Pub Date : 2022-12-31DOI: 10.23917/varidika.v34i2.20861
S. K. Basak, Marguerite Wotto, P. Bélanger
The Covid - 19 has certainly increased the uses of Information and Communication Technology (ICT) in all domains. Despite this, ICT had become an integral part of Small and Medium Enterprises (SMEs) that are the backbones of a nation’s economic development. This article’s objective is to analyze the global positive effect of ICT uses and adoption in SMEs across the world before the Covid - 19. Consequently, a systematic literature review methodology was used based on a few steps, namely, formulation of review questions, search strategy devising, study selection criteria, quality appraisal criteria, and finally design of studies to select and download 220 articles before 2020. Out of them, a total of 85 most significant and well-informing article’s analysis is conducted. The results showed ICT has positive impacts on SMEs production and performance in the world (Asia, Africa, Europe, Australia, Oceania, North America, and South America) and it also changes and improves the work mode, technics, and conditions of SMEs. Due to missing data, this research has not included all the countries of each continent. Considering results analysis from all countries would give better outcome.
{"title":"Global Positive Effects of ICT Usage and Adoption in SMEs: A Literature Review Prior to the COVID-19 Crisis","authors":"S. K. Basak, Marguerite Wotto, P. Bélanger","doi":"10.23917/varidika.v34i2.20861","DOIUrl":"https://doi.org/10.23917/varidika.v34i2.20861","url":null,"abstract":"The Covid - 19 has certainly increased the uses of Information and Communication Technology (ICT) in all domains. Despite this, ICT had become an integral part of Small and Medium Enterprises (SMEs) that are the backbones of a nation’s economic development. This article’s objective is to analyze the global positive effect of ICT uses and adoption in SMEs across the world before the Covid - 19. Consequently, a systematic literature review methodology was used based on a few steps, namely, formulation of review questions, search strategy devising, study selection criteria, quality appraisal criteria, and finally design of studies to select and download 220 articles before 2020. Out of them, a total of 85 most significant and well-informing article’s analysis is conducted. The results showed ICT has positive impacts on SMEs production and performance in the world (Asia, Africa, Europe, Australia, Oceania, North America, and South America) and it also changes and improves the work mode, technics, and conditions of SMEs. Due to missing data, this research has not included all the countries of each continent. Considering results analysis from all countries would give better outcome.","PeriodicalId":56249,"journal":{"name":"Jurnal Varidika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45995432","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 : 2022-12-30DOI: 10.23917/varidika.v34i2.20025
J. T. Ajai, Chia Igbalagh Azuaga
Long acknowledged as the foundation for a country's growth and prosperity are four disciplines- science, technology, engineering, and mathematics (STEM). Education in these four fields has several advantages for women in terms of long-term social and economic advancement. By 2030, the fifth sustainable development target (SDG 5) is to enable women and girls to realise their full potential. One of the criteria to determine SDG 5 is measuring gender equality in science, technology, engineering, and mathematics (STEM). In Taraba State, Nigeria, this study looks into gender equality in STEM fields. The study sample consists of 14,548 STEM-majoring students from 100 secondary schools and 6 post-secondary institutions in Taraba State, with 8,354 male and 6,194 female participants. Data on enrollment in STEM-related courses as well as information from a standardised survey were collected.The findings show that enrollment data at the secondary school level is equal for both sexes. Nonetheless, more male students chose chemistry and physics, while more female students chose biology and technical drawing. According to the tertiary institutions' findings, men predominate in STEM fields. The study comes to the conclusion that there is significant gender inequality in STEM education in Taraba State, Nigeria, and suggests that efforts should be taken to bridge the gap in order to meet SDG 5.
