Dewi Kurniawati, Nunun Indrasari, Fithrah Auliya Ansar
In March 2020 and the global outbreak of the coronavirus prompted the government to adjust its policies including the closure of educational institutions and swiftly shift to online learning. The aim of the research study was to describe the experiences of three English-language lecturers who taught listening during the Covid-19 Pandemic.It examines the challenges faced, including the shift to distance education, the preparation of teaching materials, and the navigation of unexpected obstacles. This research used collaborative auto-ethnography (CAE) as a qualitative study. This method involves the collaboration between the first, second, and third authors to gain understanding and insight into their shared experience. The data collection process was conducted in early 2021. After we taught extensive listening in the 3rd semester of the academic year 2020-2021. For collecting the data we used the story of our experience in a narrative inquiry, photo voice, and semi-structured interview that was analyzed using a thematic analysis. Thefindings of this study, from the experiences of the three authors as lecturers indicate that the epidemic situation is not a barrier to contributing positively to the world of education. One of the positive effects is that it can increase the creativity of teachers or lecturers in developing teaching materials and using TPACK and also help students evaluate concepts and theories more critically. This study also reveals that, despite experiencing problems such as unstable internet signals in their respective areas, teachers and lecturers are able to adapt to both academic and non-academic environments.
{"title":"Integrating TPACK in Extensive Listening: Teachers’ Experiences","authors":"Dewi Kurniawati, Nunun Indrasari, Fithrah Auliya Ansar","doi":"10.58524/oler.v3i1.227","DOIUrl":"https://doi.org/10.58524/oler.v3i1.227","url":null,"abstract":"In March 2020 and the global outbreak of the coronavirus prompted the government to adjust its policies including the closure of educational institutions and swiftly shift to online learning. The aim of the research study was to describe the experiences of three English-language lecturers who taught listening during the Covid-19 Pandemic.It examines the challenges faced, including the shift to distance education, the preparation of teaching materials, and the navigation of unexpected obstacles. This research used collaborative auto-ethnography (CAE) as a qualitative study. This method involves the collaboration between the first, second, and third authors to gain understanding and insight into their shared experience. The data collection process was conducted in early 2021. After we taught extensive listening in the 3rd semester of the academic year 2020-2021. For collecting the data we used the story of our experience in a narrative inquiry, photo voice, and semi-structured interview that was analyzed using a thematic analysis. Thefindings of this study, from the experiences of the three authors as lecturers indicate that the epidemic situation is not a barrier to contributing positively to the world of education. One of the positive effects is that it can increase the creativity of teachers or lecturers in developing teaching materials and using TPACK and also help students evaluate concepts and theories more critically. This study also reveals that, despite experiencing problems such as unstable internet signals in their respective areas, teachers and lecturers are able to adapt to both academic and non-academic environments.","PeriodicalId":499067,"journal":{"name":"Online Learning In Educational Research (OLER)","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136300755","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}
Low critical thinking skills and self-confidence can affect the learning process of students. In overcoming this problem, a suitable learning model and learning media are needed. This study aims to determine the effect of the YouTube-assisted PjBL learning model on students' critical thinking skills and self-confidence. This research is quasi-experimental with a non-equivalent control group design. The population in the study consisted of 185 eleventh-grade students of SMAN 16 Bandar Lampung. The research sample consisted of classes, class XI IPA 1 as the control class and XI IPA 2 as the experimental class, selected by cluster random sampling technique. Data collection instruments were an essay test of five questions and self-confidence questionnaires. Based on the analysis using the MANOVA test, the significant values for critical thinking skills of 0.008 and self-confidence of 0.000 were obtained. These values indicate that is accepted. Thus, it can be concluded that the YouTube-assisted PjBL learning model affects students' critical thinking skills and self-confidence in physics learning.
