scholarly journals Visual Literacy Skills of Students in College-Level Biology: Learning Outcomes following Digital or Hand-Drawing Activities

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Justine C Bell
Keyword(s):  
Learning Outcomes ◽  
Visual Literacy ◽  
Literacy Skills ◽  
Learning Activity ◽  
Cell Group ◽  
Digital Learning ◽  
Learning Tools ◽  
College Level ◽  
Biological Images ◽  
Group 2

To test the claim that digital learning tools enhance the acquisition of visual literacy in this generation of biology students, a learning intervention was carried out with 33 students enrolled in an introductory college biology course. This study compared learning outcomes following two types of learning tools: a traditional drawing activity, or a learning activity on a computer. The sample was divided into two random groups. In the first intervention students learned how to draw and label a cell. Group 1 learned the material by computer and Group 2 learned the material by hand drawing. In the second intervention, students learned how to draw the phases of mitosis, and the two groups were inverted. After each learning activity, students were given a quiz, and were also asked to self-evaluate their performance in an attempt to measure their level of metacognition. At the end of the study, participants were asked to fill out a questionnaire that was used to measure the level of task engagement the students felt towards the two types of learning activities. The students who learned the material by drawing had a significantly higher average grade on the associated quiz compared to that of those who learned the material by computer. There were no other significant differences in learning outcomes between the two groups. This study provides evidence that drawing by hand is beneficial for learning biological images compared to learning the same material on a computer. Afin de vérifier le bien-fondé de l’assertion voulant que les outils d’apprentissage numériques renforcent l’acquisition de la littératie visuelle parmi la génération présente d’étudiants en biologie, une intervention d’apprentissage a été effectuée auprès de 33 étudiants inscrits dans un cours collégial d’introduction à la biologie. Cette étude compare les résultats d’apprentissage suite à l’utilisation de deux types d’outils d’apprentissage : une activité de dessin traditionnel ou une activité d’apprentissage par ordinateur. L’échantillon a été divisé en deux groupes formés au hasard. Au cours de la première intervention, les étudiants ont appris à dessiner et à caractériser une cellule. Le groupe 1 a appris la matière par ordinateur et le groupe 2 l’a apprise en faisant les dessins à la main. Au cours de la seconde intervention, les étudiants ont appris à dessiner les phases de la division cellulaire (mitose) et la manière dont les deux groupes ont appris cette matière a été inversée. Après chaque activité d’apprentissage, les étudiants ont subi un test de contrôle et on leur a également demandé d’auto-évaluer leurs résultats pour tenter de mesurer leur niveau de métacognition. À la conclusion de l’étude, on a demandé aux participants de remplir un questionnaire qui a été utilisé pour mesurer le niveau de participation à la tâche perçu par les étudiants par rapport aux deux types d’activités d’apprentissage. Les étudiants qui avaient appris la matière en dessinant ont obtenu une note moyenne considérablement plus élevée à leur test de contrôle que ceux qui avaient appris la matière par ordinateur. Il n’y a eu aucune autre différence significative dans les résultats d’apprentissage entre les deux groupes. Cette étude fournit la preuve que le fait de dessiner à la main est bénéfique pour apprendre des images de biologie par rapport à l’apprentissage par ordinateur de la même matière.

scholarly journals Analisis Proses Perencanaan Pembelajaran Pendidikan Kesetaraan Paket B Berbasis Kurikulum 2013 di Sanggar Kegiatan Belajar (SKB) Kota Samarinda

2020 ◽  
Vol 16 (2) ◽  
pp. 89
Author(s):  
Titra Weni
Keyword(s):  
Learning Outcomes ◽  
Junior High School ◽  
School Education ◽  
Drop Out ◽  
Learning Activity ◽  
Learning Tools ◽  
Assessment Of Learning ◽  
Three Stages ◽  
Activity Center ◽  
Program Data

