Virtual Reality on Contextual Learning during Covid-19 to Improve Students' Learning Outcomes and Participation

Setyowati, Rini; Rochmat, Saefur; Aman, Aman; Nugroho, Alifi Nur Prasetia

doi:10.29333/iji.2023.16110a

Cited by 3 publications

(2 citation statements)

References 34 publications

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“…Any knowledge gained by reading is advantageous to the growth and development of students' reasoning, social skills, as well as creativity to attain an educational objective based on educational values. However, Setyowati, et al (2023) emphasize that during the Covid-19 outbreak, students' learning performances tend to decline substantially, particularly in terms of numeracy and reading skills. This epidemic has expanded worldwide schooling disparities and generated calls for educational reform (Junaidi, et al, 2022).…”

Section: Introductionmentioning

confidence: 93%

Enhancing the Educational Value of Reading with the Know-Want-Learned-Affect (KWLA) Model to Prevent Learning Loss

Puteri,

Riyantika,

Baysella

et al. 2023

E-Structural

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Abstract. The decline of academic skills in the field of education, known as learning loss, is one of the impacts of online distance learning performed over a prolonged period. One of the outcomes is that the instructional value of reading material or e-books provided by educators to students in online classrooms is seen as tedious and inefficient because if the method is carried out monotonously and not varied, it can reduce students’ interest in reading skills. In response to the preceding statement, the purpose of this study is to investigate problems related to learning loss on students' interest in reading, as well as describe the Know-Want-Learned-Affect (KWLA) as a model of prevention of the problem. This research employed a qualitative methodology with a descriptive technique to describe the gathered data. In addition, 90 students participated in completing the questionnaire as a research instrument, and the authors used a literature study as an additional source of data. The research shows that 70.8% of respondents reported experiencing learning loss during online education, although 46% said they read extensively during this time. However, the impact of learning loss makes it difficult for students to comprehend reading material from books, and the number of words in a passage causes students to lose interest in reading it. This indicated that the majority of students experienced learning loss and lost interest in reading and studying through online education. KWLA learning paradigm is believed to be beneficial in preventing learning loss and restoring students’ enthusiasm for reading by overcoming this obstacle.Keywords: college student; educational value; KWLA; learning loss; reading skillsAbstrak. Penurunan kemampuan akademis di bidang pendidikan, atau learning loss, merupakan salah satu dampak dari pembelajaran jarak jauh daring yang dilakukan dalam jangka waktu yang lama. Salah satu dampaknya adalah nilai instruksional dari bahan bacaan atau e-book yang diberikan oleh pendidik kepada peserta didik di kelas daring dianggap membosankan dan tidak efisien karena jika cara tersebut dilakukan secara monoton dan tidak bervariatif dapat menurunkan ketertarikan siswa pada kemampuan membaca. Menanggapi pernyataan sebelumnya, tujuan penelitian ini adalah untuk menyelidiki masalah yang berkaitan dengan learning loss minat siswa dalam kemampuan membaca, serta mendeskripsikan Know-Want-Learned-Affect (KWLA) sebagai model pencegahan masalah tersebut. Penelitian ini menggunakan metodologi kualitatif dengan teknik deskriptif untuk mendeskripsikan data yang telah dikumpulkan. Selain itu, 90 siswa berpartisipasi dalam mengisi kuesioner sebagai instrumen penelitian, dan penulis menggunakan studi literatur sebagai sumber data tambahan. Hasil penelitian menunjukkan bahwa 70,8% responden melaporkan mengalami learning loss selama pendidikan online, meskipun 46% mengatakan mereka banyak membaca selama ini. Namun, dampak dari learning loss membuat siswa sulit memahami bahan bacaan dari buku, dan banyaknya kata dalam suatu bacaan menyebabkan siswa kehilangan minat untuk membacanya. Hal ini menunjukkan bahwa mayoritas siswa mengalami learning loss dan kehilangan minat membaca dan belajar melalui pendidikan daring. Paradigma pembelajaran KWLA diyakini bermanfaat dalam mencegah kehilangan belajar dan mengembalikan antusiasme siswa untuk membaca dengan mengatasi hambatan ini.Kata Kunci: mahasiswa; nilai pendidikan; KWLA; learning loss; kemampuan membaca

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Section: Introductionmentioning

confidence: 93%

Enhancing the Educational Value of Reading with the Know-Want-Learned-Affect (KWLA) Model to Prevent Learning Loss

Puteri,

Riyantika,

Baysella

et al. 2023

E-Structural

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“…To stop the spread of the virus, many countries, including Indonesia, have temporarily closed schools. Since the covid-19 outbreak at the beginning of 2020, face-to-face learning has been replaced by online learning (Eva et al, 2023;Setyowati et al, 2023;Adedoyin & Soykan, 2020;Ahied et al, 2020;Littenberg-Tobias & Reich, 2020;Rasmitadila et al, 2020;Setiati & Azwar, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Blended Learning with Edmodo-Assisted Scientific Approach on Independence and Science Learning Outcomes

Simanjuntak,

Sihite,

Suyanti

2023

INT J INSTRUCTION

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Independence and science learning outcomes were observed to be lower due to the coronavirus disease (covid-19) outbreak. Therefore, this research aims to determine the effect of blended learning with an Edmodo-assisted scientific approach on students' independence and learning outcomes. The method used was quasi-experimental with a two-group pretest-posttest design. The population consisted of two different state junior high schools grade VIII in Medan City with 19 classes and a total of 590 students. The sample consisted of four classes with 121 students selected through simple random sampling from two schools. The experiment class was taught using blended learning with an Edmodo-assisted scientific approach, while the control class was taught using the conventional learning model. The learning independence was measured through a non-test in the form of a questionnaire with a likert scale consisting of 30 statements. Meanwhile, the learning outcomes in the cognitive domain were measured using a multiplechoice test with four options consisting of 20 valid questions. The Manova test and correlation analysis showed a significant effect of applying blended learning with the Edmodo-assisted scientific approach on independence and learning outcomes. It was also discovered that there is a positive relationship between students' independence and learning outcomes. This means a better learning independence has the ability to produce greater learning outcomes in studying substance pressure and its application in daily life material.

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Graphic Expression for 3D modelling: Virtual Reality and Creation

Pérez,

Chomón,

Cámara

et al. 2024

Lecture Notes in Mechanical Engineering

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Virtual Reality on Contextual Learning during Covid-19 to Improve Students' Learning Outcomes and Participation

Cited by 3 publications

References 34 publications

Enhancing the Educational Value of Reading with the Know-Want-Learned-Affect (KWLA) Model to Prevent Learning Loss

Enhancing the Educational Value of Reading with the Know-Want-Learned-Affect (KWLA) Model to Prevent Learning Loss

The Effect of Blended Learning with Edmodo-Assisted Scientific Approach on Independence and Science Learning Outcomes

Graphic Expression for 3D modelling: Virtual Reality and Creation

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