Pub Date : 2022-12-29DOI: 10.15294/jpii.v11i4.38082
Y. Yustina, I. Mahadi, F. Daryanes, E. Alimin, B. Nengsih
This study aims to analyze students’ digital literacy through problem-based Learning (PBL) through Blended Learning (BL). The research was carried out in the eleventh grade of SMA Negeri Plus Riau in the even semester of the 2021/2022 academic year. This research is quasi-experimental, using a closed questionnaire with 4 Linkert scales. The research parameter is students’ digital literacy with eight indicators: Functional Skills and Beyond, Creativity, Collaboration, Communication, The Ability to Find and Select Information, Critical Thinking and Evaluation, Cultural and Social Understanding, and E-Safety. Data were obtained using the Linkert scale and converted into Value (N). Value every aspect is the score obtained from the answer indicators that are checked (considered the most appropriate) and divided by the maximum score multiplied by 100. The average value of each aspect is obtained from the total value of each indicator divided by the number of indicators, then analyzed descriptively and qualitatively. Digital literacy students in the control class got an average score of 77.5 (good category) and 85.25 in the experimental class (very good category). Of the eight indicators, the highest digital literacy indicator in the control and experimental classes is creativity, with scores of 85 and 88, respectively. The E-Safety indicator scores 85 and 90. The lowest score was the Critical Thinking and Evaluation indicator, in the control and experimental classes, with a 75, categorized as good. Problem-based learning model through blended learning positively affects the digital literacy of eleventh-grade students of SMA Negeri Plus Riau on the excretory system material.
本研究旨在通过混合式学习(BL)和基于问题的学习(PBL)来分析学生的数字素养。本研究于2021/2022学年双学期在SMA Negeri Plus廖内高中11年级进行。本研究为准实验研究，采用4个Linkert量表的封闭式问卷。研究参数是学生的数字素养，包括八个指标:功能技能及其他、创造力、协作、沟通、查找和选择信息的能力、批判性思维和评估、文化和社会理解以及电子安全。数据采用Linkert量表获取，并转换为Value (N)。Value (N)是每个方面的值都是通过检查(认为最合适)的答案指标得到的分数，除以最高分数乘以100。各方面的平均值由各指标的总价值除以指标个数得到，然后进行描述性和定性分析。控制班学生数字素养平均分为77.5分(好类)，实验班学生数字素养平均分为85.25分(好类)。在8项指标中，控制班和实验班的数字素养指标最高的是创造力，得分分别为85分和88分。E-Safety指标得分为85分和90分。在控制班和实验班，最低的分数是批判性思维和评估指标，75分，被归类为良好。通过混合学习的基于问题的学习模式对SMA Negeri Plus Riau高中11年级学生在排泄系统材料上的数字素养产生了积极的影响。
{"title":"The Effect of Problem-based Learning through Blended Learning on Digital Literacy of Eleventh-Grade Students on Excretory System Material","authors":"Y. Yustina, I. Mahadi, F. Daryanes, E. Alimin, B. Nengsih","doi":"10.15294/jpii.v11i4.38082","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.38082","url":null,"abstract":"This study aims to analyze students’ digital literacy through problem-based Learning (PBL) through Blended Learning (BL). The research was carried out in the eleventh grade of SMA Negeri Plus Riau in the even semester of the 2021/2022 academic year. This research is quasi-experimental, using a closed questionnaire with 4 Linkert scales. The research parameter is students’ digital literacy with eight indicators: Functional Skills and Beyond, Creativity, Collaboration, Communication, The Ability to Find and Select Information, Critical Thinking and Evaluation, Cultural and Social Understanding, and E-Safety. Data were obtained using the Linkert scale and converted into Value (N). Value every aspect is the score obtained from the answer indicators that are checked (considered the most appropriate) and divided by the maximum score multiplied by 100. The average value of each aspect is obtained from the total value of each indicator divided by the number of indicators, then analyzed descriptively and qualitatively. Digital literacy students in the control class got an average score of 77.5 (good category) and 85.25 in the experimental class (very good category). Of the eight indicators, the highest digital literacy indicator in the control and experimental classes is creativity, with scores of 85 and 88, respectively. The E-Safety indicator scores 85 and 90. The lowest score was the Critical Thinking and Evaluation indicator, in the control and experimental classes, with a 75, categorized as good. Problem-based learning model through blended learning positively affects the digital literacy of eleventh-grade students of SMA Negeri Plus Riau on the excretory system material.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89798242","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 : 2022-12-29DOI: 10.15294/jpii.v11i4.39191
N. Nurlina, D. H. Marisda, R. Riskawati, A. D. Sultan, S. Sukmawati, A. Akram
