Exploring the effects of seductive details with the 4-phase model of interest

Wang, Zhe; Adesope, Olusola

doi:10.1016/j.lmot.2016.06.003

Cited by 47 publications

(42 citation statements)

References 62 publications

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“…Durik and Harackiewicz (2007) found that decorative details added to visual representations were beneficial for students who were not interested in learning mathematics but detrimental for those who were already interested in learning. Conversely, Wang and Adesope (2016) found that decorative details had negative effects among students with lower interest in the learning topic but positive effects among students with higher interest.…”

Section: Individual Differencesmentioning

confidence: 83%

“…Although dimensions of students' attitudes are often correlated (e.g., Chouinard, Karsenti, & Roy, 2007;Eccles & Wigfield, 1995), it seems possible that students' interest in mathematics and their attitudes about its value may have differential effects on their processing of diagrams and illustrations. For example, both Durik and Harackiewicz (2007) and Wang and Adesope (2016) found that students' interest moderated the effect of decorative details-a feature of illustrations rather than sparse diagrams.…”

Section: Individual Differencesmentioning

confidence: 99%

“…These findings also highlight that the available cognitive resources are different from the resources that a student chooses to apply to a task. Thus, it seems likely that students' attitudes may moderate the potentially beneficial or detrimental effects of visual representations (e.g., Durik & Harackiewicz, 2007;Wang & Adesope, 2016).…”

Section: Individual Differencesmentioning

confidence: 99%

See 2 more Smart Citations

Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter

Cooper

Sidney

Alibali

2017

Applied Cognitive Psychology

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Section: Individual Differencesmentioning

confidence: 83%

Section: Individual Differencesmentioning

confidence: 99%

Section: Individual Differencesmentioning

confidence: 99%

See 1 more Smart Citation

Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter

Cooper

Sidney

Alibali

2017

Applied Cognitive Psychology

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“…Defenisi minat adalah suatu rasa lebih suka, rasa ketertarikan (Slameto, 2010), perhatian (Lin & Huang, 2016), fokus, ketekunan, usaha, pengetahuan, keterampilan (Ainley, Hillman, & Hidi, 2002), motivasi (Krapp, Hidi, & Renninger, 1992), pengatur perilaku (Wang & Adesope, 2016), dan hasil interaksi seseorang atau individu dengan konten atau kegiatan tertentu (Schiefele, 2001). Minat memberikan pengaruh positif terhadap pembelajaran akademik, domain pengetahuan dan bidang studi tertentu bagi individu (Hidi, Berndoff, dan Ainley, 2002).…”

Section: Minat Belajarunclassified

Minat Belajar Sebagai Determinan Hasil Belajar Siswa

2016

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Permasalahan dalam penelitian ini adalah belum optimalnya hasil belajar siswa. Hal ini ditandai dengan perolehan hasil belajar siswa yang belum mencapai Kriteria Ketuntasan Minimum (KKM) di sekolah. Penelitian ini bertujuan untuk mengetahui pengaruh minat belajar terhadap hasil belajar siswa. Metode yang digunakan dalam penelitian ini adalah metode survey dengan teknik pengumpulan data menggunakan angket model rating scale. Sampel penelitian adalah 58 siswa Kelas X Administrasi Perkantoran Sekolah Menengah Kejuruan (SMK) di Bandung. Pendekatan yang digunakan adalah pendekatan kuantitatif dengan teknik analisis data menggunakan analisis regresi. Indikator yang digunakan untuk mengukur minat belajar adalah ketertarikan untuk belajar, perhatian dalam belajar, motivasi belajar dan pengetahuan. Berdasarkan analisis regresi, diperoleh hasil bahwa minat belajar memiliki pengaruh yang signifikan terhadap hasil belajar. Dengan demikian dapat disimpulkan bahwa hasil belajar siswa dapat ditingkatkan melalui peningkatan minat belajar siswa. Artinya semakin baik minat belajar siswa akan berdampak pada hasil belajar siswa yang semakin baik.Kata Kunci: minat belajar, hasil belajar siswaLEARNING INTEREST AS DETERMINANT STUDENT LEARNING OUTCOMESThe problem in this research is not optimal student learning outcomes. It is characterized by the acquisition of learning outcomes of students who have not reached the Minimum Completeness Criteria (KKM) in school. This study aims to determine the effect of learning interest on student learning outcomes. The method used in this research was survey method with data collection using a questionnaire rating scale models. Samples were 58 students of class X of Office Administration Vocational High School (SMK) in Bandung. The approach used is a quantitative approach to data analysis techniques using regression analysis. The indicator used to measure learning interest is an interest in learning, attention to learning, motivation to learn and knowledge. Based on regression analysis, the result that learning interest has a significant impact on learning outcomes. It can be concluded that student learning outcomes can be improved through increased student learning interest. Means the better the interest of student learning will have an impact on student learning outcomes for the better.Keywords: learning interest, student learning outcome