{"title":"Gender equality in Science, Technology, Engineering and Mathematics in Taraba State, Nigeria","authors":"J. T. Ajai, Chia Igbalagh Azuaga","doi":"10.23917/varidika.v34i2.20025","DOIUrl":"https://doi.org/10.23917/varidika.v34i2.20025","url":null,"abstract":"Long acknowledged as the foundation for a country's growth and prosperity are four disciplines- science, technology, engineering, and mathematics (STEM). Education in these four fields has several advantages for women in terms of long-term social and economic advancement. By 2030, the fifth sustainable development target (SDG 5) is to enable women and girls to realise their full potential. One of the criteria to determine SDG 5 is measuring gender equality in science, technology, engineering, and mathematics (STEM). In Taraba State, Nigeria, this study looks into gender equality in STEM fields. The study sample consists of 14,548 STEM-majoring students from 100 secondary schools and 6 post-secondary institutions in Taraba State, with 8,354 male and 6,194 female participants. Data on enrollment in STEM-related courses as well as information from a standardised survey were collected.The findings show that enrollment data at the secondary school level is equal for both sexes. Nonetheless, more male students chose chemistry and physics, while more female students chose biology and technical drawing. According to the tertiary institutions' findings, men predominate in STEM fields. The study comes to the conclusion that there is significant gender inequality in STEM education in Taraba State, Nigeria, and suggests that efforts should be taken to bridge the gap in order to meet SDG 5.","PeriodicalId":56249,"journal":{"name":"Jurnal Varidika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47189104","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 : 2022-12-15DOI: 10.23917/varidika.v34i2.19247
Tita Setiya Wati, K. Komarudin
Having self-confidence is very necessary in living life in order to be able to pass the stages of development well. Appearing with confidence is one of the keys to success in living life with a social environment such as friends and society. Without self-confidence, individuals will experience many problems within themselves. One of the factors that influence self-confidence is interaction and parenting applied by parents. The purpose of this study was to determine the relationship between perceptions of authoritarian parenting and self-confidence in high school students in Yogyakarta. This study uses a quantitative method with a correlation approach. Respondents in this study were high school students in Yogyakarta. The number of respondents as many as 80 students. The sampling technique used was purposive sampling. Data retrieval using scale filling. Data analysis using Pearson Product Moment correlation. The results showed that respondents had a perception of authoritarian parenting in the medium category with a percentage of 86.3% (69 people), while the respondents' self-confidence was at a moderate level with a percentage of 85% (68 people). Based on the data on the results of the determination test (R Square) which shows that the test results (R²) are worth 0.115 or 11.5%. Perceptions of authoritarian parenting contributed 11.5% to self-confidence. There is a significant negative relationship between the perception of authoritarian parenting and self-confidence in high school students in Yogyakarta. So that the higher students' perceptions of authoritarian parenting, the lower their self-confidence, and vice versa, the lower students' perceptions of authoritarian parenting, the higher their self-confidence.
{"title":"The Contribution of Authoritarian Parenting Perceptions on High School Students' Confidence","authors":"Tita Setiya Wati, K. Komarudin","doi":"10.23917/varidika.v34i2.19247","DOIUrl":"https://doi.org/10.23917/varidika.v34i2.19247","url":null,"abstract":"Having self-confidence is very necessary in living life in order to be able to pass the stages of development well. Appearing with confidence is one of the keys to success in living life with a social environment such as friends and society. Without self-confidence, individuals will experience many problems within themselves. One of the factors that influence self-confidence is interaction and parenting applied by parents. The purpose of this study was to determine the relationship between perceptions of authoritarian parenting and self-confidence in high school students in Yogyakarta. This study uses a quantitative method with a correlation approach. Respondents in this study were high school students in Yogyakarta. The number of respondents as many as 80 students. The sampling technique used was purposive sampling. Data retrieval using scale filling. Data analysis using Pearson Product Moment correlation. The results showed that respondents had a perception of authoritarian parenting in the medium category with a percentage of 86.3% (69 people), while the respondents' self-confidence was at a moderate level with a percentage of 85% (68 people). Based on the data on the results of the determination test (R Square) which shows that the test results (R²) are worth 0.115 or 11.5%. Perceptions of authoritarian parenting contributed 11.5% to self-confidence. There is a significant negative relationship between the perception of authoritarian parenting and self-confidence in high school students in Yogyakarta. So that the higher students' perceptions of authoritarian parenting, the lower their self-confidence, and vice versa, the lower students' perceptions of authoritarian parenting, the higher their self-confidence. ","PeriodicalId":56249,"journal":{"name":"Jurnal Varidika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42933451","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 : 2022-11-27DOI: 10.23917/varidika.v34i2.19102
A. Mohammed, Raheemah Rwayyih Habeeb, Nibal Abbas Hadi Al-Muhja
Genetic literacy is the capacity to obtain, process, understand, and use genetic information. It is highly imperative in life science students; the current study was conducted to assess genetic literacy in students. The goals of the current project are (1) to assess the Genetic Literacy of life sciences students in education colleges, and (2) to identify how Genetic Literacy changes according to variables of academic level, gender, and different universities in education students in universities of the Furat Al-Awsat. To achieve the project's goals, the two researchers used the analytical-descriptive method using the steps such as an examination prepared to assess the impact of the variables of interest. Experts then reviewed it to confirm its legitimacy, clarity, and suitability to the target audience. The testing timing was then inferred using a trial on a sample consisting of 40 students that belong to the target audience. The test was then applied to a sample of 395 students in the second semester of the academic year 2020-2021. The sample was randomly selected from the universities of Al-Qādisiyyah, Karbala, and Kufa. The statistical packages, SPSS-26, and Microsoft tool, Microsoft Excel, were used to process the collected data and show that education-department students of the selected universities did not possess Genetic Literacy. Varying gender did not have a statistically clear impact on Genetic Literacy. Differences in genetic literacy were identified between 3rd and 4th-level students and their 1st and 2nd counterparts. The researchers concluded the necessity of integration among the contents of education and genetic literacy applied to the size, type, and quality of the material and activities in the curriculum. They also suggested that further studies must be made to study the relationship between students' level of genetic literacy and that of educators.
