scholarly journals Fostering Students’ Cognitive Achievement Through Employing Virtual Reality Laboratory (VRL)

2021 ◽  
Vol 17 (13) ◽  
pp. 44-58
Author(s):  
Dian Ernawati ◽  
Jaslin Ikhsan
Keyword(s):  
Virtual Reality ◽  
High School Students ◽  
Learning Process ◽  
Virtual World ◽  
Teaching And Learning ◽  
Virtual Laboratory ◽  
Cognitive Achievement ◽  
School Students ◽  
The Real ◽  
Post Test

Titration was one of the chemistry concepts that require practicum in the learning process. But, many obstacles in the real laboratory such as lack of material, tools, and times made the real laboratory less optimal. These lacks could be solved by used Virtual Reality (VR) technology. VR made a big contribution to the education sector. One of them was implementing it in the development virtual laboratory. Virtual laboratory plays an important role in the learning process. It was possible to manipulate 2D (virtual world) objects similar to 3D (real world) objects. This study developed Virtual Reality Laboratory (VRL) to analyze its characteristics, quality, and impact on students' cognitive achievement. A research and development (R&D) method with a post-test design was used in this study. The subjects of this study were 102 high school students in class XI. The samples were divided into 3 classes, namely CC (real laboratory); EC-1 (VRL); and EC-2 (real laboratory and VRL). The results of students' cognitive achievement were analyzed using ANOVA and it was found that there were significant differences in students' cognitive achievement in the three classes. Students who used VRL had higher cognitive achievement than students who used real laboratory. VRL also received excellent grades from chemistry educators. Thus VRL is very useful as a supplement in the teaching and learning process.

scholarly journals Enhancing Students’ Vocabulary through Authentic Materials and Multimedia

2020 ◽  
Vol 5 (2) ◽  
pp. 1-16
Author(s):  
Marlin Steffi Marpaung ◽  
Hardi Jhon Pinondang Situmeang
Keyword(s):  
High School Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Vocabulary Knowledge ◽  
Fundamental Aspect ◽  
School Students ◽  
Authentic Materials ◽  
Post Test ◽  
The Mean ◽  
Better Than

Vocabulary is the fundamental aspect in learning English. Without adequate vocabulary learners find it difficult to communicate, express ideas or opinion, comprehend simple text, and listen to instruction. Authentic materials refers to pictures, photographs, video selection and radio. This study sought to find out the following questions: How is the vocabulary ability of students who were taught using authentic materials through multimedia and authentic materials only? Is the vocabulary enhancement of those students who are taught using authentic materials through multimedia is better than those students who are taught using authentic materials? What are the students’ responses toward the use of authentic materials and multimedia? The study was quantitative research method and a comparative design by using pre-test and post-test. The populations of this study were 10th grade of senior high school students where they are divided into two groups, the first group were taught using authentic materials through multimedia and the second group were taught using authentic materials. The instruments used in this study were vocabulary test and questionnaire. The result of this study showed that both groups has enhanced the vocabulary ability with the mean score of pre-test was 53.93 for authentic materials through multimedia and 59.97 for authentic materials. It indicated that the initial ability of the authentic materials group was higher than the authentic materials through multimedia group. Therefore, the mean score of the post-test was 73.80 for the authentic materials through multimedia group and 70.83 for the authentic materials group. It showed that the result of the authentic materials through multimedia group was better than the authentic materials group. The students’ responses toward the use of authentic materials through multimedia were 80% positive and only 3,3% positive response towards the use of authentic materials. The conclusion of this study is the use of authentic materials through multimedia is very effective to enhance students’ vocabulary knowledge. Furthermore, suggestion for the English teachers, it is recommended to use authentic materials through multimedia to teach and enhance students’ vocabulary knowledge.  It is very effective technique to be applied at the classroom and to make the students engage on the teaching and learning process. Meanwhile, teachers need to prepare the material needed ahead since it is time consuming and ensure the school has provided enough facility especially computers, projector and internet access to support the learning process.

scholarly journals Suggestopedia Method Effect On Reading Descriptive Text at A Senior High School