Assessment is essential to measure students' achievement of learning objectives. Assessments in Basic physics courses are still categorized as manual, unstructured, and outdated. Using descriptive statistics, this study aims to investigate the need for digital assessments in Basic physics courses. The samples were taken from two public universities, two private universities, and a university with Physics Education Study Programs. They were half of each university students’ number per class. The number of respondents from Public university A, Public university B, Private University C, Private University D, and University E were 91, 49, 25, 20, and 29 students, respectively. Data collection was carried out using a questionnaire via a google form. Data obtained was analyzed by calculating the percentage for each indicator. Research indicators consist of the availability of teaching materials, the application of blended models, students' interest in basic physics, and the availability of assessments of the physics learning process. The results show that the five institutions that provide Basic Physics courses have not implemented digital assessments optimally. Of the five tertiary institutions that became the research sample, only one institution achieved the minimum target, with a score of 55.31% in the class of 2021 at university A. Meanwhile, the other four tertiary institutions did not achieve 50% in the last five batches. Therefore, lecturers must develop digital assessments in basic physics courses using the Kahoot application.
{"title":"Assessment on Digitalization of Basic Physics Courses: Need Analysis on the Use of Digital-based Assessment","authors":"N. Nurlina, D. H. Marisda, R. Riskawati, A. D. Sultan, S. Sukmawati, A. Akram","doi":"10.15294/jpii.v11i4.39191","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.39191","url":null,"abstract":"Assessment is essential to measure students' achievement of learning objectives. Assessments in Basic physics courses are still categorized as manual, unstructured, and outdated. Using descriptive statistics, this study aims to investigate the need for digital assessments in Basic physics courses. The samples were taken from two public universities, two private universities, and a university with Physics Education Study Programs. They were half of each university students’ number per class. The number of respondents from Public university A, Public university B, Private University C, Private University D, and University E were 91, 49, 25, 20, and 29 students, respectively. Data collection was carried out using a questionnaire via a google form. Data obtained was analyzed by calculating the percentage for each indicator. Research indicators consist of the availability of teaching materials, the application of blended models, students' interest in basic physics, and the availability of assessments of the physics learning process. The results show that the five institutions that provide Basic Physics courses have not implemented digital assessments optimally. Of the five tertiary institutions that became the research sample, only one institution achieved the minimum target, with a score of 55.31% in the class of 2021 at university A. Meanwhile, the other four tertiary institutions did not achieve 50% in the last five batches. Therefore, lecturers must develop digital assessments in basic physics courses using the Kahoot application.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83588653","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 : 2022-12-29DOI: 10.15294/jpii.v11i4.37695
C. Sarapak, K. Kearns
The Newton’s Cradle comprises a series of pendulums often used in physics classrooms to demonstrate the principles of conservation of momentum and kinetic energy in elastic collisions. By utilizing open-ended questions and several Newton’s cradle scenarios, this study aims to clarify how the Newton’s cradle can be used for assessing the mental models of the principles of conservation of momentum and energy. Interviews with 18 college students and five physics professors each lasted 30 to 45 minutes. Firstly, they were asked to explain how the Newton’s cradle works. Next, a scenario started with three balls with equal masses where one collides with the other two, they were asked to explain if the possible outcomes for a collision with initial momentum = mv1 + 0 + 0 and the final momentum = (-mv1/3) + (2mv1/3) + (2mv1/3). With a five-ball Newton’s Cradle, students were asked to explain the outcomes when 1) one collides with the other four, 2) two collide with the other three, 3) three collide with the other two, and 4) four collide with the last one. Their drawings and explanations dealing with the Newton’s cradle during the interviews were analyzed for their mental models and categorized into patterns. The results showed that both university students and physics teachers hold misinformed conceptions about conservation of momentum and energy and have unsound mental models in the context of Newton’s Cradle. We also found that they did not recognize that sound and heat or lack of exact alignment of the balls are factors accountable for loss of energy causing the Newton’s Cradle to depart from idealized situation. Based on the interview data, teaching principles of the conservation of momentum and energy through use of Newton’s cradle are deficient and curriculum review is suggested.
