PENGARUH PENGGUNAAN MEDIA LABORATORIUM VIRTUAL FISIKA TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA

Physics is one of the subjects taunght in SMPN 4 Praya Tengah. The Instructional media which used is still relatively conventional with teaching materials such as text books. This study used a learning media of animation software in a virtual learning environment to enhance the problem solving ability of students. This study was a quasi-eksperimental study. The study also included into the study of population, because the entrie student population used in the study. The data analysis technigue which used was the t-test. The results obtained are tcaculate = 2,87 and ttable = 1,72. because tcaculate its count greater than ttable it can be concluded that there are impact of using the virtual media laboratory of physics to student’s problem-solving abilites.

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Pembelajaran Fisika Berbantuan Bahan Ajar Berbasis Kontekstual dengan Mengintegrasi Kearifan Lokal Untuk Meningkatkan Penguasaan Konsep Fisika

Jurnal Penelitian Pembelajaran Fisika ◽

10.26877/jp2f.v8i2.1835 ◽

2017 ◽

Vol 8 (2) ◽

Author(s):

Muhammad Satriawan ◽

Muhammad Subhan ◽

Fatimah Fatimah

Keyword(s):

Data Analysis ◽

Problem Solving ◽

T Test ◽

Equal Treatment ◽

Teaching Materials ◽

Physics Learning ◽

Average Value ◽

Conventional Teaching ◽

Significant Difference ◽

Contextual Teaching

This research is a quasi experimental research that aims to determine the differences and the improvement of mastery of physics concepts in the classroom using contextual teaching materials that integrated local wisdom with classes using conventional teaching materials. The research design used was pretest posttest control group design. Both the experimental and control classes are given equal treatment, but the experimental class uses contextual teaching materials that integrate local wisdom while the control class uses conventional teaching materials. The number of students in the experimental class is 25 students while the control class is 30 Students. The data analysis used parametric statistics with a two tailed t test to determine the difference and the N-gain test to find out the improvement of student conceptualization. The two tailed t test used SPSS 20 software assistance in the data analysis process. Based on result of data analysis that obtained Sig value. (2-tailed) by 0.000 <0.01 (α = 1%). This shows that there is a very significant difference between physics learning through problem solving method using contextual teaching materials with physics learning through problem solving using conventional teaching materials. In addition, based on the N-gain calculation the average value of N-gain for the experimental class is 0.87 with the high category whereas the average value of N-gain for the control class is 0.65. This shows that the experimental class where the physics learning using materials Contextual teaching has increased the mastery of the concept higher than the control class that uses conventional teaching materials.

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Is a Virtual Learning Environment a One-Size-Fits-All Solution? A Survey of Cognitive Styles Within a University Student Population

Communications in Computer and Information Science - Learning Technology for Education in Cloud – The Changing Face of Education ◽

10.1007/978-3-319-42147-6_25 ◽

2016 ◽

pp. 301-308

Author(s):

Russell Barton ◽

Jonathan Foster

Keyword(s):

Learning Environment ◽

Cognitive Styles ◽

Virtual Learning ◽

Student Population ◽

Virtual Learning Environment ◽

University Student

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Problematika Dalam Pembelajaran Berbasis Virtual Learning Environment (VLE) Terhadap Siswa dan Guru SMA/MA Pada Materi Biologi Di Masa COVID-19

Journal on Education ◽

10.31004/joe.v3i01.346 ◽

2021 ◽

Vol 3 (01) ◽

pp. 93-103

Author(s):

Tomi Apra Santosa ◽

Lufri Lufri ◽

Zulyusri Zulyusri

Keyword(s):

Qualitative Research ◽

Learning Environment ◽

Learning Outcomes ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Motivation To Learn ◽

Teaching Materials ◽

Data Presentation ◽

Analysis Techniques ◽

Network Disruptions

The research aims to find out the problem of Learning based on Virtual Learning Environment (VLE) for high school / MA students in biological materials in the COVID-19 era. This research is qualitative research with a fenomenology approach. Data collection techniques in research are observations, interviews, and questionnaires. The technique of ensuring the validity of data is triangulation. Data analysis techniques are data reduction, data presentation, and data verification. The results of the study can be concluded that SMA Negeri 12 Kerinci students have difficulty in understanding the concepts and learning materials and teachers has difficulty in practicing and evaluating learning outcomes, SMA Negeri 4 Kerinci students lack motivation and participation in learning and teachers have difficulty in making teaching materials, and MAS Koto Rendah students often experience internet network disruptions, students are less active in learning, and students have low motivation to learn virtually and teachers have difficulty in making teaching materials and explaining materials.

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Teachers’ intention to continue using virtual learning environment (VLE): Malaysian context

Journal of Technology and Science Education ◽

10.3926/jotse.463 ◽

2018 ◽

Vol 8 (4) ◽

pp. 439 ◽

Cited By ~ 3

Author(s):

Hapini Awang ◽

Zahurin Mat Aji ◽

Mohd Faiz Mohd Yakoob ◽

Wan Rozaini Sheik Osman ◽

Amirul Mukminin ◽

...

