Needs Analysis Of Infographic Media Using Technology for Learning Physics (original) (raw)
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International Journal of Information and Education Technology
This research is aimed to find out the usability of infographic as an instructional media in Physics learning among high school students. This research is the third phase (evaluation phase) of the Design and Development Research Approach introduced by Richey and Klein. Chai & Chen Evaluation Model was used in order to evaluate the usability of infographic. There are six students were selected for the research using purposive sampling. The data are obtained by in-depth interview method in the form of semi-structured interviews and analyzed by Miles and Huberman Qualitative Data Analysis Model. This research used open code to simplify the process of data analysis. The findings show that the use of infographic is very helpful and useful for students to understand the Physics concept of rectilinear motions kinematics. Finally, from the perspective of students as infographic instructional media users, it can be concluded that the infographic is an effective solution to Physics learning d...
Need Analysis of Interactive Multimedia Based on Scientific Literacy in Physics Learning
Physics Learning and Education
The 21st century requires the world of education to adjust the development of science and technology in improving the quality of education. However, there are several factors that occur in the field. First factor, the use of technology is not optimal as a medium for learning physics. The second factor, physics learning has not been implemented as needed. The third factor, the low scientific literacy of students. Following up on this, technology-based learning media such as interactive multimedia containing scientific literacy are needed. The first step in creating the media is a needs analysis. The purpose of this study was to obtain information on interactive multimedia needs analysis containing scientific literacy in physics subjects at Padang City Public High School. This type of research is descriptive research. The population of this research is all Padang City Public High School. The sampling technique is stratified random sampling and lottery techniques. So that the samples w...
Periódico Tchê Química, 2021
Background: Assessment to determine the ability to master GLB and GLBB charts, namely the Test of Understanding Graphs in Kinematics (TUG-K). Through TUG-K which is adjusted to basic competencies, teachers can formulate indicators of competency achievement. Aim : This study aimed to develop Physics Graph learning media (GraFIS) on the kinematics concept describe the effectiveness of learning after using GraFIS media and describe students' perceptions of learning using GraFIS media and assessing using TUG-K. Methods: This research is an R and D research. The developed applications used HTML5 technology that can be published on the web app. and mobile app. The application was applied to 143 respondents in grade X MIPA of SMA Negeri 3 Purworejo. Data collection was conducted by giving validation sheets to material experts, media experts, students' questionnaire responses, to provide input on the products developed. Result and Discussion: The results of the research were in the ...
Background The study investigated the main effects of animation information and textual information on students' performance and improving students' attitude towards physics. Material and methods The study adopted the pre-test post-test control group design. The population was made up of SSS 2 students in Ondo State. Three Local Government Areas were randomly selected from the 18 Local Government Areas of Ondo State. Simple random technique was used to select three schools in the selected Local Government Areas. The schools were randomly assigned to two experimental groups namely animation and, textual information strategy and one control group. Two instruments were used for the study. Results One-way Analysis of Variance (ANOVA), Scheffe Post-Hoc pair-wise comparison Analysis, and two-way Analysis of Variance was used. The results showed that there was a significant main effect of animation and textual strategies on students performance in physics. The results also showed that there was a significant difference in the post test attitudinal score of students' exposed to the strategies with the effectiveness in the order of animation, textual, and conventional strategies Conclusions The study concluded that computer-based instruction such as animation and textual strategies could enhance learning outcomes in Physics in senior secondary school irrespective of students' sex.
Impact of Using Graphic Motion Animation in Learning Physics in Kenyan Public Secondary Schools
The International Journal of Science & Technoledge
This project sought to show the impact of the use of graphic motion animation have in learning of Physics in Kenyan Secondary Schools. Learning materials by use of graphic motion animation which were assembled from different sources. According to Indian J. Sci. Res. 7 (1) : 820-824, 2014; influential factors of graphic motion and visual play a great role in effectiveness of this animations. A review of relevant literature revealed that among the different kind of animations, graphic motions are used more than any other is in science teaching. The key advantages been, they do not lose real life information required for learning, aligning them with curriculum is easy unlike others that require aspects that are more technical and that no expertise in programming technology is required. In the research experiment, the project used form 3 students from four sampled schools. Focus group used graphic motion animation while control group used lecture method and any other kind of animation where possible. The focus groups were able to perform given tasks faster than the control group. The concept taught was inertia. The performance was higher in focus group than the in control group on evaluation. Time was also recorded for the tasks completion, where focus groups saved more time. This implied that graphic animation has greater value addition in teaching Physics in Secondary schools than the rest.