{"title":"PjBL Learning Model Assisted by YouTube: The Effect on Student’s Critical Thinking Skills and Self-Confidence in Physics Learning","authors":"Siti Fadilah, Yuberti Yuberti, Nurul Hidayah","doi":"10.58524/oler.v3i1.198","DOIUrl":"https://doi.org/10.58524/oler.v3i1.198","url":null,"abstract":"Low critical thinking skills and self-confidence can affect the learning process of students. In overcoming this problem, a suitable learning model and learning media are needed. This study aims to determine the effect of the YouTube-assisted PjBL learning model on students' critical thinking skills and self-confidence. This research is quasi-experimental with a non-equivalent control group design. The population in the study consisted of 185 eleventh-grade students of SMAN 16 Bandar Lampung. The research sample consisted of classes, class XI IPA 1 as the control class and XI IPA 2 as the experimental class, selected by cluster random sampling technique. Data collection instruments were an essay test of five questions and self-confidence questionnaires. Based on the analysis using the MANOVA test, the significant values for critical thinking skills of 0.008 and self-confidence of 0.000 were obtained. These values indicate that is accepted. Thus, it can be concluded that the YouTube-assisted PjBL learning model affects students' critical thinking skills and self-confidence in physics learning.","PeriodicalId":499067,"journal":{"name":"Online Learning In Educational Research (OLER)","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135155680","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}
Today's education must meet the needs of 21st-century learning and developments in the digital age. HOTS and science process skills must be trained to carry out scientific investigations. This experimental research aims to identify the improvement of students' science process skills affected by HOTS-oriented student worksheets through blended learning conducted in one of the high schools in Pringsewu District, Lampung Province. The subjects of this study were students of class X SMA Negeri 2 Pringsewu, with a population of 180 people. The research sample was selected using a purposive sampling technique so that class MIPA 2 was obtained as an experimental class with a total of 29 students and MIPA 4 class as a control class with a total of 31 students. The research method used was a non-equivalent control group design which aims to look for the effect of a causal relationship between two factors. The data collection technique used was a pretest and posttest design using a science process skills instrument. The n-gain results show an increase in 5 indicators of students' science process skills, where the increase occurs in the medium category. The results showed an increase after using HOTS-Oriented Student Worksheets (SW) on impulse-momentum material through blended learning to improve students' science process skills.
今天的教育必须满足21世纪学习和数字时代发展的需要。必须训练HOTS和科学过程技能来进行科学调查。本实验研究旨在通过在楠榜省平世武区的一所高中进行的混合学习，探讨以hot为导向的学生作业表对学生科学过程技能的影响。本研究的对象为SMA Negeri 2 Pringsewu X班学生，共180人。采用有目的抽样的方法选取研究样本，得到MIPA 2班作为实验班，共29名学生，MIPA 4班作为对照班，共31名学生。研究方法采用非等效对照组设计，旨在寻找两个因素之间因果关系的影响。使用的数据收集技术是使用科学过程技能仪器进行前测和后测设计。n-增益结果显示学生科学过程技能的5个指标有所增加，其中增加发生在中等类别。结果表明，在混合式学习中使用面向hot的学生工作表学习冲量材料后，学生的科学处理技能有所提高。
{"title":"HOTS-Oriented Student Worksheets with Blended Learning: Improving Students’ Science Process Skills","authors":"Novinta Nurulsari, Khairun Nisa', Viyanti Viyanti, Brahimi Yassine","doi":"10.58524/oler.v3i1.228","DOIUrl":"https://doi.org/10.58524/oler.v3i1.228","url":null,"abstract":"Today's education must meet the needs of 21st-century learning and developments in the digital age. HOTS and science process skills must be trained to carry out scientific investigations. This experimental research aims to identify the improvement of students' science process skills affected by HOTS-oriented student worksheets through blended learning conducted in one of the high schools in Pringsewu District, Lampung Province. The subjects of this study were students of class X SMA Negeri 2 Pringsewu, with a population of 180 people. The research sample was selected using a purposive sampling technique so that class MIPA 2 was obtained as an experimental class with a total of 29 students and MIPA 4 class as a control class with a total of 31 students. The research method used was a non-equivalent control group design which aims to look for the effect of a causal relationship between two factors. The data collection technique used was a pretest and posttest design using a science process skills instrument. The n-gain results show an increase in 5 indicators of students' science process skills, where the increase occurs in the medium category. The results showed an increase after using HOTS-Oriented Student Worksheets (SW) on impulse-momentum material through blended learning to improve students' science process skills.","PeriodicalId":499067,"journal":{"name":"Online Learning In Educational Research (OLER)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135155681","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 investigated undergraduate mathematics students' perception of the effectiveness of strategies employed in learning mathematics online in the Covid-19 era. The study was grounded in a pragmatic paradigm, using a sequential explanatory design with questionnaires and interview guides as the research instruments. A simple random sampling technique was used to select three hundred and seventy-nine (379) third-year undergraduate mathematics students within the central region of Ghana. The quantitative data were analyzed using descriptive statistics such as frequencies, percentages, means, standard deviation, and percentages, whiles the qualitative data were analyzed using content analysis. The findings of the study revealed that the combination of video, audio, and text-based materials in the online mathematics lessons was the most effective online instructional delivery strategy that the students perceived, whiles limited interaction between lecturers and students in online lessons was rated as the least effective in supporting their online learning. Also, access to the Internet for online lessons was the topmost challenge to online learning of mathematics experienced by undergraduate mathematics education students during the Covid-19 era. The study concludes that undergraduate mathematics students' perceptions of the effectiveness of online instructional delivery strategies are key for successful online mathematics learning; hence educators and institutions should ensure its success. The study recommends that Mathematics lecturers be trained continuously on effective strategies for online instructional delivery. Additionally, the telecommunication industry should improve network connectivity in the country, and universities should make their online learning platforms accessible without data to mitigate students' challenges with internet data.
