Clas
s
Mean
Median
Mod
e
Min
Max
Ob
serv
atio
n
Exp
eri
m
en
t
3
.54
3
.50
3
.25
2
.75
4
.00
Co
n
trol
2
.98
3
.00
2
.75
2
.50
3
.75
Predictio
n
Exp
eri
m
en
t
3
.06
3
.00
3
.00
2
.00
4
.00
Co
n
trol
2
.51
2
.00
2
.00
1
.00
4
.00
Clas
sif
icatio
n
Exp
eri
m
en
t
3
.31
3
.00
3
.00
2
.00
4
.00
Co
n
trol
2
.96
3
.00
3
.00
1
.00
4
.00
3.2.
Analysis
of
pr
erequi
sites
fo
r
no
r
malit
y
The
a
naly
sis
of
te
st
pr
e
re
qu
is
it
es
fo
r
t
he
m
a
ste
ry
of
proces
s
sk
il
ls
us
i
ng
norm
al
ity
te
sts
i
s
pr
e
sente
d
in
Table
2.
The
ta
ble
sh
ows
th
at
the
sign
ific
a
nce
val
ues
in
the
K
olm
og
oro
v
-
Sm
irnov
te
st
fo
r
t
he
ex
per
i
m
ental
cl
ass is 0.0
62 a
nd for t
he
c
ontrol class
is 0.2
00.
Table
2.
Res
ults o
f
the
analy
si
s of the
no
rm
ality
test
o
f
m
aster
y o
f
sci
e
nce
process
sk
il
ls
(SPS)
in
exp
e
rim
ental
c
la
sses and c
ontrol classe
s
CLASS
Ko
l
m
o
g
o
rov
-
S
m
ir
n
o
v
a
Statistics
d
f
Sig
.
Exp
eri
m
en
tal
Clas
s
.
117
54
.
062
Co
n
trol Clas
s
.
078
54
.
20
0*
The
c
rite
ria
f
or
te
sti
ng
norm
alit
y
based
on
prob
a
bili
ty
value
s
are
i
f
the
val
ue
of
sig
nifica
nce
(sig.)
is
gr
eat
er
tha
n
0.05
the
n
t
he
da
ta
is
norm
al
ly
distri
bu
te
d.
T
her
e
fore
t
he
si
gn
i
ficance
val
ue
for
t
he
e
xe
cutive
cl
ass
an
d
the
con
t
ro
l
cl
ass
i
s
great
er
th
a
n
0.05
;
t
hen
the
data
m
ast
ery
of
sci
ence
pro
c
ess
sk
il
ls
in
both
t
he
exp
e
rim
ental
c
la
ss and the
contr
ol class
has a
nor
m
al
d
ist
ribu
ti
on at t
he 5
% sig
nificance
level.
3.3.
Analysis
of
h
om
ogenei
t
y
pre
requisi
te
test
resul
ts
an
d
h
ypothesi
s
test
in
g
Leve
ne'
s
te
st
or
va
riance
as
sum
pt
ion
te
st
is
a
pr
e
requisi
te
te
st
befor
e
a
nal
yz
ing
in
de
penden
t
sam
ple
t
-
te
st
.
In
Le
vene'
s
te
st,
if
there
is
no
dif
fer
e
nc
e
in
var
ia
nce
in
the
data,
t
he
n
the
t
-
te
st
us
e
s
the
Eq
ual
vari
ances
assum
ed
an
d
i
f
the
re
are
dif
fer
e
nces
i
n
th
e
var
ia
nce
in
the
data,
the
n
t
he
t
-
te
st
us
es
Eq
ual
va
riance
s
not
assum
ed
.
In
T
able
3
,
(
Leve
ne
'
s
Test
fo
r
Eq
ualit
y
of
Var
ia
nces
col
um
n)
,
it
can
be
seen
that
the
sign
ifi
cance
value
(si
g.)
of
pr
oc
ess
sk
il
l
m
ast
ery
data
i
s
0.
25
6.
Be
ca
us
e
the
sig
nifi
cance
valu
e
of
the
data
m
aster
y
of
sci
ence
proces
s
sk
il
ls
is
gr
eat
er
than
0.0
5;
then
there
is
no
di
ff
e
ren
c
e
in
data
var
ia
nce
betwee
n
the
exp
e
rim
ental
c
la
ss
an
d
the
co
ntr
ol
cl
ass.