___________________________________________________________________ Pedagogical content knowledge is a combination of understanding knowledge material (content knowledge) and ways of educating (pedagogical knowledge). The purpose of this study is to improve student learning outcomes and interests through the implementation of multimedia assisted pedagogical content knowledge. The research method used is control group pretest-posttest design. Data collection was done by test and questionnaire. Data analysis using t test and gain test. The results showed that there was an increase in learning outcomes by the implementation of pedagogical content knowledge (PCK) with t count > t table and N-gain score of student learning outcomes of 0.60. Questionnaire results show the high interest of students in learning by using multimedia of Rectilinear motion.
European Journal of Sustainable Development Research, 2017
Background The study investigated the main effects of animation information and textual information on students' performance and improving students' attitude towards physics. Material and methods The study adopted the pre-test post-test control group design. The population was made up of SSS 2 students in Ondo State. Three Local Government Areas were randomly selected from the 18 Local Government Areas of Ondo State. Simple random technique was used to select three schools in the selected Local Government Areas. The schools were randomly assigned to two experimental groups namely animation and, textual information strategy and one control group. Two instruments were used for the study. Results One-way Analysis of Variance (ANOVA), Scheffe Post-Hoc pair-wise comparison Analysis, and two-way Analysis of Variance was used. The results showed that there was a significant main effect of animation and textual strategies on students performance in physics. The results also showed that there was a significant difference in the post test attitudinal score of students' exposed to the strategies with the effectiveness in the order of animation, textual, and conventional strategies Conclusions The study concluded that computer-based instruction such as animation and textual strategies could enhance learning outcomes in Physics in senior secondary school irrespective of students' sex.
Proceedings of the Proceedings of the 5th International Conference on Education in Muslim Society, ICEMS 2019,30 September - 01 October 2019, Jakarta, Indonesia, 2020
Physics remedial teaching in Indonesian High School (SMA) does not accommodate the diversity of student learning styles. That has an impact on low student learning outcomes (cognitive domain of Bloom's taxonomy C2-C4). This research was conducted at SMA in South Tangerang Banten on November 2018 with a sample of 20 visual students. The sample was selected by purposive technique, from 188 students (tenth-grade natural sciences). Samples were divided into two groups (experiment and control) with the same amount. The results of hypothesis testing (Mann-Whitney test) obtained sig values. 0.040 (α = 0.05), concluded that alternative hypothesis was accepted. There was an influence of flipbook media on visual students' learning outcome in remedial teaching of parabolic motion concept. Students in experimental group experienced a high increase in C4 (analyse) with an N-gain of 0.73. The flipbook is very effective (80%). It helps process of remedial learning and accommodate students.
The Impact of Interactive Physics Animate Media to Concept understanding of High School Students
The purphose of this research is to know the impact of Interactive physics animate media to concept understanding of high school students. The impact of media can be shown by difference of concept understanding indicator before and after learning physics with Interactive Physics animate media. The design of this research is one group pre-test and post-test. The subject of this research are 75 students class XI senior high school. The technique to get data in this research is test before and after learning physics with Interactive physics animate media. The data analyze in this research is using IBM SPSS 20 with paired sample t-test. The result of this research shows that p-value < 0,05 wich mean that the concept understanding of students is increased after using Interactive Physics animate media.
Development and Validation of Infographics Based on the Least Mastered Competencies in Physics
International Journal of Recent Technology and Engineering (IJRTE), 2019
The roles of the teacher inside the classroom include, syllabus preparation, classroom management, selection of appropriate methodology, selection and utilization of instructional materials, evaluation of students performance etc. Teacher's effectiveness inside the classroom is always measured in terms of the knowledge acquisition of its students. The higher the passing rate, the more effective the teacher is. Teachers should always look for different avenues to ensure effective and meaningful teaching and learning. In this regard, this study was conceptualized to develop and validate infographics based on the least mastered competencies of students in physics subject and to determine its effectiveness to the students in terms of knowledge acquisition as an input to science education. The developed infographics are based on the least mastered competencies of students in Physics subject: acceleration, force, friction, energy, free fall, work, momentum and impulse, laws of motion, projectile, speed and velocity, heat, phase change ad thermal expansion. The acceptance was rated based on that which could be strongly agreeable, with specific parameters under investigation being clarity and evaluation, adaptability, learning activities, design characteristics, content, and objectives. The developed infographics promoted students' performance in contentknowledge acquisition. The infographics would serve as an instructional materials and teaching aid in teaching science concepts particularly in physics to promote higher students' performance in content knowledge acquisition. It can also be a tool to promote science literacy in different schools because it is a visual electronic type of material that 'millennial/21st' learners can relate with.