{"title":"Diagnosing Mental Models of Undergraduate Student and Physics Teachers: Study Case in the Momentum and Energy Conservation Principles Using Newton's Cradle","authors":"C. Sarapak, K. Kearns","doi":"10.15294/jpii.v11i4.37695","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.37695","url":null,"abstract":"The Newton’s Cradle comprises a series of pendulums often used in physics classrooms to demonstrate the principles of conservation of momentum and kinetic energy in elastic collisions. By utilizing open-ended questions and several Newton’s cradle scenarios, this study aims to clarify how the Newton’s cradle can be used for assessing the mental models of the principles of conservation of momentum and energy. Interviews with 18 college students and five physics professors each lasted 30 to 45 minutes. Firstly, they were asked to explain how the Newton’s cradle works. Next, a scenario started with three balls with equal masses where one collides with the other two, they were asked to explain if the possible outcomes for a collision with initial momentum = mv1 + 0 + 0 and the final momentum = (-mv1/3) + (2mv1/3) + (2mv1/3). With a five-ball Newton’s Cradle, students were asked to explain the outcomes when 1) one collides with the other four, 2) two collide with the other three, 3) three collide with the other two, and 4) four collide with the last one. Their drawings and explanations dealing with the Newton’s cradle during the interviews were analyzed for their mental models and categorized into patterns. The results showed that both university students and physics teachers hold misinformed conceptions about conservation of momentum and energy and have unsound mental models in the context of Newton’s Cradle. We also found that they did not recognize that sound and heat or lack of exact alignment of the balls are factors accountable for loss of energy causing the Newton’s Cradle to depart from idealized situation. Based on the interview data, teaching principles of the conservation of momentum and energy through use of Newton’s cradle are deficient and curriculum review is suggested.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79599488","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 : 2022-12-29DOI: 10.15294/jpii.v11i4.36385
E. Stiawan, R. Basuki, L. Liliasari, I. Rohman
The Valence Shell Electron Pair Repulsion (VSEPR) is an essential topic for high school student’s fundamental understanding of 3D shapes of chemical compounds. Due to the spatial aspect of the topic, the students were forced to imagine the geometry of the molecule by predicting the free or bonded electron pair repulsion. Suitable learning media to accommodate those features should be precisely selected to help students properly understand the geometry of the molecule based on the VSEPR topic. This study compared the significant difference in the application of two media of animation video and interactive simulation toward the control and experimental groups, respectively, to enhance conceptual mastery of the VSEPR topic. This study was a statistical quasi-experiment study with two classes of control (animation video) and experimental (interactive simulation) groups. The results of the significant difference test of the groups showed that the distribution of the experimental and control groups was not normal (significantly different) and normal (not significantly different), respectively. Analysis results using Mann-Whitney for the non-parametric free two samples comparative test with a 95% confidence level showed that the application of virtual simulation on the experimental group impacted more in improving the conceptual mastery of the VSEPR topic. Furthermore, there was an identified significant improvement in sub-concepts of the VSEPR topic in binding pair, molecular shape, and electron repulsion. These findings could support the teachers in designing lesson plans for students to master the VSEPR topic.
