Educators believe that learning to utilize technology has opportunities to promote improvement in student learning performance. This optimism is undoubtedly expected to be implemented by students not only in cities but also in rural areas. The setting of this research was at the school in a rural area in Bima, Indonesia. This study explored the impact of blended learning by using the STEM education approach on improving students' critical thinking for physics subject in secondary schools. This research was quantitative research with pretest-posttest control group design. The experimental group was taught with blended learning that used the STEM education approach. The control group was prepared with conventional activities. Covariate in this study was prior knowledge. The dependent variable was critical thinking skills measured using an essay test. The statistical analysis used was ANCOVA which the error margin was 0.05. The research found that blended learning with STEM education approach improved better critical thinking of students than conventional learning. The limitation of this study is that during online learning, students with less digital literacy still need assistance from teachers at the beginning of learning. The contribution in this study lies in a unique framework that is in the process of delivering knowledge using blended learning embedded the STEM education approach for high school physics lessons in the rural area.
The use of interactive media integrating digital media and a structured digital environment make student interact with each other for learning purpose. This research developed interactive learning media for enhancing the learning interest and learning achievement of eleventh-grade students. The software used for developing media was Lectora Inspire. This research used the mix method approach. The development model was DDD-E. Subject experts, media experts, and teachers validated the product using a questionnaire containing relevant factors. This instrument used a likert scale from 1 (Absolutely Disagree) to 5 (Absolutely Agree). The teacher applied the valid learning media in the three classes consisting of 108 students to find out the impact on learning interest and learning achievement. Measurement of learning outcomes using multiple choice questions in the cognitive domain. Analysis of learning interest used a questionnaire with a likert scale and used to analyze was MANOVA. As a limitation in this research that interactive media is only accessible for students who have a personal password. Impacts measured have not been on various learning performance indicators, the sequence and variety of types of media. The value of this research is the integration of various kinds of media becomes an opportunity for the media.
This research describes the impact of hypothetical-deductive learning supported by PhET Simulations on improving the learning achievement of high school students for physics lessons. The design of this study used quasi-experimental (quasi-experiment). The design of this study was a pre-test and post-test control group at a secondary school in Bima, Nusa Tenggara Barat, Indonesia. The experimental group consisted of 24 students who were taught by the hypothetical-deductive learning strategy supported by PhET Simulations. The control group consisted of 23 students taught by a direct lesson learning approach. There were two covariates, i.e., motivation and prior knowledge. Learning achievement as a dependent variable was measured using multiple choices (35 items). Learning achievement estimated cognitive domains including the level of understanding, applying, and analyzing. The statistical technique used in this analysis was ANCOVA techniques. The result found that this proposed strategy was more effective in improving learning achievement. This study found that motivation could not be used as a predictor for improving learning achievement in learning strategies. But, prior knowledge can be used as a predictor in enhancing learning achievement. In general, learning with a hypothetical-deductive approach assisted by computer simulation provides opportunities in the cognitive domain. The limitation of this study is that the impact is jointly between the hypothetical-deductive method and the simulation, but the effect of each factor on the achievement of learning cannot be described. In other indicators of learning success, there needs to be a separate study to find out the positive impact of this learning strategy. Learning strategies with deductive hypothetical thinking supported by PhET Simulations are new strategies in physics learning in Indonesia; especially for achieving learning performance on facing global education standards.
Educators believe that online learning has many opportunities in providing a conducive learning environment relevant to student characteristics. This study explores the impact of cooperative online learning on student learning outcomes. To reduce the influence of other effected variables, covariates used as control variables were students' interest in learning and numerical abilities. The type of cooperative learning model used in this study was Think Pair Share (TPS) which were integrated into Schoology as a learning management system (LMS). This learning strategy was applied to eleventh-grade students for elasticity topic. The research method was a pretest-posttest controlled group design. Test techniques (10 items of essays) were used to measure learning achievement. Questionnaires with a Likert scale were used to measure learning interest using the ARCS (attention, relevance, and satisfaction) model (34 items). Numerical ability data was collected from secondary data (standard psychological test). The statistical test used in this study was Conbrach's Product Moment from Pearson for item validity, using Cronbach's Alpha for item reliability, ANCOVA to analyze the differences among group means as the effect analysis. The results finding were the group of students taught by the proposed strategy had higher learning outcomes than another group of students. Learning interests and numerical abilities could be used as predictors for improving student learning outcomes. It means that we can apply the online cooperative learning using a specific LMS to promote the increase of student's learning performance.
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