Pub Date : 2023-06-14DOI: 10.20448/jeelr.v10i3.4738
Dhaifallah S. Alsuhaymi, Ohood Mohammed Alotaibi
This study aims to demonstrate the efficacy of gamification in developing HTML programming skills and academic achievement motivation for 10th-grade students. Despite the significance of computer programming in developing students' thinking, many students still need more motivation to learn it. One of the entertaining strategies of computer programming is gamification. The study used a quasi-experimental design for two groups. The experimental group (N=18) was taught by gamification and the control group (N=17) was taught by the traditional teaching method. The researcher conducted a pre-test to determine the equivalence between groups using a valid and reliable practical test and scale. After three-weeks of teaching, the same test and scale were applied to compare the groups. The result showed statistical differences between the two groups in favor of the experimental group in programming skills and all academic achievement motivation dimensions. This study recommended that using gamification in teaching programming languages to students at different stages would help computer teachers. More research should be conducted to investigate the impact of gamification on teaching different programming languages.
{"title":"Gamification’s efficacy in enhancing students' HTML programming skills and academic achievement motivation","authors":"Dhaifallah S. Alsuhaymi, Ohood Mohammed Alotaibi","doi":"10.20448/jeelr.v10i3.4738","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4738","url":null,"abstract":"This study aims to demonstrate the efficacy of gamification in developing HTML programming skills and academic achievement motivation for 10th-grade students. Despite the significance of computer programming in developing students' thinking, many students still need more motivation to learn it. One of the entertaining strategies of computer programming is gamification. The study used a quasi-experimental design for two groups. The experimental group (N=18) was taught by gamification and the control group (N=17) was taught by the traditional teaching method. The researcher conducted a pre-test to determine the equivalence between groups using a valid and reliable practical test and scale. After three-weeks of teaching, the same test and scale were applied to compare the groups. The result showed statistical differences between the two groups in favor of the experimental group in programming skills and all academic achievement motivation dimensions. This study recommended that using gamification in teaching programming languages to students at different stages would help computer teachers. More research should be conducted to investigate the impact of gamification on teaching different programming languages.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76454003","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}
Pub Date : 2023-06-07DOI: 10.20448/jeelr.v10i3.4726
Nurgul Koshkinbayeva, Z. Shagataeva, A. Utepova, Kunsulu Taukebayeva, Sulugul Kurmantayeva
The primary objective of this cross-sectional study was to explore the degree to which 117 pre-service visual art teachers’ competitiveness within the education field. A self-reported competitiveness scale (six items distributed between three factors) was designed and validated by the authors based on the focal points of Michael Porter’s Five Forces framework. Additionally, the respondents’ digital competence was assessed as an auxiliary criterion of educator attractiveness in the art education domain. Both competitiveness and digital skills measurements yielded mediocre scores. Regression analysis showed that respondents’ competitiveness perceptions were predicted neither by digital skills level nor by socio-demographic characteristics such as age, gender, rural or urban background, marital status or whether the student was a graduate or undergraduate. The present study highlights the need for understanding of how visual art majors perceive the sector and evaluate competitiveness among visual art students which itself indicates its sizable contribution to educational research. Other researchers can employ the competitiveness questionnaire introduced to gain deeper insights into the topic or related subjects.
{"title":"Exploring pre-service visual art teachers’ competitiveness through porter’s five forces model","authors":"Nurgul Koshkinbayeva, Z. Shagataeva, A. Utepova, Kunsulu Taukebayeva, Sulugul Kurmantayeva","doi":"10.20448/jeelr.v10i3.4726","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4726","url":null,"abstract":"The primary objective of this cross-sectional study was to explore the degree to which 117 pre-service visual art teachers’ competitiveness within the education field. A self-reported competitiveness scale (six items distributed between three factors) was designed and validated by the authors based on the focal points of Michael Porter’s Five Forces framework. Additionally, the respondents’ digital competence was assessed as an auxiliary criterion of educator attractiveness in the art education domain. Both competitiveness and digital skills measurements yielded mediocre scores. Regression analysis showed that respondents’ competitiveness perceptions were predicted neither by digital skills level nor by socio-demographic characteristics such as age, gender, rural or urban background, marital status or whether the student was a graduate or undergraduate. The present study highlights the need for understanding of how visual art majors perceive the sector and evaluate competitiveness among visual art students which itself indicates its sizable contribution to educational research. Other researchers can employ the competitiveness questionnaire introduced to gain deeper insights into the topic or related subjects.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84053945","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}
Pub Date : 2023-06-06DOI: 10.20448/jeelr.v10i3.4725
Ahadin, Intan Safiah, M. Yunus, I. K. Suartama, Mohammad Solehudin, W. Hastuti
This study aims to determine differences in students’ perceptions, participation and satisfaction with online learning in terms of differences in residence namely in villages and cities. This study used comparative survey research. The research data sources were 597 Indonesian students from three regions namely western, central and eastern Indonesia. Data were collected using a questionnaire, then analysed using one-way multivariate analysis of variance assisted by the Statistical Package for the Social Sciences. The results of this study are as follows: (1) there are differences in perceptions of online learning during the COVID-19 period between students who come from villages and cities; (2) there are differences in participation in the online learning process during the COVID-19 period between students from rural and urban backgrounds and (3) there are differences in student satisfaction with online learning in terms of village and city backgrounds. The conclusion of this study is that students' perceptions, participation and satisfaction with online learning are better in cities than in villages. The implications of this research require the attention of the government and academics to find steps to overcome online learning problems especially in rural areas.