{"title":"Genetic Literacy for Students in Faculties of Education in Universities","authors":"A. Mohammed, Raheemah Rwayyih Habeeb, Nibal Abbas Hadi Al-Muhja","doi":"10.23917/varidika.v34i2.19102","DOIUrl":"https://doi.org/10.23917/varidika.v34i2.19102","url":null,"abstract":"Genetic literacy is the capacity to obtain, process, understand, and use genetic information. It is highly imperative in life science students; the current study was conducted to assess genetic literacy in students. The goals of the current project are (1) to assess the Genetic Literacy of life sciences students in education colleges, and (2) to identify how Genetic Literacy changes according to variables of academic level, gender, and different universities in education students in universities of the Furat Al-Awsat. To achieve the project's goals, the two researchers used the analytical-descriptive method using the steps such as an examination prepared to assess the impact of the variables of interest. Experts then reviewed it to confirm its legitimacy, clarity, and suitability to the target audience. The testing timing was then inferred using a trial on a sample consisting of 40 students that belong to the target audience. The test was then applied to a sample of 395 students in the second semester of the academic year 2020-2021. The sample was randomly selected from the universities of Al-Qādisiyyah, Karbala, and Kufa. The statistical packages, SPSS-26, and Microsoft tool, Microsoft Excel, were used to process the collected data and show that education-department students of the selected universities did not possess Genetic Literacy. Varying gender did not have a statistically clear impact on Genetic Literacy. Differences in genetic literacy were identified between 3rd and 4th-level students and their 1st and 2nd counterparts. The researchers concluded the necessity of integration among the contents of education and genetic literacy applied to the size, type, and quality of the material and activities in the curriculum. They also suggested that further studies must be made to study the relationship between students' level of genetic literacy and that of educators.","PeriodicalId":56249,"journal":{"name":"Jurnal Varidika","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41627201","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 : 2022-08-16DOI: 10.23917/varidika.v34i2.18997
M. Satyarini, Kasidi Kasidi, S. Setyaningsih
Online learning has been implemented for more than two semesters, amid the problems of 'stuttering' technology, lecturers and students complained about the declining quality of learning and student participation. The purpose of this study was to determine the effectiveness of the implementation of online learning in the Economic Education study program at Ivet University and its effect on student learning participation. The research sample is 50 students. They were collecting data using questionnaires and interviews. The data were analyzed using an eclectic approach, combining regression and qualitative techniques. The results showed: 1). The effectiveness of the implementation of online learning with an average score of 3.81 in the high category 2). Student participation in online learning with a mean score of 4.0 in the high category and 3). Testing the hypothesis with regression techniques obtained the regression equation Y = 38.370 + 0.309.b + e, coefficient F = 4.730 with a significance of 0.035 0.05 and R Squares = 0.090. Conclusion: online learning affects the learning participation of students in the Economic Education study program at Ivet University.