T
he
Lave
ne'
s
te
sti
ng
c
rite
ria
bas
ed
on
pr
ob
a
bili
ty
values
are
i
f
th
e
value
of
sig
ni
ficance
(sig.)
is
gr
eat
er
tha
n
0.
05
the
n
it
is
no
t
there
are
different
va
riants
in
the
data.
The
refor
e
,
the test
of t
he
i
nd
e
pe
nd
e
nt sa
m
ple t
-
te
st
us
es the
E
qual
var
ia
nces ass
um
e
d
.
Fu
rt
her
m
or
e, a
n
a
naly
sis of
t
he
r
es
ults of the
ind
e
pende
nt sa
m
ple t
-
te
st
i
s p
resen
te
d
in
Ta
ble 2. F
ro
m
the
ta
ble,
it
can
be
see
n
t
hat
the
pr
ob
a
bili
ty
value
of
si
g.
(
2
-
ta
il
ed)
da
ta
m
ast
ery
of
sci
ence
process
s
k
il
ls
is
0.
000.
The
refo
re,
the
val
ue
of
sig.
(2
-
ta
il
ed)
process
s
kill
m
ast
ery
data
sm
al
le
r
than
0.0
5;
then
H
0
is
re
j
e
ct
ed,
m
eaning
that
t
her
e
a
re
a
di
fferent
sci
ence
proces
s
sk
il
ls
th
at
stud
e
nts
sig
nificantl
y
betw
een
the
e
xp
e
ri
m
ental
cl
ass
and
c
ontr
ol
cl
ass
in
P
hysic
s
Educat
ion
Stud
y
P
rog
ram
after
guidi
ng
a
pp
li
ed
sci
ence p
r
ocess
s
kill
s
-
base
d
la
b
us
in
g
a
m
od
el
of
pro
blem
so
lvi
ng
wit
h
a
5%
sig
nifican
ce
le
vel.
The
c
rite
ria
for
te
sti
ng
th
e
hypothe
sis
in
the
te
st
of
the
ind
e
pende
nt
sa
m
ple
t
-
te
st
are
if
the
pro
ba
bili
ty
value
is
sig
.
(
2
-
ta
il
ed
)
le
ss
than
0.0
5;
the
n
H
0
is rej
ect
e
d.
Be
sides
be
in
g
seen
from
the
pro
bab
il
it
y
value
of
si
gnific
a
nce,
hypothe
sis
te
sti
ng
ca
n
a
lso
be
s
ee
n
from
co
m
par
in
g
the
value
s
of
t
obta
ine
d
(
t
c
ount
)
with
t
table
values
.
T
he
value
of
t
table
can
be
f
ound
i
n
the
sta
ti
sti
cal
ta
ble
at
the
sig
nific
ance
of
0.0
25
(2
-
side
d
te
st)
with
the
de
gr
e
e
of
f
reedom
(d
f
)
106.
I
n
this
stud
y
,
the
res
ults
f
or
t
table
are
1.9
82.
T
he
cal
c
ulate
d
t
value
can
be
seen
i
n
Ta
ble
3
.
(
Col
um
n
t)
wh
ic
h
is
20,99
3.
The
hypothes
is
te
st
ing
c
rite
ria
a
re
the
va
lue
of
t
count
is
gr
eat
e
r
th
an
th
e
value
of
t
table
then
there
is
a
rej
ect
io
n
of
H
0
.
So
,
it
can
be
c
on
cl
ud
e
d
t
hat
there
a
re
dif
fere
nces
in
the
m
ast
ery
of
sci
en
ce
process
sk
il
ls
that
are
si
gnific
ant
betwee
n
the
e
xp
e
rim
ental
class
an
d
t
he
co
ntr
ol
cl
ass
afte
r
the
guida
nce
base
d
on
sci
ence
process
ski
ll
s
is
app
li
ed
usi
ng a
pro
blem
so
lving
the m
od
el
Evaluation Warning : The document was created with Spire.PDF for Python.
In
t J
E
val & R
es Educ
.
IS
S
N:
22
52
-
8822
Multi
med
i
a physi
cs p
r
actic
um refl
ect
iv
e mate
rial
ba
se
d o
n proble
m
s
o
lv
ing
…
(
W
awan
Kurn
i
awan
)
593
Table
3
.