{"title":"Different domiciles in online learning during the COVID-19 pandemic","authors":"Ahadin, Intan Safiah, M. Yunus, I. K. Suartama, Mohammad Solehudin, W. Hastuti","doi":"10.20448/jeelr.v10i3.4725","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4725","url":null,"abstract":"This study aims to determine differences in students’ perceptions, participation and satisfaction with online learning in terms of differences in residence namely in villages and cities. This study used comparative survey research. The research data sources were 597 Indonesian students from three regions namely western, central and eastern Indonesia. Data were collected using a questionnaire, then analysed using one-way multivariate analysis of variance assisted by the Statistical Package for the Social Sciences. The results of this study are as follows: (1) there are differences in perceptions of online learning during the COVID-19 period between students who come from villages and cities; (2) there are differences in participation in the online learning process during the COVID-19 period between students from rural and urban backgrounds and (3) there are differences in student satisfaction with online learning in terms of village and city backgrounds. The conclusion of this study is that students' perceptions, participation and satisfaction with online learning are better in cities than in villages. The implications of this research require the attention of the government and academics to find steps to overcome online learning problems especially in rural areas.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78304106","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}
Pub Date : 2023-06-02DOI: 10.20448/jeelr.v10i3.4717
Nguyen Ban Mai, Ta Huu Hien, Nguyen Le Tuong Phuong
The primary aim of this research is to investigate the impact of utilizing the scaffolding method on teaching academic writing in the context of English as a Foreign Language (EFL) at universities in Vietnam. This mixed-method study examined the attitudes and perceptions of 88 EFL educators from diverse backgrounds and degree levels who were randomly selected for the research. Methodologically, data were gathered and analyzed using the appropriate methods for each instrument, including a questionnaire and focus group discussion (FGD). Theoretically, the study is a medley of relevant theories and approaches such as Vygotsky’s Sociocultural Theory of Learning, the Scaffolding theory, and the ‘High challenge - High support’ pedagogy. The results of this study suggest that participants used scaffolding to some extent and had strongly positive attitudes and perceptions regarding its practical aspects; however, the findings also revealed that the surveyed lecturers are deficient in the necessary knowledge and skills. In addition, the study's findings imply that EFL teachers need training on how to properly use scaffolding as a pedagogical strategy to facilitate teaching academic writing to EFL students.
{"title":"English teachers’ perception and attitudes of scaffolding method in teaching academic writing: An exploratory study at universities in Vietnam","authors":"Nguyen Ban Mai, Ta Huu Hien, Nguyen Le Tuong Phuong","doi":"10.20448/jeelr.v10i3.4717","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4717","url":null,"abstract":"The primary aim of this research is to investigate the impact of utilizing the scaffolding method on teaching academic writing in the context of English as a Foreign Language (EFL) at universities in Vietnam. This mixed-method study examined the attitudes and perceptions of 88 EFL educators from diverse backgrounds and degree levels who were randomly selected for the research. Methodologically, data were gathered and analyzed using the appropriate methods for each instrument, including a questionnaire and focus group discussion (FGD). Theoretically, the study is a medley of relevant theories and approaches such as Vygotsky’s Sociocultural Theory of Learning, the Scaffolding theory, and the ‘High challenge - High support’ pedagogy. The results of this study suggest that participants used scaffolding to some extent and had strongly positive attitudes and perceptions regarding its practical aspects; however, the findings also revealed that the surveyed lecturers are deficient in the necessary knowledge and skills. In addition, the study's findings imply that EFL teachers need training on how to properly use scaffolding as a pedagogical strategy to facilitate teaching academic writing to EFL students.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86533448","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}
Pub Date : 2023-06-01DOI: 10.20448/jeelr.v10i3.4712
L. Le, Quynh-Nga Thi Tran, Kim-Dung Thi Nguyen, Ha Thi Nguyet Xuan
Students can learn in a meaningful way through the use of educational games. When students apply their skills and information in order to progress through a game, a huge degree of engagement is generated among them in the classroom as a result both their capabilities and their learning increase. 153 children from primary schools in Vietnam participated in this research. The children were split into two groups: an experimental and a control group. Both groups participated in two sessions of word and sentence practice as well as spelling instruction. According to the findings of the study, the educational outcomes of the students are greatly improved when games are used in their classrooms. In addition, research has shown that some teachers are against the use of games in the classroom since it makes it more difficult to prepare educational materials. Some educators believe that playing educational games is a more effective method of instruction as it allows for greater flexibility during the learning process. This makes a contribution to the theoretical framework that is necessary to guide educators and instructors in the process of improving learning game programs for children in primary schools and other learners.
