Virtual reality for spatial topics in biology

Dewiyanti, Silvia; Kommers, Piet

doi:10.1504/ijceell.2004.004577

Cited by 4 publications

(4 citation statements)

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“…The stimulation stage in the current research was provided to students in the form of images and videos on environmental damages, environmental pollution, and global warming. Images and videos are believed to be able to increase awareness and curiosity toward the causes and impacts of environmental damages (Dewiyanti & Kommers, 2005;Unin & Bearing, 2016). Videos that display the environmental condition can be used as a stimulation to increase students' curiosity to find out the causes of environmental damages (Chang, Chung, & Huang, 2016).…”

Section: Figure 3 Achievement Of Critical Thinking Skill Aspects In E...mentioning

confidence: 99%

Critical Thinking Skills of Environmental Changes: A Biological Instruction Using Guided Discovery Learning-Argument Mapping (GDL-AM)

Ristanto

Sabrina

Komala

2022

Participatory Educational Research

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Based on the development of education in Indonesia today, teachers still teach in ways that make students memorize lessons. A learning model is needed that can support students to think critically. One of the learning models that can support students to think critically is through guided discovery learning model with argument mapping. This study aims to find out the influence of guided discovery learning models with an argument mapping to develop critical thinking skills. The research method used was quasi experimental and pretest-posttest control group design, the sample of the study consisted of 66 students drawn from 89 Senior High School Jakarta. This sample was divided into two groups to assign the experimental and control group. The experimental group was exposed to guided discovery learning and argument mapping, while the control group with conventional learning. The result of independent sample t-test with a significance level of α = 0.05 experimental group showed that p-value was 0.000. It can be concluded that there is the influence of the guided discovery learning with argument mapping on senior high school students’ critical thinking skills. The result of Normalized gain also show that the experimental group was effective to develop critical thinking skills (N-gain = 0.45). Furthermore, the study found out that N-gain for each indicator of critical thinking skills in the experimental group was higher than the control group. Basic clarification (N-gain = 0.31), bases for decision (N-gain = 0.68), inference (N-gain = 0.19), and advance clarification (N-gain = 1.2) were reported. Guided discovery learning with argument mapping should be an alternative learning medium to develop critical thinking skills.

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Section: Figure 3 Achievement Of Critical Thinking Skill Aspects In E...mentioning

confidence: 99%

Critical Thinking Skills of Environmental Changes: A Biological Instruction Using Guided Discovery Learning-Argument Mapping (GDL-AM)

Ristanto

Sabrina

Komala

2022

Participatory Educational Research

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“…The ability of visuospatial representation is a person's ability to understand and comprehend concepts through visual representation related to spatial learning and doing tasks (Dewiyanti & Kommers, 2005;Markowitz, Laha, Perone, Pea, & Bailenson, 2018;. Therefore, during the learning process, visuospatial abilities are needed by students to be able to help the process of absorbing material related to the system that occurs in the human body.…”

Section: Introductionmentioning

confidence: 99%

“…In contrast, the process of imagination requires visuospatial abilities. To facilitate students to engage their visuospatial abilities to create their imagination when learning (Atikah et al, 2018;Dewiyanti & Kommers, 2005).…”

Section: Introductionmentioning

confidence: 99%

“…These influences are due to the wimba learning strategy related to the ability to imagine information or knowledge that can then be presented by constructing visuospatial-based 3D images. One of the visuospatial abilities is obtained through groups (Dewiyanti & Kommers, 2005;Markowitz et al, 2018), so students can more actively discuss drawing 2D and 3D organs.…”

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Wimba learning strategy with PjBL model: How the effect student in excretory system concept?

Suprapto

Riyanto

Nuryadin

2020

Biosfer

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This research aims to determine the effect of wimba learning strategies with project based learning models toward student learning outcomes on the excretory system material. This research was conducted in September 2018 until September 2019. The research method used a true experiment with a population of all class XI in one of the State High School of Tasikmalaya City with 8 classes with a total of 288 students. The samples used were 2 classes taken by cluster random sampling, namely class XI mathematics and science 1 as a controller class and class XI mathematics and science 4 as an experimental class. Based on the results of the study, data analysis using the Ancova test and hypothesis testing can be concluded that there is an influence of the wimba learning strategy with project based learning model toward student learning outcomes on the excretory system material in class XI in one of the State High School of Tasikmalaya City 2018/2019.

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Media as Catalysts

Kommers¹

2022

Springer Texts in Education

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Virtual reality for spatial topics in biology

Cited by 4 publications

References 0 publications

Critical Thinking Skills of Environmental Changes: A Biological Instruction Using Guided Discovery Learning-Argument Mapping (GDL-AM)

Critical Thinking Skills of Environmental Changes: A Biological Instruction Using Guided Discovery Learning-Argument Mapping (GDL-AM)

Wimba learning strategy with PjBL model: How the effect student in excretory system concept?

Media as Catalysts

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