{"title":"The Effectiveness of Online Learning and Its Influence on Student Participation","authors":"M. Satyarini, Kasidi Kasidi, S. Setyaningsih","doi":"10.23917/varidika.v34i2.18997","DOIUrl":"https://doi.org/10.23917/varidika.v34i2.18997","url":null,"abstract":"Online learning has been implemented for more than two semesters, amid the problems of 'stuttering' technology, lecturers and students complained about the declining quality of learning and student participation. The purpose of this study was to determine the effectiveness of the implementation of online learning in the Economic Education study program at Ivet University and its effect on student learning participation. The research sample is 50 students. They were collecting data using questionnaires and interviews. The data were analyzed using an eclectic approach, combining regression and qualitative techniques. The results showed: 1). The effectiveness of the implementation of online learning with an average score of 3.81 in the high category 2). Student participation in online learning with a mean score of 4.0 in the high category and 3). Testing the hypothesis with regression techniques obtained the regression equation Y = 38.370 + 0.309.b + e, coefficient F = 4.730 with a significance of 0.035 0.05 and R Squares = 0.090. Conclusion: online learning affects the learning participation of students in the Economic Education study program at Ivet University.","PeriodicalId":56249,"journal":{"name":"Jurnal Varidika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47170464","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 : 2022-07-20DOI: 10.23917/varidika.v1i1.18283
Y. Fiandra, N. Jalinus, R. Ridwan, Rijal Abdullah
This research is in the form of experimental research. The purpose of this study was to examine and see the effect of applying the ASSURE model and prior knowledge on the results of Simulation and Digital Communication subjects at the SMK. The population involved in this study were students majoring in Computer and Network Engineering class X SMKN 3 Pariaman, where class A was the experimental class and class B was the control class. These two classes were also divided into two groups, high and low prior knowledge. This study uses a 2x2 factorial design. Hypothesis testing using two-way ANOVA test. The results obtained are that (1) the learning model has a significant effect on learning outcomes, the ASSURE model gets a higher score than the conventional learning model, (2) prior knowledge has a significant effect on learning outcomes, higher prior knowledge gets a higher score than the conventional learning model. which is low, and (3) there is no interaction between the learning model and prior knowledge on learning outcomes. The N-Gain test showed that high prior knowledge in the ASSURE learning model got the highest improvement results and low prior knowledge from conventional classes got the lowest results.
{"title":"The Effect of Prior Knowledge and ASSURE Model on Simulation and Digital Communication Learning Outcomes in Vocational High School","authors":"Y. Fiandra, N. Jalinus, R. Ridwan, Rijal Abdullah","doi":"10.23917/varidika.v1i1.18283","DOIUrl":"https://doi.org/10.23917/varidika.v1i1.18283","url":null,"abstract":"This research is in the form of experimental research. The purpose of this study was to examine and see the effect of applying the ASSURE model and prior knowledge on the results of Simulation and Digital Communication subjects at the SMK. The population involved in this study were students majoring in Computer and Network Engineering class X SMKN 3 Pariaman, where class A was the experimental class and class B was the control class. These two classes were also divided into two groups, high and low prior knowledge. This study uses a 2x2 factorial design. Hypothesis testing using two-way ANOVA test. The results obtained are that (1) the learning model has a significant effect on learning outcomes, the ASSURE model gets a higher score than the conventional learning model, (2) prior knowledge has a significant effect on learning outcomes, higher prior knowledge gets a higher score than the conventional learning model. which is low, and (3) there is no interaction between the learning model and prior knowledge on learning outcomes. The N-Gain test showed that high prior knowledge in the ASSURE learning model got the highest improvement results and low prior knowledge from conventional classes got the lowest results.","PeriodicalId":56249,"journal":{"name":"Jurnal Varidika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43292798","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}
Mathematics teaching aids play an essential role in the learning process, where these aids become a bridge in the transfer of knowledge between teachers and students. The good of mathematics learning media will affect the process of transfer of knowledge from teacher to student. Therefore, this study aims to analyze and describe the quality of mathematics teaching aids developed by pre-service mathematics teachers in Indonesia, specifically from pre-service mathematics teachers in the Mathematics Education Department of Universitas Muhammadiyah Surakarta. This study uses descriptive analytical studies in which the data obtained is analyzed quantitatively and described qualitatively. This study concludes that, in general, the quality of mathematical teaching aids developed has been categorized as at least "good enough" both in pedagogical and conceptual aspects, as well as in physical aspects. However, some points need notable improvement and attention by the teaching lecturers at the point of the level of quality of safety and the quality of the teaching's ability aids in providing stimulus to students.