{"title":"Using learning games for fourth-grade students to teach Vietnamese lessons and teachers' perspectives on learning games","authors":"L. Le, Quynh-Nga Thi Tran, Kim-Dung Thi Nguyen, Ha Thi Nguyet Xuan","doi":"10.20448/jeelr.v10i3.4712","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4712","url":null,"abstract":"Students can learn in a meaningful way through the use of educational games. When students apply their skills and information in order to progress through a game, a huge degree of engagement is generated among them in the classroom as a result both their capabilities and their learning increase. 153 children from primary schools in Vietnam participated in this research. The children were split into two groups: an experimental and a control group. Both groups participated in two sessions of word and sentence practice as well as spelling instruction. According to the findings of the study, the educational outcomes of the students are greatly improved when games are used in their classrooms. In addition, research has shown that some teachers are against the use of games in the classroom since it makes it more difficult to prepare educational materials. Some educators believe that playing educational games is a more effective method of instruction as it allows for greater flexibility during the learning process. This makes a contribution to the theoretical framework that is necessary to guide educators and instructors in the process of improving learning game programs for children in primary schools and other learners.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88178440","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}
Pub Date : 2023-06-01DOI: 10.20448/jeelr.v10i3.4711
S. Darawsheh, Intisar Khalil Khalil Asha, Radwan AbuSaif, Arwa Faisal Alhejoj, M. Khasawneh
The term "professional quality of life," sometimes abbreviated as "ProQOL," refers to an individual's evaluation of the positive aspects of his or her working life. This frame may be categorized in two different ways. Compassion Fatigue (CF) is undesirable, yet Compassion Satisfaction (CS) motivates people to feel good about their job and, as a consequence, assist other people. Compassionate fulfillment is one of the most admirable qualities (CS). This study's goal is to get a thorough understanding of ProQOL in the teaching profession for kids with special needs because the great majority of prior research on ProQOL was conducted on health professionals. This quantitative study did not use any type of experimental approach, yet it included the participation of 171 students with special needs educators. The obtained data indicate that teachers of students with special needs have a generally favorable perception regarding the environment in which they work. To provide one illustration: To mention one specific example, this does not always indicate that there are low incidences of STS or burnout. The majority of students with special needs teachers (77%) were operating at a level of burnout that was classified as Medium-High, and the majority of those instructors (72%) also had an STS level that was classified as Medium-High. The study recommended using the appropriate programs that raise the teachers’ professional levels to match the requirements of teaching students with special needs.