{"title":"Enhancement of Indonesian High School Student Conceptual Mastery on VSEPR Topic Using Virtual Simulation of Molecule Shapes: A Case Study of Quasi-Experimental Evidence","authors":"E. Stiawan, R. Basuki, L. Liliasari, I. Rohman","doi":"10.15294/jpii.v11i4.36385","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.36385","url":null,"abstract":"The Valence Shell Electron Pair Repulsion (VSEPR) is an essential topic for high school student’s fundamental understanding of 3D shapes of chemical compounds. Due to the spatial aspect of the topic, the students were forced to imagine the geometry of the molecule by predicting the free or bonded electron pair repulsion. Suitable learning media to accommodate those features should be precisely selected to help students properly understand the geometry of the molecule based on the VSEPR topic. This study compared the significant difference in the application of two media of animation video and interactive simulation toward the control and experimental groups, respectively, to enhance conceptual mastery of the VSEPR topic. This study was a statistical quasi-experiment study with two classes of control (animation video) and experimental (interactive simulation) groups. The results of the significant difference test of the groups showed that the distribution of the experimental and control groups was not normal (significantly different) and normal (not significantly different), respectively. Analysis results using Mann-Whitney for the non-parametric free two samples comparative test with a 95% confidence level showed that the application of virtual simulation on the experimental group impacted more in improving the conceptual mastery of the VSEPR topic. Furthermore, there was an identified significant improvement in sub-concepts of the VSEPR topic in binding pair, molecular shape, and electron repulsion. These findings could support the teachers in designing lesson plans for students to master the VSEPR topic.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88558266","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 : 2022-12-29DOI: 10.15294/jpii.v11i4.39091
U. Mahmudah, M. Lola, S. Fatimah, K. Suryandari
The main objective of this study is to predict student academic resilience based on academic emotions in studying numeration and science under online learning. Many researchers have analyzed student academic resilience and online learning. Unfortunately, only a few similar research topics focus on numeration and science. 191 students at a university in Central Java Province have been randomly selected as research samples. Academic resilience is classified into three groups: low, medium, and high. The academic emotions were measured using three indicators: class-related emotions, learning-related emotions, and test emotions. This study uses an artificial neural network (ANN) to obtain predictive values. The results indicate that the level of academic resilience and academic emotion in numeration and science under online learning is in the medium category. The results also show that the relative error provides a fairly small percentage, namely 19.7% at the training stage and 25% at the testing stage. This refers to the prediction results having a good level of accuracy. Predictive estimation results also indicate that class-related emotions are predicted to be the aspect that has the most crucial impact on students’ academic resilience, in which the normalized importance value is 100.0%. It is followed by the aspect of learning-related emotions (65.0%) and test emotions (24.3%). The implication is that the aspect of class-related emotions should get better attention from lecturers and students so that students can increase their chances of getting a good level of academic resilience in numeration and science.
{"title":"Academic Resilience and Science Academic Emotion in Numeration under Online Learning: Predictive Capacity of an Artificial Neural Network","authors":"U. Mahmudah, M. Lola, S. Fatimah, K. Suryandari","doi":"10.15294/jpii.v11i4.39091","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.39091","url":null,"abstract":"The main objective of this study is to predict student academic resilience based on academic emotions in studying numeration and science under online learning. Many researchers have analyzed student academic resilience and online learning. Unfortunately, only a few similar research topics focus on numeration and science. 191 students at a university in Central Java Province have been randomly selected as research samples. Academic resilience is classified into three groups: low, medium, and high. The academic emotions were measured using three indicators: class-related emotions, learning-related emotions, and test emotions. This study uses an artificial neural network (ANN) to obtain predictive values. The results indicate that the level of academic resilience and academic emotion in numeration and science under online learning is in the medium category. The results also show that the relative error provides a fairly small percentage, namely 19.7% at the training stage and 25% at the testing stage. This refers to the prediction results having a good level of accuracy. Predictive estimation results also indicate that class-related emotions are predicted to be the aspect that has the most crucial impact on students’ academic resilience, in which the normalized importance value is 100.0%. It is followed by the aspect of learning-related emotions (65.0%) and test emotions (24.3%). The implication is that the aspect of class-related emotions should get better attention from lecturers and students so that students can increase their chances of getting a good level of academic resilience in numeration and science.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83747768","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 : 2022-12-29DOI: 10.15294/jpii.v11i4.39185
N. L. Lasala Jr
The use of game-based activities in education has been recognized as an innovative alternative instructional material. As any sort of instructional material is essential to the teaching and learning process, it is imperative to check its quality before widespread utilization to ensure effectiveness. This study aims to evaluate the validity of the developed lessons in Ecosystem integrating game-based activities (GBAs) namely (1) THE CONQUEST, (2) ECO-DAMA, (3) ECO-CHALLENGE, and (4) ECO-WARRIOR for Grade 7 Biology. This research employed descriptive developmental research design involving 8 experts and 66 students chosen through purposive sampling. Experts used the DepEd standards for non-print resources while students were given the evaluation checklist and asked to write journals for the validation. Results show that the GBAs met all of the LRMDS DepEd's standards for non-print resources and were deemed "very satisfactory" by both the students and the experts implying high validity. Additionally, the students' pre-test and post-test results revealed that integrating GBAs improved their academic performance. The experts and students acknowledged the potential for GBAs to make classes engaging, instructive, and fun, supporting the validity of the developed GBAs. This study concludes that the use of GBAs is a valid and effective approach in Science education and the developed GBAs can be used as supplemental and cutting-edge instructional materials for teaching Ecosystem. This study adds to the body of knowledge exploring the potentials of GBAs for educational purposes and promotes the use of GBAs in similar fields of study.
