Self-Directed Learning as a Strategy to Enhance Students Science Concept Mastery

Abstract

Self-Directed Learning (SDL) is a teaching approach that emphasizes autonomy, self-control, and active student involvement in the learning process. In the context of science education, SDL has the potential to improve concept mastery through self-investigation experiences, experimental activities, and deeper meaning-making. This study aims to evaluate the effectiveness of the self-directed learning approach through the Self-Directed Science Experiment Module (SDSEM) in enhancing students’ concept mastery for the topic of methods of separating mixtures in the Form One Science subject. The study employed a quasi-experimental design with a non-equivalent control group (pre-test–post-test), involving 78 students in a Government-Assisted Religious School (GARS). The treatment group followed lessons using SDSEM, which involved conducting experiments independently, while the control group followed conventional teaching based on group experiments using standard laboratory apparatus. The Concept Mastery Test (CMT) instrument consisted of 20 multiple-choice items covering the entire topic. The findings showed that there was a significant effect on science concept mastery when self-directed learning was applied. Overall, this study demonstrates that the self-directed learning approach through SDSEM is effective in improving students’ concept mastery and is appropriate to be applied as an alternative teaching strategy in science education.