Keyword(s):

Data Analysis ◽

Learning Environment ◽

Teaching And Learning ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Ministry Of Education ◽

Instructional Activities ◽

Intention To Continue ◽

Data Screening ◽

Main Factor

Malaysian teachers have been using Virtual Learning Environment (VLE) technology in their instructional activities since it was introduced by the Ministry of Education in 2012. This study aimed to measure Malaysian teachers’ level of intention to continue using VLE technology and investigate factors influencing teachers’ decision to keep using VLE into teaching and learning process. Implementing sequential explanatory design, we addressed 850 questionnaires and conducted interview with 10 teachers. After data screening procedure, only 643 questionnaires were usable and measurable in the data analysis. Fifty-one teachers answered the open ended question included in the questionnaire. We further asked questions adapted from the data analysis of the questionnaires to ten teachers. The results of the study informed that the overall mean score of teachers’ intention to continue using VLE is 4.21. This mean score indicated that the intention to continue using VLE technology among the Malaysian teachers is at the moderate level. Despite this, the percentage of the teachers with high intention to use VLE whenever they have access is higher than those with the low intention. Qualitatively, accessibility factor was the main factor experienced by the participants of this study reducing the VLE integration into teaching. Further investigation is necessary to study the factors and suitable planning and policy that contribute to the intention to continue using VLE among Malaysian teachers.

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PGDnet: a new problem-solving virtual learning environment

British Journal of Educational Technology ◽

10.1111/j.1467-8535.2011.01224.x ◽

2011 ◽

Vol 43 (4) ◽

pp. 576-591 ◽

Cited By ~ 4

Author(s):

Emilio Gómez ◽

Cristina Rodríguez-Marciel

Keyword(s):

Problem Solving ◽

Learning Environment ◽

Virtual Learning ◽

Virtual Learning Environment

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Formação de professores em B-Learning na uUniversidade dos Açores: reflexão sobre a experiência formativa na área de história, geografia e cultura dos Açores (Portugal)

Cadernos de Educação Tecnologia e Sociedade ◽

10.14571/brajets.v11.n4.594-612 ◽

2018 ◽

Vol 11 (4) ◽

pp. 594

Author(s):

Raquel José de Jesus Vigário Dinis ◽

João José Monteiro Mora Porteiro ◽

Susana Goulart Costa ◽

Rute Isabel Rodrigues Dias Gregório

Keyword(s):

Learning Environment ◽

Design Research ◽

Basic Education ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Regional Government ◽

Training Workshop ◽

Teaching Materials ◽

Educational Design ◽

The University

The curricular approach to History, Geography and Culture of the Azores, within the non-disciplinary curriculum area of Citizenship, results from a decision of the Regional Government of the Azores. The University of the Azores prepared - under request of Regional Secretariat for Education and Culture - the Curriculum Matrix and the Program for teaching History, Geography and Culture of the Azores, in the 6th grade of the 2nd cycle of Basic Education. In 2016, a Training Workshop was designed to support the work of the teachers involved, aiming to provide an updated scientific approach to the program contents, to support discussion and reflection on the possibilities of pedagogical approach, and to address the construction and sharing of teaching materials in the field. This Training Workshop was designed to occur in B-learning (with classroom sessions and distance learning), involving sixty 6th grade teachers, dispersed throughout the nine islands of the Azorean Archipelago. To support the online learning component a Virtual Learning Environment was conceived, following a methodology inspired by principles of Educational Design Research. It was designed to enable the supervised construction, evaluation and validation of teaching materials in History, Geography and Culture of the Azores, operating as a community of research and practice. This article analyzes the path taken in the organization and management of the Virtual Learning Environment that supported this Training Workshop, and aims to deepen the reflection on the potential and possible constraints underlying B-Learning in-service teacher education at the University of the Azores.

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Proposal of an instrument to evaluate interaction spaces in a VLE

Journal of Teaching and Educational Research ◽

10.35429/jter.2019.15.5.1.13 ◽

2019 ◽

pp. 1-13

Author(s):

Rubí Estela Morales-Salas ◽

Daniel Montes-Ponce

Keyword(s):

Learning Environment ◽

Design Space ◽

Collaborative Work ◽

Virtual Learning ◽

Interaction Space ◽

Learning Objects ◽

Traditional Education ◽

Virtual Learning Environment ◽

Discussion Forums ◽

Exhibition Space

A virtual learning environment is conceived as an interaction space that ease the realization of mediated activities by technology, in this case the internet; besides using multimedia materials, learning objects, social networks, among others; which have changed imminently the traditional education. In this article an instrument is proposed in a checklist format, to evaluate any platform that has interaction spaces such as a Virtual Learning Environment, in this case responding to four spaces or general indicators: information Space, Mediation / Interaction Space, Instructional Design Space and Exhibition Space. Criteria are used according to the interactions and activities carried out by the consultant and virtual student. These, in turn, come up from the analysis and interaction of the advisers achieved in the discussion forums and portfolio activities through collaborative work. It was situated as a qualitative research, with a descriptive nature since it is not limited to data collection only, but also it refers and analyzes the interaction of the advisers achieved in the discussion forums and portfolio activities through the collaborative work of the workshop course "Virtual Learning Environments" developed in a virtual learning environment.

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