scholarly journals Student Perception of Science as Influenced by Spark Science Learning System (SSLS)

2018 ◽  
Vol 11 (1) ◽  
pp. 87-99
Author(s):  
Maribel D. Ganeb ◽  
◽  
Darryl Roy T. Montebon ◽  
Keyword(s):  
Science Learning ◽  
Student Perception ◽  
Learning System

scholarly journals SCIENCE EDUCATION ADAPTIVE LEARNING SYSTEM AS A COMPUTER-BASED SCIENCE LEARNING WITH LEARNING STYLE VARIATIONS

2018 ◽  
Vol 17 (4) ◽  
pp. 711-727 ◽  
Author(s):  
Zulfiani Zulfiani ◽  
Iwan Permana Suwarna ◽  
Sujiyo Miranto
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Adaptive Learning ◽  
Science Learning ◽  
Learning System ◽  
Learning Material ◽  
Learning Approaches ◽  
Slow Learners ◽  
Computer Based ◽  
Adaptive Learning System

Students with their different learning styles also have their own different learning approaches, and teachers cannot simultaneously facilitate them all. Teachers’ limitation in serving all students’ learning styles can be anticipated by the use of computer-based instructions. This research aims to develop ScEd-Adaptive Learning System (ScEd-ASL) as a computer-based science learning media by accommodating students’ learning style variations. The research method used is a mixed method at junior high schools in Tangerang Selatan. The final product of the research is a special learning media appropriate to students’ visual, aural, read/write and kinesthetic learning styles. The uniqueness of the media is its form of integrated science materials, accommodating fast and slow learners, and appropriate to their learning styles. ScEd-Adaptive Learning System as a developed computer-based science learning media was declared as good and valid by four media experts and five learning material experts. ScEd-ALS for kinesthetic style has a high effectivity to improve students learning mastery (100%), consecutively aural (63%), read/write (55%), and visual (20%). This media development can be continued with the Android version or iOS to make it more operationally practical. Keywords: adaptive learning system, science learning media, computer-based instruction, learning style.

scholarly journals MENINGKATKAN HASIL BELAJAR IPA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN MIND MAPPING PADA SISWA KELAS V DI SD NEGERI 010 TALONTAM KECAMATAN BENAI KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Yusneti Yusneti
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Class Action ◽  
Learning System ◽  
Fifth Grade ◽  
Learning Models ◽  
Mind Mapping ◽  
Activity Data ◽  
The Third ◽  
Fifth Grade Students

ABSTRACTThe problem behind this research is the low learning outcomes of science in fifth grade students of SDN 010 Talontam, Benai sub-district. This study aims to improve the learning system and improve science learning outcomes by applying mind mapping learning models. . Class action research is an effort to improve various kinds of learning problems in the classroom. Data analysis of teacher activity after the study is in the initial data of 60%, then the second meeting is 70.6%, the third meeting is 84%, and at the fourth meeting is 90%. Student activity data after research has increased at the first meeting only by 56%, at the second meeting amounting to 64.5, at the third meeting at 81%, and at the IV meeting at 85%. Improvement of learning outcomes is obtained after a daily test, in UH I the average student learning outcomes are 73 and in UH II 87 is a significant increase. By looking at the data above that the application of mind mapping learning models is effective for improving Indonesian learning outcomes in fifth grade students of SDN 010 Talontam. Keywords: Mind mapping learning model, science learning outcomes ABSTRAKPermasalahan yang melatar belakangi penelitian ini yaitu rendahnya hasil belajar IPA pada siswa kelas V SDN 010 Talontam kecamatan Benai. Penelitian ini bertujuan untuk memperbaiki sistem pembelajaran dan meningkatkan hasil belajar IPA dengan menerapkan model pembelajaran mind mapping. . Penelitian tindakan kelas merupakan upaya perbaikan berbagai macam permasalahan pembelajaran di kelas. Data analisis aktivitas guru setelah penelitian yaitu pada data awal sebesar 60%, lalu pertemuan kedua sebesar 70,6%, pertemuan ketiga sebesar 84%, dan pada pertemuan keempat sebesar 90%. Data aktivitas siswa setelah dilakukan penelitian terjadi peningkatan pada pertemuan I hanya sebesar 56%, pada pertemuan ke II sebesar 64,5, pada pertemuan ke III sebesar 81%, dan pada pertemuan ke IV sebesar 85%. Peningkatan hasil belajar didapat setelah  dilakukan ulangan harian, pada UH I rata-rata hasil belajar siswa sebesar 73 dan pada UH II sebesar 87 terjadi peningkatan yang cukup signifikan. Dengan melihat data diatas bahwa penerapan model pembelajaran mind mapping efektif untuk meningkatkan hasil belajar bahasa indonesia pada siswa kelas V SDN 010 Talontam Kecamatan Benai.  Kata kunci: Model pembelajaran mind mapping, hasil belajar IPA