Stat
ist
ic
s
gro
up r
es
ul
ts of com
par
at
ive a
naly
sis o
f m
ast
ery of
scie
nce
process
sk
il
ls
(SPS)
cl
ass expe
rim
ents
and c
on
t
ro
l cl
ass
es usi
ng in
de
pende
nt sam
ple t
-
t
est
Clas
s
N
Mean
Std
.
Dev
iatio
n
Std
.
Mean
Er
ror
KPS
Exp
eri
m
en
t
54
3
.13
8
5
.23
7
6
2
.03
2
3
4
Co
n
trol
54
2.
1091
.27
0
9
1
.03
6
8
7
Table
3
dis
pla
ys
about d
at
a
gro
up
sta
ti
sti
cs.
Ba
sed
on
t
he
t
able
it
can b
e
s
een
that
t
he
am
ount o
f
data
(N)
in
the
e
xp
erim
ental
c
la
ss
is
54
a
nd
has
a
m
ean
of
3.1
385
with
a
sta
nd
a
r
d
de
viati
on
of
0.237
62.
Fo
r
the
con
t
ro
l,
t
he
cl
a
ss
has
a
num
ber
of
data
54
wi
th
a
m
ean
of
2.109
1
a
nd
a
sta
nd
a
r
d
de
viati
on
of
0.2
7091.
Ba
sed
on
the
a
f
or
em
entione
d
pa
ram
et
ers,
it
ca
n
be
co
nclu
ded
tha
t
the
ave
ra
ge
m
ast
ery
of
sci
ence
process
s
kill
s
in
the
ex
per
im
ental
cl
ass
us
in
g
sci
ence
pr
oces
s
sk
il
ls
base
d
gu
i
dan
ce
us
i
ng
a
pro
blem
so
lvin
g
m
od
el
is
bette
r
than
t
he
a
ver
a
ge
m
ast
ery of
s
c
ie
nce pr
ocess
s
kill
s in
the
con
trol class
us
in
g co
nv
e
ntio
nal
gu
i
des
Ba
sed
on
the
fi
nd
i
ngs
in
this
stud
y,
it
can
be
seen
that
the
use
of
pract
ic
al
gu
i
dan
ce base
d
on
sci
ence
process
s
kill
s
by
us
in
g
the
pro
blem
so
lving
m
od
el
hel
ps
exp
e
rim
ental
cl
ass
stud
e
nts
to
pr
act
ic
e
sc
ie
nce
process
s
kill
s.
The
prese
ntati
on
of
pro
blem
s
reg
a
rd
i
ng
pr
a
ct
ic
u
m
con
ta
in
ed
in
the
init
ia
l
sect
ion
of
t
he
gu
i
de
directs
e
xp
e
rim
ental
stud
en
ts
to
va
rio
us
act
ivit
ie
s
su
ch
as
obser
ving,
pr
e
dicti
ng,
i
nter
pr
et
in
g,
a
pply
in
g
con
ce
pts,
plan
ning
ex
pe
rim
e
nts
an
d
c
ommun
ic
at
in
g
the
r
esults.
Ba
sed
on
t
he
obse
r
va
ti
on
s
heet
dat
a,
the
exp
e
rim
ental
c
la
ss
stu
den
ts
ha
ve
been
good
at
m
ast
ering
the
in
dicat
ors
of
sci
ence
proc
ess
sk
il
ls.
H
oweve
r,
the in
dicat
or of
the
process
sk
i
ll
s
m
os
t
m
ast
ered
in
the e
xper
i
m
ental
class i
s an
i
nd
ic
at
or
of obser
vatio
n
s
ki
ll
s.
This is s
uppo
rted by d
oc
um
entat
ion
d
at
a
in
t
he fo
rm
o
f
im
a
ges.
The
high
le
vel
of
m
ast
ery
of
the
in
dicat
ors
of
the
obser
va
ti
on
process
s
kill
s
base
d
on
al
l
fo
rm
s
of
le
arn
in
g
act
ivit
ie
s
bo
th
i
n
the
cl
assroom
and
in
the
la
borato
ry
beg
i
ns
wit
h
an
obse
rv
at
io
n.
