Higher education 4.0: assessment on environmental chemistry course in blended learning design

Muawiyah, Dyah; Yamtinah, Sri; Indriyanti, Nurma Yunita

doi:10.1088/1742-6596/1097/1/012058

Cited by 11 publications

(11 citation statements)

References 4 publications

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“…Pelajaran kimia merupakan sarana pembelajaran dan latihan berpikir bukan semata hafalan konsep [1] Pembelajaran kimia terdiri dari tiga aspek kajian diantaranya aspek makroskopis, mikroskopis dan simbolik [2] pada dasarnya ketiga aspek kajian pembelajaran kimia tersebut membutuhkan tingkat pemikiran peserta didik yang lebih tinggi (HOTS -High Order Thinking Skill). Salah satu bagian dari berpikir tingkat tinggi adalah berpikir kritis yang merupakan proses berpikir untuk memutuskan serta menarik kesimpulan yang dapat dipertanggungjawabkan berdasarkan data yang relevan [3] meliputi analisis, hipotesis, menjelaskan, berpendapat dan mengembangkan pemikiran [4].…”

Section: Pendahuluanunclassified

Pengembangan E-Learning Pada Pembelajaran Kimia Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik

2019

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Penelitian ini bertujuan untuk mengetahui efektivitas model blended learning untuk meningkatkan kemampuan berpikir kritis peserta didik pada mata pelajaran kimia dengan materi pokok struktur atom. Penelitian ini dilakukan di SMA Nahdlatul Wathan Mataram, NTB. Metode penelitian menggunakan quasi eksperimen dengan rancangan One Group Pretest Posttest Design. Sampel penelitian berjumlah 35 orang kelas X yang dipilih dengan teknik purposive sampling. Data berpikir kritis peserta didik diperoleh melalui tes dan dianalisis dengan rubrik berpikir kritis. Hasil analisis data menunjukkan bahwa nilai berpikir kritis yang diperoleh 83,35 dengan kategori sangat kritis. Hasil penelitian ini menunjukkan bahwa model blended learning efektif untuk meningkatkan kemampuan berpikir kritis peserta didik pada materi pokok struktur atom

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Section: Pendahuluanunclassified

Pengembangan E-Learning Pada Pembelajaran Kimia Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik

2019

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“…Previous research showed, in terms of facilities, students used the Internet and computers for an average of 7 hours/day. Campus Wi-Fi supported its implementation [28]. It was aimed at determining student's readiness in implementing this design approach.…”

Section: Discussionmentioning

confidence: 99%

“…Implementation of blended design pays attention to characteristics for material with a broad range and little calculation. A preliminary study showed that 30.24% of students disagreed when the metacognition was delivered with blended design [3], simply because the role of lecturers cannot be replaced by online learning. Hence, environmental chemistry course is one subject that can be delivered with this type of learning design.…”

Section: Fig 1 the Quadrants In Blended Learningmentioning

confidence: 99%

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An Inquiry into Students' Metacognition and Learning Achievement in a Blended Learning Design

Indriyanti

Yamtinah

Muawiyah

2020

Int. J. Emerg. Technol. Learn.

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The use of technology blurred the borders between classroom learning and online platform as a blended design. This design is appropriately applied in higher education in the fourth industrial revolution era. The study aimed to investigate the progression of undergraduate students' metacognition of blended learning and their achievement in the environmental chemistry course. The study employed a quantitative method. The quantitative method used a quasi-experiment research method. A non-equivalent post-tests group control design was applied. The population was fifty-nine students who enrolled in the environmental chemistry course in the chemistry education department at one of the public universities in Indonesia. Twenty-nine students were randomly selected for experimental class and thirty students in the control class. The experimental class experienced the blended learning environment, while the control class had conventional learning. At the end of the course, both classes measured their metacognition using the Testlet instrument. The Testlet instrument can measure students' cognitive achievement in environmental chemistry courses, also students' metacognition. There is different progress regarding students' metacognition between two groups. However, students' cognitive achievement showed the same trend. This gap is caused by various factors, such as a difference in learning experience and unpreparedness of students in blended learning.

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“…This is even more so if it is implemented simultaneously in the country due to the uneven aspects of ICT (Information Communication and Technology). Muawiyah et al (2018) explained that ICT itself is a skill that students must have. The implementation of ICT in the learning process will improve the basic ICT skills of students, especially vocational students.…”

Section: Introductionmentioning

confidence: 99%

21st Century Skill Grouping in Public Vocational School Students in Indonesia

Tajuddien

Faroh

2021

European Journal of Interactive Multimedia and Education

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Vocational High Schools/VHS (or SMK in Indonesian), which initially aimed to produce ready-to-work graduates, is the biggest contributor to unemployment in Indonesia. In efforts to overcome this, VHS graduates need to be given 21st-century skills to increase agility to survive in the current industrial 4.0 era. 21st-century skills are described as the life and career skills, learning and innovation skills, and information communication and technology skills. This study conducted a sample grouping of the data from 10,737 students of State VHS in Bogor Regency who took advantage of the data mining process using clustering techniques. The method in this study uses the Cross-School Standard Process for Data Mining (CSISP-DM). While the algorithms used for cluster determination are hierarchical and non-hierarchic (K-Means) algorithms. SPSS 25 is used to help find accurate values. The results showed that life and career skills had a frequency of 4,130 students (38%), learning and innovation skills had a frequency of 4,977 students (46%) and information media and technology skills had a frequency of 3,796 students (35%). Meanwhile, 21st-century skills at 11 VHSs in Bogor Regency are described in stages. The results of Non-Hierarchical Clustering are described in three ways.

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Higher education 4.0: assessment on environmental chemistry course in blended learning design

Cited by 11 publications

References 4 publications

Pengembangan E-Learning Pada Pembelajaran Kimia Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik

Pengembangan E-Learning Pada Pembelajaran Kimia Untuk Meningkatkan Kemampuan Berpikir Kritis Peserta Didik

An Inquiry into Students' Metacognition and Learning Achievement in a Blended Learning Design

21st Century Skill Grouping in Public Vocational School Students in Indonesia

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