Designing Context-Based Video Instruction in Enhancing the Conceptual Understanding of Grade XI Students

This study generally aims to design context-based video instruction in accordance to TPACK framework in order to enhance the conceptual understanding of the students with regards to cell biology. The current study assessed the level of conceptual understanding of 73 Grade 11 student-respondents of Quezon Science High School in cell biology prior to the utilization of context-based video instruction. It sought to test the significant difference between the pretest and posttest scores in the said discipline. This study identified the level of acceptability of the context-based video instruction as perceived by the student-respondents in terms of learning objectives, accuracy, appeal, clarity, and usability. The respondents are enrolled in STEM strand of Senior High School, S.Y. 2020 – 2021. Questionnaires and the context-video instruction were developed and validated to assess and evaluate the research objectives of this study. The topics in cell biology obtained an overall MPS value of 31.15%. It means that the student-respondents have specific misconceptions about the different concepts in the said topic prior to the utilization of the said learning digital resources. The appropriateness of the language, general appearance of the teacher, quality of video, lighting, animation, and video transitions were some of the parameters considered in designing the video lectures. The overall t-value of 59.57 is greater than the tabular value of 1.99. It implies that the developed context-based video instruction in enhancing the conceptual understanding in cell biology is a valid tool in the teaching-learning process. Furthermore, the developed context-based video instruction in enhancing the conceptual understanding is commendable for use in terms of learning objectives, clarity, accuracy, appeal, and usability.

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E-Learning (Edublogs) Social Media Based: its implementation in teaching learning at Islamic Senior High School Bangkalan

Jurnal Pengabdian Masyarakat Khatulistiwa ◽

10.31932/jpmk.v2i2.543 ◽

2019 ◽

Vol 2 (2) ◽

pp. 46-50

Author(s):

Chairuddin Chairuddin

Keyword(s):

High School ◽

Social Media ◽

Teaching And Learning ◽

Internet Technology ◽

Quality Of Education ◽

Learning Models ◽

Education Services ◽

E Learning ◽

Teaching Learning

At present, the application of internet technology in the field of education is very much needed in order to improve the quality and equitable education services. One of them in improving the quality of education is from educators (teachers). The teacher has a very crucial role in the process of teaching and learning. Therefore, the teacher must be able to provide an appropriate method and method so that the classroom atmosphere in PBM becomes enjoyable. The specific purpose of this service is that they are able to understand and properly apply e-learning based learning media. The implementation is held for 2 (two) days, namely: first, the implementation of observation and the introduction process. Then the next day a workshop held on the application of e-learning based learning media. The result of this dedication is that teachers can apply e-learning based learning models in the teaching and learning process.

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Teaching Speaking Skills through Role Play at Elementary Level: An Analysis

JURNAL ARBITRER ◽

10.25077/ar.8.1.93-100.2021 ◽

2021 ◽

Vol 8 (1) ◽

pp. 93

Author(s):

Muhammad Safdar Bhatti

Keyword(s):

Learning Process ◽

Role Play ◽

Elementary Level ◽

Significant Difference ◽

Teachers And Students ◽

The Status ◽

Post Test ◽

Teaching Learning ◽

Speaking Skills

English has won the status of International language. The quality of our expression depends on our use of speaking skills. The importance and value of speaking English have been accepted worldwide. In Pakistan, Teaching English was mainly focused upon reading and writing skills. But in today’s world, listening and speaking skills have become much more important than in the past. Recently, the value of role-play in the classroom situation has become mandatory to make the teaching-learning process easy, attractive, and interesting. The implementation of role-play was expected to be an effective way to improve the learners’ speaking skills. So in the present study, the focus is on this matter whether the use of role play can be beneficial in bringing a positive change in the teaching-learning process of speaking skills for elementary level learners. The collective problems of the teachers and students during speaking English were the main focus of the study. 360 students and twenty teachers of Bahawalpur region participated in this study. Pre-test, post-test, and questionnaire were used as a tool to collect the data from the respondents. The findings of the study showed that there was a significant difference between pre-test and post-test results. It was suggested that speech practice with the help of role play should be encouraged at the elementary level.

