The Development of Scientific Reasoning Ability on Concept of Light and Image of Grade 9 Students by Using Inquiry-Based Learning 5E with Prediction Observation and Explanation Strategy
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purposes of this research were 1) to develop student’s scientific reasoning ability on the concept of light and image at a criterion of 70 using inquiry-based learning 5E with prediction observation and explanation strategy and 2) to compare students’ scientific learning achievement on the concept of light and image after using inquiry-based learning 5E with prediction observation and explanation strategy. The target groups were 22 students of grade 9 selected by a purposive sampling method. The research instruments were lesson plans, achievement test, scientific reasoning ability test, scientific reasoning ability observation form, and scientific reasoning ability interview form the statistics used in data analysis were mean, percentage, and t-test. The results showed that 1) the scientific reasoning ability in cycles 1, 2, and 3. There were 6, 13, and 21 students who passed their criteria of 70% of the full score in each learning cycle, respectively. 2) Students’ learning achievement after learning with the learning management was significantly higher than the establishment at a criterion of 70 at a statistical level of .05.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it