Gender Influence on Students Creativity in Physics Learning with Virtual Laboratory

Gunawan, Gunawan; Susilawati, Susilawati; Dewi, Shinta; Herayanti, Lovy; Lestari, Puji; Fathoroni, F

doi:10.1088/1742-6596/1471/1/012036

Cited by 7 publications

(4 citation statements)

References 12 publications

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“…The study also did not find any significant difference between the boys and girls of the CG (from Table 6, p = 0.9). The findings of this study were different compared with those in [52], which reported that male students performed better than female students when using the virtual laboratory.…”

Section: Discussioncontrasting

confidence: 99%

Measuring Learnability through Virtual Reality Laboratory Application: A User Study

et al. 2021

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The cutting-edge technology of virtual reality has changed almost every aspect of life in e-commerce, engineering, medicine, and entertainment. This technology has also made its way to the field of education in the form of virtual laboratories. A lack of student engagement and interest towards STEM subjects is reported in the literature. Several studies have been conducted to evaluate virtual reality in education, but these studies are limited in terms of participants and subject coverage. This study aimed to assess the effectiveness of virtual laboratories to develop student’s practical learning skills for secondary school physics. For this purpose, a desktop-based virtual laboratory application was developed based on the guidelines extracted from the literature. A user study was adopted as the main research method, and it was conducted with 184 students of 4 different schools. In each school, students were divided into two groups: experimental (used the virtual laboratory application) and control (used a physical laboratory). The data were collected through an academic quiz conducted at the end of the study. The mean score of the experimental group was 7.16, compared with 5.87 for the control group. The results revealed that the students’ learning using the virtual laboratory application was better compared with the control group. Interestingly, there was no significant difference in the performance of boys and girls in both groups. The usability questionnaire was also completed by 92 students of the experimental group to assess the application interface. The mean score was 73.5 (above average) with an internal consistency of 0.76. The participants found the virtual laboratory application to be user-friendly, easy to use, and supportive in learning.

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Section: Discussioncontrasting

confidence: 99%

Measuring Learnability through Virtual Reality Laboratory Application: A User Study

et al. 2021

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“…Fifth, the results indicate that the differences in gender predict the variance in creativity. Our finding shows that the creativity of male students in our study is higher, which is in line with several existing studies (Gunawan et al, 2020 ; Permatasari and Budiyono, 2020 ; Xu et al, 2022 ). One possible explanation is male students have a better ability to think and solve problems than female students (Doleck et al, 2017 ; Abdulla et al, 2020 ; Zibenberg and Da'as, 2022 ), influencing the development of creative thinking skills (Hidayat et al, 2018 ; Rahmawati et al, 2019 ).…”

Section: Discussionsupporting

confidence: 93%

The Mediating and Buffering Effect of Creativity on the Relationship Between Sense of Place and Academic Achievement in Geography

Zhang

Ge²,

Ma³

et al. 2022

Front. Psychol.

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PurposeThis study explored the relationship between sense of place and academic achievement in geography and used a mediation model to verify the mediating role of creativity in this relationship.MethodsA total of 1,037 upper secondary school students were surveyed using the Sense of Place Scale, the Innovative Behavior Scale, and their geography test scores. SPSS (version 26.0) was used for descriptive statistical analysis and correlation analysis. The PROCESS plug-in (version 4.0) was used to test the mediating effect of creativity.Results(1) The correlation analysis showed that sense of place has a positive effect on academic achievement in geography and is related to creativity. Moreover, creativity exerts a positive effect on academic achievement in geography (2). The results of mediation analysis indicated that creativity plays mediating and buffering roles in the relationship between sense of place and academic achievement in geography after controlling for gender and residential address. The direct and indirect effects accounted for 65.708 and 34.292% of the total effect, respectively.ConclusionsThe results indicated that sense of place affected not only academic achievement in geography directly but also creativity indirectly. This conclusion provides certain ideas for the development of geography curriculums. Since academic achievement in geography is related to both sense of place and creativity, it is necessary to pay more attention to integrating sense of place in geography education and to foster creativity in curriculum development and teaching of geography.

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“…This is due to psychological findings showing that a primary mindset distinguishes male and female students (Kalender et al, 2022;Kleinfeld, 2009). In physics, many researchers have the influence of gender on learning success (Gunawan et al, 2020;Herliana et al, 2020;Sun, 2020). On the other hand, many studies also prove that gender is not too influential (reduced) in the success of learning physics (Gunawan et al, 2020;Herliana et al, 2020;Sun, 2020).…”

Section: Figure 1 Student Achievement -Cognitive Level Analysismentioning

confidence: 99%

The assessment of student numeracy ability for sustainable learning in Indonesia: A study in a high school science class

Listianingrum

Istiyono

Zakwandi

et al. 2023

Momentum: Physics Education Journal

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This study aimed to measure student numeracy ability within the context of physics on the kinetic theory of gases. This study employed a quantitative method with descriptive and parametric statistics analysis. Sixty-two sample students were measured for numeracy ability. The research instrument applied was the ten numeration questions that had been tested empirically. The research indicates that the student cognitive level positively influences numeracy ability with an effect size value of 0.682 and an Adj. R2 value of 0.676. Furthermore, gender-related analysis proves that there is no gap in the numeracy ability with an effect size value of 0.030 and Adj. R2 is 0.014. This study has implications for designing physics learning that develops numeracy ability, especially in determining learning designs that accommodate cognition level and gender.

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Gender Influence on Students Creativity in Physics Learning with Virtual Laboratory

Cited by 7 publications

References 12 publications

Measuring Learnability through Virtual Reality Laboratory Application: A User Study

Measuring Learnability through Virtual Reality Laboratory Application: A User Study

The Mediating and Buffering Effect of Creativity on the Relationship Between Sense of Place and Academic Achievement in Geography

The assessment of student numeracy ability for sustainable learning in Indonesia: A study in a high school science class

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