{"title":"Validation of Game-Based Activities in Teaching Grade 7-Biology","authors":"N. L. Lasala Jr","doi":"10.15294/jpii.v11i4.39185","DOIUrl":"https://doi.org/10.15294/jpii.v11i4.39185","url":null,"abstract":"The use of game-based activities in education has been recognized as an innovative alternative instructional material. As any sort of instructional material is essential to the teaching and learning process, it is imperative to check its quality before widespread utilization to ensure effectiveness. This study aims to evaluate the validity of the developed lessons in Ecosystem integrating game-based activities (GBAs) namely (1) THE CONQUEST, (2) ECO-DAMA, (3) ECO-CHALLENGE, and (4) ECO-WARRIOR for Grade 7 Biology. This research employed descriptive developmental research design involving 8 experts and 66 students chosen through purposive sampling. Experts used the DepEd standards for non-print resources while students were given the evaluation checklist and asked to write journals for the validation. Results show that the GBAs met all of the LRMDS DepEd's standards for non-print resources and were deemed \"very satisfactory\" by both the students and the experts implying high validity. Additionally, the students' pre-test and post-test results revealed that integrating GBAs improved their academic performance. The experts and students acknowledged the potential for GBAs to make classes engaging, instructive, and fun, supporting the validity of the developed GBAs. This study concludes that the use of GBAs is a valid and effective approach in Science education and the developed GBAs can be used as supplemental and cutting-edge instructional materials for teaching Ecosystem. This study adds to the body of knowledge exploring the potentials of GBAs for educational purposes and promotes the use of GBAs in similar fields of study. ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86125550","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 : 2022-09-30DOI: 10.15294/jpii.v11i3.36367
D. Purwaningtyas, H. Prabowo, T. A. Napitupulu, B. Purwandari
Engineering education in aviation vocational education builds up skills and attitudes. Students must deal with the laboratory complexity, especially in radar training. Students must understand so much basic knowledge and enhance their skills. The high equipment cost and inflexibility of current learning make radar training less effective and cognitive. Augmented Reality (AR) integrated with laboratory activities is an opportunity to improve learning outcomes for vocational education training in an online learning platform. This study aims to find student learning problems in radar training and propose a framework for integrating virtual radar laboratories with Augmented Reality. This research used a descriptive analysis approach and a literature study. A survey at four Aviation Polytechnics in Indonesia results in cognitive load and troubleshooting skills as the main problem in radar training. The proposed framework concept for laboratory integration with Augmented Reality is added a learning style: the VARK framework and Augmented Reality design with a 5E-based model to make laboratory interaction design. Virtual laboratory integration with Augmented Reality with learning style proposed to enhance laboratory activity to achieve the troubleshooting capability on radar laboratory and make this learning more flexible and personalized.
