In this study, structural equation

In this study, structural equation modeling (SEM) is applied to an instrument assessing students’ understanding of the particulate nature of matter, the collective properties and physical changes, such as melting, evaporation, boiling and condensation. The structural relationships among particular groups of items were investigated. In addition, three cognitive variables, such as logical thinking, field-dependence/field-independence and convergence/divergence dimension were included in the SEM analysis and their effects on students’ performance were estimated. Specifically, three models were tested: a confirmatory factor model (CFM), a multiple-indicator multiple-cause (MIMIC) model and a path analysis. The results showed that the three cognitive variables, along with achievements in the dimensions of structure understanding, sufficiently explain students’ understanding of physical changes, providing additionally their direct and the
indirect effects. Moreover, a theoretical analysis and interpretation of the results are provided that adds to our understanding about the role of cognitive variables in the mental processes involved in learning the specific-domain material. Implications for science education are discussed.

Hasil (Bahasa Indonesia) 1:

Dalam studi ini, (SEM) model persamaan struktural diterapkan untuk instrumen penilaian pemahaman mahasiswa dari sifat partikel materi, properti kolektif dan perubahan fisik, seperti meleleh, penguapan, mendidih dan kondensasi. Struktur hubungan antara kelompok-kelompok tertentu dari item diselidiki. Selain itu, tiga variabel kognitif, seperti Logis pemikiran, bidang-ketergantungan/bidang-kemerdekaan dan konvergensi/divergensi dimensi dimasukkan dalam analisis SEM dan pengaruhnya terhadap kinerja siswa diperkirakan. Secara khusus, tiga model diuji: model konfirmasi faktor (CFM), model multi-indikator multiple-penyebab (MENIRU) dan analisis jalur. Hasil penelitian menunjukkan bahwa tiga variabel kognitif, bersama dengan prestasi dalam dimensi pemahaman struktur, cukup menjelaskan pemahaman siswa tentang perubahan fisik, memberikan tambahan langsung mereka danefek tidak langsung. Selain itu, analisis teoritis dan interpretasi hasil yang disediakan yang menambah pemahaman kita tentang peran kognitif variabel dalam proses mental yang terlibat dalam pembelajaran materi domain-spesifik. Implikasi untuk pendidikan sains yang dibahas.