Lintang Rizkyta Ananda, Y. Rahmawati, Fauzan Khairi
This project seeks to foster students' critical thinking abilities through the incorporation of Design Thinking with STEAM-PjBL in a chemistry redox process. 41 grade 10 students from a high school in Rangkasbitung, Banten, Indonesia participated in this study. Learning was facilitated by using a variety of online platforms, including Edmodo, Google Jamboard, and Zoom Meetings. Interviews, observations, journal reflection procedures, and researcher notes were used to gather qualitative data. The five steps of Design Thinking: empathize, define, ideate, prototype, and test, were used to facilitate learning (Plattner, 2010). Critical thinking skills were assessed through the indicators of Framing The Problem, Solution Finding, Self-Regulation, and Reflection, developed by Ucson & Rizona (2018). Based on the categories of Information Search, Creative Interpretation and Reasoning, Reflection, and Self-Regulation, the results demonstrate the development of students' critical thinking abilities to the advanced level. Design Thinking provides a way to more easily and actively create project-based solutions in solving contextual problems related to redox reaction of water pollution in the Ciujung River due to the use of detergent waste. Understanding the relationship of chemical concepts to daily life challenges the application of this approach. To challenge students' learning and help them acquire 21st-century abilities, STEAM-PjBL may be integrated with Design Thinking.
{"title":"Critical thinking skills of Chemistry students by integrating design thinking with STEAM-PjBL","authors":"Lintang Rizkyta Ananda, Y. Rahmawati, Fauzan Khairi","doi":"10.3926/jotse.1938","DOIUrl":"https://doi.org/10.3926/jotse.1938","url":null,"abstract":"This project seeks to foster students' critical thinking abilities through the incorporation of Design Thinking with STEAM-PjBL in a chemistry redox process. 41 grade 10 students from a high school in Rangkasbitung, Banten, Indonesia participated in this study. Learning was facilitated by using a variety of online platforms, including Edmodo, Google Jamboard, and Zoom Meetings. Interviews, observations, journal reflection procedures, and researcher notes were used to gather qualitative data. The five steps of Design Thinking: empathize, define, ideate, prototype, and test, were used to facilitate learning (Plattner, 2010). Critical thinking skills were assessed through the indicators of Framing The Problem, Solution Finding, Self-Regulation, and Reflection, developed by Ucson & Rizona (2018). Based on the categories of Information Search, Creative Interpretation and Reasoning, Reflection, and Self-Regulation, the results demonstrate the development of students' critical thinking abilities to the advanced level. Design Thinking provides a way to more easily and actively create project-based solutions in solving contextual problems related to redox reaction of water pollution in the Ciujung River due to the use of detergent waste. Understanding the relationship of chemical concepts to daily life challenges the application of this approach. To challenge students' learning and help them acquire 21st-century abilities, STEAM-PjBL may be integrated with Design Thinking.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73097397","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}
A. Asrial, Syahrial Syahrial, D. A. Kurniawan*, Febritia Aldila, M. Iqbal
This study aims to see the effect of students' perceptions on the results of character assessment using a gender-based web-based assessment. The population in this study was a junior high school in Batanghari Regency with a sample of 322 students using purposive sampling technique. Quantitative methods are used in this study with descriptive and inferential analysis methods to obtain assumption tests (normality, homogeneity, and linearity) and hypothesis testing (Anova and Linear Regression). The results of this study indicate that the perceptions of male and female students affect the results of character assessment, this is indicated by the results of a linear regression test with a significance value of 0.001 for both sexes. This is a supporting indicator in the implementation of web-based assessments apart from the real-time benefits and very fast feedback. Therefore, the application of web-based assessment to measure student character is good for use in learning which is indicated by good student perceptions of its application.
