Online Learning Using STEM-Based Media: To Improve Mathematics Abilities of Vocational High School Students

Rohendi, Dedi; Wahyudin, Didin; Kusumah, Inu H.

doi:10.29333/iji.2023.16121a

Cited by 9 publications

(8 citation statements)

References 7 publications

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“…According to Aravinthan (2010) Animations can serve as effective multimedia tools to engage the students while facilitating and enhancing the student learning experience by explaining difficult concepts through visual means instead of the traditional way of heavy textual based presentation. This is in line with the relevant research by Rohendi (2012) his research show that students' ability to use learning media based on animation has better than students with conventional learning.…”

Section: Introductionsupporting

confidence: 87%

Development of Animation-Based Learning Media on Hydrology Learning Outcomes

Harahap

Harto

2023

RS Global - IJITSS

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Quality human resources will quickly acquire knowledge about digital technology, in this case, it is necessary to improve the quality of human resources in the development of learning in the future. The use of interactive learning media in the form of animation can convey information with sound, video, and motion animation that can improve the hydrology learning process. This study aims to determine the effectiveness of using animation media in hydrology learning for D-3 civil engineering students, this study uses the ADDIE method in the control and experimental classes where the pretest and posttest are treated. The results of the animation media are then validated by design experts, materials, media, and also the product trial process, this is done to improve the quality of the animation media. the results of the expert validation assessment obtained an average value of 89.91%, and the average test results were 90%. the results obtained from validation and testing, the animation media is feasible to use and can be continued for data analysis in the development of animation media in hydrology learning, where the results of data analysis show an increase in learning outcomes by 34.45% after using learning media.

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Section: Introductionsupporting

confidence: 87%

Development of Animation-Based Learning Media on Hydrology Learning Outcomes

Harahap

Harto

2023

RS Global - IJITSS

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“…They possess the capacity to profoundly influence students' academic performance in STEM subjects and, in the long run, shape their interest in and enthusiasm for pursuing STEM fields of study and eventual careers (Blazar and Kraft, 2017). Students' learning experiences, encompassing both theoretical classroom knowledge and hands-on practical experience, are pivotal factors in augmenting their proficiency in STEM-related skills and knowledge (Romlie et al, 2021;Rohendi et al, 2023). When coupled with the guidance of dedicated teachers and access to high-quality STEM programs and curricula, these experiences create an optimal 10.3389/feduc.2024.1333669 Barriers to STEM teaching.…”

Section: Review Of Literaturementioning

confidence: 99%

Teachers’ perceptions of the barriers to STEM teaching in Qatar’s secondary schools: a structural equation modeling analysis

Sellami,

Santhosh,

Bhadra

et al. 2024

Front. Educ.

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IntroductionEducators play a pivotal role in shaping students’ academic achievements, particularly in STEM (science, technology, engineering, and mathematics) fields. The instructional techniques employed by teachers significantly impact students’ decisions to pursue or persist in STEM disciplines. This research aims to explore the challenges faced by high school STEM teachers in Qatar in delivering effective STEM instruction.MethodsData was collected through a survey administered to 290 high school STEM teachers across thirty-nine schools in Qatar. The survey targeted teachers in the 11th and 12th grades. Structural Equation Modeling (SEM) was utilized to analyze the data and examine teachers’ perceived barriers to effective STEM instruction.ResultsThe findings revealed various barriers hindering STEM instruction. These barriers were categorized into school-related, student-related, technology-related, and teaching-related factors. All the hypothesized teaching barriers [i.e., (student-related: β = –0.243, p < 0.001); (school-related: β = –0.122, p < 0.001), (technologyrelated: β = –0.123, p = 0.040); and (instruction-related: β = –0.112, p < 0.018)] were negatively related to teachers’ STEM teaching. Among the various obstacles, it appears that the most formidable challenges for high school STEM teachers are related to students (β = –0.243, p < 0.001).DiscussionUnderstanding these barriers is crucial for informing educational policies and developing strategies to enhance STEM learning in Qatar’s high schools. Addressing these barriers is essential to provide adequate resources, professional development opportunities, and support systems. By addressing these challenges, Qatar can foster a conducive environment for effective STEM instruction, thereby nurturing a future generation of STEM professionals.

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“…Students pay more attention to what they're learning. They can also virtually see and hear the components [57]. Students often think diverse learning strategies will boost their academic engagement.…”

Section: Network Analysismentioning

confidence: 99%

The Impact of the Learning Mobile Application on Student Performance Using the Technology Acceptance Model

Hidayat

2024

IJIET

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Technology is being increasingly used in education to develop various forms of media that effectively support instruction and learning. The purpose of this study is to determine the extent to which students majoring in electronics engineering education at Higher Education benefit from the use of different learning applications and how much influence they have on the overall level of student performance, by exploring the area of the correlation between the independent variable of Learning Strategy and student performance, with the consideration of the Technology Acceptance Model (TAM) as a possible mediator in this correlation. The current study utilized purposive sampling to collect a representative sample of 229 participants. The data was then analyzed using the Structural Equation Model (SEM), utilizing the Partial Least Square (PLS) method as the initial approach. The software used for this analysis was SmartPLS 4.0 and Network Analysis was conducted to determine the relationship between items in this study. Based on the results of this study, effective learning strategies and a high level of student acceptance of technology will have a positive impact on student performance or lead to improved student performance. Educational applications provide the potential to be streamlined and utilized by students through a pedagogical approach, as their user-friendly nature facilitates effective deployment.

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Online Learning Using STEM-Based Media: To Improve Mathematics Abilities of Vocational High School Students

Cited by 9 publications

References 7 publications

Development of Animation-Based Learning Media on Hydrology Learning Outcomes

Development of Animation-Based Learning Media on Hydrology Learning Outcomes

Teachers’ perceptions of the barriers to STEM teaching in Qatar’s secondary schools: a structural equation modeling analysis

The Impact of the Learning Mobile Application on Student Performance Using the Technology Acceptance Model

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