Why flipping the classroom is not enough: Digital curriculum making after the pandemic

Backes, Susanne; Baumann, Isabell Eva; Harion, Dominic; Sattler, Sabrina; Lenz, T.

doi:10.1007/s11125-021-09555-9

Cited by 8 publications

(2 citation statements)

References 19 publications

(9 reference statements)

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“…Using a learning media like e-learning Schoology with the material is nervous system for XI SMA that has developed and valid, can make the learning more student-centered, effective, more understanding, and help the students more active in class. The growth of technology obliges the learning activities to implement the media as a supplementary tool in learning activities so that it would pursue more goals (Backes et al, 2021).…”

Section: Bioedumentioning

confidence: 99%

Training Critical Thinking Skills with Schoology in Nervous System Sub-Material: Profile, Validity and Student Response

Marchellina

Qomariyah²

2022

BioEdu

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In the 4.0 era, many students have an electronic device related to learning activities. Refer to the open questionnaire, 41.2% of students in SMAN 1 Puri Mojokerto feel that nervous system material is hard to understand due to the lack of learning media to proponent the learning process. Some difficult concepts need media to support teaching nervous system material for students. The development of technology support 4-C competence to apply in a learning activity. One of the competence is critical thinking skills. The purpose of this experiment is to develop learning media e-learning Schoology as valid and practical media. Followed up the reason, a learning media, e-learning Schoology is made using the IDI method (Instructional Development Institute), including three steps: define, design, and develop. In this media, there are some activities to help the students training their critical thinking by doing a pretest-posttest and discussion. The media also contain material of nervous system and some games to give motivation. The result of media validation is 96.67%, lesson plan validation score is 97.40%, pretest-posttest question validation is 95.37%, and the validation of students worksheets is 92.05%, the four components decided to have a perfect category (valid). The result of students responded that including 35 students of SMAN 1 Puri Mojokerto indicates the convenience of the media is 88.61% so e-learning Schoology is categorized as a practical media. After that, the implementation of this media is permitted, but this research does not do that. Keywords: e-learning, Schoology, nervous systems, critical thinking, validity, student response

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Section: Bioedumentioning

confidence: 99%

Training Critical Thinking Skills with Schoology in Nervous System Sub-Material: Profile, Validity and Student Response

Marchellina

Qomariyah²

2022

BioEdu

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“…The results of Nurbawani's (2021) research state that standard online learning processes, one of which is in the form of various learning methods and models, affect the quality of education. It must be supported and understood the constraints that occur during online learning so that it can run effectively (Backes et al, 2021). Differences in the application of learning models can affect the online learning process (Toharudin, 2020).…”

Section: Introductionmentioning

confidence: 99%

Development of the Diary Book of Science with the STEM Approach of Discovery in Improving Students' Concept Understanding and Scientific Communication Skills

Fikriana¹,

Wiyanto

Haryani

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aimed to obtain the product, feasibility and effectiveness of Diary Book of Science media with the STEM Approach Discovery syntax to improve Students' Concept Understanding and Scientific Communication Skills. The research and development method used in this study refers to the method developed by Borg & Gall. Data collection was carried out using questionnaires and tests. Diary Book of Science with the STEM Approach Discovery syntax was validated by three validators, namely material experts, media experts and linguists’ experts, to determine the feasibility of the product itself. Students carry out further validation to find student responses and get suggestions for media development. Diary Book of Science with Discovery syntax with a STEM approach is intended to use Diary, which has a discovery learning syntax which is then combined with a Science, Technology, Engineering, and Mathematics (STEM) approach to the material of the earth's structure and its dynamics. With the study's results showing that it can improve the ability to understand concepts and scientific communication skills, the score of material experts is 89%, media experts are 85.67%, and language experts are 78.67%. The expert validation results for the Diary Book of Science with the Discovery syntax and STEM approach, material for the structure of the earth and its dynamics as a whole, has a percentage of 84.4%. This percentage is included in the very feasible criteria. Media Diary Book of Science with the Discovery syntax with the STEM approach is effectively used to analyze conceptual understanding and scientific communication skills with an increasing percentage of students who achieve learning mastery scores as indicated by differences in pretest and posttest scores

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Why Do We Need to Re-configure Academic Practices and How to Do It?

Sinha

2024

Reconfiguring Pedagogy and Curriculum Practice in Light of Online Teaching

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Why flipping the classroom is not enough: Digital curriculum making after the pandemic

Cited by 8 publications

References 19 publications

Training Critical Thinking Skills with Schoology in Nervous System Sub-Material: Profile, Validity and Student Response

Training Critical Thinking Skills with Schoology in Nervous System Sub-Material: Profile, Validity and Student Response

Development of the Diary Book of Science with the STEM Approach of Discovery in Improving Students' Concept Understanding and Scientific Communication Skills

Why Do We Need to Re-configure Academic Practices and How to Do It?

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