{"title":"Implementation of Web-based Character Assessment on Students' Character Outcomes: A Review on Perception and Gender","authors":"A. Asrial, Syahrial Syahrial, D. A. Kurniawan*, Febritia Aldila, M. Iqbal","doi":"10.3926/jotse.1564","DOIUrl":"https://doi.org/10.3926/jotse.1564","url":null,"abstract":"This study aims to see the effect of students' perceptions on the results of character assessment using a gender-based web-based assessment. The population in this study was a junior high school in Batanghari Regency with a sample of 322 students using purposive sampling technique. Quantitative methods are used in this study with descriptive and inferential analysis methods to obtain assumption tests (normality, homogeneity, and linearity) and hypothesis testing (Anova and Linear Regression). The results of this study indicate that the perceptions of male and female students affect the results of character assessment, this is indicated by the results of a linear regression test with a significance value of 0.001 for both sexes. This is a supporting indicator in the implementation of web-based assessments apart from the real-time benefits and very fast feedback. Therefore, the application of web-based assessment to measure student character is good for use in learning which is indicated by good student perceptions of its application.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79044821","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}
A. Oladejo, Ibukunolu A. Ademola, M. A. Ayanwale, Tobih Deborah O.
This study focused on addressing underperformance in chemistry in Anglophone West African countries. The main purpose of the study was to determine if factors such as gender, school location and ownership impact students’ perception of the difficulty of chemistry concepts and to suggest how these difficult concepts can be made easy to learn from the perspectives of the students. A mixed-methods approach was adopted. Participants were 1,292 chemistry students from nine public and 12 private secondary schools in Nigeria and Ghana with about three-quarters of the schools from urban areas. About 51% of the participants were females. Twenty-four students were interviewed to gather qualitative data. The Difficult Concept in Chemistry Questionnaire (DCCQ) and the Difficult Concepts in Chemistry Interview Guide (DCCIG) were used for data collection. The test-retest reliability coefficient of the DCCQ was 0.88. We found a slight difference in the perception of male and female students while school type came as a major determinant factor on students’ perception of difficult concepts in chemistry, just as school location. Phobia for calculations came out as a major cause of difficulty in the top five perceived difficult concepts. Findings on causes of learning difficulties were reported as well as suggestions for improvement as viewed by the students. Recommendations were made for improving the teaching and learning of chemistry in Anglophone West African schools.
{"title":"Concept difficulty in secondary school chemistry: An intra-play of gender, school location and school type","authors":"A. Oladejo, Ibukunolu A. Ademola, M. A. Ayanwale, Tobih Deborah O.","doi":"10.3926/jotse.1902","DOIUrl":"https://doi.org/10.3926/jotse.1902","url":null,"abstract":"This study focused on addressing underperformance in chemistry in Anglophone West African countries. The main purpose of the study was to determine if factors such as gender, school location and ownership impact students’ perception of the difficulty of chemistry concepts and to suggest how these difficult concepts can be made easy to learn from the perspectives of the students. A mixed-methods approach was adopted. Participants were 1,292 chemistry students from nine public and 12 private secondary schools in Nigeria and Ghana with about three-quarters of the schools from urban areas. About 51% of the participants were females. Twenty-four students were interviewed to gather qualitative data. The Difficult Concept in Chemistry Questionnaire (DCCQ) and the Difficult Concepts in Chemistry Interview Guide (DCCIG) were used for data collection. The test-retest reliability coefficient of the DCCQ was 0.88. We found a slight difference in the perception of male and female students while school type came as a major determinant factor on students’ perception of difficult concepts in chemistry, just as school location. Phobia for calculations came out as a major cause of difficulty in the top five perceived difficult concepts. Findings on causes of learning difficulties were reported as well as suggestions for improvement as viewed by the students. Recommendations were made for improving the teaching and learning of chemistry in Anglophone West African schools.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73348157","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}
Inequality in education is a challenge that have persisted and still likely to persist for a long time in the field of education because students come into the classroom with different characteristics. This situation pose a great threat to the realization of classroom objectives especially during physics lessons because students struggle to remember the concepts that have been learnt overtime. The use of adequate teaching strategy might break this limitation thus making every student to engage in meaning learning. This paper has two objectives; (i) to investigate the effect of brain-based teaching strategy on students’ retention in heat energy (ii) to investigate if self-efficacy influence physics students’ retention in heat energy when taught using brain-based teaching strategy. This investigation adopt the pre-test post-test control group quasi experimental design. It involved 99 (experimental group, n= 46; control group, n=53) students randomly selected from two schools in Ondo. A researcher designed instrument titled heat energy test (HET) was used to obtain data for this study. HET was validated by three science education experts and two secondary school physics teachers. The data collected were analysed using mean, t-test and analysis of covariance (ANCOVA). The findings from this study reveal that brain-based teaching strategy has significant effect on the retention of physics students in heat energy and self-efficacy did not influence physics students’ retention in heat energy. This paper concludes that brain-based teaching strategy enhances the retention of physics concepts thus breaking the limitation posed by differences in the characteristics of the students.