{"title":"An outline of the professional quality of teachers who teach children with special needs","authors":"S. Darawsheh, Intisar Khalil Khalil Asha, Radwan AbuSaif, Arwa Faisal Alhejoj, M. Khasawneh","doi":"10.20448/jeelr.v10i3.4711","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4711","url":null,"abstract":"The term \"professional quality of life,\" sometimes abbreviated as \"ProQOL,\" refers to an individual's evaluation of the positive aspects of his or her working life. This frame may be categorized in two different ways. Compassion Fatigue (CF) is undesirable, yet Compassion Satisfaction (CS) motivates people to feel good about their job and, as a consequence, assist other people. Compassionate fulfillment is one of the most admirable qualities (CS). This study's goal is to get a thorough understanding of ProQOL in the teaching profession for kids with special needs because the great majority of prior research on ProQOL was conducted on health professionals. This quantitative study did not use any type of experimental approach, yet it included the participation of 171 students with special needs educators. The obtained data indicate that teachers of students with special needs have a generally favorable perception regarding the environment in which they work. To provide one illustration: To mention one specific example, this does not always indicate that there are low incidences of STS or burnout. The majority of students with special needs teachers (77%) were operating at a level of burnout that was classified as Medium-High, and the majority of those instructors (72%) also had an STS level that was classified as Medium-High. The study recommended using the appropriate programs that raise the teachers’ professional levels to match the requirements of teaching students with special needs.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72754216","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}
This study aimed to explore the factors that influence vocational students' perceptions of their online learning experiences and assess the quality of online learning that has an impact on student satisfaction. This research used structural equation modeling and partial least square (PLS-SEM) analysis. The purposive sampling technique was chosen to determine the sample of respondents. A total of 3206 students who participated in online learning from various vocational schools in Indonesia filled out an online survey. The results indicate that communication, digital media, interaction, facilities and tutorials have a direct effect on the quality of online learning. Schools that offer online education must prioritize the essential factors required for successful implementation to ensure that students have an enjoyable online learning experience. Teachers should focus on improving the quality of online learning to increase student satisfaction with it. Furthermore, teachers should consider the findings of this research when developing strategies for vocational education in online settings.
{"title":"Exploring vocational students' satisfaction with online learning","authors":"Yayah Rahyasih, Widia Murni Wijaya, Liah Siti Syarifah","doi":"10.20448/jeelr.v10i3.4668","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4668","url":null,"abstract":"This study aimed to explore the factors that influence vocational students' perceptions of their online learning experiences and assess the quality of online learning that has an impact on student satisfaction. This research used structural equation modeling and partial least square (PLS-SEM) analysis. The purposive sampling technique was chosen to determine the sample of respondents. A total of 3206 students who participated in online learning from various vocational schools in Indonesia filled out an online survey. The results indicate that communication, digital media, interaction, facilities and tutorials have a direct effect on the quality of online learning. Schools that offer online education must prioritize the essential factors required for successful implementation to ensure that students have an enjoyable online learning experience. Teachers should focus on improving the quality of online learning to increase student satisfaction with it. Furthermore, teachers should consider the findings of this research when developing strategies for vocational education in online settings.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73381920","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}
Pub Date : 2023-05-05DOI: 10.20448/jeelr.v10i3.4636
Pil-Jae Moon, Ha-Sung Kong
This study reviewed educational, aesthetic, entertainment and deviant experiences which are elements of the metaverse experience set them as research variables and presented the results of the study through a survey. First, it was found that the educational experience was statistically significant for safety education satisfaction and had a positive effect. In order to provide practical education, educational experiences must feel like reality and fun content must be easily delivered. Second, it was found that deviant experiences were statistically significant for safety education satisfaction and had a positive effect. This can be said to increase the prevention of safety accidents only when the deviant experience service feels like reality and interesting contents related to safety education are easily delivered. Third, it was found that the aesthetic experience was statistically significant for safety education satisfaction and had a positive effect. This can be said to increase the prevention of safety accidents only when aesthetic experiences and services feel like reality and interesting contents related to safety education are easily delivered. Fourth, it was found that the recreational experience was statistically significant for safety education satisfaction and had a positive effect. This can be said to increase the prevention of safety accidents only when entertainment and deviant experience services feel like reality and interesting contents related to safety education are easily delivered.
{"title":"Effects of fire fight safety education when applied metaverse in Korea: Focusing on the construction industry","authors":"Pil-Jae Moon, Ha-Sung Kong","doi":"10.20448/jeelr.v10i3.4636","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4636","url":null,"abstract":"This study reviewed educational, aesthetic, entertainment and deviant experiences which are elements of the metaverse experience set them as research variables and presented the results of the study through a survey. First, it was found that the educational experience was statistically significant for safety education satisfaction and had a positive effect. In order to provide practical education, educational experiences must feel like reality and fun content must be easily delivered. Second, it was found that deviant experiences were statistically significant for safety education satisfaction and had a positive effect. This can be said to increase the prevention of safety accidents only when the deviant experience service feels like reality and interesting contents related to safety education are easily delivered. Third, it was found that the aesthetic experience was statistically significant for safety education satisfaction and had a positive effect. This can be said to increase the prevention of safety accidents only when aesthetic experiences and services feel like reality and interesting contents related to safety education are easily delivered. Fourth, it was found that the recreational experience was statistically significant for safety education satisfaction and had a positive effect. This can be said to increase the prevention of safety accidents only when entertainment and deviant experience services feel like reality and interesting contents related to safety education are easily delivered.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81177608","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}
This study aimed to improve students' literacy skills in carrying out distance learning and examine the effect of problem-based learning in reverse online classes on statistical literacy skills in distance learning. This research was conducted during the COVID-19 pandemic at Prisma University and Manado State University with 198 students taking statistical methods courses. A quantitative approach to quasi-experimental research was used. The instruments used are written tests and video-based projects with relevant entrepreneurship questions. Data was collected through pre- and post-tests, then analyzed using a two-way Analysis of Variance (ANOVA) and an independent sample t-test. The results showed that problem-based learning in reverse online classes positively affected statistical literacy skills in distance learning. In addition, positive responses from students working on statistical projects in entrepreneurship were found. This may be observed from the perceptions of students who show high satisfaction with the assignment in the field of entrepreneurship in this study. Furthermore, the results of this study confirm that student involvement is a critical element in implementing distance learning.
