scholarly journals The Effect of Implementing Media Computer Based Instruction (Simulation Model) Towards Student’s Autonomy in Science Learning

2020 ◽  
Vol 9 (4) ◽  
Author(s):  
Wiranda Bayu Aditama ◽  
Satya Sadhu
Keyword(s):  
Simulation Model ◽  
Primary Schools ◽  
Science Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Computer Based Instruction ◽  
Post Test ◽  
Computer Based ◽  
Based Instruction

Students’ autonomy toward teacher during the learning activities leads one-way learning. Consequently, students have less autonomy in the learning activities. Therefore, this research adressed to implement the media computer based instruction (simulation model) in improving the students’ autonomy in a science learning. The total participants in this research were 79 of the 4<sup>th</sup> grade students from a purposively primary schools during the first semester of 2018. They were divided into two groups, namely the experimental group (n=55) and the control group (n=24). The research used a pre-test post-test quasi-experimental method with a nonequivalent control group design. The students’ autonomy data were collected by using the observation sheet for each of post-test and pre-test which consisted of five aspects i.e. motivation, initiative, confidence, discipline, and responsibility. The independent sample t-test was used statistically to compare the average score of the students’ autonomy during the pre-test and post-test. The collected data were analyzed by using SPSS 11.0 statistics program. The findings of the research indicated that computer based instruction (simulation model) affects the students’ autonomy significantly in the science learning. Thus, the researcher believes in the further study, the computer based instructions (simulation model) can be intergrated with the model or method in the learning activity to improve the students’ autonomy in learning science.

Simulasi Pembelajaran IPA Menggunakan Computer Based Instruction MI Ma’arif Darussalam Plaosan

2021 ◽  
Vol 6 (1) ◽  
pp. 25-37
Author(s):  
Seka Andrean ◽  
Abroto
Keyword(s):  
Simulation Model ◽  
Learning Process ◽  
Role Models ◽  
Science Learning ◽  
Descriptive Analysis ◽  
Computer Based Instruction ◽  
Lecture Method ◽  
Computer Based ◽  
Using Data ◽  
Based Instruction

Learning Natural Sciences (IPA) which is often considered difficult in the learning process takes place, that is, just sitting and listening to the material from the teacher through the lecture method so that students are passive in the process of implementing the learning process. So the purpose of writing this article is to find out the implementation of science learning using Computer Based Instruction through a simulation model. This research uses qualitative research with descriptive analysis method. While in this study using data collection techniques, namely using interviews and documentation. The results showed that at MI Ma'arif Darussalam Plaosan had implemented science learning using Computer Based Instruction through a simulation model with visual media where in the learning process itself the teacher gave concrete or real examples by displaying pictures related to learning when learning. take place. The response and enthusiasm of students is more active. In the simulation model there are role models, namely: explaining, intermediary, mentoring and learning while the learning model is the simulation model itself in four stages which are orientation, training, simulation and debriefing stages

The Effects of Required and Optional Computer-Based Note Taking on Achievement and Instructional Completion Time

1996 ◽  
Vol 14 (4) ◽  
pp. 329-344 ◽  
Author(s):  
Donald Armel ◽  
Sharon A. Shrock
Keyword(s):  
Analysis Of Variance ◽  
Completion Time ◽  
Control Group ◽  
Note Taking ◽  
Control Groups ◽  
Computer Based Instruction ◽  
Post Test ◽  
Computer Based ◽  
Based Instruction

This study investigated the effects on achievement and on instructional completion time of mandatory and optional note taking during a Computer-Based Instruction (CBI) lesson. Eighty-one undergraduate subjects participated. The required note-taking group had to enter notes on every screen of the HyperCard lesson before the instruction would advance. Subjects could see their notes during the instruction and were allowed to review their notes briefly before taking the post-test. An analysis of variance revealed that the required note-taking group scored significantly higher on the post-test and took significantly longer to complete the instruction than did the optional or control groups. Furthermore, the optional note-taking group scored significantly higher on the post-test and took significantly longer to complete the instruction than did the control group.

