The Influence of Sub-Microscopic Media Animation on Students' Critical Thinking Skills Based on Gender

Mashami, Ratna Azizah; Gunawan, Gunawan

doi:10.1088/1742-6596/1108/1/012106

Cited by 35 publications

(32 citation statements)

References 10 publications

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“…One of the studies showed that female students were more influenced by teachers they choose as their role models and show high levels of intrinsic motivation (Christophersen, Elstad, Solhaug, & Turmo, 2015). Previous research by Mashami & Gunawan (2018) also found that female students had a higher increase in critical thinking than male students. This supports that female students are more critical than male students because female students have higher motivation.…”

Section: N-gain Scoresmentioning

confidence: 71%

“…Student interaction with technology has influenced the way they think. In chemistry learning, sub-microscopic media animation had more influence on female students' critical thinking skills than male students (Mashami & Gunawan, 2018). In physics learning, virtual lab-made female students have higher creativity than male, although not significantly different (Gunawan, Suranti, Nisrina, Herayanti, & Rahmatiah, 2018) and the application of a virtual laboratory in electrical concept has a positive effect on student problem-solving ability (Gunawan, Harjono, Sahidu, & Herayanti, 2017).…”

Section: Introductionmentioning

confidence: 95%

“…Learning involving these three representations was proven to have a positive impact on the student's understanding (Mashami, Andayani, & Gunawan, 2014;Guzel & Adadan, 2013). Computer-based multimedia has been shown to be able to provide better opportunities for students to develop a variety of capability tools such as conceptual understanding (Husein et al, 2019;Hermansyah et al, 2019) and critical thinking skills (Mashami & Gunawan, 2018). These abilities greatly influence students' problem solving abilities development.…”

Section: Introductionmentioning

confidence: 99%

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Gender Description on Problem-Solving Skills in Chemistry Learning Using Interactive Multimedia

Gunawan

Mashami²,

Herayanti³

2020

Journal for the Education of Gifted Young Scientists

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This study aimed to examine the effect of interactive multimedia on problemsolving skills based on gender. The sample was chemistry education students in IKIP Mataram that consisted of 10 males and females' students each. This study was pre-experimental research with a pretest-posttest one group design. Data collection was obtained by tests and interviews. The test of the problem-solving, in the form of the essay, was divided into three types, namely conceptual, algorithm, and conceptual-algorithm problems. Problem-solving was measured following the stages of Polya's problem-solving, namely understanding the problem, devising a plan, carrying out the plan, and looking back. The interview was conducted to gain more insight into their problem solving skill. Data were analyzed statistically using independent sample t-test and normalized gain scores (N-gain). The results of the analysis of the initial data obtained a significant value of 0.809, which indicated there was no difference between the problem-solving skills of male and female students. Meanwhile, the final data analysis obtained a significant value of 0.034 which means there was a difference between the problem-solving skills of the students. This furthermore showed that the use of interactive multimedia in chemistry learning increased the problem-solving skills of male better than the female. Moreover, male students' problem-solving skills were higher than the females in all types of problems and at all stages of problem-solving. Due to interactive multimedia, the conceptual understanding and learning motivation of students is enhanced.

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Section: N-gain Scoresmentioning

confidence: 71%

Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Gender Description on Problem-Solving Skills in Chemistry Learning Using Interactive Multimedia

Gunawan

Mashami²,

Herayanti³

2020

Journal for the Education of Gifted Young Scientists

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“…Ketpichainarong, Panijpan, & Ruenwongsa (2010) stated that students' achievement in acquiring knowledge and science process skills was higher through inquiry laboratory than the traditional style. Mashami & Gunawan (2018) stated that the results of experiments using computer simulation could improve students' critical thinking skills compared to students who do not use dynamic visualization elements in the classroom. These findings are supported by research by Minderhout & Loertscher (2007), who developed a learningoriented guided learning process that enhanced content knowledge and student skills.…”

Section: Figure 1 Comparison Of Students' Science Process Skills On mentioning

confidence: 99%

Guided Inquiry Model Through Virtual Laboratory to Enhance Students' Science Process Skills on Heat Concept

et al. 2019

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Science process skills are one of the indicators to know the level of achievement of physics teaching goals. This research examines the influence of guided inquiry models through virtual laboratories on students' science process skills. The research was a quasi-experiment conducted at the senior high school in Mataram, Lombok. The samples were class XI students, as many as 58 people divided into two sample groups: experimental and control groups. The guided inquiry model through the virtual laboratory was applied to the experimental group and the conventional model for the control group. The instrument used was a performance sheet. A t-test was used to analyze the effect of learning model on science process skill. The results of this study found that the achievement of science process skills for the experimental group was higher than the control group. The guided inquiry models through virtual laboratory have a significant effect on science process skills, especially on skills: hypothesizing, practicing, and communicating. These findings contribute significantly to the current knowledge about the effectiveness of guided inquiry models through virtual laboratories to improve students' science process skills in physics teaching.

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“…Hal tersebut tentu dapat diwujudkan dengan melakukan pengembangan pada perangkat pembelajaran yang memacu peserta didik memecahkan masalah-masalah dalam pembelajaran fisika yang mengarahkan peserta didik untuk berpikir secara kritis dan membuktikannya secara langsung dengan melakukan percobaan (Mashami & Gunawan, 2018;Gunawan & Liliasari, 2012…”

Section: Pendahuluanunclassified

Model Pembelajaran Discovery Dengan Pendekatan Konflik Kognitif Berorientasi Pada Kemampuan Berpikir Kritis Peserta Didik

Lestari

Gunawan

Kosim

2019

J. Pendidik. Fis. Teknol.

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This study aims to develop an instructional material by discovery model with a cognitive conflict approach that has a positive impact on students' critical thinking skills, especially on temperature and heat material. The development of these instructional materials adapted the 4D (define, design, develop, and disseminate). Teaching materials that have been developed consist of the syllabus, lesson plans, student worksheets, learning materials, and research instruments. The research instrument is an essay test to measure students' critical thinking skills. This product was validated by three expert validators and obtained very high validity criteria. The practicality test was done by observing the implementation of learning accompanied by the questionnaire responses of teachers and students and produces very high practicality criteria. The final value of critical thinking skills students also has high criteria. Therefore, the product developed can be declared valid, practical, and has a positive impact on students' critical thinking skills.

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The Influence of Sub-Microscopic Media Animation on Students' Critical Thinking Skills Based on Gender

Cited by 35 publications

References 10 publications

Gender Description on Problem-Solving Skills in Chemistry Learning Using Interactive Multimedia

Gender Description on Problem-Solving Skills in Chemistry Learning Using Interactive Multimedia

Guided Inquiry Model Through Virtual Laboratory to Enhance Students' Science Process Skills on Heat Concept

Model Pembelajaran Discovery Dengan Pendekatan Konflik Kognitif Berorientasi Pada Kemampuan Berpikir Kritis Peserta Didik

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