O
bs
er
vatio
n
s
kill
s
are
the
m
os
t
ba
sic
sk
il
ls
of
s
tud
e
nts
w
he
n
cond
ucting
ex
per
im
ents
[18].
Alm
os
t
every
act
ivit
y
of
s
ci
ence
beg
i
ns
with
ob
serv
at
io
n.
In
a
dd
it
io
n,
obse
rvat
ion
sk
il
ls
are
the
m
os
t
basic
sk
il
l
s
that
su
pport
the
m
aster
y
of
the
ne
xt
s
kill
[
19
]
.
O
bs
er
ving
is
a
f
undam
ental
sk
il
l
wh
ic
h
is
the
m
ai
n
bas
is
of
the
gro
wth
of
s
ci
ence,
wh
ic
h
helps
in
dep
e
nd
ent stu
de
nts in solvi
ng a case,
think creat
ivel
y and t
hink c
riti
cal
ly
[
20
]
.
The
pr
ese
ntati
on
of
the
i
niti
al
qu
est
io
ns
a
bo
ut
the
m
at
erial
pr
act
ic
ed
re
qu
i
res
stu
de
nts
to
hav
e
init
ia
l
knowle
dge
s
o
that
w
hen
doin
g
a
pr
act
ic
um
,
stud
ents
al
read
y
un
derst
and
w
hat
m
us
t
be
done
bo
t
h
in
determ
ining
th
e
too
ls
and
m
a
te
rial
s
to
be
us
ed
as
well
as
ho
w
to
de
sig
n
exp
e
rim
ents
to
get
the
desire
d
data.
Stud
e
nts
m
us
t
hav
e
t
he
init
ia
l
knowle
dge
be
fore
co
nducti
ng
pract
ic
al
act
ivit
ie
s
because
this
will
help
assis
t
them
in
fo
ll
owin
g
the
la
b
le
arn
i
ng
proces
s.
In
a
ddit
ion
,
init
ia
l
kn
owle
dg
e
ca
n
be
th
e
basis
for
stu
de
nts
to
dev
el
op
f
ur
t
he
r
knowle
dge
[
21
]
.
I
niti
al
know
le
dg
e
posse
ssed
by
st
ud
e
nt
s/st
ud
ents
is
t
he
basis
for
buil
ding
their
nex
t
knowle
dge.
This i
niti
al
q
uestio
n i
s su
m
m
arized in
the
f
or
m
o
f a
n
inte
rim
r
eport.
T
he
lo
w
sci
e
nc
e
process
sk
i
ll
s
in
the
co
n
trol
cl
ass
are
influ
e
nce
d
by
the
us
e
of
c
onve
ntion
al
gu
i
debo
oks,
w
her
e
the
w
ork
ste
ps
co
ntaine
d
in
co
nve
ntio
nal
guides
a
re
pr
ese
nted
i
n
de
ta
il
.
This
can
cause
reasonin
g
a
bili
ty
to
so
l
ve
the
pro
blem
s
pr
esented
by
st
ud
e
nt
s
to
be
lo
w
a
nd
stu
de
nts
ca
nnot
t
hink
c
riti
cal
ly
in
determ
ining
what act
ion
s t
o
ta
ke
in
desig
ning the e
xp
e
rim
e
nt.
Stu
de
nts who
a
re less acti
ve
in a
n
act
ivit
y, the
y
will
hav
e
progress
in
div
id
ual
ly
accord
i
ng
t
o
their
knowle
dg
e
a
nd
abili
ti
es,
w
hic
h
af
fe
ct
stud
ent
m
otivati
on
[22
-
26]
.U
se
of
pr
act
i
c
um
inst
ru
ct
io
ns
t
hat
ar
e
too
detai
le
d
r
esults
in
le
ss
st
i
m
ulati
ng
stu
de
nts
to
de
velo
p
their
reasonin
g
pow
er
to
pla
n
an
d
so
lve
pro
blem
s
they
face,
this,
of
co
urse
,
will
hav
e
a
n
eff
ect
on
m
a
ste
rin
g
process
sk
il
ls t
hey [
5
,
27
,
28]
.
