The Effectiveness of Online Simulation with GDL and PBL toward Students’ Digital Literacy Skill (original) (raw)

Web-Based Simulation on Physics Learning to Enhance Digital Literacy Skill of High School Students

JIPF (Jurnal Ilmu Pendidikan Fisika)

The study aimed to investigate the effectiveness of Web-Based Simulation (WBS) on Physics learning to enhance digital literacy skills of Grade XI students in high school. The level of digital literacy skills of the students in the experiment and control group before and after they study using WBS learning and none was determined respectively. The comparison of their levels before and after the study was done to determine the effectiveness of the WBS learning. The participants of this study were 49 students of science class, with 14-16 age. The research design in this study were descriptive-comparison and pretest-posttest experimental design. Data analysis using Anova mixed design with significant 5%. The result of this study are level of students' digital literacy skill before learning process is generally very low; but after the treatment these skill was comparatively increased. In addition, there was a significant difference in the level of digital literacy skill of the classe...

Digital Literacy Overview: Challenges in Online Physics Learning at New Normal Era

2021

This study aimed to determine the extent of the digital literacy contribution to physics learning carried out by students at a university in Jayapura city in Physics Education Study Program at new normal era. The descriptive research approach was used in this study. This study’s population were all students of the Physics Education Study Program divided into 4 groups totaling 96 people. Based on the sampling process from 4 existing groups, purposive sampling was carried out so that the selected ones were students from academic year 2017 with a sample size of 18 people. This research was conducted at a university in Jayapura city in Physics Education Study Program, in September 2020. In this study, data collection techniques were used in the form of a closed questionnaire (structured questionnaire) and interviews to carry data triangulation. The results showed that every aspect of digital literacy has a variation in scores and different interpretations. The three aspects are Use Skil...

The Online Laboratory Simulation with Concept Mapping and Problem Based Learning (Ols-CMPBL): Is It Effective in Improving Students’ Digital Literacy Skills?

2020

Digital literacy skills of students in Indonesia are still very low. This study aims to examining the effectiveness of Online Laboratory Simulation with Concept Mapping and Problem-Based Learning model in improving students’ digital literacy skills. The research objectives have been describing the significances of the difference between learned students using the PBL model, Online Laboratory Simulation with Problem-Based Learning (OLS-PBL) model, Online Laboratory Simulation with Concept Mapping and Problem-Based Learning (OLS-CMPBL) model. It is a quasi-experimental with pre and post-test design. The population of this research is students in Islamic State School Yogyakarta (MAN), Indonesia. The random sampling technique was used from the three schools of Islamic State Schools. There were 97 students of class XI science at Islamic State School 1 (MAN 1) as participant. The technique of data analysis was used the paired-sample t-test, comparative-descriptive analysis, and ANOVA mixe...

EFFICACY OF COMPUTER-BASED SIMULATION ON STUDENTS ACHIEVEMENT IN PHYSICS EDUCATION

The efficacy of Authors' developed computer-based simulation instructional package for teachingphysics concepts was examined using Pretest – Posttest Experimental group design. Sixty students (30 males and 30 females) SSII students from two secondary schools in Minna, Nigeria, made-up the sample. The schools were randomly assigned to experimental and control groups. The experimental group was taught selected concept of physics using computer-based simulation package (CBSP) and traditional method was used for the control group. Physics Achievement Test (PAT) was used for collecting data for this study. PAT is a 10-item multiple-choice objective type achievement test covering two selected topics in physics. It was administered to the student as pretest and posttest. The data collected were analyzed with the t-test statistics. Results revealed that the students taught with CBSP performed better than the control group. The CBSP was found also to be gender friendly.Based on the findings, it was recommended that physics teachers should used computer-based simulation for improving the students performance in physics education.

An Investigation of Students' Use of a Computational Science Simulation in an Online High School Physics Class

Education Sciences , 2019

Science educators have begun to explore how students have opportunities to not only view and manipulate simulations, but also to analyze the complex sources of data they generate. While scholars have documented the characteristics and the effects of using simulations as a source of data in face-to-face, K-12 classrooms, how simulations can be taken up and used in such a way in fully-online classes is less-explored. In this study, we present results from our initial qualitative investigation of students' use of a simulation in such a way across three lessons in an online, Advanced Placement high school physics class. In all, 13 students participated in the use of a computational science simulation that we adapted to output quantitative data across the lesson sequence. Students used the simulation and developed a class data set, which students then used to understand, interpret, and model a thermodynamics-related concept and phenomenon. We explored the progression of students' conceptual understanding across the three lessons, students' perceptions of the strengths and weaknesses of the simulation, and how students balanced explaining variability and being able to interpret their model of the class data set. Responses to embedded assessment questions indicated that a few developed more sophisticated conceptual understanding of the particle nature of matter and how it relates to diffusion, while others began the lesson sequence with an already-sophisticated understanding, and a few did not demonstrate changes in their understanding. Students reported that the simulation helped to make a complex idea more accessible and useful and that the data generated by the simulation made it easier to understand what the simulation was representing. When analyzing the class data set, some students focused on fitting the data, not considering the interpretability of the model as much, whereas other students balanced model fit with interpretability and usefulness. In all, findings suggest that the lesson sequence had educational value, but that modifications to the design of the simulation and lesson sequence and to the technologies used could enhance its impact. Implications and recommendations for future research focus on the potential for simulations to be used to engage students in a variety of scientific and engineering practices in online science classes.