Equivalent education package B based on the 2013 curriculum is a non-school education program that is equivalent to formal junior high school education. The delivery of education is carried out by following the curriculum that should be the 2013 curriculum and is expected to answer solutions for people who drop out of school or who need education. This study aims to find out how Equivalent Education Learning Package B based on 2013 Curriculum and what factors influence the learning process. This research was conducted at the Samarinda City Learning Activity Center specifically the Package B program. Data collection in this study using interview, observation, and documentation techniques. The results of the study showed that the implementation of equality education package B based on the 2013 curriculum in Samarinda City SKB consisted of three stages, namely planning, implementation, and assessment of learning and factors influencing the learning outcomes of citizens learning package B. by developing learning tools that will be used for learning, that is, compiling lesson plans and syllabi that are adapted to the equality education module package B curriculum 2013 and recruiting citizens to learn by open and individual socialization.

scholarly journals BLENDED LEARNING IN HERITAGE CONSERVATION COURSE: CULTURAL MAPPING AND GOOGLE MY-MAPS PLATFORM

2019 ◽  
Vol 45 (2) ◽  
pp. 181
Author(s):  
Arif Budi Sholihah ◽  
Johannes Widodo
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Student Understanding ◽  
Architectural Education ◽  
Heritage Conservation ◽  
Digital Learning ◽  
Learning Tools ◽  
The Public ◽  
Offline Learning ◽  
Tangible Assets

This paper attempts to evaluate the effectiveness of blended learning in Heritage Conservation course, at the Department of Architecture Universitas Islam Indonesia Yogyakarta using both a mini-workshop in a historic district (cultural mapping) and Google My-Maps Platform (digital collaborative) as learning tools to achieve the learning outcomes. The overall finding shows that cultural mapping, as the first-hand information gathering of a heritage district gives the student understanding which then allows the students not only to appreciate the importance of heritage but also having empathy that heritage is not only about artifacts or architecture (tangible assets) but more about people who live in it. Meanwhile, Google My-Maps Platform offers an opportunity for the students to work together in different places and gives the flexibility on the digital learning process both in the heritage district, in the class, and at home. The result from the cultural mapping arranged in the My-Maps in many different forms, such as story/narratives, photos, and videos before producing the report on revealing the “DNA” of the heritage district and can be shared for the benefit of the public. This research has shown that blended learning (online and offline learning) is more effective in architectural education for it is more flexible but still allow the students to get direct experience with the real world.

Pengembangan perangkat pembelajaran dengan menggunakan pendekatan keterampilan proses untuk meningkatkan hasil belajar mata pelajaran التربية الجسمية bagi siswa kelas XI IPA MAN I Kota Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 115
Author(s):  
Sudar Kajin
Keyword(s):  
Learning Outcomes ◽  
Learning Strategy ◽  
Bone Structure ◽  
The Body ◽  
Process Skills ◽  
Hormonal Changes ◽  
Learning Tools ◽  
Body Structure ◽  
Use Of Resources ◽  
The Look

Growth and development of the child have the nature of a thorough and intertwined relationships between components (health, nutrition, and environment). In general, child development can be grouped into three areas, namely cognitive, affective, and psychomotor, whereas biological growth which includes a change in the body structure. Body structure regarding the changes in bone structure, especially the long bones that have an impact on changes in body size, whereas changes in bodily functions is a result of hormonal changes that affect the physiological function .. The purpose of this development are: 1) Describe the product feasibility study التربية الجسمية for grade XI IPA at MAN I Mojokerto 2) Describe the development of learning tools using process skills can improve learning outcomes subjects التربية الجسمية class XI IPA at MAN I Mojokerto From the results of this development can be concluded: 1) results of expert validation and testing, the model approach process skills is fit for use for subjects of Physical Education, Sport and Health, because the products developed are not revised by experts but from the results of questionnaire of students stated that require revision are: (a) Improve the look model or change the learning strategy, and (b) improve the use of resources in implementing the model. 2) Product development learning tools using process skills can improve learning outcomes subjects التربية الجسمية class XI IPA at MAN I Mojokerto. From the class of the test increased learning completeness of Pre and Post Tests Tests are respectively 77.78% increase to 91.67%.