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Applying Augmented Reality-Based Fun Book Technology (Round Table Learning Media) for Teaching-Learning of Coastal Community

Journal of Innovation and Technology ◽

10.31629/jit.v1i1.2134 ◽

2020 ◽

Vol 1 (1) ◽

pp. 27-34

Author(s):

Muhammad Bayu Purnama ◽

Zayus Rifan Zafarani ◽

Sapta Nugraha

Keyword(s):

High School ◽

Augmented Reality ◽

Junior High School ◽

Learning Process ◽

Coastal Region ◽

Round Table ◽

Quality Of Education ◽

Coastal Community ◽

Teaching Learning

Malang Rapat is one of the villages which is located in the range of coastal region, Bintan regency, Riau islands Province. Most people in this village do not complete elementary level of education. Only a few graduate from Elementary School, Junior High School and Senior High School. The rate of education and its quality of human resources are very low. This condition is due to the monotonous system of teaching-learning process and lack of facilities and infrastructures. These are the problems that cause low quality of education. This research aims at developing teaching-learning process by applying Augmented Reality-Based Fun Book Technology (Round Table Learning Media) for Teaching-Learning of Coastal Community. This application is to develop knowledge by applying quizzes and games. The result obtained is that this technology is capable for handling the problems of low quality of education with its monotonous system of teaching-learning process.

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Penguasaan Konsep Siswa Pada Materi Termodinamika Dalam Pembelajaran Argument Driven Inquiry for STEM Education

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v5i8.13917 ◽

2020 ◽

Vol 5 (8) ◽

pp. 1121

Author(s):

Dionisius Bukifan ◽

Lia Yuliati ◽

Supriyono Koes Handayanto

Keyword(s):

High School ◽

Experimental Design ◽

Stem Education ◽

Conceptual Understanding ◽

Effect Size ◽

Mixed Method ◽

Wilcoxon Test ◽

Test Results ◽

Significant Difference ◽

Before And After

Abstract: This study aims to explore students’ conceptual understanding of thermodynamic in ADI for STEM education. The study uses embedded experimental design methods. It involved 29 students of XI grade high school in Kupang. Instruments tes consisted of 13 reasoning multiple chooise questions. Wilcoxon test results is P=.000 with an average posttest higher than pretest shows that there is significant difference between students' conceptual understanding of before and after learning. The effect size value is 2,39. Students’ conceptual understanding of each indicator is also discussed.Abstrak: Tujuan penelitian adalah mengetahui penguasaan konsep siswa pada materi termodinamika dalam pembelajaran Argument Driven Inquiry (ADI) for STEM education. Penelitian menggunakan mixed method desain embedded experimental. Penelitian melibatkan 29 siswa kelas XI SMA di Kupang. Instrumen tes berupa 13 soal penguasaan konsep pilihan ganda. Hasil uji Wilcoxon sebesar p=.000 menunjukkan bahwa terdapat perbedaan yang signifikan antara penguasaan konsep siswa sebelum dan sesudah pembelajaran. Nilai effect size sebesar 2,39 menunjukkan bahwa pembelajaran ADI for STEM education berpengaruh kuat terhadap penguasaan konsep.

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Comparison of “Course Study and Learning Strategies” Used by 9th and 12th Grade Students in Anatolian and Science High Schools

Journal of Education and Learning ◽

10.5539/jel.v9n6p155 ◽

2020 ◽

Vol 9 (6) ◽

pp. 155

Author(s):

Mahmut Oğuz Kutlu

Keyword(s):