STATISTICAL SURVEY OF THE OUTCOME OF EFFECTIVE USE OF COMPUTER SIMULATIONS IN STUDENTS' LEARNING

EDULEARN17 9th International Conference on Education and New Learning Technologies, 2017

Computer simulations are designed for our 1st year students who study physics during the second semester and aim at enhancing students' understanding of physics phenomena and laws, and their practical laboratory skills. In order to enhance self-learning and group-learning activities we created a virtual physics laboratory where computer simulations are being used. Over the last decade, we have developed several computer simulations using Adobe Flash, HTML5 and JavaScript technologies. We reported considerable progress in students' ability to work in the physics laboratory and a significant increase of their scores at lab tests and final exams. This paper describes a statistical survey conducted to analyze the improvement of students' scores at their lab tests and in final physics exams in the last five academic years. Our statistical study collected descriptive statistical data from students studying both in Romanian (RO) and in English (EN) at the Faculty of Civil Engineering and Building Services of ``Gheorghe Asachi{''} Technical University, Iasi (Romania) and contains inferential statistical results. Statistical analysis was performed for a total of 753 students including 534 students who study in Romanian (RO) and 219 students who study in English (EN). We noticed a rising tendency of high marks (8-10) and medium marks (5-7) in final exams. Therefore, marks rose by 23.83 \% at courses taught in Romanian and by 9.42 \% at courses taught in English, which means an average rise by 19.06 \% from 2012-2013 to 2016-2017. With regards to laboratory marks, there was a rise by 13.17 \% at laboratories taught in Romanian, by 18.75 \% at laboratories taught in English, namely a general average rise by 14.33 \% (RO) + (EN). Furthermore, two thirds of the students improved their scores because they used the virtual physics laboratory. The findings of the statistical survey prove that learning improved considerably due to the use of computer simulations and virtual physics laboratory.

Application of Simulation-Based Media to Physics Learning Achievement of Student at XI IPA Grade SMAN 1 Bontonompo

2016

This study is pre-experimental research with One-Shot Case Study Design that aims to describe learning physics and to know the average of physics learning achievement after taught by using simulation-based media that achieved 75% of an ideal score. The subject in this study was class XI IPA 6 SMAN 1 Bontonompo academic year 2015/2016 consist of 31 students. Descriptive analysis result was obtained the average of physics learning achievement at in very good category and percentage of highest score at the knowledge level analysis (C4) and lowest score at analysis level comprehension (C2). Result of hypothesis test was obtained the average of physics learning achievement after taught by using simulation-based media can reach over 75% of the ideal score 38,25.

Effects of Computer Simulation on Learners’ Participation in Physics in Selected Secondary Schools in Kangundo Sub-County

Journal of advances in education and philosophy, 2023

This study examined the use of e-learning technologies as predictors of students' academic performance in public secondary schools in Kangundo subcounty, Machakos county, Kenya The study was guided by three objectives, three research questions and hypotheses. The population of the study comprised of 31 academic staff, 1560 students of 31 secondary schools in Kangundo subcounty, Machakos county, Kenya. The sample size for this study was 266 respondents, representing 10-30% of the entire population. The sampling technique was a proportionate stratified random sampling. The instruments were questionnaire and teacher made test, used for the study to generate date. The instruments were validated and it reliability were tested using Kuder Richardson method, which yielded coefficients of 0.84 and 0.82 for The Use of E-learning Technologies Scale (TUETS) and Teacher Made Test Scale (TMTS) respectively. The research questions were answered while the hypotheses were tested with Chisquare associated with simple regression at 0.05 level of significance. The findings revealed that the use of computer Simulated models helped learners participate fully and more in class than conventional methods thus enhancing performance of students in Kangundo subcounty, Machakos county, Kenya, while smartphone as e-learning technologies predicts students' academic performance in public secondary schools in Rivers State to a high extent. Based on the findings, it was recommended among others that the government who are the owners of public secondary schools should ensure that all schools have functional laptop computer laboratories, accessible to both teachers and students with trained personnel to help them acquire relevant ICT skills that will aid teaching and learning process for improve both the participation and hence the academic performance of students. Also, parents should explore all positive means to provide smartphones, constant strong Wi-Fi connection, browsing data, constant power supply for students with strict monitoring by the school PTA to guide, orientate and control students on how they can use the smartphones available to them to their own advantage, as all of these will enhance effective academic learning activities with minimal distraction.