{"title":"The Quality of Mathematics Teaching Aids Developed by Mathematics Pre-Service Teachers in Indonesia","authors":"Naufal Ishartono, Ikhsan Dwi Setyono, Ade Risma Maharani, Suliadi Firdaus Bin Sufahani","doi":"10.23917/varidika.v1i1.18034","DOIUrl":"https://doi.org/10.23917/varidika.v1i1.18034","url":null,"abstract":"Mathematics teaching aids play an essential role in the learning process, where these aids become a bridge in the transfer of knowledge between teachers and students. The good of mathematics learning media will affect the process of transfer of knowledge from teacher to student. Therefore, this study aims to analyze and describe the quality of mathematics teaching aids developed by pre-service mathematics teachers in Indonesia, specifically from pre-service mathematics teachers in the Mathematics Education Department of Universitas Muhammadiyah Surakarta. This study uses descriptive analytical studies in which the data obtained is analyzed quantitatively and described qualitatively. This study concludes that, in general, the quality of mathematical teaching aids developed has been categorized as at least \"good enough\" both in pedagogical and conceptual aspects, as well as in physical aspects. However, some points need notable improvement and attention by the teaching lecturers at the point of the level of quality of safety and the quality of the teaching's ability aids in providing stimulus to students.","PeriodicalId":56249,"journal":{"name":"Jurnal Varidika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41668564","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 : 2022-07-01DOI: 10.23917/varidika.v1i1.17660
Emmanuel Edoja Achor, B. Ellah, J. O. Omaga
The study determined the predictive power of students’ misconceptions and difficult concepts in physics on academic engagement and retention. The study adopted a correlational survey research design. The population comprised 3148 science students in Benue State. The sample was 650 science students. Six research questions were answered and six null hypotheses were tested. The instruments for data collection were Physics Difficult Concepts Retention Test (PDCRT), Physics Academic Engagement Scale (PAES), and Physics Students’ Misconceptions Identification (PSMI). The PDCRT, PAES, and PSMI were faces validated and PDCRT was also content validated. An estimate of internal consistency was obtained through Cronbach’s Alpha for PAES and Kuder-Richardson (K-R21) for PDCRT. The coefficient of internal consistency was 0.73 for PAES and 0.88 for PDCRT. Regression analysis was used for data analysis. It was spotlighted that students’ misconceptions, as well as difficulty levels in Physics, significantly predicted academic engagement. However, students’ misconceptions, as well as difficulty levels, do not significantly predict retention in Physics. It was also found that students’ misconceptions and difficulty levels jointly significantly predicted students’ academic engagement in Physics. Similarly, the combination of students’ misconceptions and difficulty levels significantly predicted retention in physics. It was recommended among others that Physics teachers should use instructional strategies that allow self-directed learning that could give emotional safety, reduce misconceptions and enhance academic engagement. Physics teachers should guide students using systematic procedures so that they acquire relevant skills essential for successful learning interplay to reduce the level of difficulty in understanding Physics concepts and enhance retention.
{"title":"Misconceptions and Difficult Concepts as Determinant of Students’ Academic Engagement and Retention in Physics","authors":"Emmanuel Edoja Achor, B. Ellah, J. O. Omaga","doi":"10.23917/varidika.v1i1.17660","DOIUrl":"https://doi.org/10.23917/varidika.v1i1.17660","url":null,"abstract":"The study determined the predictive power of students’ misconceptions and difficult concepts in physics on academic engagement and retention. The study adopted a correlational survey research design. The population comprised 3148 science students in Benue State. The sample was 650 science students. Six research questions were answered and six null hypotheses were tested. The instruments for data collection were Physics Difficult Concepts Retention Test (PDCRT), Physics Academic Engagement Scale (PAES), and Physics Students’ Misconceptions Identification (PSMI). The PDCRT, PAES, and PSMI were faces validated and PDCRT was also content validated. An estimate of internal consistency was obtained through Cronbach’s Alpha for PAES and Kuder-Richardson (K-R21) for PDCRT. The coefficient of internal consistency was 0.73 for PAES and 0.88 for PDCRT. Regression analysis was used for data analysis. It was spotlighted that students’ misconceptions, as well as difficulty levels in Physics, significantly predicted academic engagement. However, students’ misconceptions, as well as difficulty levels, do not significantly predict retention in Physics. It was also found that students’ misconceptions and difficulty levels jointly significantly predicted students’ academic engagement in Physics. Similarly, the combination of students’ misconceptions and difficulty levels significantly predicted retention in physics. It was recommended among others that Physics teachers should use instructional strategies that allow self-directed learning that could give emotional safety, reduce misconceptions and enhance academic engagement. Physics teachers should guide students using systematic procedures so that they acquire relevant skills essential for successful learning interplay to reduce the level of difficulty in understanding Physics concepts and enhance retention.","PeriodicalId":56249,"journal":{"name":"Jurnal Varidika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44300886","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 : 2022-07-01DOI: 10.23917/varidika.v1i1.17556
