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Discussion of Learning: Implementation and Effect on Critical Thinking Skills of Students in General Physics Courses 学习讨论:对普通物理课程学生批判性思维能力的实施和影响
Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.225
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。
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引用次数: 0
Digital Devices: Blessings or Curses to University Students’ Learning Effectiveness in the Classroom 数码设备:大学生课堂学习效率的福祸
Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.242
O. Awodiji, Brenda Baluka
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.
学生使用数码设备(DDs)并干扰他们在课堂上的注意力,一般被认为是影响他们课堂表现的一个相当令人担忧的原因。根据学生的看法,本研究旨在确定这些数码设备是否会对学习效率产生积极影响。本研究采用定性探索式设计,力求通过学生的经历更好地理解研究主题。在将数据提交给软件进行分析之前,另一个人独立审阅了转录文本。独立分析师使用 ATLAS.ti 第 22 版软件对数据进行分析。研究结果表明,个人电脑、平板电脑、手机和 iPad 是课堂上最常用的课件。尽管在课堂上使用数字媒体设备有很大的优势,但研究建议,适当和负责任地使用数字媒体设备对学生培养数字素养、网络安全和负责任的技术使用习惯至关重要,教师和学校应制定指导方针并提供数字公民教育。研究得出结论,教师需要实施一些策略,在帮助学生的同时尽量减少分心。
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引用次数: 0
All-in-One E-Book Development in Proposing Automatic Critical Thinking Skill Assessments 提出批判性思维能力自动评估的一体化电子书开发
Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.261
Alif Syaiful Adam, Edi Supriana, Nasikhudin
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.
许多电子书都是为学习特定的物理概念而开发的,具有全面的功能。这意味着电子书不仅包含动画、视频和插图等主要内容,而且其中许多还配备了虚拟实验。然而,这些电子图书往往缺乏对评估过程的整合,而评估过程是学习体验的重要组成部分。为了解决这个问题,我们开发了一种名为 Aneboo 的一体化电子书概念。Aneboo 包括交互式物理插图、虚拟实验室、工作表、视频和批判性思维评估,所有这些都构建在一个单一的媒体平台上,用于在初中学习静态流体的概念。此外,Aneboo 还研究了其在自动评估批判性思维能力方面的功能。Aneboo 的开发遵循 Hannafin & Peck 开发模式,包括需求评估、设计和开发、实施以及识别手动和自动评分之间的相似性。因此,Aneboo 的验证得分率达到 95% 至 97%。此外,Aneboo 还具有通过媒体中嵌入的相似性检查功能自动评估批判性思维能力的潜力。
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引用次数: 0
The Validity of Problem-Based Contextual Model in the History Learning at Senior High School 基于问题的情境模式在高中历史学习中的有效性
Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.265
Siti Aisyah, Heri Effendi, Joni Indra Wandi, Salman M. Noer, Cipto Duwi Priyono
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.
学习模式可以提高教育质量。因此,本文旨在通过精选的纪录片来证明基于问题的情境模式在历史学习中的有效性水平。本研究指的是研究与开发。该过程用于制作和验证包括教育产品在内的产品。由此产生的教育产品是基于问题的历史情境学习模式,它采用了 ADDIE 设计模式。基于问题的高中历史情境学习模式属于有效类别。该模式是在情境学习模式的基础上发展起来的一种新的学习模式。纪录片是传递学习材料的媒介之一。电影中的视觉效果可以让学生真切地感受到预期的氛围,并仿佛参与到电影中的情境中。在这种情况下,教师的重要作用是解释成为讨论主题的重要观点,从而使历史学习更加生动和多样。基于问题的情境模式是在学习理论研究的基础上开发的,也是在学习价值观培养态度的基础上开发的。学习以学生为本。基于问题的情境模式包括六种语法,即直观问题、关联、体验、应用、合作迁移和澄清。
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引用次数: 0
Instructional Materials and Quality in Public Primary Schools in Southwestern Nigeria 尼日利亚西南部公立小学的教材与质量
Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.175
C. I. Okeke, Timothy Olugbenga Ajadi
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.
这项研究确定了尼日利亚西南部公立小学现有的教学材料,并考察了其使用水平。此外,研究还确定了教材对尼日利亚西南部公立小学教学质量的影响。本研究采用了描述性设计,通过多阶段抽样程序从研究对象中选取了 450 名受访者作为样本。研究使用了教学材料可用性、利用率和教学质量问卷(IMAUIQ)来收集受访者的数据,并对研究选定的地方政府以外的公立小学的 90 名受访者进行了问卷测试。结果显示,黑板 450(100%)和教科书 300(67%)是最主要的教学材料。黑板 450(100%)的使用率较高。结果进一步表明,教学材料对尼日利亚公立小学的教学质量有重大影响。这是因为在 0.05 的显著性水平下,计算值(4.82)大于临界值(3.84)。研究得出的结论是,尼日利亚西南部公立小学的教学材料使用不足,从而对教学质量产生了影响。
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引用次数: 0
Teachers’ Experiences With Online Teaching During COVID-19 in Kenya and Namibia 肯尼亚和纳米比亚教师在 COVID-19 期间的在线教学体验
Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.185
E. Ngololo, H. Nekongo-Nielsen, John Odhiambo
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.