This
researc
h
i
s
a
f
ollo
w
-
up
researc
h
from
the
pre
vious
r
esearch
with
t
he
ti
tl
e
"De
velop
m
ent
of
a
book
f
or
the
pr
ese
r
vation
of
basic
physi
c
s
pr
act
ic
um
I
base
d
on
sci
ence
proce
ss
s
kill
s
us
in
g
a
pro
blem
so
lvi
ng
m
od
el
on
fr
ic
ti
on
m
ater
ia
l"
in
2018.
Howe
ver,
the
r
esearch
only
reached
t
he
sta
ge
of
de
velo
pi
ng
t
he
pro
du
ct
te
st
on
s
m
al
l
c
la
sses.
Ther
e
fore,
thi
s
researc
h
wa
s
cond
ucted
on
al
l
ph
ysi
cs
educat
ion
stu
de
nts
w
ho
con
t
racted
bas
ic
ph
ysi
cs
c
ourses
I
.
T
he
stu
dy
al
so
pro
vide
d
ad
diti
onal
inf
or
m
at
ion
ab
ou
t
st
ud
e
nts'
sci
ence
process
sk
il
ls
s
o
th
at
they
c
ou
ld
be
ta
ke
n
int
o
c
onside
rati
on
for
physi
cs
e
du
cat
io
n
pro
gr
a
m
s
and
ot
her
stud
y
pro
gr
am
s to
ap
ply t
eachin
g
m
at
erial
s and
m
ultim
edia
base
d on sci
ence
proc
ess sk
il
ls.
Ther
e
are
se
ve
ral
fact
or
s
t
ha
t
beco
m
e
ob
sta
cl
es
for
st
udents
w
he
n
doin
g
a
pr
act
ic
um
.
These
ob
sta
cl
es
a
re
s
een
wh
e
n
t
he
pract
ic
al
proces
s
is
in
pro
gr
ess
.
The
obsta
cl
e
factors
are:
1)
the
la
ck
of
us
e
of
t
he
picture
i
n
the
guide
book
m
akes
it
diff
ic
ult
f
or
st
ud
e
nts
to
desig
n
the
t
rial
schem
e;
2)
Th
e
us
e
of
la
ngua
ge
tha
t
is
le
ss
co
m
m
u
n
ic
at
ive
in
the
work
proce
dur
es
sect
ion
m
ak
es
it
diff
ic
ult
fo
r
stu
de
nts
to
determ
ine
the
ste
ps
of
work to
b
e
do
ne
.
Ba
sed
on
the
fi
nd
i
ngs
in
this
stud
y,
it
can
be
seen
that
the
use
of
pract
ic
al
gu
i
dan
ce base
d
on
sci
ence
process
s
kill
s
by
us
in
g
the
pro
blem
so
lving
m
od
el
hel
ps
exp
e
rim
ental
cl
ass
stud
e
nts
to
pr
act
ic
e
sc
ie
nce
process
s
kill
s.
The
prese
ntati
on
of
pro
blem
s
reg
a
rd
i
ng
pr
a
ct
ic
u
m
con
ta
in
ed
in
the
init
ia
l
sect
ion
of
t
he
gu
i
de
directs
e
xp
e
rim
ental
stud
en
ts
to
va
rio
us
act
ivit
ie
s
su
ch
as
obser
ving,
pr
e
dicti
ng,
i
nter
pr
et
in
g,
a
pply
in
g
con
ce
pts,
plan
ning
ex
pe
rim
e
nts
an
d
c
ommun
ic
at
in
g
the
r
esults.
Ba
sed
on
t
he
obse
r
va
ti
on
s
heet
dat
a,
the
exp
e
rim
ental
c
la
ss
stu
den
ts
ha
ve
been
good
at
m
ast
ering
the
in
dicat
ors
of
sci
ence
proc
ess
sk
il
ls.
H
oweve
r,
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2252
-
8822
In
t.
J
.
Eval
.
&
Re
s
.
E
du
c
.
Vo
l
.
8
, No
.
4
,
Dec
e
m
ber
201
9
:
590
-
595
594
the in
dicat
or of
th
e
process
sk
i
ll
s
m
os
t
m
ast
ered
in
the e
xper
i
m
ental
class i
s an
i
nd
ic
at
or
of obser
vatio
n
s
ki
ll
s.
This is s
uppo
rted by d
oc
um
entat
ion
d
at
a
in
t
he fo
rm
o
f
im
a
ges.
