Optimizing students’ scientific communication skills through higher order thinking virtual laboratory (HOTVL)

Sapriadil, S; Setiawan, Agus; Suhandi, Andi; Malik, Adam; Safitri, Dian; Lisdiani, Siti Ashri Sahidah; Hermita, Neni

doi:10.1088/1742-6596/1013/1/012050

Cited by 12 publications

(10 citation statements)

References 13 publications

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“…According to Liu (2011) and Warne (2014), a significancevalue less than 0.05 indicates that the independent variables (the experimental model) bring significant impacts on the dependent variables (SCS and CS) with the level of confidence is 95%. Furthermore, these results are supported by previous studies that show the effects of the experimental model on SCS (Walker & Sampson, 2013;Aydın, 2016;Malik et al, 2018;Sapriadil et al, 2018) and CS (Sinex & Chambers, 2013;Zakwandi et al, 2020). Therefore, these results show that the SCS and CS can be simultaneously improved through one laboratory activity, the Multiple Skill Laboratory Activity Model (MSLAM).…”

Section: Resultssupporting

confidence: 83%

Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills

Malik¹,

Ubaidillah²

2021

JPII

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This study aims to analyze the effects of experiment models and gender on scientific communication and collaboration skills. This study employed a quasi-experimental design consisting of five groups as control classes and five groups as experimental classes. The subject of this study was 327 students (168 students used HOT Lab and 159 used Multiple Skill; 69 Male and 258 Female from 18 to 22 years old) with heterogeneous skills and learning habits from five different universities representing four regions: Sumatra, Java, Kalimantan, and Sulawesi. The control class conducted activities based on the Higher-order Thinking Laboratory model, while the experimental class conducted activities based on the Multiple Skill Laboratory Activity Model. The data were collected by employing a validated instrument and were analyzed by employing a Multivariate test. This study shows that the experimental model has more significant influences on improving students' skills than gender. Specifically, the Multiple Skill Laboratory Activity Model (MSLAM) improves students’ collaboration skills better than communication skills. MSLAM explores more activities to practice collaboration skills, e.g., brainstorming, exploration, and measurement, while the activities for practicing communication skills is depended on analysis and presentation only. This study also reveals that the experiment model and gender are not suitable for concurrent analysis. This study is expected to provide methods for further researchers to optimize students’ scientific communication and collaboration skills. Furthermore, this study provides an overview for teachers to practice several thinking skills at one time.

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Section: Resultssupporting

confidence: 83%

Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills

Malik¹,

Ubaidillah²

2021

JPII

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“…Consequently, as students conduct authentic investigations, they become more involved in the writing process—particularly persuasive writing—when they contribute to finding solutions to real problems. This teaching strategy enables students to communicate scientifically while thoroughly understanding the problem and cause-effect relationships [ 22 ]. We, therefore, speculate that students who rely on the VLD approach are unable to improve their scientific report writing skills.…”

Section: Discussionmentioning

confidence: 99%

“…Several studies have found that virtual lab simulations improve scientific writing skills, as evidenced in the lab reports [18][19][20]. Laboratory activities-particularly one employing inquiry-based laboratory learning strategy-can help students develop their scientific writing skills [21][22][23][24]. Indeed, students who use higher-order cognition in virtual laboratories exhibit better writing skills while preparing lab reports than students who use virtual laboratories for verification [22].…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of scenario-based virtual laboratory simulations to improve learning outcomes and scientific report writing skills

