Flipped Classroom With Simulation Assists Students Learning the Vector Knowledge

Siu-Ping, Ng; Fung, Chak-Him

doi:10.11114/jets.v8i12.5093

Cited by 4 publications

(1 citation statement)

References 29 publications

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“…One freely available learning resource for the science field is Physics Education Technology (PhET) simulations. PhET has the potential to transform education through technology integration [28], whether used in traditional classrooms, online learning, blended learning [29], or flipped classrooms [30]. Students can use interactive simulations and experience ease and comfort in a learning process integrated with technology.…”

Section: Resultsmentioning

confidence: 99%

Students Perception of Science and Technology in Science Learning: A Gender Comparative Study

Putri,

Pranata,

Sastria

2024

J. Pijar.MIPA

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Teachers face a dilemma. On the one hand, science and technology significantly benefit students, providing greater opportunities for future generations. On the other hand, students' interest in science and technology continues to decrease. The rapid advance of science and technology also widens inequities and enhances gender differences. Understanding students' perceptions of technology in learning, especially science, and their daily lives is necessary. The research employs both descriptive and comparative methods as its primary methodologies. The descriptive method provides an overview of students' perceptions of science and technology. The comparative method helps uncover differences in students' perceptions based on gender. The study encompasses 200 participants from a junior high school in Kerinci. This research utilized the "My Opinions about Science and Technology" questionnaire. The questionnaire was translated into Indonesian and formatted into an online survey using Google Forms. It comprises 16 research statements about science and technology designed to collect essential data, employing a 4-point scale response. The Independent Samples T-test, facilitated by SPSS, compared male and female perceptions of science and technology. The descriptive statistics reveal that the average student perception is 3.06. Based on the level of each student, no students are categorized as having a low level of perception of science and technology. Based on gender, female students exhibit an average perception of 3.02, and males display an average of 3.11. Based on the mean or average values, it can be concluded that there is a difference in the average perception between female and male students, with male students showing a higher perception of science and technology than female students. The independent samples t-test results confirm that the average perception of females regarding science and technology is lower than that of males, with a mean difference of -0.093 on a 4-point scale. The disparity in perception based on gender was found to be statistically significant. Male students have a higher percentage of high-level perception compared to female students. Males exhibit high perceptions regarding the development of scientific theories, the impact of science and technology on environmental problems, and the potential for science and technology to improve life, create more interesting jobs and help eradicate poverty and famine. The theoretical and practical implications of these results are discussed.

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Section: Resultsmentioning

confidence: 99%

Students Perception of Science and Technology in Science Learning: A Gender Comparative Study

Putri,

Pranata,

Sastria

2024

J. Pijar.MIPA

View full text Add to dashboard Cite

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Integrating a Digital Math Vector Game into a Blended Classroom: Technological and Instructional Design Principles

Xiang,

Zhang,

Wang

et al. 2024

Lecture Notes in Computer Science

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Students’ understanding of vector operations: With and without physics education technology simulation

Pranata

2024

Journal of Mathematics and Science Teacher

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This study aims to investigate the influence of technology integration (physics education technology simulation) in physics learning. A quantitative method with a quasi-experimental post-test-only design was applied to reveal the differences in students’ abilities to operate vectors between the group that learned and tested using simulation and the group that learned using graphics only. The test consisted of 16 questions on the addition and subtraction of two vectors divided into one and two dimensions. Student response data were analyzed using descriptive statistics and Kruskal-Wallis test. The analysis results show that the vector operation score for experimental group 1, which learned vector operations through graphic learning using simulation and tested with the same simulation (86.15), is higher than experimental group 2, which learned vector operations through graphic learning using simulation (76.59), and the control group, which learned vector operations through graphic learning without simulation assistance (71.81). All three groups have higher average scores for one-dimensional than two-dimensional vector operations. They also have higher average scores for vector addition compared to vector subtraction operations. Kruskal-Wallis test results indicate a significant difference in the average vector operation scores for the three groups (ρ=0.021). This suggests that integrating technology in the learning and testing processes leads to a significant difference. Moreover, the difference is significant for one-dimensional vector operations (ρ=0.004) and not significant for two-dimensional vector operations (ρ=0.107). These findings could support the implementation of similar approaches at the university and high school levels, especially for vector-related topics, in both learning and testing processes.

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Flipped Classroom With Simulation Assists Students Learning the Vector Knowledge

Cited by 4 publications

References 29 publications

Students Perception of Science and Technology in Science Learning: A Gender Comparative Study

Students Perception of Science and Technology in Science Learning: A Gender Comparative Study

Integrating a Digital Math Vector Game into a Blended Classroom: Technological and Instructional Design Principles

Students’ understanding of vector operations: With and without physics education technology simulation

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