教育不平等是教育领域一直存在的挑战，而且可能还会长期存在，因为进入课堂的学生各有特点。这种情况对课堂目标的实现构成了极大的威胁，特别是在物理课上，因为学生很难记住加班学习的概念。适当的教学策略可以打破这一局限，使每个学生都参与到意义学习中来。本文有两个目的;(1)研究脑基教学策略对学生热能记忆的影响。(2)研究自我效能感是否影响脑基教学策略对物理学生热能记忆的影响。本研究采用前测后测对照组准实验设计。共99例(实验组，n= 46;对照组，n=53)名学生，随机从翁多的两所学校中选出。本研究采用自行设计的热能测试仪(heat energy test, HET)进行数据采集。HET由三位科学教育专家和两位中学物理教师验证。收集的资料采用均数、t检验和协方差分析(ANCOVA)进行分析。本研究发现，脑基教学策略对物理学生的热能保留有显著影响，自我效能感对物理学生的热能保留没有影响。本文认为，基于大脑的教学策略提高了物理概念的记忆，从而打破了学生性格差异所带来的限制。
{"title":"Effect of brain-based teaching strategy on students’ retention and self-efficacy in heat energy","authors":"A. Bada, L. Jita","doi":"10.3926/jotse.1629","DOIUrl":"https://doi.org/10.3926/jotse.1629","url":null,"abstract":"Inequality in education is a challenge that have persisted and still likely to persist for a long time in the field of education because students come into the classroom with different characteristics. This situation pose a great threat to the realization of classroom objectives especially during physics lessons because students struggle to remember the concepts that have been learnt overtime. The use of adequate teaching strategy might break this limitation thus making every student to engage in meaning learning. This paper has two objectives; (i) to investigate the effect of brain-based teaching strategy on students’ retention in heat energy (ii) to investigate if self-efficacy influence physics students’ retention in heat energy when taught using brain-based teaching strategy. This investigation adopt the pre-test post-test control group quasi experimental design. It involved 99 (experimental group, n= 46; control group, n=53) students randomly selected from two schools in Ondo. A researcher designed instrument titled heat energy test (HET) was used to obtain data for this study. HET was validated by three science education experts and two secondary school physics teachers. The data collected were analysed using mean, t-test and analysis of covariance (ANCOVA). The findings from this study reveal that brain-based teaching strategy has significant effect on the retention of physics students in heat energy and self-efficacy did not influence physics students’ retention in heat energy. This paper concludes that brain-based teaching strategy enhances the retention of physics concepts thus breaking the limitation posed by differences in the characteristics of the students.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"50 1-5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77882749","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}
D. Bienvenido-Huertas, C. Rubio-Bellido, M. León-Muñoz
Gamification is increasingly used for better content assimilation. However, it is hardly used in theoretical and technical courses related to building and architecture. This study focuses on assessing the use of gamification with Kahoot! to arouse students’ interest and to ease content assimilation. Experimentation was undertaken during the 2020/2021 and 2021/2022 academic years. All students enrolled in the course participated in experimentation: 67 and 65 students, respectively. Gamification sessions took place in the middle and at the end of each academic year (the week before partial exams). Students were also surveyed to assess their degree of satisfaction with gamification sessions. The results showed that gamification dynamics improved students’ performance in exams, obtaining a lower percentage of failures and increasing higher marks. Cluster analysis results also showed that students’ performance in Kahoot! is not a clear indicative of their performance in exams, so it is useful as a self-assessment tool. Moreover, most students positively assessed gamification sessions for better content assimilation. This study stresses the implementation potential of Kahoot! in teaching dynamics in university degrees in architecture and building engineering.
