Purpose and research hypothesesFrom

Purpose and research hypotheses
From a methodological point of view, research findings on the effects of the three cognitive variables described above, i.e., logical thinking, field dependence/independence and convergence/divergence, have been established by implementing correlation analysis, multiple linear regression and logistic regression (Danili and Reid, 2004, 2006; Tsitsipis et al., 2010, 2012). However, the particularity of the understanding of physical changes, requiring the prerequisite knowledge on the structure of matter along with the operation of mental resources related to cognitive variables, appears to be a quite complex matter that demands further investigation. Latent variables are involved when assessing students’ achievement and combined effects are expected to play a significant role. A more detailed portrait of these effects, if known, would be a valuable asset for the theory and practice in science education. Focusing on advanced statistical procedures, structure equation modeling appears to be one suitable modeling approach to analyze the effect of the contributing components on students’ performance.
The purpose of the present study is to reveal the structural relation among variables, observable or latent, constituting students’ knowledge on the structure of matter and changes of state on the one hand, and the above cognitive variables affecting their performance on the other.
Three models were tested: First, a confirmatory factor model was applied in order to verify the two dimensions of structure understanding, the particulate and the collective dimension, proposed in the literature. Second a multi-indicator multi-cause (MIMIC) model was applied, to explain students’ performance by latent and observed variables simultaneously (Jo¨ reskog and So¨ rbom, 1998). Finally, a path analysis, where the contributed components were used as observed variables, was implemented to demonstrate direct and indirect predictor effects on selected students’ achievement scores. The research hypotheses tested by the implementation of the above statistical approaches are:
(1) The dimensions of structure understanding, the particulate and the collective dimension respectively, comprise two latent variables measured by the corresponding observables used in the instrument.
(2) The dimensions of structure understanding, the particulate and the collective dimension, both effect students’ understanding of the state changes of matter.
(3) The three cognitive variables: (a) logical thinking, (b) fielddependence/
independence and (c) convergence/divergence affect the dimensions of structure understanding, the particulate and the collective dimension.
(4) The three cognitive variables: (a) logical thinking, (b) fielddependence/
independence and (c) convergence/divergence have all direct and indirect effects and effect students’ understanding of the changes of state of matter.
(5) The three cognitive variables: (a) logical thinking, (b) fielddependence/ independence and (c) convergence/divergence affect students understanding of physical changes and their competence in their interpretations.

Hasil (Bahasa Indonesia) 1:

Purpose and research hypothesesFrom a methodological point of view, research findings on the effects of the three cognitive variables described above, i.e., logical thinking, field dependence/independence and convergence/divergence, have been established by implementing correlation analysis, multiple linear regression and logistic regression (Danili and Reid, 2004, 2006; Tsitsipis et al., 2010, 2012). However, the particularity of the understanding of physical changes, requiring the prerequisite knowledge on the structure of matter along with the operation of mental resources related to cognitive variables, appears to be a quite complex matter that demands further investigation. Latent variables are involved when assessing students’ achievement and combined effects are expected to play a significant role. A more detailed portrait of these effects, if known, would be a valuable asset for the theory and practice in science education. Focusing on advanced statistical procedures, structure equation modeling appears to be one suitable modeling approach to analyze the effect of the contributing components on students’ performance.The purpose of the present study is to reveal the structural relation among variables, observable or latent, constituting students’ knowledge on the structure of matter and changes of state on the one hand, and the above cognitive variables affecting their performance on the other.Three models were tested: First, a confirmatory factor model was applied in order to verify the two dimensions of structure understanding, the particulate and the collective dimension, proposed in the literature. Second a multi-indicator multi-cause (MIMIC) model was applied, to explain students’ performance by latent and observed variables simultaneously (Jo¨ reskog and So¨ rbom, 1998). Finally, a path analysis, where the contributed components were used as observed variables, was implemented to demonstrate direct and indirect predictor effects on selected students’ achievement scores. The research hypotheses tested by the implementation of the above statistical approaches are:(1) The dimensions of structure understanding, the particulate and the collective dimension respectively, comprise two latent variables measured by the corresponding observables used in the instrument.(2) The dimensions of structure understanding, the particulate and the collective dimension, both effect students’ understanding of the state changes of matter.(3) The three cognitive variables: (a) logical thinking, (b) fielddependence/independence and (c) convergence/divergence affect the dimensions of structure understanding, the particulate and the collective dimension.(4) The three cognitive variables: (a) logical thinking, (b) fielddependence/independence and (c) convergence/divergence have all direct and indirect effects and effect students’ understanding of the changes of state of matter.(5) ketiga variabel kognitif: berpikir () logis, (b) fielddependence / kemerdekaan dan (c) konvergensi/divergensi mempengaruhi siswa pemahaman perubahan fisik dan kompetensi mereka dalam menafsirkannya.