Motivational Analyses on the Effects of Type of Instructional Control on Learning from Computer-Based Instruction

1996 ◽  
Vol 25 (1) ◽  
pp. 25-35 ◽  
Author(s):  
Yong-Chil Yang ◽  
Wee-Kyo Chin
Keyword(s):  
Control Strategies ◽  
Motivational Factors ◽  
Instructional Materials ◽  
Program Control ◽  
Computer Based Instruction ◽  
Instructional Control ◽  
Significant Difference ◽  
Post Test ◽  
Computer Based ◽  
Based Instruction

The purpose of this study was to analyze motivational effects of type of instructional control on learning from computer-based instruction, according to Keller's ARCS model of motivational design. Forty-eight sixth graders were randomly assigned to either learner or program control groups. Instructional materials were computer-based instructional programs for teaching four concepts utilized in advertisement propaganda techniques. The post-test with fifteen items for learning and Instructional Motivation Measurement Survey with thirty-six statements for motivation were used. The results showed that the group under program control performed better on the post-test than the group under learner control, but there was not a significant difference in Keller's ARCS motivational factors between two groups. Regardless of type of instructional control, however, the level of satisfaction among the factors was higher than that of confidence in the instruction. Such results suggest that ARCS motivational factors in designing effective instructional control strategies can be considered.

scholarly journals OUTCOME BASED LEARNING: THE EFFECT OF EXPERIENTIAL LEARNING ACTIVITY ON DEEP CONCEPTUAL UNDERSTANDING

2021 ◽  
Vol 9 (6) ◽  
pp. 20-29
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Conceptual Understanding ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Teaching Model ◽  
Study Group ◽  
Post Test ◽  
The Mean ◽  
Understanding Of Science

The aim of the present study is to investigate the effect of experiential learning activity in deep conceptual understanding of science in comparison with conventional teaching model. In the present experiment quasi experimental and post-test research design is implemented. Totally 80 students participate in the study: 40 girls and 40 boys. The sample is categorized into two: study and the control group. Each group consists of 40 students: 20 boys and 20 girls. The study group is taught “Gases Law” by using experiential learning activities and the control is taught by using the conventional method. Data is collected by using a questionnaire and it consists of 20 multiple choice questions. The collected data is analyzed by using descriptive statistics. The examination of the data illustrates that there is no noteworthy difference in the mean score between the study group and the control group. Independent ‘t-test’ is applied to compare the student’s achievement in post-test. The mean score of the study group, who are exposed to the experiential learning activities, in Science Achievement post-test is 17.35. It is higher than that of (t=6.65; p&gt;0.01) the learners in the control group. The mean of the control group is 14.45. Therefore, it is concluded that the experiential learning activities as a teaching model enhances the deep conceptual understanding of science.

scholarly journals PENGARUH MODEL PEMBELAJARAN LANGSUNG(DIRECTINTRUCTION) BERBASIS MEDIA FLASH PADA MATAPELAJARAN KELISTRIKAN TERHADAP AKTIVITAS DAN HASIL BELAJAR SISWA KELAS XI TSM DI SMK NEGERI 3 SINGARAJA

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Sidik Gus Maladi ◽  
Kadek Rihendra Dantes ◽  
Nyoman Arya Wigraha
Keyword(s):  
Standard Deviation ◽  
Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test ◽  
Direct Learning

Penelitian ini bertujuan untuk membuktikan adanya perbedaan hasil belajar antara pembelajaran kelistrikan dengan metode ceramah biasa dan pembelajaran kelistrikan dengan metode pembelajaran langsung dilengkapi media pembelajaran dengan macromedia flash professional 8. Penelitian ini menggunakan rancangan equivalent post test only control group design. Sampel yang digunakan adalah siswa XI TSM 3 SMK Negeri 3 Singaraja yang mengikuti pelajaran kelistrikan sepeda motor semester genap tahun 2017. Data dianalisis menggunakan MANOVA berbantuan SPSS 16.00 for window. Hasil analisis deskriptif dan analisis statistik pada penelitian ini menunjukkan bahwa skor aktivitas siswa dengan pembelajaran menggunakan pembelajaran Langsung dengan media flash memiliki rata-rata 17,89 dan standar deviasi sebesar 1,470. Skor aktifitas belajar siswa yang mengikuti model pembelajaran konvensional memiliki rata-rata 16,39 dan standar deviasi sebesar 1,586. Berdasarkan data hasil analisis multivariat dengan bantuan SPSS 16.00 For windows diperoleh nilai F= 73,536 dan sig= 000 .Nilai sig lebih kecil dari 0,05 (p<0,05).Kata Kunci : Model Pembelajaran Langsung, Aktivitas Belajar, Dan Hasil Belajar Kelistrikan. This study aims to prove the difference in learning outcomes between the study of electricity with regular lectures and learning methods of electricity by direct teaching methods include media with Macromedia Flash Professional 8. This study design was equivalent post test only control group design. The samples used were XI student TSM 3 SMK Negeri 3 Singaraja in learning the electrical motorcycle second semester of 2017. Data were analyzed using SPSS 16.00 for assisted MANOVA window. Descriptive analysis and statistical analysis in this study shows that students with learning activity score using Direct learning with flash media has an average of 17.89 and a standard deviation of 1.470. Scores of student learning activities that follow the conventional learning model has an average of 16.39 and a standard deviation of 1.586. Based on multivariate analysis result data with SPSS 16:00 For windows obtained value F = 73.536 and sig sig = 000 The value less than 0.05 (p <0.05).keyword : direct learning model, learning activities, and learning outcomes electricity.

