Titin Sunarti, M. Z. B. Amiruddin, Wasis, W. Setyarsih, M. N. R. Jauhariyah, Abu Zainuddin
This study aims to determine the effect of applying the learning discussion model on students' critical thinking skills. This study uses a type of pre-experimental research with a research design, one group pretest-posttest design. The subjects of this research are students who program general physics courses from chemistry study program, biology study program, and mathematics study program. This research tested by giving pretest questions, treating discussion learning models, and posttest in general physics courses. The results of this study found that critical thinking skills students are the highest student (1) study program mathematics, (2) biology study program, and (3) chemistry study program. In addition, test results and learning each has a relationship with the other, proven by paired sample t-tests. That way, critical thinking skills are essential for students to master to compete in the era of technological development and the demands of the 21st century. Critical thinking skills are not seen from the department but from the ability of each individual in solving problems.
本研究旨在确定应用学习讨论模式对学生批判性思维能力的影响。本研究采用预实验研究法，研究设计为一组前测-后测设计。研究对象为化学学习课程、生物学习课程和数学学习课程中普通物理课程的学生。本研究通过对普通物理课程进行前测提问、讨论学习模型处理和后测进行测试。研究结果发现，批判性思维能力最高的学生是(1)数学学习课程、(2)生物学习课程和(3)化学学习课程的学生。此外，经配对样本 t 检验证明，考试成绩和学习成绩之间存在着一定的关系。由此可见，批判性思维能力是学生在科技发展的时代和 21 世纪的要求下参与竞争所必须掌握的技能。批判性思维能力不是从部门来看的，而是从每个人解决问题的能力来看的。
{"title":"Discussion of Learning: Implementation and Effect on Critical Thinking Skills of Students in General Physics Courses","authors":"Titin Sunarti, M. Z. B. Amiruddin, Wasis, W. Setyarsih, M. N. R. Jauhariyah, Abu Zainuddin","doi":"10.46627/silet.v4i2.225","DOIUrl":"https://doi.org/10.46627/silet.v4i2.225","url":null,"abstract":"This study aims to determine the effect of applying the learning discussion model on students' critical thinking skills. This study uses a type of pre-experimental research with a research design, one group pretest-posttest design. The subjects of this research are students who program general physics courses from chemistry study program, biology study program, and mathematics study program. This research tested by giving pretest questions, treating discussion learning models, and posttest in general physics courses. The results of this study found that critical thinking skills students are the highest student (1) study program mathematics, (2) biology study program, and (3) chemistry study program. In addition, test results and learning each has a relationship with the other, proven by paired sample t-tests. That way, critical thinking skills are essential for students to master to compete in the era of technological development and the demands of the 21st century. Critical thinking skills are not seen from the department but from the ability of each individual in solving problems.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students use of digital devices (DDs), and the disruption of their attention in class is generally considered a cause for considerable concern regarding how it affects their performance in the classroom. Based on students' perceptions, this study aims to determine whether these DDs positively impact learning effectiveness. Using a qualitative exploratory design, the study sought to better understand the subject matter under investigation through the students' experiences. Before submission of the data to software for analysis, another person reviewed the transcribed text independently. ATLAS.ti version 22 software was used to analyze the data by an independent analyst. Findings showed that personal computers, tablets, mobile phones, and iPads are classrooms’ most commonly used DDs. Even though the advantages of using DDs in the classroom are significant, it was suggested that appropriate and responsible use of DDs is crucial for students to develop digital literacy, online safety, and responsible technology use habits, teachers and schools should establish guidelines and provide digital citizenship education. The study conclude that teachers need to implement strategies that minimize distractions while helping students.
