A meta-analysis of students’ thesis is very necessary to improve the quality of research in maintaining the consistency and scientific truth justification of the theory. This study aims to (i) obtain an effect-size estimation, which is the strength of the relationship between the variables studied in a quasi-experimental study; (ii) describe the effectiveness of student-centered learning models compared to teacher-centered learning on learning outcomes; (iii) describe the conditions that affect the effectiveness of the student-centered learning models in the final assignments of students of Informatics Engineering, Universitas Pendidikan Ganesha. In order to achieve this goal, 22 students’ final assignments were reviewed as research samples. The study focused on two things, namely, (a) calculating the effect size of each sample of the theses; (b) examining the theoretical and empirical justification used to discuss the acceptance of the hypothesis. Statistical analysis techniques were used to determine the value of the effect size. The results showed, the effect-size value for the entire sample was 1.109 in the high category. Then, the results of the study of the t value for all the thesis studied showed all t-count values were greater than t-table values at a significant level of 0.05. It means student-centered learning models are better than teacher-centered learning models on the learning outcome variables studied.
Cognitive style refers to the way person processes, stores or uses information to respond to a task and different types of environmental situations. Cognitive style determines the way students collect and use information. On the words, it relates to how students respond to the learning process in the classroom. The purpose of this study is to examine the relationship of a student’s psychomotor abilities to a student’s cognitive style. Using quantitative design, this research it will be scientifically known how much cognitive style contributes to a student’s psychomotor abilities. The sample of this study is student who took Multimedia Technology courses in department of informatics and engineering education. Descriptive statistical analysis and inference statistical analysis were used to analyse the data. The results of this study revealed that there was a significant impact on the cognitive styles of the students in both dependent fields and independent fields.
Technological development provides many benefits in learning process, such as the development of the learning method, media, strategy, and design. Based on the observation had been done at History department, UNDIKSHA showed that the students had problems in learning process especially in Indonesian Prehistory Course. The lecturer still focused on teacher-centered method and book only without using technological development. That is why, students’ interest, motivation, and understanding towards the learning process could be categorized as low. This research aimed to describe the implementation of gamification technique and virtual reality in developing an educational game to help students in recognizing the prehistoric objects, increasing the students’ motivation and activeness, and giving immersive experience learning toward the metaverse. This research used ADDIE Model method and was analyzed by using descriptive quantitative and qualitative. The subjects were 20 students of the History department at UNDIKSHA. The result showed that the average response of the 20 users was 91.81% which could be categorized as very positive. The effect score was 0.80 which could be categorized as very effective. It was counted by using N-Gain Score. So, gamification based on virtual reality could increase the students’ activeness, interest, motivation, and understanding toward the prehistoric objects.
The 21st century as the information age implies that everyone, including students, must be literate in the development and advancement of knowledge-based information and communication technology. That is, students in schools as early as possible must be invited to build 21stcentury knowledge and skills, namely 4C skills. To accommodate this, the learning model must accommodate student centered learning models, one of which is quantum flipped learning (QFL) as a substitute for direct flipped learning (DFL). The aims of this study were 1) to analyze the main and interactive effect between the QFL model vs. the DFL model and students' cognitive involvement on their critical and creative thinking in learning physics. To achieve this goal, experimental research was conducted using a post test only control group design. The population of this research is high school students of class XI SMAN 4 Singaraja, and the sample is 4 classes selected by class random technique. The research data were collected with critical thinking tests, creative thinking tests, and cognitive engagement questionnaires. The research data were analyzed using two-way multivariate analysis of variance. Hypothesis testing was carried out at a significance level of 5%. The results showed that 1) critical thinking and creative thinking of students who studied with the QFL model were higher than students who studied with the DFL model, 2) students who had high cognitive engagement showed critical thinking and creative thinking skills that were not different from students who had low cognitive engagement, 3) there is no interactive effect between the learning model and students' cognitive involvement on critical thinking and creative thinking. The implication of this research is that to achieve optimal critical thinking and creative thinking, physics learning will be better if using the QFL model, students who have low cognitive engagement to be guided and motivated in learning to be able to increase their cognitive engagement in learning, both levels of cognitive involvement students are accommodated by both models.
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