{"title":"Analysis of the effectiveness of using Kahoot! in university degrees in building engineering","authors":"D. Bienvenido-Huertas, C. Rubio-Bellido, M. León-Muñoz","doi":"10.3926/jotse.1984","DOIUrl":"https://doi.org/10.3926/jotse.1984","url":null,"abstract":"Gamification is increasingly used for better content assimilation. However, it is hardly used in theoretical and technical courses related to building and architecture. This study focuses on assessing the use of gamification with Kahoot! to arouse students’ interest and to ease content assimilation. Experimentation was undertaken during the 2020/2021 and 2021/2022 academic years. All students enrolled in the course participated in experimentation: 67 and 65 students, respectively. Gamification sessions took place in the middle and at the end of each academic year (the week before partial exams). Students were also surveyed to assess their degree of satisfaction with gamification sessions. The results showed that gamification dynamics improved students’ performance in exams, obtaining a lower percentage of failures and increasing higher marks. Cluster analysis results also showed that students’ performance in Kahoot! is not a clear indicative of their performance in exams, so it is useful as a self-assessment tool. Moreover, most students positively assessed gamification sessions for better content assimilation. This study stresses the implementation potential of Kahoot! in teaching dynamics in university degrees in architecture and building engineering.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82989761","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}
C. So, Pui-ling Chan, S. C. Wong, A. K. Wong, Ho-yin Tsang, Henry C. B. Chan
The project presented in this paper aims to formulate a recommendation framework that consolidates the higher education students’ particulars such as their academic background, current study and student activity records, their attended higher education institution’s expectations of graduate attributes and self-assessment of their own generic competencies. The gap between the higher education students’ generic competence development and their current statuses such as their academic performance and their student activity involvement was incorporated into the framework to come up with a recommendation for the student activities that lead to their generic competence development. For the formulation of the recommendation framework, the data mining tool Orange with some programming in Python and machine learning models was applied on 14,556 students’ activity and academic records in the case higher education institution to find out three major types of patterns between the students’ participation of the student activities and (1) their academic performance change, (2) their programmes of studies, and (3) their English results in the public examination. These findings are also discussed in this paper.
{"title":"Some pattern recognitions for a recommendation framework for higher education students’ generic competence development using machine learning","authors":"C. So, Pui-ling Chan, S. C. Wong, A. K. Wong, Ho-yin Tsang, Henry C. B. Chan","doi":"10.3926/jotse.1707","DOIUrl":"https://doi.org/10.3926/jotse.1707","url":null,"abstract":"The project presented in this paper aims to formulate a recommendation framework that consolidates the higher education students’ particulars such as their academic background, current study and student activity records, their attended higher education institution’s expectations of graduate attributes and self-assessment of their own generic competencies. The gap between the higher education students’ generic competence development and their current statuses such as their academic performance and their student activity involvement was incorporated into the framework to come up with a recommendation for the student activities that lead to their generic competence development. For the formulation of the recommendation framework, the data mining tool Orange with some programming in Python and machine learning models was applied on 14,556 students’ activity and academic records in the case higher education institution to find out three major types of patterns between the students’ participation of the student activities and (1) their academic performance change, (2) their programmes of studies, and (3) their English results in the public examination. These findings are also discussed in this paper.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88919768","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 was conducted on the perception of high school students regarding the influence of learner and teacher on school science learning. The subjects were 867 South Korean high school students at 464 natural science and 404 humanities learning course. The components of the influence of learner and teacher in school science learning consisted of learning motivation, class participation, learning, and achievement. Overall, high school students perceived that learners had a stronger influence than teacher on learning motivation, class participation and achievement except learning. High school students at natural science learning course recognized more than students of humanities learning course that learners had a stronger influence on learning motivation, class participation, and the achievement than teacher. Since high school students at natural science learning course considered their future careers when selecting such learning course, their interests and motivation in science were already higher than students of humanities learning course. Thus, school teachers have to make an effort to develop the professionalism of teaching because the learning effect was not limited to the cognitive skills of science class students, and may vary depending on the explanations of teachers.