2021 ◽  
Vol 21 (2) ◽  
pp. 485
Author(s):  
Suyadi Suyadi
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Senior High School ◽  
School Students ◽  
Post Test ◽  
Test Control ◽  
Senior High School Students

Suggestopedia is a teaching method focuses on the teacher-learner relationship while teaching and learning process is going on in the classroom that might be used to encourage the students especially for reading a descriptive text. This study was to explore the senior high school students’ ability on reading descriptive text by using a quantitative method with a quasi-experimental approach. Sample was taken randomly, with 60 students were devided into two groups, 30 students were taken as control class while another 30 students as experimental class. By using a reading text as the instrument of the research, the researcher found that suggestopedia method was proven to be effective with the average pre-test control class was 38,6 and post-test control class was 53,3. The average pre-test in the experimental class was 46 and post-test experimental class was 90,8. The value of t-test higher than the value of t-table was (20,41>2,001) which means that suggestopedia method makes learning process more interesting and more effective for senior high school students.

scholarly journals Game-Based Multimedia for Horizontal Numeracy Learning

2019 ◽  
Vol 14 (15) ◽  
pp. 159
Author(s):  
Dedi Rohendi
Keyword(s):  
Elementary Schools ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
School Students ◽  
Multimedia Development ◽  
Post Test ◽  
Grade 3 ◽  
Difficult Subject

Recently, game-based multimedia development has been increasing rapidly. Game-based multimedia is not only used for entertaining but also for teaching and learning process. Meanwhile, for the majority of elementary school students, numeracy learning is still considered as a difficult subject to be learned and has not attracted students’ interest because it still uses vertical methods. The objective of this research is to examine the implementation of game-based multimedia in learning horizontal numeracy. In this game-based multimedia, horizontal numeracy material is presented in the form of a game. Horizontal numeracy material begins with addition, subtraction, multiplication, and division. Game-based multimedia is implemented to 20 students in grade 3 elementary schools in Bandung, Indonesia. Subsequently, the way students learn the materials and their learning outcomes are explored after using this multimedia. The results show that the students can learn horizontal numeracy excitingly; moreover, they can easily understand the concept of horizontal numeracy quickly. It is indicated by by the increasing of average post-test value.

scholarly journals PENERAPAN METODE PEMBELAJARAN OUTDOOR PADA SISWA UNTUK MATA PELAJARAN KOMUNIKASI DI SEKOLAH MENENGAH KESEHATAN

2019 ◽  
Vol 10 (1) ◽  
pp. 13-20
Author(s):  
Rita Rena Pudyastuti
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Health Department ◽  
Vocational High School ◽  
School Students ◽  
Before And After ◽  
Post Test ◽  
Conventional Methods ◽  
Outdoor Teaching ◽  
Nursing Department

Learning outside the classroom (outdoor study) is an effort to create learning, to avoid boredom and perceptual learning only in class. The approach to learning outside the classroom uses several methods such as assignment, question and answer, and learning while doing or practicing with learning situations while playing. Students get bored quickly with conventional methods. This study aims to determine the effectiveness of pre and post test using the method of learning outdoor study on Communication subjects to increase the learning achievement of Nursing Health Department Vocational High School students totaling 80 students. The design of this study is Quasi Experiment research. Data collection methods that will be used in this study are pre test and post test questionnaires distributed to students of the Nursing Department, before and after the Communication teaching and learning process using outdoor teaching methods and conventional methods. To analyze data using paired T Test. The results obtained are that there is a significance between the pre test and post test of the learning outdoor method, which is 0.00. But the use of conventional methods is not significant with a result of 0.50. Keywords: Learning method, outdoor, conventional

scholarly journals Supporting STEAM learning through student-developed Mixed Reality (MR) experiences

2021 ◽  
Vol 3 (1) ◽  
pp. 6-7
Author(s):  
Kathryn MacCallum
Keyword(s):  
Virtual Reality ◽  
Augmented Reality ◽  
Virtual Worlds ◽  
Virtual World ◽  
Teaching And Learning ◽  
Mixed Reality ◽  
Learning Experience ◽  
Low Cost ◽  
Computational Thinking ◽  
The Real