{"title":"Digital Devices: Blessings or Curses to University Students’ Learning Effectiveness in the Classroom","authors":"O. Awodiji, Brenda Baluka","doi":"10.46627/silet.v4i2.242","DOIUrl":"https://doi.org/10.46627/silet.v4i2.242","url":null,"abstract":"Students use of digital devices (DDs), and the disruption of their attention in class is generally considered a cause for considerable concern regarding how it affects their performance in the classroom. Based on students' perceptions, this study aims to determine whether these DDs positively impact learning effectiveness. Using a qualitative exploratory design, the study sought to better understand the subject matter under investigation through the students' experiences. Before submission of the data to software for analysis, another person reviewed the transcribed text independently. ATLAS.ti version 22 software was used to analyze the data by an independent analyst. Findings showed that personal computers, tablets, mobile phones, and iPads are classrooms’ most commonly used DDs. Even though the advantages of using DDs in the classroom are significant, it was suggested that appropriate and responsible use of DDs is crucial for students to develop digital literacy, online safety, and responsible technology use habits, teachers and schools should establish guidelines and provide digital citizenship education. The study conclude that teachers need to implement strategies that minimize distractions while helping students.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many e-books have been developed to learn specific physics concepts with comprehensive features. This means that e-books not only contain the primary components such as animations, videos, and illustrations, but also many of them are equipped with virtual experiments. However, these e-books often lack integration of the assessment process, which is an important part of the learning experience. To address this, an all-in-one e-book concept called Aneboo has been developed. Aneboo includes interactive physics illustrations, virtual laboratories, worksheets, videos, and critical thinking assessments, all built into a single media platform for learning the concept of static fluids in junior high school. Additionally, Aneboo examines its function in automatically assessing critical thinking skills. The development of Aneboo follows the Hannafin & Peck development model, which includes needs assessment, design and development, implementation, and identification of similarities between manual and automatic scoring. As a result, Aneboo has achieved a validation score ranging from 95% to 97%. Moreover, Aneboo has the potential to automatically assess critical thinking skills through the similarity check feature embedded in the media.
{"title":"All-in-One E-Book Development in Proposing Automatic Critical Thinking Skill Assessments","authors":"Alif Syaiful Adam, Edi Supriana, Nasikhudin","doi":"10.46627/silet.v4i2.261","DOIUrl":"https://doi.org/10.46627/silet.v4i2.261","url":null,"abstract":"Many e-books have been developed to learn specific physics concepts with comprehensive features. This means that e-books not only contain the primary components such as animations, videos, and illustrations, but also many of them are equipped with virtual experiments. However, these e-books often lack integration of the assessment process, which is an important part of the learning experience. To address this, an all-in-one e-book concept called Aneboo has been developed. Aneboo includes interactive physics illustrations, virtual laboratories, worksheets, videos, and critical thinking assessments, all built into a single media platform for learning the concept of static fluids in junior high school. Additionally, Aneboo examines its function in automatically assessing critical thinking skills. The development of Aneboo follows the Hannafin & Peck development model, which includes needs assessment, design and development, implementation, and identification of similarities between manual and automatic scoring. As a result, Aneboo has achieved a validation score ranging from 95% to 97%. Moreover, Aneboo has the potential to automatically assess critical thinking skills through the similarity check feature embedded in the media.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning models can improve the quality of education. Therefore, this paper aims to prove the validity level of the problem-based contextual model in learning history through selected documentary films. This research refers to research and development. The process was used to produce and validate a product including educational products. The resulting educational product is a problem-based contextual learning model in learning history, which used ADDIE design model. The problem-based contextual model in history learning in high school is in the valid category. This model is a new learning model developed from the contextual learning model. Documentary film is one of the tools that can be used as a medium to deliver learning material. Visualization in film can make the expected atmosphere really felt and as if students are participating in the conditions in the film. In this case, the teacher has the essential role in explaining important points that become the subject of discussion so that learning a history will be more dynamic and varied. The problem-based contextual model was developed based on theoretical studies of learning theories, and also of learning values to develop attitudes. The learning is based on student oriented. The problem-based contextual model consists of six syntaxes, namely: Visualization Problem, Relating, Experience, Applying, Cooperating Transferring, and Clarification.