PENINGKATAN AKTIVITAS BERTANYA DAN HASIL BELAJAR SISWA MELALUI PENERAPAN PENDEKATAN KETERAMPILAN PROSES PADA MATERI POKOK PESAWAT SEDERHANA KELAS V MI YUSUF ABDUSSATAR KEDIRI LOMBOK BARAT

2020 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Elya Yuliana
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Assessment Process ◽  
Learning Activity ◽  
Class V ◽  
Planning Stage ◽  
Average Value

The purposes of this research are to increase the students asking activity and student learning outcomes in class V of MI Yusuf Abdussatar Kediri, totaling 23 people. Learning to apply the process skills approach, teaches students to discover and develop the facts by themselves. the concept of learning presenting, students' courage in ideas, opinions and questions, effort, activity and creativity in the learning process and the level of student attitudes that dominate in the learning process. This learning activity helps students to be more active in asking.This research is a classroom action research conducted in two cycles, consisting of the action planning stage, the stage of implementation of the action, observation, and the stage of evaluation and reflection. Students and teacher activity data derived from observations and interviews for the assessment process, while data on student learning outcomes obtained through tests given at the end of each cycle. Indicators of success of this study extend from the average value grade students can reach the KKM 65 and with a percentage of 85%. The results showed that the average value of students in cycle I and II increased from 72.70 into 82.43 with the difference in value of 9.73. While the percentage of students who earn a minimum value standard upward cycle I and II also increased from 73.91% to 86.95% by a margin of 13:04%. This means that action research is in compliance indicators to be achieved. The results showed that the application process can increase the skill of asking activity and science learning outcomes in science teaching class V.

STAGE OF DIAGNOSIS READING SKILLS WITH STUDENTS IN 4TH CLASS THROUGH PROJECT LEARNING ACTIVITY

2018 ◽  
Vol 28 (3) ◽  
pp. 887-894
Author(s):  
Iva Andonova Stamenova
Keyword(s):  
Extracurricular Activities ◽  
Reading Skills ◽  
Literacy Skills ◽  
Point Of View ◽  
Learning Activity ◽  
Ministry Of Education ◽  
External Assessment ◽  
School Time ◽  
International Systems ◽  
Learning Projects

The report is devoted to the problem of reading with understanding in the fourth grade. The problem of the levels of reading literacy of elementary school pupils is also affected by international systems for assessing their achievements worldwide - PISA and PIRLS. The worrying results show that Bulgaria occupies one of the last places of literacy in the charts of the two international systems, which implies the necessity of introducing changes in the educational system. For this reason, the National External Assessment at the end of the 4th grade was introduced, based on the level of literacy and reader competence of our students.As a result of yearly tests and many expert studies, we disprove the information originally presented that we are at the bottom of the literacy chart in Europe. During the last few years, Bulgarian students have not only improved their literacy skills, but they have also been among the successful participants in national reading competitions, the project initiatives organized by the Ministry of Education and Science and the clubs for readership interests of the local libraries .Our pupils work on learning projects both in school time and in extracurricular activities that teachers place on their own. Design works are not only a pleasant activity for learners, but also a way of enriching the child's personality, building useful competencies and stimulating the development of creative activity. Apart from the above, the project activities allow students to share ideas, experiences, interests, teamwork, listen and respect with respect to their classmate's point of view, to communicate as equal partners in the process of project endeavors. Teamwork brings together the class and sets the foundations for a friendly work environment where each team member makes every effort to finalize the project.

Application of the Science Process Skill Approach in Improving Student Activities and Learning Outcomes in Science Subjects in Kabuyu Inpres Elementary School

2020 ◽  
Vol 3 (1) ◽  
pp. 14-23
Author(s):  
Ni Made Catri ◽  
Lilies N. Tangge ◽  
Afadil Afadil
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Activity ◽  
Process Skills ◽  
Research Subjects ◽  
Class V ◽  
Science Process Skills ◽  
Percentage Score ◽  
Student Activities