Mixed reality (MR) provides new opportunities for creative and innovative learning. MR supports the merging of real and virtual worlds to produce new environments and visualisations where physical and digital objects co-exist and interact in real-time (MacCallum & Jamieson, 2017). The MR continuum links both virtual and augmented reality, whereby virtual reality (VR) enables learners to be immersed within a completely virtual world, while augmented reality (AR) blend the real and the virtual world. MR embraces the spectrum between the real and the virtual; the mix of the virtual and real worlds may vary depending on the application. The integration of MR into education provides specific affordances which make it specifically unique in supporting learning (Parson & MacCallum, 2020; Bacca, Baldiris, Fabregat, Graf & Kinshuk, 2014). These affordance enable students to support unique opportunities to support learning and develop 21st-century learning capabilities (Schrier, 2006; Bower, Howe, McCredie, Robinson, & Grover, 2014).   In general, most integration of MR in the classroom tend to be focused on students being the consumers of these experiences. However by enabling student to create their own experiences enables a wider range of learning outcomes to be incorporated into the learning experience. By enabling student to be creators and designers of their own MR experiences provides a unique opportunity to integrate learning across the curriculum and supports the develop of computational thinking and stronger digital skills. The integration of student-created artefacts has particularly been shown to provide greater engagement and outcomes for all students (Ananiadou & Claro, 2009).   In the past, the development of student-created MR experiences has been difficult, especially due to the steep learning curve of technology adoption and the overall expense of acquiring the necessary tools to develop these experiences. The recent development of low-cost mobile and online MR tools and technologies have, however, provided new opportunities to provide a scaffolded approach to the development of student-driven artefacts that do not require significant technical ability (MacCallum & Jamieson, 2017). Due to these advances, students can now create their own MR digital experiences which can drive learning across the curriculum.   This presentation explores how teachers at two high schools in NZ have started to explore and integrate MR into their STEAM classes.  This presentation draws on the results of a Teaching and Learning Research Initiative (TLRI) project, investigating the experiences and reflections of a group of secondary teachers exploring the use and adoption of mixed reality (augmented and virtual reality) for cross-curricular teaching. The presentation will explore how these teachers have started to engage with MR to support the principles of student-created digital experiences integrated into STEAM domains.

PERANCANGAN MULTIMEDIA INTERAKTIF BIOLOGI SMA BERBASIS LITERASI SAINS DENGAN KONTEKS PADI

2020 ◽  
Vol 10 (2) ◽  
pp. 126-138
Author(s):  
Siti Auliaddina
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
High School Biology ◽  
School Students ◽  
Understanding Of Science ◽  
Interactive Videos

Learning media have an important role in the teaching and learning process, because it makes the delivery of material in the learning process easier. One example of learning media is interactive multimedia based on scientific literacy. The main focus in the study of scientific literacy is the understanding of science which includes an understanding of nature through the mastery of basic science such as chemistry, biology and physics. So that interactive multimedia based on scientific literacy is very suitable in science learning. In this journal it was revealed about interactive learning media in the form of interactive videos of high school biology material based on the context of rice. In this journal the content of biology material from high schools is stated in the context of rice. The research methodology used is the waterfall method. Where after the authors analyze the content of High School Biology Material in accordance with the context of rice, then it is applied to the interactive multimedia created, and conduct interactive multimedia testing of high school students. After the usability test was conducted, the results were obtained that the interactive multimedia made could be well received and attracted the interest of most high school students who were correspondents.

scholarly journals METAVISUAL STRATEGY FOR THE BUILD AND REBUILDING OF CHEMICAL CONCEPTS IN THE SYMBOLIC LEVEL WITH THE ASSISTANCE OF IMAGES

2015 ◽  
Vol 12 (2) ◽  
pp. 65-74
Author(s):  
Solange Locatelli ◽  
Agnaldo Arroio
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
The Other ◽  
Learning Sequence ◽  
Research Focus ◽  
School Students ◽  
Chemical Concepts ◽  
The Subject