{"title":"The Integration of Augmented Reality and Virtual Laboratory based on the 5E Model and Vark Assessment: A Conceptual Framework","authors":"D. Purwaningtyas, H. Prabowo, T. A. Napitupulu, B. Purwandari","doi":"10.15294/jpii.v11i3.36367","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.36367","url":null,"abstract":"Engineering education in aviation vocational education builds up skills and attitudes. Students must deal with the laboratory complexity, especially in radar training. Students must understand so much basic knowledge and enhance their skills. The high equipment cost and inflexibility of current learning make radar training less effective and cognitive. Augmented Reality (AR) integrated with laboratory activities is an opportunity to improve learning outcomes for vocational education training in an online learning platform. This study aims to find student learning problems in radar training and propose a framework for integrating virtual radar laboratories with Augmented Reality. This research used a descriptive analysis approach and a literature study. A survey at four Aviation Polytechnics in Indonesia results in cognitive load and troubleshooting skills as the main problem in radar training. The proposed framework concept for laboratory integration with Augmented Reality is added a learning style: the VARK framework and Augmented Reality design with a 5E-based model to make laboratory interaction design. Virtual laboratory integration with Augmented Reality with learning style proposed to enhance laboratory activity to achieve the troubleshooting capability on radar laboratory and make this learning more flexible and personalized.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78543897","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 : 2022-09-30DOI: 10.15294/jpii.v11i3.37324
A. N. Azman, M. Johari
This study seeks to investigate the effect of videos designed based on cognitive load theory on students’ academic performance. A one-group pre-test-post-test design was employed, with 25 lower sixth Biology students from one of the sixth form centres in Brunei as participants of the study, conveniently selected (non-random sampling). Twelve cycles of lessons on 12 different biology topics were conducted; for each cycle, a pretest was administered before students watched the videos (self-learning), followed by a posttest after the videos were watched. This study found a significant increase in test scores after students watched the videos for all of the cycles, with a large effect size ranging from .76 to .93 according to Cohen’s interpretation. The study shows how the cognitive load theory can help instructional designers create better learning content to encourage student learning. It can therefore be concluded that carefully curated videos are able to help reduce students’ extrinsic load. Thus, this finding has implications for the importance of theory-based video creation in helping students’ learning that most technologically innovative pedagogies seem to leverage on. One recommendation for future study worth delving into would be to directly measure students’ comparative cognitive load to investigate how their cognitive load changes before and after watching videos.
{"title":"Investigating the Effectiveness of Videos Designed Using Cognitive Load Theory on Biology Students’ Academic Achievement","authors":"A. N. Azman, M. Johari","doi":"10.15294/jpii.v11i3.37324","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.37324","url":null,"abstract":"This study seeks to investigate the effect of videos designed based on cognitive load theory on students’ academic performance. A one-group pre-test-post-test design was employed, with 25 lower sixth Biology students from one of the sixth form centres in Brunei as participants of the study, conveniently selected (non-random sampling). Twelve cycles of lessons on 12 different biology topics were conducted; for each cycle, a pretest was administered before students watched the videos (self-learning), followed by a posttest after the videos were watched. This study found a significant increase in test scores after students watched the videos for all of the cycles, with a large effect size ranging from .76 to .93 according to Cohen’s interpretation. The study shows how the cognitive load theory can help instructional designers create better learning content to encourage student learning. It can therefore be concluded that carefully curated videos are able to help reduce students’ extrinsic load. Thus, this finding has implications for the importance of theory-based video creation in helping students’ learning that most technologically innovative pedagogies seem to leverage on. One recommendation for future study worth delving into would be to directly measure students’ comparative cognitive load to investigate how their cognitive load changes before and after watching videos.","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85263691","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 : 2022-09-30DOI: 10.15294/jpii.v11i3.37399
U. Wahyono, A. Kade, K. A. A. Untara
The frequent increase of natural disasters enforces the need for disaster risk reduction implementation in education. This empirical study aims to determine the effectiveness of the module in the context of the Palu disaster threat in understanding the process of the earthquake, tsunami, liquefaction, and mitigation. This research was conducted in schools that were directly affected by the disaster. For those affected by the liquefaction, the research was carried out at SMP 21 Petobo. Then for those who were affected by the tsunami, the research was conducted at SMP 10 Kampung Lere, Palu. The results show that the students of disaster-affected schools already had initial knowledge regarding Disaster Risk Reduction before the module was implemented. Social media, mass media, and disaster locations contributed to the formation of their initial understanding. This study result indicates that the normal gain value for each disaster subject in disaster-affected schools increases. However, the normal gain for each topic affected by liquefaction is higher. The average increase in the normal gain of implementing modules in the school affected by liquefaction was 21.76 percent, and in the school affected by the tsunami was 10.49 percent. The study concludes that understanding the local context disaster module is effective in disaster-affected schools and is more effective in schools that are heavily affected (liquefaction).
