The Influence of Mobile-NOS Model of Learning towards Students Understanding on the Nature of Science

Khery, Yusran; Nufida, Baiq Asma; Suryati, Sri; Rahayu, Sri; Aini, Miftahul

doi:10.1088/1742-6596/1464/1/012015

Cited by 3 publications

(2 citation statements)

References 11 publications

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“…Mobile-NOS model of learning must be able to show the aspects of the nature of science explicitly through learning process. The stages of learning are reading context in electronic articles, in-depth question and answer, case observation, procedures demonstration, case study research, carrying out procedures, communicating science knowledge, and authentic assessment [30]. How mobile-NOS model of learning play role to student performance and achievement of understanding NOS, concept understanding, and scientific literacy are issues that still need to be evaluated on chemistry learning.…”

Section: Introductionmentioning

confidence: 99%

Mobile-Nature of Science Model of Learning for Supporting Student Performance on General Chemistry Classroom

Khery

Masjudin²,

Muzaki‬³

et al. 2020

Int. J. Interact. Mob. Technol.

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Development of student understanding of nature of science, conceptual understanding, and scientific literacy on learning must be supported by proper learning process. An offline and online environment on mobile learning oriented with Nature of Science oriented learning can be considered to commit. Mobile-Nature of Science (Mobile-NOS) is suitable model of learning for this purpose. Evaluating the influence of Mobile-NOS model of learning application towards Students' understanding of nature of science, chemistry concept understanding, and scientific literacy on general chemistry learning are focus of this study. This study was carried out by posttest only control group design, in form of quasi experimental. There are 44 sample determined by saturated sampling technique of general chemistry students as population. Sample divided into two group equally, the experimental and control group. Data were collected by understanding nature of science questionnaire, scientific literacy test, and chemistry conceptual understanding test. Data was analyzed by independence sample t test. The result of the study showed that the application mobile-NOS model of learning make students better on understanding of nature of science, conceptual understanding, and scientific literacy

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Section: Introductionmentioning

confidence: 99%

Mobile-Nature of Science Model of Learning for Supporting Student Performance on General Chemistry Classroom

Khery

Masjudin²,

Muzaki‬³

et al. 2020

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

show abstract

“…The choice of appropriate teaching methods can facilitate effective learning (Ario & Asra, 2018;Pahriah & Khery, 2017). Utilization of technology in education, such as access to online resources and video technology, can change students' learning experiences by promoting independence (Khery et al, 2020;Khumairah et al, 2020). In the flipped classroom model, teachers provide learning videos before the classroom session, encouraging students to learn actively and independently and affecting learning outcomes (Erlinda, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Problem-Based Flipped Classroom Model in Improving Chemistry Learning Outcomes of Buffer Solution

Musva,

Erna,

Abdullah

2023

HJKK

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The concept of buffer solutions is ubiquitous in everyday life, encompassing macroscopic, symbolic, and microscopic representations. Effective learning of these concepts requires students to understand the subject matter, analyze it, and apply their knowledge to real-life situations. This study aimed to assess the impact of problem-based learning in a flipped classroom model on the learning outcomes of 11th-grade science students studying buffer solutions at SMAN 12 Pekanbaru. The study employed a quasi-experimental design with a pretest-posttest control group. The sample consisted of two groups of 11th-grade science students: Group 3 served as the experimental group and Group 4 as the control group. Data was collected through a test and analyzed using t-test in SPSS 22. The results revealed that the problem-based learning approach in the flipped classroom model effectively improved the learning outcomes of 11th-grade science students studying buffer solutions at SMAN 12 Pekanbaru. The experimental group showed an average improvement of 7.394 over the control group, with a significant (α) t-value of 0.013.

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Potency of science learning oriented to local wisdom and tourism in enhancing students learning performance

Khery

Indah

Setiawan

et al. 2021

The 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathema

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The Influence of Mobile-NOS Model of Learning towards Students Understanding on the Nature of Science

Cited by 3 publications

References 11 publications

Mobile-Nature of Science Model of Learning for Supporting Student Performance on General Chemistry Classroom

Mobile-Nature of Science Model of Learning for Supporting Student Performance on General Chemistry Classroom

The Effectiveness of Problem-Based Flipped Classroom Model in Improving Chemistry Learning Outcomes of Buffer Solution

Potency of science learning oriented to local wisdom and tourism in enhancing students learning performance

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