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“…Seperti pada permainan Chem Man yang mendorong peserta didik belajar dengan cara yang menyenangkan, dilihat dari aktivitas peserta didik saat menggunakan permainan Chem Man. Hidi dan Renninger yakin bahwa minat mempengaruhi tiga aspek penting dalam pengetahuan seseorang yaitu perhatian, tujuan dan tingkat pembelajaran (Wang & Adesope, 2016). Secara tidak langsung peserta didik berusaha memahami materi pembelajaran yakni materi partikel penyusun atom saat permainan Chem Man berlangsung untuk dapat menyelesaikan permainan sampai akhir.…”

Section: Hasil Angket Minat Belajar Peserta Didikunclassified

Minat Belajar Dan Keberhasilan Belajar Partikel Penyusun Atom Dengan Media Pembelajaran Permainan Chem Man

Lutfi

Nugroho

2019

J-PEK

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Abstrak -Penelitian ini bertujuan menguji dampak penggunaan permainan Chem Man bersarana komputer sebagai media pembelajaran Partikel Penyusun Atom, meliputi: minat dan hasil belajar peserta didik. Sebelum dan setelah pembelajaran dilakukan tes dan setelah pembelajaran juga dilakukan pemberian angket minat peserta didik. Hasil angket minat peserta didik dianalisis deskripsi kualitatif dan hasil belajar peserta didik dianalisis dengan uji t berpasangan dan uji ketuntasan klasikal. Hasil penelitian menunjukkan minat peserta didik belajar partikel penyusun atom dengan permainan memperoleh kategori tinggi (97,78%) dan terjadi perbedaaan yang signifikan antara skor rata-rata sebelum dan setelah pembelajaran serta telah mencapai ketuntasan klasikal. Berdasarkan data di atas dapat disimpulkan bahwa penggunaan permainan Chem Man bersarana komputer sebagai media pembelajaran partikel penyusun atom dapat berdampak keberhasilan belajar, yaitu pencapaian minat belajar peserta didik dan pencapaian ketuntasan hasil belajar peserta didik. Penggunakan permainan Chem Man sebagai media pembelajaran dapat dijadikan alternatif guru agar peserta didik berminat belajar kimia.Kata kunci: Chem man, partikel atom, minar, permainan.Abstract -This study aimed to examine the impact of the use of the Chem Man game with a computer as a learning media for Atomic Composite Particles, including students' interest and learning outcomes. Tests were conducted before and after learning while questionnaires of students' interests were given after learning. The results of students' interest questionnaires were analyzed by the qualitative description and learning outcomes of students were analyzed by paired t-test and classical completeness test. The results of the study showed the interest of students learning particles to compose atoms with the game obtained a high category (97.78%) and there was a significant difference between the average scores before and after learning and it had achieved classical completeness. From aforementioned data, it can be concluded that the use of the Chem Man game based on computers as learning media for atomic constituent particles can have an impact on learning success the achievement of students' learning interests and the completeness achievement of students' learning outcomes. Using the chem man game as a learning media can be used as an alternative for teachers so students are interested in learning chemistry.

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Exploring the effects of seductive details with the 4-phase model of interest

Cited by 47 publications

References 62 publications

Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter

Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter

Minat Belajar Sebagai Determinan Hasil Belajar Siswa

Minat Belajar Dan Keberhasilan Belajar Partikel Penyusun Atom Dengan Media Pembelajaran Permainan Chem Man

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