scholarly journals OUTCOME BASED LEARNING: A PANACEA FOR QUALITY EDUCATION

2021 ◽  
Vol 9 (5) ◽  
pp. 8-23
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Redox Reaction ◽  
Retention Test ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Study Group ◽  
Text Book ◽  
Post Test ◽  
The Impact

            The curriculum framework asserts learner to debate, dissent form individual opinion on ideas, systems, practices by nurturing skills to think and reason independently.  Participatory learning activity is envisioned as a process whereby learners construct concept through assimilation, absorption, interaction and reflection.  In the present paper experiential learning activity are designed to ensure that the students are encouraged to seek out knowledge from their hands-on activity than the text book in their own experiences. In the present paper attempt is made to investigate the impact of conventional method of teaching and experiential learning activities on attainment of knowledge and retention of knowledge in learning redox reaction.  Data is collected by using pre-test, post-test and retention test.  Instrument is validated by experts.  Stratified random method is applied to draw the sample.  Totally 50 students participate in the study.  Sample is separated into two: control and the study group. Control group is exposed to the conventional chalk and talk method while the students from the study group are exposed to Experiential Learning Activities.  The result of the study reveals that there is noteworthy difference in the mean score in learning redox reaction in the scores of pre-test, post-test and retention test between the study group and the control group.

Pengaruh Integrasi E-Book Interaktif pada Kegiatan Belajar Mengajar Sains

2020 ◽  
Vol 2 (1) ◽  
pp. 83-88
Author(s):  
Fransiska Astri Kusumastuti
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Science Learning ◽  
Wilcoxon Test ◽  
Learning Activity ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

This study aims to see the effectiveness of the use of interactive e-book on student performance. Other than that, this study also discusses the integrating of interactive e-book into science learning activity, so that it can provide learning evaluation as material for e-book development in future studies. This study conducted in quasi-experimental pre-test post-test control group design. 88 students that are involved in this study were selected randomly of two classes from eight classes, and grouped into experiment and control class to see the effectiveness of using interactive e-book in science learning activities. Independent t-test was used to find out the effectiveness of the interactive e-books, and questionnaire was used to see student perceptions of interactive e-book that have been used in the science learning activity. From the Wilcoxon test, found that probability value (p)obtained was 0.000 (p<0.05). This result showed that each class showed significant difference in learning outcomes, where the experimental class get better than the control class. This finding also supported by the results of the questionnaire that students in experimental class has better learning experiences than students in control class.

scholarly journals The effect of computer based instruction on middle school students' ideas about weather events and climate concept

2020 ◽  
Vol 7 (1) ◽  
pp. 178-185
Author(s):  
Ayberk Bostan Sarıoğlan
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Control Group ◽  
School Students ◽  
Computer Based Instruction ◽  
Weather Events ◽  
Computer Based ◽  
Based Instruction ◽  
And Control ◽  
Experimental Group

The concepts of weather events and climate appear to be less studied than other concepts of physics in the literature. The aim of this research is to investigate the effects of computer-based instruction on the concepts of climate and weather events of middle school students. The sample of the research consisted of 19 8th grade students in the experimental group and 23 students in the control group. Computer-based instruction was carried out in the experimental group, and lessons were given in accordance with the middle school science program with the students in the control group. As a data collection tool, a concept test consisting of three open-ended questions was used to determine students' opinions about climate, weather events and the difference between climate and weather events. In the analysis of the data obtained from the answers of the students in the experimental and control groups to open-ended questions before and after the instruction, a rubric consisting of five categories was used. The categories in the rubric are correct answer, incorrect answer, non-coded and no answer categories. According to the findings, it was seen that the scientific responses of the students in both groups increased. Computer-based instruction was found to be more effective in eliminating the misconceptions faced by students about climate, weather events and differences between climate and weather events compared to the courses taught in the program. In the results of the study, it was determined that the students in the experimental and control groups confused the concepts of climate and weather events before instruction and there was a decrease in the misconceptions after instruction. The misconception that climate and weather events were the same was resolved in both groups after instruction. It is suggested that more studies using different instruction methods for teaching these concepts will be conducted. Keywords:  Climate, weather events, computer based instruction, middle school students;

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