{"title":"Problem-based learning in the online flipped classroom: Its impact on statistical literacy skills","authors":"Ichdar Domu, Kinzie Feliciano Pinontoan, Navel Oktaviandy Mangelep","doi":"10.20448/jeelr.v10i2.4635","DOIUrl":"https://doi.org/10.20448/jeelr.v10i2.4635","url":null,"abstract":"This study aimed to improve students' literacy skills in carrying out distance learning and examine the effect of problem-based learning in reverse online classes on statistical literacy skills in distance learning. This research was conducted during the COVID-19 pandemic at Prisma University and Manado State University with 198 students taking statistical methods courses. A quantitative approach to quasi-experimental research was used. The instruments used are written tests and video-based projects with relevant entrepreneurship questions. Data was collected through pre- and post-tests, then analyzed using a two-way Analysis of Variance (ANOVA) and an independent sample t-test. The results showed that problem-based learning in reverse online classes positively affected statistical literacy skills in distance learning. In addition, positive responses from students working on statistical projects in entrepreneurship were found. This may be observed from the perceptions of students who show high satisfaction with the assignment in the field of entrepreneurship in this study. Furthermore, the results of this study confirm that student involvement is a critical element in implementing distance learning.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73932994","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}
Pub Date : 2023-04-28DOI: 10.20448/jeelr.v10i2.4617
Herwinarso, Jane Koswojo, E. Pratidhina
Recently, science, technology, engineering and mathematics (STEM) applications have become more demanding, promoting students' interest in science from an early age. Science class in primary school needs more attention to attract students’ interest. This study aims to develop an inquiry- based module with scientific equipment for the primary school level to optimize science learning at the primary school level. The development process used a 4-D (define, design, develop and disseminate) model. The developed module and equipment cover the topics of forces and include four experiments, i.e., exploring friction in inclined planes, exploring the mechanical advantage of a pulley, observing magnetic force and exploring static equilibrium in a lever. The modules and scientific equipment are distributed to some schools in Indonesia that lack practical work facilities. The inquiry-based modules and scientific equipment are implemented in classes at four primary schools in Indonesia. In this study, the students' response to the implementation of inquiry-based modules and scientific equipment in the class is also investigated. Overall, the average of the students' responses is 3.37 (out of 4.00). It means students respond positively to the learning activity and the supporting module. Active learning with an inquiry approach is feasible to attract students' interest in science.
{"title":"Development of an inquiry-based module with scientific equipment to facilitate primary school students learning the force concept","authors":"Herwinarso, Jane Koswojo, E. Pratidhina","doi":"10.20448/jeelr.v10i2.4617","DOIUrl":"https://doi.org/10.20448/jeelr.v10i2.4617","url":null,"abstract":"Recently, science, technology, engineering and mathematics (STEM) applications have become more demanding, promoting students' interest in science from an early age. Science class in primary school needs more attention to attract students’ interest. This study aims to develop an inquiry- based module with scientific equipment for the primary school level to optimize science learning at the primary school level. The development process used a 4-D (define, design, develop and disseminate) model. The developed module and equipment cover the topics of forces and include four experiments, i.e., exploring friction in inclined planes, exploring the mechanical advantage of a pulley, observing magnetic force and exploring static equilibrium in a lever. The modules and scientific equipment are distributed to some schools in Indonesia that lack practical work facilities. The inquiry-based modules and scientific equipment are implemented in classes at four primary schools in Indonesia. In this study, the students' response to the implementation of inquiry-based modules and scientific equipment in the class is also investigated. Overall, the average of the students' responses is 3.37 (out of 4.00). It means students respond positively to the learning activity and the supporting module. Active learning with an inquiry approach is feasible to attract students' interest in science.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74434876","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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