Analysis of the Use of LabXChange as a Virtual Laboratory Media to Improve Digital and Information Literacy for Biology Education Undergraduate Students

Listiawati, Milla; Hartati, Sri; Agustina, Rena Denya; Putra, Riki Purnama; Andhika, Shidiq

doi:10.24235/sc.educatia.v11i1.10278

Cited by 4 publications

(5 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results showed that the Titration Screen Experiment affected students' digital literacy. These findings agreed with a prior study by Alt and Raichel (2020) and Listiawati et al (2022). They found that digital media, such as virtual labs, can significantly affect digital literacy.…”

Section: Resultssupporting

confidence: 92%

“…Virtual laboratories are oriented on how students' skills are facilitated through virtual laboratory activities and how students know and understand what they do in authentic contexts. To support an all-digital virtual laboratory, students require a deeper understanding of digital literacy, including existing features (Listiawati et al, 2022). Figure 3 shows that students had quizzes before experimenting in the Titration Screen Experiment.…”

Section: Paper | 86mentioning

confidence: 99%

See 1 more Smart Citation

Improving Students Learning Outcomes and Digital Literacy on Acid-Base Titration Using Titration Screen Experiment Media

Mulyani,

Nurdina,

Mahardiani

2023

International Journal of Pedagogy and Teacher Education

View full text Add to dashboard Cite

<p><span lang="EN-ZA">This study aims to enhance students' digital literacy and learning outcomes in acid-base titration through Titration Screen Experiment Media. The research used a quasi-experimental method with two class samples, including the experimental class utilizing Titration Screen Experiment Media and the control class without it. Data were collected through digital literacy questionnaires and post-test questions evaluating students’ cognitive domain knowledge in acid-base titration. The Multivariate Analysis of Variance (MANOVA) test was used to analyze the data. The results demonstrated that the experimental class, which utilized the Titration Screen Experiment Media, exhibited higher digital literacy levels than the control class and improved learning outcomes in acid-base titration. The average digital literacy score in the experimental class was 56.50, whereas the control class scored 41.70. The experimental class indicated students with intermediate cognitive domain learning outcomes around 84.00, while the control class scored 76.67. These findings suggest that implementing the Titration Screen Experiment Media enhances digital literacy and positively impacts students’ learning outcomes in acid-base titration. Educators can effectively improve students' digital literacy skills by integrating this innovative media into teaching and learning while encouraging their academic achievements in chemistry learning. The research emphasizes the significance of digital literacy in modern education. The practical implication lies in the roles of educators in preparing students’ chemistry digital literacy.</span></p>

show abstract

Section: Resultssupporting

confidence: 92%

Section: Paper | 86mentioning

confidence: 99%

Improving Students Learning Outcomes and Digital Literacy on Acid-Base Titration Using Titration Screen Experiment Media

Mulyani,

Nurdina,

Mahardiani

2023

International Journal of Pedagogy and Teacher Education

View full text Add to dashboard Cite

show abstract

“…for the SW of PoC19S get a result of 0.067, where with a confidence level (α) 0.05, then all normality results from the data used are to get an interpretation of Sig. > α, which indicates that all data are normal so that the data used can absolutely be tested for the hypothesis using the independent sample ttest, but before doing the hypothesis test, a homogeneity test was carried out, even though Listiawati (2022) states that the homogeneity test is not an absolute requirement, but this study uses two populations with different numbers of subjects and different timeframes, so a homogeneity test should be carried out because it ensures the validity of the data used (Nam, 2017). Following are the results of the homogeneity test using the Levene Test which can be seen in Table 6.…”

Section: Resultsmentioning

confidence: 99%

“…In its implementation, online learning activities during Covid-19 had many innovations in the use of appropriate technology, to the development of new learning models. Focusing on innovation, various innovations to facilitate online learning have been carried out, such as using the WhatsApp application to facilitate the learning process (Susilawati & Supriyatno, 2020), using interactive LMS applications such as LabXChange for laboratory activities (Listiawati et al, 2022), up to developing e-books as teaching materials for the Covid-19 pandemic (Malaquias et al, 2021). Focusing on developing learning models, there is one learning model that was born in the Covid-19 era, namely the Sophisticated Thinking Blended Laboratory (Agustina & Putra, 2022) where the model combines two real and real laboratory activities, and the implementation of real laboratory activities can be designed to work remotely (remote laboratory).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Educational Landscape: The Impact of Post-Covid Online Learning on Physics Education Undergraduates' Academic Engagement and Achievement