The effects of computer assisted physics experiment simulations on students' learning

The main goal of this study is to present the significant difference between utilization of simulations of physics experiment during lectures and traditional physics lecture. Two groups of 115 students were selected for the purpose of the study. The same subjects have been taught to both groups, while a group of 115 had their lectures in science and technology class supported by physics experiment simulations for a month, the other group of 115 had their lectures in a traditional way. The r esearch has been conducted in Izzet Unver highs school in Istanbul, Gungoren. The main resource of this research is the data collected through surveys. The survey is a result of the literature and the suggestions of the experts on the topic. Thirty questions were prepared under ten topics. Two different surveys were conducted during the data collection. While the first survey questions focused on the effects of traditional lecturing on students, the second survey questions were targeting the effects of lecturing via the support of psychics experiment simulations. The data collected as a result of the survey which was coded in to SPSS Software and statistical anal yses was conducted. In order to test the significant difference between the means t-test was utilized. 0.05 was chosen as the significance level. As a result of the analyses utilized, significant differences were found in their satisfaction on class materials, in their motivation, in their learning speed, in their interest in the class, and in their c ontribution to the class. In findings such as the effect on students' learning, information availability, organization of information, students' integration to the class and gaining different point of views " lectures supported by physics experiment simulations " is significantly different from traditional lecturing. As the result of the literature review and the statistical analyses, " lectures supported via physics experiment simulations " seem to be more effective than traditional lecturing in science classes, in issues such as variability of approaches, student concept delusions, laboratory applications, utilization of information technologies and simulations.

Students' Performance on Inquiry-Based Physics Instruction through Virtual Simulation

Jurnal Pendidikan MIPA, 2020

The main goal of this study was to prove the effect of inquiry-based instruction through virtual simulation on students' performance in Physics. Three heterogeneous classes at grades seven with 141 students participated in the research, and a quasi-experimental design with pretest and posttest was used. The participants were divided into three groups for the three different teaching strategies, such as; inquiry-based instruction, virtual simulation, and inquiry-based instruction through virtual simulation taught by the same teacher. The pretest and posttest scores of the three groups were analyzed using comparative analysis, an F-test to determine if there is a significant difference in the students' performance in learning the Physics concept before and after applying the inquiry-based method and virtual simulation strategy of teaching. The same was used to compare the difference between their performance before and after using inquiry-based instruction through virtual simulation. The findings revealed that inquiry-based instruction caused satisfying acquisition of scientific concepts related to content taught in Physics. The outcomes also supported that all the three teaching strategies have a highly notable effect on the students' performance in Physics. As a result, the inquiry-based instruction through virtual simulations had a potential to help grade seven students improve their performance in Physics. Abstrak: Tujuan penelitian ini adalah untuk membuktikan pengaruh pembelajaran berbasis inkuiri melalui simulasi virtual pada kinerja siswa dalam pembelajaran Fisika. Tiga kelas yang heterogen dengan 141 siswa berpartisipasi dalam penelitian kuasi-eksperimental dengan pretest dan posttest. Para peserta dibagi menjadi tiga kelompok untuk tiga strategi pembelajaran yang berbeda yaitu: pembelajaran berbasis inkuiri, simulasi virtual, dan pembelajaran berbasis inkuiri melalui simulasi virtual. Skor pretest dan posttest dari ketiga kelompok dianalisis menggunakan analisis komparatif dengan uji-F untuk menentukan apakah ada perbedaan yang signifikan dalam kinerja siswa sebelum dan sesudah menerapkan pembelajaran berbasis inkuiri, simulasi virtual, dan pembelajaran berbasis inkuiri melalui simulasi virtual. Temuan mengungkapkan bahwa pembelajaran berbasis inkuiri memberikan hasil yang memuaskan dari konsep-konsep ilmiah terkait dengan konten yang diajarkan dalam Fisika. Hasil juga mendukung bahwa ketiga strategi pengajaran memiliki dampak yang sangat signifikan pada kinerja siswa dalam Fisika. Pada akhirnya, pembelajaran berbasis inkuiri melalui simulasi virtual memiliki potensi untuk membantu meningkatkan kinerja siswa kelas tujuh pada pengajaran Fisika. Kata kunci: pembelajaran berbasis inkuiri, simulasi virtual, pengajaran Fisika.