{"title":"A study on the perception of South Korean high school students about the influence of learner and teacher on school science learning","authors":"Hwa-Jung Han, K. Shim","doi":"10.3926/jotse.1699","DOIUrl":"https://doi.org/10.3926/jotse.1699","url":null,"abstract":"This study was conducted on the perception of high school students regarding the influence of learner and teacher on school science learning. The subjects were 867 South Korean high school students at 464 natural science and 404 humanities learning course. The components of the influence of learner and teacher in school science learning consisted of learning motivation, class participation, learning, and achievement. Overall, high school students perceived that learners had a stronger influence than teacher on learning motivation, class participation and achievement except learning. High school students at natural science learning course recognized more than students of humanities learning course that learners had a stronger influence on learning motivation, class participation, and the achievement than teacher. Since high school students at natural science learning course considered their future careers when selecting such learning course, their interests and motivation in science were already higher than students of humanities learning course. Thus, school teachers have to make an effort to develop the professionalism of teaching because the learning effect was not limited to the cognitive skills of science class students, and may vary depending on the explanations of teachers.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"378 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80614508","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}
Recently the trend of words in the world is related to sustainable development such as "green" has become a new trend in everyday human life. This study aimed to analyze and map the chemistry learning with green chemistry insight for undergraduate students of chemistry education program as an effort to conserve the environment as one of the Sustainable Development Goals (SDGs). The urgency of this study is to support the achievement of SDGs through education, especially the target number 12, responsible consumption and production and/or number 13, climate action. Data collection was used in exploratory method by combining primary and secondary exploratory framework. The primary method was focused on the observation qualitative or quantitative and the secondary on the literature research. Data analysis were used qualitative and quantitative descriptive. It can be concluded that; the efforts to preserve the environment through education can be pursued with green chemistry insight learning. The principles of green chemistry that can be implemented in chemistry learning on suitable material represent in some action such as; waste prevention, use the safe solvent, energy efficiency, and creating safe and secure conditions for learning both in the classroom and laboratory. Chemistry learning have the role to support SDGs through education by using some learning model/methods, such as discussion, concept map, or practical methods as well as Project Based Learning. So, the results of this study can be referred as an alternative learning that have contribution in SDGs achievement through education.
{"title":"The integration of green chemistry principles in basic chemistry learning to support achievement of Sustainable Development Goals (SDGs) through education","authors":"M. Mitarlis, U. Azizah, B. Yonata","doi":"10.3926/jotse.1892","DOIUrl":"https://doi.org/10.3926/jotse.1892","url":null,"abstract":"Recently the trend of words in the world is related to sustainable development such as \"green\" has become a new trend in everyday human life. This study aimed to analyze and map the chemistry learning with green chemistry insight for undergraduate students of chemistry education program as an effort to conserve the environment as one of the Sustainable Development Goals (SDGs). The urgency of this study is to support the achievement of SDGs through education, especially the target number 12, responsible consumption and production and/or number 13, climate action. Data collection was used in exploratory method by combining primary and secondary exploratory framework. The primary method was focused on the observation qualitative or quantitative and the secondary on the literature research. Data analysis were used qualitative and quantitative descriptive. It can be concluded that; the efforts to preserve the environment through education can be pursued with green chemistry insight learning. The principles of green chemistry that can be implemented in chemistry learning on suitable material represent in some action such as; waste prevention, use the safe solvent, energy efficiency, and creating safe and secure conditions for learning both in the classroom and laboratory. Chemistry learning have the role to support SDGs through education by using some learning model/methods, such as discussion, concept map, or practical methods as well as Project Based Learning. So, the results of this study can be referred as an alternative learning that have contribution in SDGs achievement through education.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"112 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76607058","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 research aims to: (1) develop a fesible Android-based comic media of Gajah Mungkur Dam, and (2) reveal the effectiveness of the developed comic media in improving mathematical representation and critical thinking abilities on the materials of work and energy. The research subjects are senior high school students, consisting of 262 students for the empirical testing, 36 students for the limited trial, and 72 students for the field trial. This research is research and development applying the 4D model, consisting the stages of definition, design, development, and dissemination. The research instrument includes a validation sheet, evaluation sheet, questionnaire, lesson plans, comic media, and mathematical representation and critical thinking ability tests. The developed comic media contains an introduction, comic’s work and energy materials, users’ manual, instructional video, and discussion column. The data analysis used the MANOVA test. The finding shows that the developed Android-based comic media of Gajah Mungkur Dam is feasible to use with the assessment score of 3.70 or in a very good category from the validator, and score of 3.10 or in a good category from students in the limited trial. The MANOVA test result shows that there is a significant difference between the control class and experimental class. The developed comic is effective in improving mathematical representation ability in the small effect category and in improving critical thinking skill in the medium effect category.