The
high
le
vel
of
m
ast
ery
of
the
in
dicat
ors
of
the
obser
va
ti
on
process
s
kill
s
base
d
on
al
l
fo
rm
s
of
le
arn
in
g
act
ivit
ie
s
bo
th
i
n
the
cl
assroom
and
in
the
la
borato
ry
beg
i
ns
wit
h
an
obse
rv
at
io
n.
O
bs
er
vatio
n
s
kill
s
are
the
m
os
t
basic
sk
il
ls
of
stud
e
nts
w
hen
cond
ucting
e
xperim
ents
[1
8
,
29
,
30]
.
Alm
os
t
ever
y
act
iv
it
y
of
sci
ence
beg
i
ns
with
obser
vat
ion
.
I
n
a
dd
it
io
n,
obser
vatio
n
sk
il
ls
are
t
he
m
os
t
basic
sk
il
ls
that
sup
port
the
m
ast
ery
of
the
nex
t
s
kill
[1
9]
.
Ob
se
rv
i
ng
i
s
a
fund
am
ental
sk
il
l
wh
ic
h
is
the
m
ai
n
basis
of
the
gro
wth
of
sci
ence, w
hich helps
in
dep
e
nd
ent stu
de
nts in solvi
ng a case,
think creat
ivel
y
and thin
k
c
riti
cal
ly
[
20
]
.
The
pr
ese
ntati
on
of
the
i
niti
al
qu
est
io
ns
a
bo
ut
the
m
at
erial
pr
act
ic
ed
re
qu
i
res
stu
de
nts
to
hav
e
init
ia
l
knowle
dge
s
o
that
w
hen
doin
g
a
pr
act
ic
um
,
stud
ents
al
read
y
un
derst
and
w
hat
m
us
t
be
done
bo
t
h
in
determ
ining
th
e
too
ls
and
m
a
te
rial
s
to
be
us
ed
as
well
as
ho
w
to
de
sig
n
exp
e
rim
ents
to
get
the
desire
d
data.
Stud
e
nts
m
us
t
hav
e
t
he
init
ia
l
knowle
dge
be
fore
co
nducti
ng
pract
ic
al
act
ivit
ie
s
because
this
will
help
assis
t
them
in
fo
ll
owin
g
the
la
b
le
arn
i
ng
proces
s.
In
a
ddit
ion
,
init
ia
l
kn
owle
dg
e
ca
n
be
th
e
basis
for
stu
de
nts
to
dev
el
op
f
ur
t
he
r
knowle
dge
[
21
]
.
I
niti
al
know
le
dg
e
posse
ssed
by
st
ud
e
nt
s/st
ud
ents
is
t
he
basis
for
buil
ding
their
nex
t
knowle
dge.
This i
niti
al
q
uestio
n i
s su
m
m
arized in
the
f
or
m
o
f a
n
inte
rim
r
eport.
T
he
lo
w
sci
e
nc
e
process
sk
i
ll
s
in
the
co
nt
ro
l
cl
ass
are
influ
e
nce
d
by
the
us
e
of
c
onve
ntion
al
gu
i
debo
oks,
w
her
e
the
w
ork
ste
ps
co
ntaine
d
in
co
nve
ntio
nal
guides
a
re
pr
ese
nted
i
n
de
ta
il
.
This
can
cause
reasonin
g
a
bili
ty
to
so
l
ve
the
pro
blem
s
pr
esented
by
st
ud
e
nt
s
to
be
lo
w
a
nd
stu
de
nts
ca
nnot
t
hink
c
riti
cal
ly
in
determ
ining
what act
ion
s t
o
ta
ke
in
desig
ning the e
xp
e
rim
e
nt.
Stu
de
nts who
a
re less acti
ve
in a
n
act
ivit
y, the
y
will
hav
e
progress
in
div
id
ual
ly
accord
i
ng
t
o
their
knowle
dg
e
a
nd
abili
ti
es,
w
hic
h
af
fe
ct
stud
ent
m
otiv
at
ion
[22
-
24]
.U
se
of
pr
act
ic
um
inst
ru
ct
io
ns
t
hat
ar
e
too
detai
le
d
r
esults
in
le
ss
st
i
m
ulati
ng
stu
de
nts
to
de
velo
p
their
reasonin
g
pow
er
to
pla
n
an
d
so
lve
pro
blem
s
they
face,
this,
of
co
urse
,
will
hav
e
a
n
eff
ect
on
m
a
ste
rin
g
process
sk
il
ls t
hey [
5].