{"title":"The Validity of Problem-Based Contextual Model in the History Learning at Senior High School","authors":"Siti Aisyah, Heri Effendi, Joni Indra Wandi, Salman M. Noer, Cipto Duwi Priyono","doi":"10.46627/silet.v4i2.265","DOIUrl":"https://doi.org/10.46627/silet.v4i2.265","url":null,"abstract":"Learning models can improve the quality of education. Therefore, this paper aims to prove the validity level of the problem-based contextual model in learning history through selected documentary films. This research refers to research and development. The process was used to produce and validate a product including educational products. The resulting educational product is a problem-based contextual learning model in learning history, which used ADDIE design model. The problem-based contextual model in history learning in high school is in the valid category. This model is a new learning model developed from the contextual learning model. Documentary film is one of the tools that can be used as a medium to deliver learning material. Visualization in film can make the expected atmosphere really felt and as if students are participating in the conditions in the film. In this case, the teacher has the essential role in explaining important points that become the subject of discussion so that learning a history will be more dynamic and varied. The problem-based contextual model was developed based on theoretical studies of learning theories, and also of learning values to develop attitudes. The learning is based on student oriented. The problem-based contextual model consists of six syntaxes, namely: Visualization Problem, Relating, Experience, Applying, Cooperating Transferring, and Clarification.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study identified the instructional materials that are available and examined the level of its utilization in public primary schools in Southwestern Nigeria. In addition, it established the influence of instructional materials on instructional quality in public primary schools in Southwestern Nigeria. This study adopted descriptive design with a sample size of 450 respondents selected from the population of the study with the use of multi-stage sampling procedure. Instructional Materials Availability, Utilization and Instructional Quality Questionnaire (IMAUIQ) was used to collect data from the respondents which was trial tested on 90 respondents from selected public primary schools in local governments outside the selected ones for the study. The result revealed that chalkboard 450(100%) and textbooks 300(67%) are the predominant instructional materials available. Chalkboard 450(100%) was found to be sufficiently utilized. The result further showed that instructional materials have significantly influence on instructional quality in public primary schools in Nigeria. This is because the calculated value (4.82) is greater than the critical value (3.84) at 0.05 level of significance. The study concluded that there is inadequate utilization of instructional materials with their attendant consequences on instructional quality in public primary schools in Southwestern Nigeria.
{"title":"Instructional Materials and Quality in Public Primary Schools in Southwestern Nigeria","authors":"C. I. Okeke, Timothy Olugbenga Ajadi","doi":"10.46627/silet.v4i2.175","DOIUrl":"https://doi.org/10.46627/silet.v4i2.175","url":null,"abstract":"The study identified the instructional materials that are available and examined the level of its utilization in public primary schools in Southwestern Nigeria. In addition, it established the influence of instructional materials on instructional quality in public primary schools in Southwestern Nigeria. This study adopted descriptive design with a sample size of 450 respondents selected from the population of the study with the use of multi-stage sampling procedure. Instructional Materials Availability, Utilization and Instructional Quality Questionnaire (IMAUIQ) was used to collect data from the respondents which was trial tested on 90 respondents from selected public primary schools in local governments outside the selected ones for the study. The result revealed that chalkboard 450(100%) and textbooks 300(67%) are the predominant instructional materials available. Chalkboard 450(100%) was found to be sufficiently utilized. The result further showed that instructional materials have significantly influence on instructional quality in public primary schools in Nigeria. This is because the calculated value (4.82) is greater than the critical value (3.84) at 0.05 level of significance. The study concluded that there is inadequate utilization of instructional materials with their attendant consequences on instructional quality in public primary schools in Southwestern Nigeria.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the COVID-19 pandemic across sub-saharan Africa, the sudden closure of schools has interrupted and brought physical learning to a standstill. The rapid transition to emergency remote teaching posed many challenges and required innovative approaches to ensure continuity of teaching through information technology tools in Kenya and Namibia. Online Collaborative Learning (OCL) theory supports an effective teaching strategy for teachers to adopt appropriate technologies and clear educational goals, develop clear instructions for influencing students’ online behavior, prepare and orientate students adequately, and select pertinent discussion topics. The study used a cross-sectional survey of secondary school teachers in both countries. The results show that teachers continued to provide education during the pandemic without proper guidance from the school leadership. Teachers had no knowledge and support in developing appropriate online content, motivating students, and delivering quality teaching. Also, the results show no evidence-based online collaborative learning amongst teachers and/or schools. Similarly, schools lacked knowledge practices and digital resources, especially those in rural settings. The study recommends the improvement of continuing professional development in the respective countries covering aspects of the school vision, leadership, practices of the teaching community, pedagogical approaches, school-level knowledge practices, and increased digital resources.