High School ◽

High School Students ◽

High Schools ◽

Learning Strategies ◽

School Students ◽

Grade Levels ◽

Self Confidence ◽

12Th Grade ◽

Significant Difference ◽

Science High School

The main aim of this study is to comparatively examine the “Studying and Learning Strategies” used by the students of Science and Anatolian High Schools, which are the general secondary instruction level in the Turkish Educational System, at Adana province example in Turkey. The study is a descriptive study, a relational survey model. The population of the study is 9th and 12th grade students who are studying in Anatolian and Science High Schools in the city center of Adana. This study group of this research is consisted of 393 students in 9th and 12th grades who were studying at Adana Science High School and Seyhan İMKB Anatolian High School in the spring term of the 2019-2020 academic year. As a data collection tool, the “Study and Learning Strategies Scale for High School Students” developed by Kutlu, Yapıcı and Korkmaz (2015), consisting of 46 items and five sub-dimensions, was used. As a result of the study, when the “Study and Learning Strategies” of the students are examined according to school types; It has been determined that there is a significant difference in the sub-dimensions of “Repetition” and “Enjoying Learning”. It has been observed that there is a significant difference between male and female students in “Repetition” and “Self-Confidence” sub-dimensions according to the gender of the students. There is no significant difference between the levels of 9th and 12th grade students studying at Science and Anatolian High Schools according to their grade levels.

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The Effect of Conceptual Change Model in the Senior High School Students’ Understanding and Character in Learning Physics

SHS Web of Conferences ◽

10.1051/shsconf/20184200058 ◽

2018 ◽

Vol 42 ◽

pp. 00058 ◽

Cited By ~ 1

Author(s):

I Wayan Santyasa ◽

I Wayan Sukra Warpala ◽

I Made Tegeh

Keyword(s):

High School ◽

High School Students ◽

Conceptual Change ◽

Conceptual Understanding ◽

Deep Understanding ◽

Subject Area ◽

Senior High School ◽

Change Model ◽

Significant Difference ◽

Conceptual Change Model

Learning physics for senior high school (SMA) students is often coloured by misconceptions that hinder students in achieving deep understanding. So a relevant learning model is needed. This study aims to examine the effect of conceptual change model (CCM) compared with direct instruction model (DIM) on the students’ conceptual understanding and character in the subject area of motion and force. This quasi-experimental research using a non-equivalence pre-test post-test control groups design. The population is 20 classes (738 students) of grade X consisted of 8 classes (272 students) of SMA 1 Amlapura, 8 classes (256 students) of SMA 2 Amlapura, and 6 classes (210 students) of SMA 1 Manggis in Karangasem regency in Bali. The random assignment technique is used to assign 6 classes (202 students, or 26.5% of the population). In each school there are set 2 classes each as a CCM group and DIM groups. The data of students’ conceptual understanding is collected by tests, while the characters by questionnaires. To analyse the data a one way MANCOVA statistics was used. The result of the analysis showed that there was a significant difference of effect between CCM group and DIM group on the students’ conceptual understanding and character. The effect of the CCM group is higher than the DIM group on the students’ conceptual understanding and character in learning subject area of motion and force.

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Uso de Jogos Didáticos: uma Estratégia Facilitadora para um Melhor Ensino - Aprendizagem em Sala de Aula

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2019v20n2p215-219 ◽

2019 ◽

Vol 20 (2) ◽

pp. 215

Author(s):

Adriana Carla da Silva Alencar ◽

Adriana Dantas Gonzaga de Freitas

Keyword(s):