{"title":"Effectiveness of Online Mathematics Learning during Covid-19: Empirical Evidence from a Tertiary Institution in Ghana","authors":"Loretta Arhin-Larbi, Christopher Owu-Annan","doi":"10.58524/oler.v3i1.211","DOIUrl":"https://doi.org/10.58524/oler.v3i1.211","url":null,"abstract":"This study investigated undergraduate mathematics students' perception of the effectiveness of strategies employed in learning mathematics online in the Covid-19 era. The study was grounded in a pragmatic paradigm, using a sequential explanatory design with questionnaires and interview guides as the research instruments. A simple random sampling technique was used to select three hundred and seventy-nine (379) third-year undergraduate mathematics students within the central region of Ghana. The quantitative data were analyzed using descriptive statistics such as frequencies, percentages, means, standard deviation, and percentages, whiles the qualitative data were analyzed using content analysis. The findings of the study revealed that the combination of video, audio, and text-based materials in the online mathematics lessons was the most effective online instructional delivery strategy that the students perceived, whiles limited interaction between lecturers and students in online lessons was rated as the least effective in supporting their online learning. Also, access to the Internet for online lessons was the topmost challenge to online learning of mathematics experienced by undergraduate mathematics education students during the Covid-19 era. The study concludes that undergraduate mathematics students' perceptions of the effectiveness of online instructional delivery strategies are key for successful online mathematics learning; hence educators and institutions should ensure its success. The study recommends that Mathematics lecturers be trained continuously on effective strategies for online instructional delivery. Additionally, the telecommunication industry should improve network connectivity in the country, and universities should make their online learning platforms accessible without data to mitigate students' challenges with internet data.","PeriodicalId":499067,"journal":{"name":"Online Learning In Educational Research (OLER)","volume":"407 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353961","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}
Lailia Aini Rohmah, Bambang Sri Anggoro, Wawan Gunawan
This study aimed to determine the effect of the PDEODE learning strategy on students' critical thinking and mathematical analysis skills. This research is quantitative research with a quasi-Experimental posttest-only control group design. The population of this study was all students of the eighth grade of MTs Negeri 2 Bandar Lampung, with a total population of 256 students. The sampling technique employed was cluster random sampling. The data analysis techniques performed were the normality test and the homogeneity test. The hypothesis testing performed was a Multivariate Analysis of Variance (MANOVA) test. Based on the results of research and the MANOVA test, the PDEODE learning strategy assisted by the GeoGebra application has an effect on students’ critical thinking and mathematical analysis skills. Further research is recommended to use the PDEODE strategy and GeoGebra media.
本研究旨在确定PDEODE学习策略对学生批判性思维和数学分析能力的影响。本研究采用准实验后测控制组设计进行定量研究。本研究的人群为MTs Negeri 2 Bandar Lampung的所有八年级学生，共有256名学生。抽样方法为整群随机抽样。采用正态性检验和齐性检验进行数据分析。假设检验采用多元方差分析(MANOVA)检验。基于研究结果和方差分析，在GeoGebra应用程序辅助下的PDEODE学习策略对学生的批判性思维和数学分析能力有影响。建议进一步研究使用PDEODE策略和GeoGebra媒体。
{"title":"PDEODE Strategy Assisted by GeoGebra: Improving Students’ Critical Thinking and Mathematical Analysis","authors":"Lailia Aini Rohmah, Bambang Sri Anggoro, Wawan Gunawan","doi":"10.58524/oler.v3i1.203","DOIUrl":"https://doi.org/10.58524/oler.v3i1.203","url":null,"abstract":"This study aimed to determine the effect of the PDEODE learning strategy on students' critical thinking and mathematical analysis skills. This research is quantitative research with a quasi-Experimental posttest-only control group design. The population of this study was all students of the eighth grade of MTs Negeri 2 Bandar Lampung, with a total population of 256 students. The sampling technique employed was cluster random sampling. The data analysis techniques performed were the normality test and the homogeneity test. The hypothesis testing performed was a Multivariate Analysis of Variance (MANOVA) test. Based on the results of research and the MANOVA test, the PDEODE learning strategy assisted by the GeoGebra application has an effect on students’ critical thinking and mathematical analysis skills. Further research is recommended to use the PDEODE strategy and GeoGebra media.","PeriodicalId":499067,"journal":{"name":"Online Learning In Educational Research (OLER)","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135353963","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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