{"title":"Teachers’ Experiences With Online Teaching During COVID-19 in Kenya and Namibia","authors":"E. Ngololo, H. Nekongo-Nielsen, John Odhiambo","doi":"10.46627/silet.v4i2.185","DOIUrl":"https://doi.org/10.46627/silet.v4i2.185","url":null,"abstract":"During the COVID-19 pandemic across sub-saharan Africa, the sudden closure of schools has interrupted and brought physical learning to a standstill. The rapid transition to emergency remote teaching posed many challenges and required innovative approaches to ensure continuity of teaching through information technology tools in Kenya and Namibia. Online Collaborative Learning (OCL) theory supports an effective teaching strategy for teachers to adopt appropriate technologies and clear educational goals, develop clear instructions for influencing students’ online behavior, prepare and orientate students adequately, and select pertinent discussion topics. The study used a cross-sectional survey of secondary school teachers in both countries. The results show that teachers continued to provide education during the pandemic without proper guidance from the school leadership. Teachers had no knowledge and support in developing appropriate online content, motivating students, and delivering quality teaching. Also, the results show no evidence-based online collaborative learning amongst teachers and/or schools. Similarly, schools lacked knowledge practices and digital resources, especially those in rural settings. The study recommends the improvement of continuing professional development in the respective countries covering aspects of the school vision, leadership, practices of the teaching community, pedagogical approaches, school-level knowledge practices, and increased digital resources.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Civic education aids students in acquiring the skills necessary to create a democratic society. The effectiveness of deliberative dialogue as an instructional method on civic learning outcomes was investigated in this study. A quasi-experimental design was used for the investigation. In Ilorin, two secondary schools were chosen at random and split into experimental and control groups. The sample for this study consisted of 73 students (control group: 38; experimental group: 35). An eight-week study was conducted. The Civic Learning Test (CLT), a fifty-item multiple-choice test with sufficient validation, served as the instrument for data collection. The Spearman-Brown Prophesy Formula yielded a reliability index of 0.78 using SPSS statistics (23.0). Mean and standard deviation were used to respond to research question 1, and ANCOVA was used to test the two research hypotheses at a 0.05 significance level. The results showed that students who participated in deliberative dialogue had significantly better civic learning outcomes. Additionally, there is no discernible gender difference in the civic learning outcomes of students who participated in deliberative dialogue. It was recommended that the Government, through NERDC, should include deliberative dialogue as a legitimate instructional method in the curriculum.