{"title":"The Implementation of Local Context Modules as an Effort for Disaster Risk Reduction (An Empirical Study in Disaster-Affected Schools)","authors":"U. Wahyono, A. Kade, K. A. A. Untara","doi":"10.15294/jpii.v11i3.37399","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.37399","url":null,"abstract":"The frequent increase of natural disasters enforces the need for disaster risk reduction implementation in education. This empirical study aims to determine the effectiveness of the module in the context of the Palu disaster threat in understanding the process of the earthquake, tsunami, liquefaction, and mitigation. This research was conducted in schools that were directly affected by the disaster. For those affected by the liquefaction, the research was carried out at SMP 21 Petobo. Then for those who were affected by the tsunami, the research was conducted at SMP 10 Kampung Lere, Palu. The results show that the students of disaster-affected schools already had initial knowledge regarding Disaster Risk Reduction before the module was implemented. Social media, mass media, and disaster locations contributed to the formation of their initial understanding. This study result indicates that the normal gain value for each disaster subject in disaster-affected schools increases. However, the normal gain for each topic affected by liquefaction is higher. The average increase in the normal gain of implementing modules in the school affected by liquefaction was 21.76 percent, and in the school affected by the tsunami was 10.49 percent. The study concludes that understanding the local context disaster module is effective in disaster-affected schools and is more effective in schools that are heavily affected (liquefaction). ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78307089","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 : 2022-09-30DOI: 10.15294/jpii.v11i3.37696
E. Munastiwi, B. Saputro, S. Fatonah, E. Suhendro
This study aims to understand the tendency of science misconceptions about "forces" and to distinguish the influence of school origin on students' misconceptions. The research method is a quantitative experimental survey. A total of 83 fourth-grade elementary school students from public school 1 (School A), private school 2 (School B), and private school 3 (School C) were involved in this study. Data is collected through online surveys. Teachers and researchers formulated question instruments in the form of quizzes. Before being distributed, the synchronization and verification stages of the material are carried out. Then the quiz is distributed to students via WhatsApp during an online class. After 15 minutes, students return the answers to the class teacher in photos via WhatsApp to be evaluated and graded. The results show that the average level of students' misconceptions was relatively low. However, the level of individual misconceptions tended to be high, proving that the development of learning practices needs to pay attention to conceptual understanding. Students misconceptions should not occur, especially in science learning. This study concludes that there are differences in the level of misconceptions between clusters in science learning. Students in each cluster experienced similar obstacles. The researchers suggest an effort to adjust the learning model on the instructional, interaction, supervision, and independent learning models.
{"title":"Implications of Online Learning: Trends of Science Misconceptions about Forces in Elementary School","authors":"E. Munastiwi, B. Saputro, S. Fatonah, E. Suhendro","doi":"10.15294/jpii.v11i3.37696","DOIUrl":"https://doi.org/10.15294/jpii.v11i3.37696","url":null,"abstract":"This study aims to understand the tendency of science misconceptions about \"forces\" and to distinguish the influence of school origin on students' misconceptions. The research method is a quantitative experimental survey. A total of 83 fourth-grade elementary school students from public school 1 (School A), private school 2 (School B), and private school 3 (School C) were involved in this study. Data is collected through online surveys. Teachers and researchers formulated question instruments in the form of quizzes. Before being distributed, the synchronization and verification stages of the material are carried out. Then the quiz is distributed to students via WhatsApp during an online class. After 15 minutes, students return the answers to the class teacher in photos via WhatsApp to be evaluated and graded. The results show that the average level of students' misconceptions was relatively low. However, the level of individual misconceptions tended to be high, proving that the development of learning practices needs to pay attention to conceptual understanding. Students misconceptions should not occur, especially in science learning. This study concludes that there are differences in the level of misconceptions between clusters in science learning. Students in each cluster experienced similar obstacles. The researchers suggest an effort to adjust the learning model on the instructional, interaction, supervision, and independent learning models. ","PeriodicalId":37652,"journal":{"name":"Jurnal Pendidikan IPA Indonesia","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86711226","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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