The Effectiveness Of Learning Tools In Science Learning

Abstract

Learning tools are thing that used to help students learn more effectively and efficiently. This study aimed to determine the effectiveness of learning tools to support the science learning process. The Subjects of this study are articles obtained through the search site https://scholar.google.co.id that relevant to the issue. There were 3 selection steps to collect articles used as the main data sources. The first selection based on the title of the article. The second selection arranged through abstract scanning. The third selection conducted by reading the entire contents of the article. Through the selections, 40 accredited articles that analyse learning tools, especially in science education (Physics 65.85%, Chemistry 4.88%, and Biology 29.27%) obtained as the data source. The articles are analysed descriptively to determine the effectiveness of using learning tools in science learning to improve student competency. The learning tools in the articles consisted of innovative tools developed (72.5%) and conventional tools available in schools (27.5%). The learning tools in the articles applied at various levels of education, from elementary school to university. Based on analysis data, the use of learning tools was 100% effective in support science learning, characterized by an increase in student competence after the use of tools in learning. Competencies that developed through the use of learning tools are knowledge (53.3%), attitude (20%), skills (18.3%), mindset (1.68%), metacognitive (1.68%), creativity (1.68%), problem-solving (1.68%), and motivation (1.68%). The benefits that reached from the use of learning tools, specifically in science lessons, have implications for improving student competency.

Video-based multimedia on learners’ attitude towards astrophysics: Gender equity and school location

“…Now, more than ever before, the world has witnessed an increase in the use of information and communication technology (ICT) in education [1]. The increase of technological infrastructure and ICT devices has enabled the use of ICT multimedia in many schools, thereby increasing the potential use of video-based multimedia (VBM) in teaching and learning science subjects such as physics [2]- [4]. There are shreds of evidence in recent studies that VBM is crucial to relevant and quality education [2], [4].…”

“…The increase of technological infrastructure and ICT devices has enabled the use of ICT multimedia in many schools, thereby increasing the potential use of video-based multimedia (VBM) in teaching and learning science subjects such as physics [2]- [4]. There are shreds of evidence in recent studies that VBM is crucial to relevant and quality education [2], [4]. In science subjects such as physics, VBM has become a bedrock of quality teaching, improving instructional tools, and motivating learners to understand more the concepts [5].…”

“…Today, learners who are digitally native and who have been surrounded by digital devices since their elementary schools likely have a different attitude towards the use of technology in physics education from the preceding generation [7], [8]. In this regard, researchers from different countries have witnessed the importance of using computer and ICT-based multimedia including VBM in teaching and learning physics [2]. Even though many countries witnessed the importance of using technology in education, they are many factors that can handicap the successful use of ICT in education.…”

“…Research on the effectiveness of multimedia in teaching and learning physics was highlighted by several pieces of research carried out on international [2], [4], [6] and national level [5]. However, little is known about learners' attitudes towards using VBM in teaching and learning astrophysics topics.…”

Development of air conditioner split R32 trainer learning media in cooling and air conditioning engineering courses

“…According to Parwata and Sudiatmika (2020), tools in learning are considered indispensable because of limited human abilities, especially on material topics that require teaching aids to describe them, especially in abstract learning materials such as human digestion, electricity, and others. Practice-based learning and improvement lend themselves to observing learners over time, which allows for conclusions to be drawn during the many episodes in which they exhibit self-directed behavior (Burke et al, 2014).…”