Considering the opportunity of reconstruction of ideas is very important for success in the learning process. For this purpose, a metavisual strategy was used, comparing images, one made by the students and the other presented by the researcher so they could compare and be able to rebuild their ideas, the latter an image based on a scientific accepted model. The research focus was the comprehension of the symbolic level by the learners while studying two electrochemical interactions by comparing images and rethinking about them. Thirty-two high school students, organized in pairs, participated in the research carrying out a proposed teaching and learning sequence (TLS) in the classroom. First, the students proposed hypotheses and then they had the opportunity to rethink about them modeling their learning. Students were filmed and the transcriptions and registers made by them were analyzed later. The results indicate a qualitative and progressive improvement in the learning of the subject when using the metavisual strategy, bringing evidence that it can be efficient to build and rebuild initial concepts in electrochemistry. Key words: electrochemical teaching, metacognition, metavisualization, metavisual strategy, modeling.

scholarly journals The Differential Effects of the Algorithm and Proportional Reasoning Approaches on Senior High School Students’ Understanding of Titrimetric Analysis

2019 ◽  
Vol 7 (12) ◽  
Author(s):  
Kennedy Ameyaw Baah ◽  
Solomon Boachie ◽  
Francis Quansah ◽  
Joan Danquah
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching And Learning ◽  
Proportional Reasoning ◽  
Senior High School ◽  
Control Group ◽  
Instructional Approach ◽  
School Students ◽  
Post Test ◽  
Experimental Group

This study evaluated The Differential Effects of Algorithm and Proportional Reasoning Approaches on Senior High School Students’ Understanding of Titrimetric Analysis in Berekum Presbyterian Senior High School in the Brong Ahafo Region. The target population was the science students in the school. The accessible population consisted of science one and science two final year elective chemistry students. Quasi-experimental design was used for this study. In this design the researcher used a questionnaire and test to solicit information on students’ understanding on the Effects of Proportional and Algorithm Reasoning Approaches. Purposive sampling technique was used to select 30 students for the research. Science A students formed the experimental group and were taught using algorithm approach while the science B students comprised the control group and were taught using the proportional reasoning approach. There was no interaction between the control group and the experimental group. Difference in performance in pre-test and post-test, the analysis of the study imply that students exposed to algorithm instructional approach to the teaching and learning in titrimetric analysis performed statistically better at significant level (p-value = 0.000 at a=0.05). Students in the experimental group (algorithm approach) performance were better in post-test than the post-test of students in the control group (proportional reasoning). The Hake Gain was then used to calculate for students understanding in titrimetric analysis using algorithm instructional approach in teaching and learning of titrimetric analysis. The gain 0.46 (SD = 0.132) achieved fell within the range i.e. 0.36< 〈 g〉 <0.68 meaning that students understood the titrimetric analysis after they were exposed to algorithm instructional approach. The results of the study imply that students exposed to algorithm instructional approach to the teaching and learning in titrimetric analysis performed significantly better than proportional instructional approach Keywords: algorithm approach, stoichiometry, proportional instructional approach, titration.

scholarly journals Reading Comprehension Problems on English Texts Faced By High School Students in Medan

2019 ◽  
Author(s):  
Rohani Ganie ◽  
Deliana . ◽  
Rahmadsyah Rangkuti
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Research Problem ◽  
Teaching English ◽  
School Students ◽  
Advanced Level

In the English teaching and learning process, there are four skills that are identified as very important; listening, speaking, reading and writing. The Indonesian government places English as a compulsory subject for junior and senior high school. But in practice, teaching English is not too maximal. Reading skills in this case reading English texts is very important because by reading it is open the opportunity to absorb other existing knowledge. Reading comprehension is an advanced level of reading skills. Senior high school students are expected to have mastered the comprehension skills of reading English texts at an advanced level. This is because most likely at the level of lectures these students are required to read English reference books. Therefore, research that reveals the problems that exist in the teaching and learning process of Reading Comprehension English texts needs to be done. Data sources were the articles about teaching English, focusing in the problem of reading comprehension. Data were words and sentences from the articles. The analysis technique used was thematic analysis. Based on the research, problem face by student in reading comprehension of English text was majoring in three theme; 1. Problems from the student self, 2. Problems from the teacher, and 3.External problems. Problems from the student self consist of three part; student basic English ability, less attraction on the subject and not motivated. Problems from the teacher were not using any method while teaching and used inappropriate method. External problems were material and environment.

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