Al-Nakhle

2022

PLoS ONE

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The use of virtual laboratory simulations in various disciplines, which provide important educational benefits, has increased. Several studies show that laboratory activities, including scenario-based virtual laboratory simulation (SB-VLS), stimulate cognitive and non-cognitive skills. However, the effects of the SB-VLS when integrated into molecular biology courses, on the development of cognitive skills, such as scientific report writing skills, remain unexplored. A pre-post-test, randomized, quasi-experimental design was used. Thirty-five female students were randomly assigned to experimental or control groups. The control group (n = 17) attended a traditional lecture and video lab demonstration (VLD), while the experimental group (n = 18) participated in SB-VLS on molecular cloning. Findings revealed statistically significant differences, with large effects sizes in the SB-VLS group between pre- and post-test in intrinsic motivation (2.9 vs 3.86, p = 0.042, Cohen’s d = 4.17), self-efficacy (3.31 vs 3.85, p = 0.002, Cohen’s d = 1.071), and knowledge gain scales (50.93 vs 75.93, p = 0.001, Cohen’s d = 1.46). Moreover, between-group effect sizes of the experimental and control groups were also large for intrinsic motivation (dppc2 = 1.441), self-efficacy (dppc2 = 0.766), and knowledge (dppc2 = 1.147), indicating that the effect of the SB-VLS was significant, which may be due to the activities and techniques used in SB-VLS to develop learning outcomes. Additionally, the SB-VLS group had statistically better lab report scores as compared to the control group (3.92 vs. 4.72, p < 0.0001). Collectively, our data show that SB-VLS is an innovative teaching strategy and an effective tool for developing non-cognitive and cognitive skills, especially scientific report writing skills.

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“…In ethnoscience courses the use of local material in science learning links scientific principles and scientific thought in daily life. Aikenhead (2006), Pornpimon et al (2014), Sapriadil, S., Setiawan, A., Suhandi, A., Malik, A., Safitri, D., Lisdani, S., Hermita (2018) defines the culture of local wisdom incorporated through 3 items in science learning, namely enculturation, assimilation, and acculturation. Enculturation is the process of learning the cultural values people and cultures encounter.…”

Section: Studentsmentioning

confidence: 99%

“…The process of assimilation may be implemented by combining local culture of knowledge with science. Students study science content that is incompatible with their experience, replacing this viewpoint with a scientific perspective in real life through an assimilation process (Aikenhead, 2006;Pornpimon et al, 2014;Sapriadil, S., Setiawan, A., Suhandi, A., Malik, A., Safitri, D., Lisdani, S., Hermita, 2018).…”

Section: Studentsmentioning

confidence: 99%

Teaching Madura Local Content Literacy on Preservice Science Teacher Using Lwis Model

Yasir

Wulandari

2020

J. pena sains

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Several previous studies have shown that students have difficulty integrating ethnoscience into science learning. Students are more likely to be introduced to the basic concepts of ethnoscience without involving how to integrate ethnoscience into science learning. The impact is that students’ scientific literacy is low. This is what underlies researchers to apply the Local Wisdom Integrated Science (LWIS) learning model by using local Madurese content to train students’ scientific literacy. The aim of this study was to evaluate differences in student scientific literacy after implementing the LWIS learning model in ethnoscience learning with local Madurese content. The method used was pre-experimental study with one group pretest-posttest design. When the study was carried out in the even semester of the 2019/2020 academic year by taking 22 students via purposive sampling technique as a sample of all students in class 6A of science education, Trunojoyo University, Madura. Analysis of data using descriptive statistics and paired sample t test. The results showed that there were different in the scientific literacy of the students using the LWIS learning model before and after studying ethnoscience with local Madurese material. The entire LWIS syntax helps train students' scientific literacy by including self-awareness of the importance of local Madurese content as a learning context. Ethnoscience can be integrated into science learning through the STEAM approach. The contribution of STEAM to the LWIS learning model and self-awareness is very significant in developing ethnoscience learning for local Madurese content from elementary, middle, and tertiary level.

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Optimizing students’ scientific communication skills through higher order thinking virtual laboratory (HOTVL)

Cited by 12 publications

References 13 publications

Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills

Multiple Skill Laboratory Activities: How to Improve Students’ Scientific Communication and Collaboration Skills

The effectiveness of scenario-based virtual laboratory simulations to improve learning outcomes and scientific report writing skills

Teaching Madura Local Content Literacy on Preservice Science Teacher Using Lwis Model

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