{"title":"Deliberative Dialogue as a Viable Instructional Method for Civic Learning Outcomes","authors":"Adesegun Olayide Odutayo","doi":"10.46627/silet.v4i2.233","DOIUrl":"https://doi.org/10.46627/silet.v4i2.233","url":null,"abstract":"Civic education aids students in acquiring the skills necessary to create a democratic society. The effectiveness of deliberative dialogue as an instructional method on civic learning outcomes was investigated in this study. A quasi-experimental design was used for the investigation. In Ilorin, two secondary schools were chosen at random and split into experimental and control groups. The sample for this study consisted of 73 students (control group: 38; experimental group: 35). An eight-week study was conducted. The Civic Learning Test (CLT), a fifty-item multiple-choice test with sufficient validation, served as the instrument for data collection. The Spearman-Brown Prophesy Formula yielded a reliability index of 0.78 using SPSS statistics (23.0). Mean and standard deviation were used to respond to research question 1, and ANCOVA was used to test the two research hypotheses at a 0.05 significance level. The results showed that students who participated in deliberative dialogue had significantly better civic learning outcomes. Additionally, there is no discernible gender difference in the civic learning outcomes of students who participated in deliberative dialogue. It was recommended that the Government, through NERDC, should include deliberative dialogue as a legitimate instructional method in the curriculum.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sri Budyartati, Endang Sri Maruti, Sumani, Wiwin Andriani
With the aid of the Question Box media and the Make a Match learning methodology, this study aimed to enhance theme learning results for class IV students. 11 pupils are the research subjects for this kind of classroom action research (CAR). Two cycles—cycle I and cycle II—of the research (CAR) were completed. The steps taken in this research's process are planning, carrying it out, observing it, and reflecting on it. Gathering information through testing, observation, and interviews. Data analysis with quantitative analysis by looking at data through test results. According to the study's findings utilizing the make-a-match model, the learning outcomes in the first cycle were on average 73, or 55% of the total, and in the second cycle, they were on average 92, or 91% of the total. The study's findings show that using box media with question can enhance theme learning outcomes because the application of the model to student learning outcomes has increased by 36%. Teachers can use a variety of models as learning innovations to give students learning motivation that can effect learning.
本研究旨在借助 "问题箱 "媒体和 "Make a Match "学习方法，提高第四班学生的主题学习效果。11 名学生是课堂行动研究（CAR）的研究对象。本研究完成了两个周期--周期一和周期二。研究过程的步骤包括计划、实施、观察和反思。通过测试、观察和访谈收集信息。通过测试结果查看数据，进行定量分析。根据利用 "make-a-match "模式的研究结果，第一周期的学习成果平均为 73 个，占总数的 55%；第二周期的学习成果平均为 92 个，占总数的 91%。研究结果表明，使用带问题的盒式媒体可以提高主题学习成果，因为该模式的应用使学生的学习成果提高了 36%。教师可以利用各种模式作为学习创新，给予学生学习动力，从而影响学习效果。
{"title":"Improving the Thematic Learning Outcomes of Elementary School Through Make a Match Model With Question Box Media","authors":"Sri Budyartati, Endang Sri Maruti, Sumani, Wiwin Andriani","doi":"10.46627/silet.v4i2.186","DOIUrl":"https://doi.org/10.46627/silet.v4i2.186","url":null,"abstract":"With the aid of the Question Box media and the Make a Match learning methodology, this study aimed to enhance theme learning results for class IV students. 11 pupils are the research subjects for this kind of classroom action research (CAR). Two cycles—cycle I and cycle II—of the research (CAR) were completed. The steps taken in this research's process are planning, carrying it out, observing it, and reflecting on it. Gathering information through testing, observation, and interviews. Data analysis with quantitative analysis by looking at data through test results. According to the study's findings utilizing the make-a-match model, the learning outcomes in the first cycle were on average 73, or 55% of the total, and in the second cycle, they were on average 92, or 91% of the total. The study's findings show that using box media with question can enhance theme learning outcomes because the application of the model to student learning outcomes has increased by 36%. Teachers can use a variety of models as learning innovations to give students learning motivation that can effect learning.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amalia Hanifah, E. Sudibyo, Munasir, Mohammad Budiyanto
One of the important benefits of implementing meaningful learning for students is improving better learning outcomes. But in general the ability to manage meaningful learning is still relatively low. This study aimed to describe the effectiveness of contextual-based physics learning through experimental method to increase learning outcomes in thermodynamics material. The effectiveness of contextual-based physics learning through experimental method was described based on the data of increasing students’ learning outcomes. This research employed an one-group pretest-posttest pre-experimental design. The results showed that the contextual-based physics learning through experimental method was able to increase learning outcomes of science education students in thermodynamics material with N-gain of 0.69 in medium category increase. Statistical Wilcoxon test also informed that the learning model can significantly improve learning outcomes of science education students in thermodynamics material. Based on the increase of learning outcomes, it can be concluded the contextual-based physics learning through experimental method was effective.