This
researc
h
i
s
a
f
ollo
w
-
up
researc
h
from
the
pre
vious
r
esearch
with
t
he
ti
tl
e
"De
velop
m
ent
of
a
book
f
or
the
pr
ese
r
vation
of
basic
physi
c
s
pr
act
ic
um
I
base
d
on
sci
ence
proce
ss
s
kill
s
us
in
g
a
pro
blem
so
lvi
ng
m
od
el
on
fr
ic
ti
on
m
ater
ia
l"
in
2018.
Howe
ver,
the
r
e
search
only
reached
t
he
sta
ge
of
de
velo
pi
ng
t
he
pro
du
ct
te
st
on
s
m
al
l
c
la
sses.
Ther
e
fore,
thi
s
researc
h
wa
s
cond
ucted
on
al
l
ph
ysi
cs
educat
ion
stu
de
nts
w
ho
con
t
racted
bas
ic
ph
ysi
cs
c
ourses
I
.
T
he
stu
dy
al
so
pro
vide
d
ad
diti
onal
inf
or
m
at
ion
ab
ou
t
st
ud
e
nts'
s
ci
ence
process
sk
il
ls
s
o
th
at
they
c
ou
ld
be
ta
ke
n
int
o
c
onside
rati
on
for
physi
cs
e
du
cat
io
n
pro
gr
a
m
s
and
ot
her
stud
y
pro
gr
am
s to
ap
ply t
eachin
g
m
at
erial
s and m
ultim
edia b
ase
d on sci
ence
proc
ess sk
il
ls.
Ther
e
are
se
ve
ral
fact
or
s
t
ha
t
beco
m
e
ob
sta
cl
es
for
st
u
den
ts
w
he
n
doin
g
a
pract
ic
um
.
These
ob
sta
cl
es
a
re
s
een
wh
e
n
t
he
pract
ic
al
proces
s
is
in
pro
gr
ess
.
The
obsta
cl
e
factors
are:
1)
the
la
ck
of
us
e
of
t
he
picture
i
n
the
guide
book
m
akes
it
diff
ic
ult
f
or
st
ud
e
nts
to
desig
n
the
t
rial
schem
e;
2)
Th
e
us
e
of
la
ngua
g
e
tha
t
is
le
ss
co
m
m
u
nicat
ive
in
the
work
proce
dur
es
sect
ion
m
ak
es
it
diff
ic
ult
fo
r
stu
de
nts
to
determ
ine
the
ste
ps
of
work to
b
e
do
ne
.
4.
CONCL
US
I
O
N
T
her
e
is
a
signi
ficant
diff
e
re
nc
e
in
the
m
ast
e
ry
of
proce
ss
s
kill
s
between
t
he
ex
per
im
ental
cl
ass
and
the
c
on
t
ro
l
cl
ass
.
Ba
sed
on
the
sta
ti
sti
cal
par
am
et
ers
us
ed,
it
can
be
concl
ud
e
d
that
the
aver
a
ge
m
as
t
ery
of
sci
ence
pr
oces
s
sk
il
ls
in
the
exp
e
rim
ental
c
la
ss
us
in
g
sci
e
nce
pr
ocess
s
ki
ll
s
based
gu
i
da
nce
usi
ng
a
pro
ble
m
so
lvi
ng
m
od
el
is
bette
r
tha
n
the
a
ver
a
ge
m
a
ste
ry
of
s
ci
ence
process
sk
il
ls
in
the
co
ntr
ol
cl
ass
us
i
ng
conve
ntion
al
guides
.
The
ad
diti
on
of
exp
e
rim
ental
il
lustrati
on
i
m
ages
on
the
m
ultim
edia
is
ex
pected
to
hel
p
stud
e
nts
in
desig
ning
the
tria
l
sche
m
e.
The
us
e
of
m
or
e
com
m
un
ic
at
ive
la
ng
ua
ge
can
help
stu
den
ts
in
dete
r
m
ining
act
ion
s i
n wor
k proce
dures.
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