The Experimental Experience of Motion Kinematics in Biology Class Using PhET Virtual Simulation and Its Impact on Learning Outcomes

Verawati, Ni Nyoman Sri Putu; Handriani, Lia Saptini; Prahanı, Binar Kurnia

doi:10.36312/ijece.v1i1.729

Cited by 19 publications

(18 citation statements)

References 14 publications

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“…Second, the encouragement to creatively hypothesize and design creative experiments about ethnoscience becomes a stimulus in PSTs' creative thinking, which results in building deeper knowledge by experimenting with creativity. Creative ideas in experimenting strengthen students' scientific knowledge and science process skills (Verawati et al, 2022;Zainuddin et al, 2020), and this has an impact on their CT skills (Wahyudi et al, 2019). Third, the value of encouraging critical thinking through the process of evaluating creative experimental procedures about ethnoscience has been confirmed by the findings of this study.…”

Section: Discussionsupporting

confidence: 63%

Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia

Verawati

Harjono

Wahyudi

et al. 2022

IJLTER

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Cultural entities and local or national wisdom can serve to provide scientific knowledge to students, and the in-depth knowledge in the fields of science must be underpinned by critical thinking (CT). In a developing perspective, inquiry is the best way to train CT skills, and creativity becomes one of the supporting aspects. This study aimed to implement inquiry-creative learning integrated with ethnoscience to develop the CT skills of prospective science teachers (PSTs). The study applied the randomized pretest-posttest control design, involving two intervention groups, one with inquiry-creative learning integrated with ethnoscience (n = 29) and the other with traditional teaching (n = 26). The participants were PSTs at two universities in Indonesia. Each group was observed for their CT skills in line with CT indicators (CTi) and individual performance (CTs) using the pretest-posttest method and compared, and a valid essay test was applied to collect data. The CT skills data analysis was descriptive based on the average pretest-posttest and n-gain parameters. The effects of the two interventions on CT skills were analyzed using the t test (p < .05). After descriptive and statistical tests were carried out, the assessment of CT performance on participants in the two intervention groups showed different results. For the CTi and CTs, inquiry-creative learning integrated with ethnoscience had a better impact on training participants’ CT skills when compared to traditional instruction. The statistical analysis results showed a significant difference in the performance of CT skills in participants between the two groups being compared. The findings of this study emphasize that in relation to improving CT performance, teaching practice with inquiry-creative learning integrated with ethnoscience is most effective in improving the CT skills of PSTs. The advantages of the learning intervention are discussed and may contribute to the literature of future studies.

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Section: Discussionsupporting

confidence: 63%

Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia

Verawati

Harjono

Wahyudi

et al. 2022

IJLTER

Self Cite

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“…Compared with other teaching-learning strategies such as direct instruction, inquiry teaching is assumed to produce better learning performance (Alfieri et al, 2011). Others have also stated that inquiry learning or experimentation is better than traditional teaching, which does not invite students to explore (Furtak et al, 2012;Verawati et al, 2022). Arends (2012) elaborated that inquiry activities are a learning model to teach learners to think.…”

Section: Inquiry Learningmentioning

confidence: 99%

Opportunities to Stimulate the Critical Thinking Performance of Preservice Science Teachers Through the Ethno-Inquiry Model in an E Learning Platform

Prayogi

Ahzan²,

Indriaturrahmi³

et al. 2022

IJLTER

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The acquisition of critical thinking (CT) as one of the 21st century skills is categorically crucial. Therefore, the effective training of CT skills in terms of learning activities needs detailed exploration. This study applied the ethno-inquiry model in an e-learning platform and evaluated its impact on the CT skills of preservice science teachers (PSTs). The experimental design employed the randomized pretest-posttest control design involving 62 PSTs as participants, divided equally into an experimental and control group. Participants’ CT skills were assessed using essay tests. The tests focused on the CT skills dealing with analysis, inferencing, evaluation, and decision-making indicators. The CT scores were analyzed using parameters of the average pretest-posttest. The learning implementation effects were calculated using a paired t test and analysis of covariance (ANCOVA) at the significance level of .05. The findings demonstrated that the CT scores for the experimental group increased from the less critical to the critical level. This result was better than that of the control group. Similarly, the improvement of individual CT performance was better in the experimental group. Based on the results of the analysis, the t test and ANCOVA of both groups confirmed that the ethno-inquiry model had a significant effect on the CT skills of participants. The results thus provide convincing evidence of the essential roles of the ethno-inquiry model in science learning and it is therefore recommended that the model be implemented in science classes.

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“…Finally, competent human resources are needed to apply existing technology in e-learning systems [33]. Well-designed e-learning supported by other adequate technologies can serve as a digital pedagogy to enhance strong ways of thinking [34], and in the end it can improve better learning outcomes [35].…”

Section: Literature Reviewmentioning

confidence: 99%

The Implementation of E-Learning Supported by Social Reality Videos in Mobile Applications: Its Impact on Student’s Learning Outcomes

Ismail¹

2022

Int. J. Interact. Mob. Technol.

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This study aims to implement e-learning supported by social reality videos in a mobile application and explore its impact on improving student learning outcomes. This study used an experimental design (pretest-posttest control group design), two sample groups were used, they were the experimental and control groups. The experimental group was treated with e-learning supported by social reality videos in a mobile application, while the control group was given face-to-face learning and relied on the expository method. The number of research samples in each of the two groups was 28 students, they were students who took basic natural science courses at the Mandalika Education University. Pre-test and post-test were given with the same task in both groups. This study focuses on measuring student cognitive learning outcomes which are considered as the impact of induced learning in both treatment groups. Each learning outcome data was analyzed descriptively (analysis of average learning outcomes and n-gain), and statistical analysis (testing the hypothesis of differences in student learning outcomes between treatment groups), statistical analysis at a significance level of 0.05. In general, the results of the study shows that e-learning supported by social reality videos in a mobile application has a significant impact on improving student learning outcomes, and is found to be better than the expository method. We recommend its simultaneous use in regular lectures in the classroom.

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The Experimental Experience of Motion Kinematics in Biology Class Using PhET Virtual Simulation and Its Impact on Learning Outcomes

Cited by 19 publications

References 14 publications

Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia

Inquiry-Creative Learning Integrated with Ethnoscience: Efforts to Encourage Prospective Science Teachers’ Critical Thinking in Indonesia

Opportunities to Stimulate the Critical Thinking Performance of Preservice Science Teachers Through the Ethno-Inquiry Model in an E Learning Platform

The Implementation of E-Learning Supported by Social Reality Videos in Mobile Applications: Its Impact on Student’s Learning Outcomes

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