{"title":"The Android-based comic of Gajah Mungkur Dam: Improving mathematical representation and critical thinking abilities","authors":"Ahmad Priyadi, H. Kuswanto","doi":"10.3926/jotse.1174","DOIUrl":"https://doi.org/10.3926/jotse.1174","url":null,"abstract":"This research aims to: (1) develop a fesible Android-based comic media of Gajah Mungkur Dam, and (2) reveal the effectiveness of the developed comic media in improving mathematical representation and critical thinking abilities on the materials of work and energy. The research subjects are senior high school students, consisting of 262 students for the empirical testing, 36 students for the limited trial, and 72 students for the field trial. This research is research and development applying the 4D model, consisting the stages of definition, design, development, and dissemination. The research instrument includes a validation sheet, evaluation sheet, questionnaire, lesson plans, comic media, and mathematical representation and critical thinking ability tests. The developed comic media contains an introduction, comic’s work and energy materials, users’ manual, instructional video, and discussion column. The data analysis used the MANOVA test. The finding shows that the developed Android-based comic media of Gajah Mungkur Dam is feasible to use with the assessment score of 3.70 or in a very good category from the validator, and score of 3.10 or in a good category from students in the limited trial. The MANOVA test result shows that there is a significant difference between the control class and experimental class. The developed comic is effective in improving mathematical representation ability in the small effect category and in improving critical thinking skill in the medium effect category.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85643128","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}
Teachers often use analogies to introduce unfamiliar or complex concepts. However, several studies have found that their knowledge on how to use them is limited or superficial. Similarly, the integration of technological resources in the teaching-learning processes is not always carried out efficiently, which evidences the need to improve teachers' digital competence. This paper provides a formative sequence on the use of analogies in teaching through mediation of technological resources, implemented in the context of the initial training of secondary education teachers. The results show a positive assessment by the students, a change in their perceptions on the subject and some progress in their classroom proposal designs. The conclusion is that it is necessary to train future teachers to deal with common teaching problems in a reflective, comprehensive and innovative way, which will undoubtedly be one of the challenges of education in the 21st century.
{"title":"Development of a formative sequence for prospective science teachers: The challenge of improving teaching with analogies through the integration of infographics and augmented reality","authors":"Paula González Pérez, Juan José Marrero-Galván","doi":"10.3926/jotse.1919","DOIUrl":"https://doi.org/10.3926/jotse.1919","url":null,"abstract":"Teachers often use analogies to introduce unfamiliar or complex concepts. However, several studies have found that their knowledge on how to use them is limited or superficial. Similarly, the integration of technological resources in the teaching-learning processes is not always carried out efficiently, which evidences the need to improve teachers' digital competence. This paper provides a formative sequence on the use of analogies in teaching through mediation of technological resources, implemented in the context of the initial training of secondary education teachers. The results show a positive assessment by the students, a change in their perceptions on the subject and some progress in their classroom proposal designs. The conclusion is that it is necessary to train future teachers to deal with common teaching problems in a reflective, comprehensive and innovative way, which will undoubtedly be one of the challenges of education in the 21st century.","PeriodicalId":37919,"journal":{"name":"Journal of Technology and Science Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90102813","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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