在 COVID-19 在撒哈拉以南非洲大流行期间,学校的突然关闭中断了实体学习并使其陷于停顿。快速过渡到紧急远程教学带来了许多挑战,需要采用创新方法,通过信息技术工具确保肯尼亚和纳米比亚教学的连续性。在线协作学习(OCL)理论支持一种有效的教学策略,即教师采用适当的技术和明确的教育目标,制定影响学生在线行为的清晰指令,充分准备和引导学生,并选择相关的讨论主题。该研究对两国的中学教师进行了横向调查。结果显示,在大流行病期间,教师在没有学校领导适当指导的情况下继续提供教育。教师在开发适当的在线内容、激励学生和提供优质教学方面缺乏知识和支持。此外,研究结果表明,教师和/或学校之间没有基于证据的在线协作学习。同样,学校也缺乏知识实践和数字资源,尤其是农村学校。研究建议各国改进持续的专业发展,包括学校愿景、领导力、教师群体的实践、教学方法、学校层面的知识实践以及更多的数字资源。
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引用次数: 0
Deliberative Dialogue as a Viable Instructional Method for Civic Learning Outcomes 将慎思对话作为取得公民学习成果的可行教学方法
Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.233
Adesegun Olayide Odutayo
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.
公民教育有助于学生掌握创建民主社会所需的技能。本研究调查了商议对话作为一种教学方法对公民学习成果的影响。调查采用了准实验设计。在伊洛林随机选择了两所中学,将其分为实验组和对照组。本研究的样本包括 73 名学生(对照组:38 人;实验组:35 人)。研究为期八周。收集数据的工具是公民学习测验(CLT),这是一个包含 50 个项目的多项选择测验,已经过充分验证。使用 SPSS 统计软件(23.0),斯皮尔曼-布朗预言公式得出的信度指数为 0.78。平均数和标准差用于回答研究问题 1,方差分析用于检验两个研究假设,显著性水平为 0.05。结果显示,参与商议式对话的学生的公民学习成果明显更好。此外,参与协商对话的学生在公民学习成果方面没有明显的性别差异。建议政府通过国家教育研究与发展中心将协商对话作为一种合法的教学方法纳入课程。
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引用次数: 0
Improving the Thematic Learning Outcomes of Elementary School Through Make a Match Model With Question Box Media 通过 "问题盒媒体配对 "模式提高小学主题学习成果
Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.186
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。
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引用次数: 0
Contextual-Based Physics Learning Through Experimental Method to Increase Learning Outcomes in Thermodynamics Material 基于情境的物理学习,通过实验方法提高热力学材料的学习成果
Pub Date : 2023-08-31 DOI: 10.46627/silet.v4i2.206
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.
为学生实施有意义学习的重要好处之一是提高学习成绩。但总体而言,有意义学习的管理能力仍然相对较低。本研究旨在通过实验方法描述基于情境的物理学习对提高热力学教材学习效果的有效性。通过实验法基于情境的物理学习的有效性是基于提高学生学习成果的数据来描述的。本研究采用了一组前测-后测前实验设计。结果表明,通过实验法进行的基于情境的物理学习能够提高科学教育专业学生在热力学教材中的学习成绩,在中等程度的提高中,N-gain 为 0.69。统计 Wilcoxon 检验也表明,该学习模式能显著提高理科学生在热力学教材中的学习成绩。根据学习成绩的提高情况,可以得出结论,通过实验方法进行的基于情境的物理学习是有效的。
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引用次数: 0
Psycho-Personological Correlates of Academic Help-Seeking Among In-School Adolescents 在校青少年学业求助的心理-人格相关因素
Pub Date : 2023-05-15 DOI: 10.46627/silet.v4i1.210
H. Adewuyi, V. Dwarika
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.
在教育心理学领域,寻求学术帮助是一种行之有效的成功策略。本研究考察了情绪稳定性、自尊和性别对奥逊州在校青少年学业求助的影响。采用描述性相关研究设计。研究者采用了多阶段抽样方法。400名在校青少年参与了这项研究。本研究的数据收集采用三种可靠的标准化工具:学业求助行为评定量表(α = 0.77)、情绪稳定性量表(α = 0.88)和自尊量表(α = 0.72)。结果表明,在校青少年的学业求助与情绪稳定性之间存在显著相关(r = .146;P.05),差异无统计学意义。所有自变量共同影响在校青少年的学业求助。自尊是最显著的贡献(β = 0.249;T = 5.049;p0.05)。建议教育心理学家应协助提高对学业求助行为差或低的学生的认识并提供咨询。
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引用次数: 1
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Studies in Learning and Teaching
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