This study aims to describe the increase in activities and student learning outcomes in learning Natural Sciences in class V Kabuyu Inpres Elementary School through the application of the science process skills approach. The method used in this research is classroom action research which consists of 4 stages, planning, implementation, observation, and reflection, with data collection techniques using evaluation tests, observation sheets, and field notes. Research subjects were 27 students. The results showed that using existing instructional devices showed an increase in student and teacher activities. Student learning activity shows the percentage score obtained on the first cycle is 70.05% in the category enough, in the second cycle showed an increase in the percentage score of 90.48% category very good, an increase of 20.43%. Teacher observation activities when applying the material in class I showed a percentage score of 78.33% in the good category, in the second cycle, the percentage score was 95.00% in the very good category, an increase of 16.67%. In the results of the analysis of evaluation tests, the first cycle students showed the percentage of classical completeness 53.70% for the percentage of classical absorption 71.06%, the second cycle showed an increase in the results of the evaluation test evaluation on the percentage of climax completeness obtained 90.74%, and the percentage of absorption laxative results showed 84.96%, KBK increased by 37.04% and DSK increased by 13.90%. Based on the acquisition of these results, it was concluded that the approach to science process skills can improve student learning activities and outcomes in the heat transfer material in class V of Kabuyu Inpres Elementary School in 2018-2019.    

scholarly journals The Effect of the Difference Between Infographic Designing Types (Static vs Animated) on Developing Visual Learning Designing Skills and Recognition of its Elements and Principles

2018 ◽  
Vol 13 (09) ◽  
pp. 204 ◽  
Author(s):  
Mohammed Kamal Afify
Keyword(s):  
Learning Outcomes ◽  
Visual Learning ◽  
College Of Education ◽  
Kingdom Of Saudi Arabia ◽  
Learning Materials ◽  
Design Elements ◽  
Learning Content ◽  
Instructional Processes ◽  
The Difference ◽  
Group 2

This In the scope of improving learning outcomes in the age of technology, this study comes as an attempt to investigate the extent to which infographics are effective in developing learning outcomes for students. It has also attempted to study the effect of infographics types, static versus animated , on developing the skills of designing and producing visual learning materials, and the recognition of design elements and principles. The study was conducted on a sample of students of the College of Education at Imam Abdu Rahman bin Faisal University (IAU) in the Kingdom of Saudi Arabia. The sample students number is 36, and they are from students enrolled to study design and production of instructional media course (EDU195N) in the second semester of 2016/2017. The students involved are divided into two experimental groups, group (1) with 19 students who have studied the learning content through static infographics via WhatsApp platform, group (2) with 17 students who have studied the learning content through animated infographics via WhatsApp platform. In the overall, the results revealed that infographics effect the development of some learning outcomes. Besides, the results also demonstrated that static infographic type has more effects on developing skills of designing and producing visual learning materials and recognizing its elements and principles compared to the animated type. And this suggests deep consideration of integrating infographics in teaching e-courses, as well as considering the characteristics and appropriateness of each of the designing types, static versus animated when implemented in instructional processes for better outcomes for learners.

scholarly journals Improving Students’ Learning Outcomes Through The Use of Substitution Drills Method in Simple Present Tense Material The 10th Grade Of Social Science MAN 1 Banjarmasin Academic Year 2018/2019

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Fakhrunisa Fakhrunisa
Keyword(s):  
Social Science ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Activity ◽  
Distribution Data ◽  
Research Subjects ◽  
Science Data ◽  
10Th Grade ◽  
Present Tense

The research about the use of substitute drills learning methods on simple present tense has been carried out which aims to know (1) the increasing activities in implementation classroom action, (2) the increasing student learning outcomes and (3) the student responses in the learning activity by using the substitutions drills strategy. The research conducted a classroom action research design (CAR) with two cycles. Each cycle consists of planning, implementing actions, observing and evaluating, and analyzing and reflecting. The research subjects were the 34 students of 10th grade of social science. Data were collected through observation techniques, learning achievement tests, and questionnaire distribution. Data were analyzed with quantitative descriptive analysis techniques and qualitative analysis. Based on the results of research, by using learning substitutions drills method on simple present tense material can increase the activities of implementing classroom actions and student learning outcomes.

Sign in / Sign up

Export Citation Format

Share Document