{"title":"Contextual-Based Physics Learning Through Experimental Method to Increase Learning Outcomes in Thermodynamics Material","authors":"Amalia Hanifah, E. Sudibyo, Munasir, Mohammad Budiyanto","doi":"10.46627/silet.v4i2.206","DOIUrl":"https://doi.org/10.46627/silet.v4i2.206","url":null,"abstract":"One of the important benefits of implementing meaningful learning for students is improving better learning outcomes. But in general the ability to manage meaningful learning is still relatively low. This study aimed to describe the effectiveness of contextual-based physics learning through experimental method to increase learning outcomes in thermodynamics material. The effectiveness of contextual-based physics learning through experimental method was described based on the data of increasing students’ learning outcomes. This research employed an one-group pretest-posttest pre-experimental design. The results showed that the contextual-based physics learning through experimental method was able to increase learning outcomes of science education students in thermodynamics material with N-gain of 0.69 in medium category increase. Statistical Wilcoxon test also informed that the learning model can significantly improve learning outcomes of science education students in thermodynamics material. Based on the increase of learning outcomes, it can be concluded the contextual-based physics learning through experimental method was effective.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139347785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the field of educational psychology, seeking academic help is a proven success strategy. This study examined the influence of emotional stability, self-esteem, and gender on academic help-seeking among in-school adolescents in Osun state. The descriptive correlational research design was used. The multi-stage sampling method was used by the researchers. Four hundred (400) in-school adolescents were used for the study. The data for this study were gathered using three reliable and standardized instruments: The Academic Help-seeking Behavior Rating Scale (α = .77), the Emotional Stability Scale (α = .88), and Self-esteem Scale (α = .72). The results demonstrated a substantial correlation between academic help-seeking among in-school adolescents and emotional stability (r = .146; p<.05), self-esteem (r = .207; p<.05), and gender (r = .025; p>.05) which was not significant. All the independent variables jointly contributed to academic help-seeking among in-school adolescents. Self-esteem made the most significant contribution (β = .249; t = 5.049; p<0.05) to academic help-seeking followed by emotional stability (β = .198; t= 4.016; p<0.05) and Gender (β = .032; t = 6676; p>0.05). It was recommended that educational psychologists should assist in raising awareness and providing counseling to students who have poor or low academic help-seeking behavior.
{"title":"Psycho-Personological Correlates of Academic Help-Seeking Among In-School Adolescents","authors":"H. Adewuyi, V. Dwarika","doi":"10.46627/silet.v4i1.210","DOIUrl":"https://doi.org/10.46627/silet.v4i1.210","url":null,"abstract":"In the field of educational psychology, seeking academic help is a proven success strategy. This study examined the influence of emotional stability, self-esteem, and gender on academic help-seeking among in-school adolescents in Osun state. The descriptive correlational research design was used. The multi-stage sampling method was used by the researchers. Four hundred (400) in-school adolescents were used for the study. The data for this study were gathered using three reliable and standardized instruments: The Academic Help-seeking Behavior Rating Scale (α = .77), the Emotional Stability Scale (α = .88), and Self-esteem Scale (α = .72). The results demonstrated a substantial correlation between academic help-seeking among in-school adolescents and emotional stability (r = .146; p<.05), self-esteem (r = .207; p<.05), and gender (r = .025; p>.05) which was not significant. All the independent variables jointly contributed to academic help-seeking among in-school adolescents. Self-esteem made the most significant contribution (β = .249; t = 5.049; p<0.05) to academic help-seeking followed by emotional stability (β = .198; t= 4.016; p<0.05) and Gender (β = .032; t = 6676; p>0.05). It was recommended that educational psychologists should assist in raising awareness and providing counseling to students who have poor or low academic help-seeking behavior.","PeriodicalId":34708,"journal":{"name":"Studies in Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81340150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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