High School ◽

High School Students ◽

Learning Process ◽

Cell Biology ◽

Educational Games ◽

Low Cost ◽

State School ◽

School Students ◽

The Subject ◽

Teaching Learning

O propósito desta pesquisa foi enfatizar a importância do uso de novas estratégias metodológicas para despertar o interesse e a participação dos alunos, em sala de aula, para a disciplina de Biologia. Foram utilizados recursos de baixo custo, simples e práticos com o objetivo de proporcionar aos alunos condições mínimas para atingir um ótimo desempenho escolar. Através dos jogos didáticos, uma aula se enriquece de sabedoria, de interesses e de participação dos alunos de uma forma divertida. Este trabalho foi desenvolvido na Escola Estadual João Vieira no município de Coari/AM, com uma turma do 1º ano do Ensino Médio. A aplicação dos jogos didáticos como processo de ensino e de aprendizagem, utilizando estratégias criativas, despertou o interesse dos discentes, de modo que os métodos aplicados e as práticas permitiram que os alunos do Ensino Médio aprendessem com facilidade, de maneira mais eficaz e divertida os assuntos de Biologia Celular.Palavras-chave: Produção de Jogos. Divertimento. Interação.AbstractThe purpose of this research was to emphasize the importance of using new methodological strategies to arouse the interest and participation of students in the classroom to the subject of biology. It used low cost, simple and practical resources with the performance to provide students with minimum conditions to achieve optimal academic performance. Through educational games a class is enriched with wisdom, interests and students’ participation in a fun way. This work was developed in the State School João Vieira in Coari / AM district, with a group of 1st year of high school. The application of educational games as a teaching-learning process, using creative strategies, aroused the students’ interest, so that the applied methods and practices allowed the high school students learn easily, more effectively and in a fun way issues of Cell Biology. Keywords: Games Production. Fun. Interaction.

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Penguasaan Konsep Siswa pada Materi Fluida Statis Dalam Pembelajaran STEM Disertai E-Formative Assessment

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v5i6.13638 ◽

2020 ◽

Vol 5 (6) ◽

pp. 822

Author(s):

Zahrotul Ula Irma ◽

Sentot Kusairi ◽

Lia Yuliati

Keyword(s):

High School ◽

Formative Assessment ◽

Conceptual Understanding ◽

Effect Size ◽

Mixed Method ◽

Wilcoxon Test ◽

Test Results ◽

Significant Difference ◽

Before And After ◽

Static Fluid

Abstract: This study aims to explore students’ conceptual understanding of static fluid in STEM with e-formative assessment learning. The study uses embedded experimental design methods. It involved 30 students of XI grade high school in Sidoarjo. The pretest and posttest instruments consisted of 10 reasoning multiple chooise questions with reliability is 0.629. Wilcoxon test results is p = .000 with an average posttest higher than pretest shows that there is significant difference between students' conceptual understanding of before and after learning. The effect size value is 0.88. Students’ conceptual understanding of each indicator is also discussed.Abstrak: Tujuan penelitian ini adalah mengetahui penguasaan konsep siswa pada materi fluida statis dalam pembelajaran STEM disertai e-formative assessment. Penelitian menggunakan mixed method desain embedded experimental. Penelitian melibatkan 30 siswa kelas XI SMA di Sidoarjo. Instrumen pretest dan posttest berupa 10 soal penguasaan konsep pilihan ganda disertai alasan dengan reliabilitas 0,629. Hasil uji Wilcoxon sebesar p=.000 dengan rata-rata posttest lebih tinggi daripada pretest menunjukkan bahwa terdapat perbedaan yang signifikan antara penguasaan konsep siswa sebelum dan sesudah pembelajaran. Nilai effect size sebesar 0,88 menunjukkan bahwa pembelajaran STEM disertai e-formative assessment berpengaruh sedang terhadap penguasaan konsep. Penguasaan konsep siswa setiap indikator juga akan dibahas.

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O uso da calculadora científica nas aulas de Matemática do Ensino Médio: explorando a resolução de problemas

Revemop ◽

10.33532/revemop.v1n3a01 ◽

2019 ◽

Vol 1 (3) ◽

pp. 345

Author(s):

José Edivam Braz Santana ◽

Kátia Maria de Medeiros

Keyword(s):

