THE EFFECTIVENESS OF ICT UTILIZATION ON COGNITIVE ACHIEVEMENT IN THE VOCATIONAL EDUCATION DURING THE COVID-19 OUTBREAK IN INDONESIA

In the current Covid-19 transition period, it is very necessary to use innovative vocational learning models in digital models. The number of vocational learning models using ICT as the main tool during the pandemic needs to be studied further on how the model is implemented and its effectiveness. The problem that arises is that we do not know whether the use of ICT tools in vocational learning is effectively used. This study aims to empirically verify the effectiveness of ICT in vocational education learning during the Covid-19 transition period. Meta-Analysis is used as a method to conduct this research. There are 30 latest articles reviewed during the year of 2020 to 2021. All articles are classified based on the author, year of publication, the ICT device or application used, and the results of the post-test experimental and control classes. The results are obtained after the calculation using the effect size (ES) formula. The calculation results show that the learning using ICT as a tool during the Covid-19 pandemic has a high effect (1.28) on cognitive achievement in vocational education. The conclusion of this study is that ICT-assisted learning has a high level of effectiveness and is suitable for learning in the vocational field. Then, the dominant multimedia device or application used in the vocational learning in Indonesia is the computer technology network and it is the most widely used for the application of ICT in learning.

A proposed electronic tool for managing educational procedures, following-up teachers' performance in the classroom, and measuring their attitudes

The educational process depends on many procedures, which lead to positive educational outcomes. The research depends on modern technology in the design and development of an electronic tool that manages the teaching process in the classroom from beginning to end. The purpose of the research is to monitor the teacher's procedures by following up on all teaching procedures using an electronic tool for managing the educational process. The teacher implemented all educational lesson procedures in the classroom through the proposed electronic tool according to its prior preparation. The researcher designed a cognitive achievement test for students of the experimental and control groups to measure the effectiveness of the electronic tool. An attitude scale was applied to teachers to identify their attitude toward using the tool in monitoring procedures in the classroom to ensure the effectiveness of the proposed electronic tool in developing the educational process and enriching the academic situation. The research's results indicated that using the proposed electronic tool improved students' educational achievement by comparing the students' results in the experimental and control groups. The teachers' attitude toward using the tool was also characterized as favorable and desired. The research recommended applying the proposed electronic tool to a more significant number of teachers in different specializations, using the tool reports in overcoming problems in the classroom, and conducting more studies related to performance follow-up and observation in the classroom.

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

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.

Independence of Learning and Achievement of Learners' Cognitive Abilities in Thermochemical Materials through the Application of Flipped Classroom

The utilization of online media such as learning videos, e-books, e-libraries, and virtual laboratories as a source of independent learning by learners is still very low, as a result of which teachers are still the main source of learning. This shows the low independence of learning learners, even though independence is one-factor affecting learning achievement. The correct learning methods can increase the independence of learning learners, one of which is by applying flipped classrooms. This research aims to find out the effect of the application of flipped classrooms on learning independence and cognitive achievement of learners in thermochemical materials as well as the correlation of learning independence with the achievement of cognitive abilities of learners. This study is an experimental study with the design of two groups at random. The measuring instrument used is a matter of postest and learning independence questionnaire. The research data were analyzed using the SPSS for Windows program. The results found that learning independence and better achievement of cognitive abilities were shown in the group that applied the class upside down. There was a significant positive relationship between the achievement of cognitive ability and the independence of learning in both groups, both in classes that applied classes in reverse and in classes that did not apply inverse classes.

ASSUMPTION OF COGNITIVE GOALS IN SCIENCE LEARNING

A new didactical approach named "Learning by Being" (LBB) is proposed and its correlation with current educational paradigms in science teaching is analysed. The key idea in LBB is the assumption by the students of cognitive goals, and three components are mandatory in LBB: a) student’s personal learning effort, b) student – teacher mutual feedback and c) metacognition. In other words, the ownership of cognitive goals and students’ deep intrinsic motivation. Several didactic approaches, used within LBB, are analysed: independent research that has an impact factor on cognitive achievement equal to 83%; knowledge of success criteria (impact factor – 113%); ability to reveal similarities and patterns (impact factor – 132%). The core of LBB is guided learning effort that corresponds to the notion of teacher–student harmonic oscillator when both things – guidance from teacher and student’s effort – are equally important. Keywords: conceptual understanding, learning by being, ownership of cognitive goals, science learning.

Addressing the Poor Performance of Ghanaian Junior High School Pupils in selected science concepts through the use of Concepts Cartoons: A Study of Okai-Koi District, Accra

This study explored the use of concept cartoons to enhance the performance of Junior High School pupils in selected science concepts by using pre and post intervention test. Sample comprised 37 Junior High School pupils and one science teacher in Abelemkpe Junior High School in the Greater Accra Region of Ghana. Concept cartoons are instructional tools designed to generate scientific thinking among learners. Adapted to the 5E instructional model, they can be used at any stage of the learning process to facilitate effective learning of scientific concepts. Completed tests based on five selected science concepts were analyzed using the t-test inferential statistics to establish any significance difference between respondents’ mean scores of the pre and post intervention data. Results revealed that the use of concept cartoons to teach the selected science concepts enhanced the pupils’ cognitive achievement. The concept cartoons affected learners’ academic achievement in positive ways. The pupils were able to construct their own knowledge and made meaning of their everyday experiences. Results of the t-test (t (36)=8.41, p=.000), (t (36)=9.38, p=.000), (t(36)=4.85, p=.000), (t(36)=10.58, p=.000) and (t(36)=11.85, p=.000) indicated a significant difference between the mean scores of the pretest and posttest. This implied that the use of concept cartoon had a positive effect on the cognitive achievement of pupils. It is therefore, recommended that JHS integrated science teachers adopt the use of concept cartoons to teach science effectively and to increase the pupils’ motivation to learn science.

The Impact of Exercise on the Rate of Self-esteem and Motivation on the College of Education Students’ Achievement during Covid 19 Pandemic

Undoubtedly, and according to what many studies have proven about the relation between sport practice and physical, mental and mental activity, and according to the health and psychological repercussions caused by the Corona virus pandemic, the importance of sports activity for students was as necessity, accordingly, the study aimed to identify the impact of students’ practice of physical activity on the level of cognitive achievement. Self-esteem and motivation to learn To achieve the goal of the study, the descriptive approach and the quasi-experimental approach were used by applying a measure of the level of cognitive achievement and motivation to learn and self-esteem on the 190 male and female students regularly practicing sports, compared to 170 male and female students who do not regularly engage in sports activity from the students of the College of Education at Kuwait University. The results of the study proved that there is a significant effect of the practice of sports activity on the total score of the scale for students in addition to an effect on the increase in the average score of the scale. The researcher recommended A channel specialized in sports activities for students and the creation of advertising campaigns for social media to encourage students to practice sports.

Making a difference in virtue epistemology

Virtue Reliabilism holds that knowledge is a cognitive achievement—an epistemic success that is creditable to the cognitive abilities of the knowing subject. Beyond this consensus, there is much disagreement amongst proponents of virtue reliabilism about the conditions under which the credit-relation between an epistemic success and a person’s cognitive abilities holds. This paper aims to establish a new and attractive view of this crucial relation in terms of difference-making. We will argue that the resulting theory, Difference-Making Virtue Epistemology, can deal with cases of epistemic luck and testimonial knowledge while revealing the common core of knowledge and other achievements.