Engage Me Through BigBlueButton

2021 ◽  
pp. 1-15
Author(s):  
Lejla Turulja ◽  
Amra Kapo ◽  
Merima Činjarević
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Student Perception ◽  
Value Theory ◽  
Learning System ◽  
Expectancy Value ◽  
Course Content ◽  
Course Rigor ◽  
E Learning

This study examines student engagement in an online environment concerning the perception regarding the course and the technology used. A research model was developed from the principal tenets of the expectancy-value theory to which values and expectations are assumed to influence how students build engagement. The model conjoins student perception related to course factors (content and rigor), technology factor (technology convenience), and student engagement (psychological, cognitive, emotional, and behavioral). The model was tested using a sample composed of 328 business undergraduate students taking the courses online using the BigBlueButton e-learning system due to the global emergency caused by the COVID-19 pandemic. Hence, respondents did not voluntarily choose the online teaching delivery method. The results imply that both course content and perceived technology convenience predict overall student engagement, while course rigor influences student cognitive, emotional, and behavioral commitment, but not psychological engagement.

scholarly journals INQUIRY-BASED PHYSICS EDUCATION BY USING SCIENCE LEARNING SYSTEM XPLORER GLX

2013 ◽  
Vol 57 (1) ◽  
pp. 133-141
Author(s):  
Violeta Šlekienė ◽  
Loreta Ragulienė
Keyword(s):  
Physics Education ◽  
Science Learning ◽  
Learning System ◽  
Small Scale ◽  
Research Activity ◽  
Learning Methods ◽  
Capacitor Discharge ◽  
Inquiry Based Learning ◽  
Computer Based ◽  
Different Levels

In order to improve students’ competencies of natural science must be consistent and systematic development of learning methods and strategies. Since Physics is an experimental science, the role of practical activities in physics education is very important. Experimental activities are one of the main Physics teaching/learning methods. One of these methods is inquiry-based learning, in which students answer research questions through data analysis. Computer-based data logging is a powerful strategy for the teaching and learning of physics. It helps to deliver a deep and meaningful physics education, increasing the interaction between the student and the concepts under investigation. This article deals with Physics experimental works by using the Xplorer GLX on different levels (confirmation, structured, guided and open inquiry) of inquiry-based learning. The research methodology is based on the provisions of the constructivist education theory underlying the structured, guided and open explorations as an effective educational technology, which promotes a positive attitude towards science, helps to apply the acquired knowledge in different situations, develops higher-level thinking skills, encourages active learning processes. Experimental activities use an inquiry-based approach, based on a small-scale research activity through different levels of inquiry using science learning system Xplorer GLX. The aim of each experimental activity is to gain practical research skills, master research methods, learn how to work safely with the physical equipment, to collect, process and convey the results of experiment and link them to theoretical models, to make generalizations and conclusions. One physics laboratory work (Capacitor Discharge) at the level II, as structured exploration, and level III, as guided exploration, using science learning system Xplorer GLX is presented. A key focus is on learning through collaborative work, supported by practical work. Students work together to collect & analyse data and present their results. Key words: Xplorer GLX, Inquiry-based education, four levels of Inquiry, physics education, computer based experiment.

scholarly journals Differences between Indonesia and Singapore based on PISA 2015: Five-factor students’ perception in science education

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Janu Arlinwibowo ◽  
Hanif Cahyo Adi Kistoro ◽  
Heri Retnawati ◽  
Gulzhaina Kuralbayevna Kassymova ◽  
Bagdaulet Kenzhalyevich Kenzhaliyev
Keyword(s):  
Natural Science ◽  
Science Learning ◽  
Student Perception ◽  
Principal Component ◽  
Five Factors ◽  
Analysis Technique ◽  
Neighbouring Country ◽  
Student Assistance

As a neighbouring country whose location is very close, there is a unique fact where the results of the PISA study show very different results between Indonesia and Singapore. Students' perceptions of learning have an important role to detect the quality of learning. Thus, this study aims to determine the factors of student perception of natural science learning and the differences between the two countries based on these factors. The sample in this study were 5870 Indonesian students and 5272 Singaporean students who took the 2015 PISA survey. The research data were the results of the PISA survey (codes ST098, ST100, ST103, and ST104) regarding student perception of natural science learning. The data analysis technique used is Principal Component Analysis to detect factors and Discriminant Analysis to show differences between the two countries. Students' perceptions of science learning in Singapore and Indonesia can be classified into five factors: Practicum, Assistant, Explorative, Counseling, and Collaborative. Based on these factors, there are differences in the perception of the implementation of science learning between Indonesian and Singaporean students. Indonesian students tend to be stronger in defining that science learning is full of exploration, collaboration, and teachers play the role of counselor very well, while Singapore students feel more than practical learning based on science and teachers provide student assistance in dealing with difficulties in the learning process.

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