High School ◽

Problem Solving ◽

Semistructured Interview ◽

High School Mathematics ◽

School Class ◽

Problem Resolution ◽

High School Class ◽

Teaching Learning ◽

Scientific Calculator

Esta pesquisa teve por objetivo investigar a influência do uso da calculadora científica no processo de resolução de problemas matemáticos com alunos de uma turma do 3º ano do Ensino Médio. Foi utilizada entrevista semiestruturada e realizadas seis sessões de resolução de problemas matemáticos em sala de aula. Os resultados apontam para a não utilização da calculadora na sala de aula, pela professora de Matemática da turma pesquisada. Os alunos consideram que usar a calculadora faz com que desaprendam a fazer cálculos manuscritos e os tornem dependentes da máquina. Esperamos que este trabalho contribua para a discussão em torno do assunto e possa, dessa forma, melhorar a qualidade do ensino e da aprendizagem em Matemática.Palavras-chave: Calculadora Cientifica. Resolução de Problemas. Ensino Médio. The use of the scientific calculator in High School Mathematics classes: exploring problem solving Abstract: The purpose of this research was to investigate the influence of the use of scientific calculators in the process of mathematical solving problems with students in a High School class. It was carried out in a class of students in the 3rd year, through the use of a semistructured interview and six sessions of mathematical classroom problem resolution. The results point to the non-use of the calculator in the classroom, by the mathematics teacher in the class under study. Students found that using the calculator causes them to unlearn their handwritten calculations and become dependent on the calculator. We hope that this work contributes to the discussion around the subject and can, in this way, improve the quality of teaching / learning in Mathematics.Keywords: Scientific calculator. Problem Solving. High School. El uso de la calculadora científica en las clases de Matemáticas de la Enseñanza Media: explorando la resolución de problemas Resumen: Esta investigación tuvo por objetivo investigar la influencia del uso de la Calculadora Científica en el proceso de resolución de problemas matemáticos con alumnos de una clase del 3º Año de la enseñanza secundaria. Se realizó en una clase de alumnos del 3º año de la Enseñanza Media, a través de la utilización de entrevista semiestructurada y de la realización de 6 (seis) sesiones de resolución de problemas matemáticos en el aula. Los resultados apuntan a la no utilización de la calculadora en el aula, por la profesora de Matemáticas de la clase investigada. Los alumnos consideran que usar la calculadora hace que desaprendan a hacer cálculos manuscritos, se vuelvan dependientes de la máquina. Esperamos que este trabajo contribuya a la discusión en torno al asunto y pueda, de esa forma, mejorar la calidad de la enseñanza/aprendizaje en Matemáticas.Palavras chave: Calculadora científica. Resolución de problemas matemáticos. Enseñanza secundaria.

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IMPROVING HIGH-SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDING AND FUNCTIONALIZATION OF KNOWLEDGE ABOUT DIGESTION THROUGH THE APPLICATION OF THE INTERDISCIPLINARY TEACHING APPROACH

Journal of Baltic Science Education ◽

10.33225/jbse/17.16.123 ◽

2017 ◽

Vol 16 (1) ◽

pp. 123-139

Author(s):

Katarina B. Putica ◽

Dragica D. Trivić

Keyword(s):

High School ◽

High School Students ◽

Conceptual Understanding ◽

Real Life ◽

Deep Understanding ◽

Teaching Approach ◽

Control Group ◽

School Students ◽

Interdisciplinary Teaching ◽

Significant Difference

Adolescents are considered as a nutritionally vulnerable subgroup because of their alimentary behaviours. Considering that alimentary habits are strongly influenced by knowledge about digestion, an experiment was conducted with aim to determine whether conceptual understanding and functionalization of this knowledge can be improved by the interdisciplinary teaching approach. The experiment encompassed 258 students attending the fourth year of high school. No statistically significant difference in the level of the previously acquired chemistry, biology and physics knowledge concerning digestion between the two groups was determined on the pre-test. Conversely, the students in the experimental group significantly outperformed those in the control group on the post-test that required a deep understanding and the application of knowledge about digestion in solving real-life problems. Therefore, it was concluded that high- school teachers can be advised to apply the interdisciplinary teaching approach in order to improve their students' knowledge about this process. Key words: conceptual understanding, process of digestion, functionalization of acquired knowledge, interdisciplinary teaching approach.

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