Susanti,

Putra,

Agustina

et al. 2023

IJOLAE

View full text Add to dashboard Cite

Covid-19 is a pandemic that can change the culture of the learning process, which Covid-19 pandemic brought transformation and new habits, and these new habits had to be adjusted based on the rules and regulations that apply in the country. Globally, Covid-19 made educators have to quickly adapt to new teaching methods, and students faced difficulties with internet access, digital literacy, and maintaining motivation in a remote environment. However, around 2021, in quartile 3 to be precise, in Indonesia changes have occurred again to adapt to new habits, namely the post-Covid-19 recovery period, where the education system has again transformed from online learning habits to offline learning. This study aims to find out how interest in studying and learning outcomes affect undergraduate students of physics education in the post-COVID-19 era. The research method is carried out quantitatively, which consists of filling out a questionnaire for interest in studying which consists of five aspects; (1) Exploration; (2) Curiosity; (3) Boredom; (4) Attention; and (5) Enjoyment. This study used two groups namely pre covid-19 and post covid-19 with a total of 67 samples used, then processing of learning outcomes data prerequisite tests such as normality and homogeneity tests were carried out then hypothesis testing using independent sample t-test and Cohen's D Effect Size to know the how big the difference between two groups, then a deep interview is conducted to know deeply. This research found results in which undergraduate physics education students in the post-COVID-19 era experienced low interest in studying and learning outcomes due to the shock culture and the influence of student organizations which they thought were more interesting than academic activities.

show abstract

“…Laboratory activity applies experiments intending to find the truth and/or verify a theory (Listiawati et al, 2022). Laboratory activities in learning should include the ability to improve students.…”

Section: Introductionmentioning

confidence: 99%

Sophisticated Thinking Blended Laboratory (STB-LAB) Learning Model: Implications on Virtual and Real Laboratory for Increasing Undergraduate Student's Argumentation Skills

Agustina

Putra

2022

JPII

View full text Add to dashboard Cite

Laboratory activities require scientific processes. The crucial scientific process in laboratory activities is aligning with 21st Century skills. Argumentation skills in laboratory activities are needed to make laboratory activities run efficiently, effectively, and without misinformation. Sophisticated Thinking Blended Laboratory (STB-LAB) in laboratory activities is considered capable of improving argumentation skills because of its syntax, disposition, and argumentation stage, allowing students to train their argumentation skills. This study intends to determine whether the STB-LAB learning model can improve students' argumentation skills in virtual and real laboratory activities. The method uses quantitative research with a one-group pretest-posttest design in which the N-Gain will be generated from the pretest and posttest, and find the difference in pretest and posttest, t-test using independent sample t-test, and effect size using Cohen's D. The results show that N-Gain obtained in virtual laboratory activities, only two aspects were categorized as quite effective, namely warrant, and backing aspects. In addition, N-Gain obtained in real laboratory activities only has three aspects categorized as quite effective: evidence, warrant, and rebuttal. The hypothesis obtained in both laboratory activities is 0.000 at Sig. (2-tailed), and the Effect Size obtained in both laboratory activities is 0.91 and 0.79. Thus, STB-LAB can improve argumentation skills using two media, with the virtual laboratory getting the highest results in its improvement. This shows that STB-LAB is appropriate for improving argumentation skills at the undergraduate level.

show abstract

Analysis of the Use of LabXChange as a Virtual Laboratory Media to Improve Digital and Information Literacy for Biology Education Undergraduate Students

Cited by 4 publications

References 16 publications

Improving Students Learning Outcomes and Digital Literacy on Acid-Base Titration Using Titration Screen Experiment Media

Improving Students Learning Outcomes and Digital Literacy on Acid-Base Titration Using Titration Screen Experiment Media

Exploring the Educational Landscape: The Impact of Post-Covid Online Learning on Physics Education Undergraduates' Academic Engagement and Achievement

Sophisticated Thinking Blended Laboratory (STB-LAB) Learning Model: Implications on Virtual and Real Laboratory for Increasing Undergraduate Student's Argumentation Skills

Contact Info

Product

Resources

About