Özlem Cezikturk
Multiple representations are beneficial for meaningful understanding. However, three or more representations may add to the cognitive overload of students, if not in interactive diagrams and dynamic geometry. How a well-known representation consisting of more than 3 or more representational registers may overcome the problem of cognitive overload without being too complicated. In this study, an old but well-structured representation that was used even over 40 years was analyzed. The critical points of a function, asymptotes, x / y-intercepts, inflection points, and graphing can be identified easily. It is prepared in the form of a table and the factors of the first derivative of the function and the second derivative and their roots indicate the function’s increasing and decreasing intervals and its graph. This representation is very systematic and it acts like a method to draw the function’s graph with no-fault possible. Yet, besides being used for many years, is still used for courses like Calculus, etc. We argue that cognitive overload theory cannot alter this representation due to its systematic nature. In content analysis, some examples of this representation are shared via the reader, and some qualitative aspects about it are analyzed. Finally, its systematicity, well-structured nature, and nature in reducing extraneous cognitive load are emphasized. The important thing here is that it is very strategic not to lose some representations for the sake of new ones if their value is already known but not discussed too much.
{"title":"A Specific Kind of Representation: How Systematics May Ease Cognitive Overload","authors":"Özlem Cezikturk","doi":"10.23917/varidika.v1i1.17556","DOIUrl":"https://doi.org/10.23917/varidika.v1i1.17556","url":null,"abstract":"Multiple representations are beneficial for meaningful understanding. However, three or more representations may add to the cognitive overload of students, if not in interactive diagrams and dynamic geometry. How a well-known representation consisting of more than 3 or more representational registers may overcome the problem of cognitive overload without being too complicated. In this study, an old but well-structured representation that was used even over 40 years was analyzed. The critical points of a function, asymptotes, x / y-intercepts, inflection points, and graphing can be identified easily. It is prepared in the form of a table and the factors of the first derivative of the function and the second derivative and their roots indicate the function’s increasing and decreasing intervals and its graph. This representation is very systematic and it acts like a method to draw the function’s graph with no-fault possible. Yet, besides being used for many years, is still used for courses like Calculus, etc. We argue that cognitive overload theory cannot alter this representation due to its systematic nature. In content analysis, some examples of this representation are shared via the reader, and some qualitative aspects about it are analyzed. Finally, its systematicity, well-structured nature, and nature in reducing extraneous cognitive load are emphasized. The important thing here is that it is very strategic not to lose some representations for the sake of new ones if their value is already known but not discussed too much.","PeriodicalId":56249,"journal":{"name":"Jurnal Varidika","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42331028","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 : 2022-07-01DOI: 10.23917/varidika.v1i1.16936
Soifah Latifah
The objective of this research is to identify whether there is a significant difference between using Think Pair Share and Note-Taking Pairs techniques toward students' writing ability in terms of descriptive text at tenth grade of SMA Muhammadiyah 1 Metro academic year 2013/2014. There are four hypotheses in this research, those are; (1) The student's score of using the Think Pair Share technique is high seen by the result of the post-test, (2) The student's score of using the Note-Taking Pairs technique is high seen by the result of the post-test, (3) The student's score of students' writing ability in term of descriptive text high far seen by the result of the post-test, (4) The student's result of the comparison of using Think Pair Share and Note-Taking Pairs techniques toward student's writing ability in term of descriptive text is high seen by the result of the post-test. The subjects of the research were the tenth grade. The population of this research was the students in the tenth grade of SMA Muhammadiyah 1 Metro. The researcher took two classes. The first class is X3 as the experimental class. The second class is X4 as the control class. The samples of subjects were 40 students. The method of investigation is held through quantitative research. The design in this research is True Experimental design. In this experiment, the researcher applies Pre-Test Post-Test Control Group Design. The researcher uses cluster stratified random sampling as a technique sampling.
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