Evaluating Biology Achievement Scores in an ICT integrated PBL Environment

Osman, Kamisah; Kaur, Simranjeet

doi:10.12973/eurasia.2014.1076a

Cited by 19 publications

(16 citation statements)

References 14 publications

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“…Virtual laboratory-based learning can improve students' mastery of concepts. The existence of virtual media in the direct learning model can create an active learning process in the classroom (Osman and Kaur, 2014). The results of this study prove the use of virtual laboratories as learning media that has a positive effect on learning outcomes in physics.…”

Section: Figure 3 Percentage Of Student Learning Outcomessupporting

confidence: 52%

Development of Virtual Laboratory-Based of Learning to Improve Physics Learning Outcomes of High School Students

Abdjul

Ntobuo

Payu

2019

JPFI

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This study aims to develop virtual laboratory-based learning in physics subjects to improve the learning outcomes of high school students. This research is a research development with a 4-D model (define, design, develop, and dissemination). The results showed that the learning tools developed were categorized very well based on expert validation. Practical learning tools are used with an average value for the implementation of the learning process categorized very well and the average response of students to virtual laboratory based learning is very good. Student learning activities increased significantly after participating in learning. This research produces a valid, practical and effective learning tool by utilizing virtual laboratory media to improve student learning outcomes. ABSTRAKPenelitian ini bertujuan untuk mengembangkan pembelajaran berbasis laboratorium virtual pada mata pelajaran fisika untuk meningkatkan hasil belajar siswa SMA. Penelitian ini adalah penelitian pengembangan dengan model 4-D (define, design, develop, dan diseminasi). Hasil penelitian menunjukkan bahwa perangkat pembelajaran yang dikembangkan berkategori sangat baik berdasarkan validasi ahli. Perangkat pembelajaran praktis digunakan dengan nilai rata-rata untuk keterlaksanaan proses pembelajaran berkategori sangat baik dan rata-rata respon siswa terhadap pembelajaran berbasis virtual laboratorium berkategori sangat baik. Aktivitas belajar siswa mengalami peningkatan yang cukup signifikan setelah mengikuti pembelajaran. Penelitian ini menghasilkan sebuah perangkat pembelajaran yang valid, praktis, dan efektif dengan memanfaatkan media laboratorium virtual untuk meningkatkan hasil belajar siswa.

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Section: Figure 3 Percentage Of Student Learning Outcomessupporting

confidence: 52%

Development of Virtual Laboratory-Based of Learning to Improve Physics Learning Outcomes of High School Students

Abdjul

Ntobuo

Payu

2019

JPFI

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“…Technological applications in which the students are efficient and integrated new teaching methods (project based instruction, problem based instruction, group discussion, cooperative learning etc.) need to be addressed, with a view to ensure that students associate knowledge to real life and learn more effectively (Osman & Kaur, 2014). Use of technology together with such methods is a necessary step leading to a more effective learning experience (Alias, DeWith & Siraj, 2014).…”

Section: Resultsmentioning

confidence: 99%

An Exploratory Comparison of Traditional Classroom Instruction and Anchored Instruction with Secondary School Students: Turkish Experience

Elçin

Sezer

2014

EURASIA J MATH SCI T

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The purpose of this study was to investigate the impact of anchored instruction on the students in secondary school math studies classrooms. This study adopted a quasiexperimental design. This research involved both quantitative and qualitative methods to investigate the effects of anchored instruction on students' academical achievement, permanence and perceptions about anchored instruction method. Tests used were; before performing the unit pre-test, after completing the unit post-test and to determine the permanence of the information that has been learned permanence-test. Overall, the findings suggest that the students in the experimental group were more successful than students who were taught traditional method in control group. In addition, content analysis results showed that this method was fun and effective for learning.

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“…Besides [15] describes the PBL process begins by reading the problems from the real world that make the students more interested, and ends with presentations and discussions of what is found. These activities train students' critical thinking skills especially aspects of skills building, concluding, further explanation and tactical strategies.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Problem-Based Learning Models Using Mind Map to Improve Critical Thinking and Problems Solving Skill of Student

Novita¹,

Bukit²,

Sirait³

2018

Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018)

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This study aims to analyze the critical thinking skills and problem-solving skills, analyzing whether the improvement of critical thinking skills and problem-solving skills that are taught by the problem-based learning model using mind map better than students who are taught by conventional learning. This research is a quasi-experimental research with two group pretest-posttest design. The research population is all students of class X SMA Negeri 2 Bandar (senior high school) in first semester, academic year 2017/2018. The study sample was taken randomly consisting of 64 students. Class X MIPA-1 is an experimental class, consisting of 32 students with learning problem model learning using mind map. Class X MIPA-3 is a control class consisting of 32 students using conventional learning. The research instrument uses essay test of critical thinking skills and problem-solving skills that have been declared valid. Data analysis using statistical t-test. The results showed that the average value of critical thinking skills and problemsolving skills using conventional learning was 61.09 and 61.88 were in a low category while the students applying the problembased learning model using mind map were 75.78 and 77.56 are in the moderate category. The result of hypothesis testing using independent sample t-test shows that each significance value (sig) <0.05 is 0.00 then H 0 is rejected, it means that the skills of critical thinking and problem-solving skills of students who are treated with problem-based learning model using mind map is better than conventional learning, so it can be concluded that there is the effect of problem based learning model using mind map to improve critical thinking skills and problem-solving skills.

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Evaluating Biology Achievement Scores in an ICT integrated PBL Environment

Cited by 19 publications

References 14 publications

Development of Virtual Laboratory-Based of Learning to Improve Physics Learning Outcomes of High School Students

Development of Virtual Laboratory-Based of Learning to Improve Physics Learning Outcomes of High School Students

An Exploratory Comparison of Traditional Classroom Instruction and Anchored Instruction with Secondary School Students: Turkish Experience

The Effect of Problem-Based Learning Models Using Mind Map to Improve Critical Thinking and Problems Solving Skill of Student

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