Developing BTEM-Based Virtual Biology Laboratory to Improve Students' Critical Thinking Skills on the Concept of Bacteria

Aripin, Ipin; Suryaningsih, Yeni

doi:10.24235/sc.educatia.v9i2.7379

Cited by 9 publications

(8 citation statements)

References 25 publications

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“…In addition, the use of images can also make it easier for students to capture abstract things or formulations. This is in accordance with the statement according to Jean Piaget, namely the characteristics of elementary school students who enter the concrete operational stage (Aripin et al, 2020).…”

Section: Introductionsupporting

confidence: 91%

Design of Augmented Reality (AR) Learning Media in Ecosystem Meteri in Elementary School Inclusion Classroom

Frasnyaigu,

Mulyahati,

Aprilia

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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One of the multimedia technologies that is increasingly popular today is Augmented Reality (AR) technology. The current phenomenon is that inclusive schools still do not have learning media that accommodate children with special needs to be able to develop in accordance with the planned learning objectives. This research tries to develop a media that involves verbal elements represented by reading texts and nonverbal media in the form of three-dimensional projections simultaneously by utilizing AR technology in inclusive classes. The stages of the research conducted refer to the Bord and Gall development model. Development research is divided into several levels of research, while the level of this research is at level 1. Where at level 1 the research stages of the research are carried out to carry out development without testing the product. This research produces Augmented reality-based learning media design in ecosystem material on the food chain sub-chain in grade V elementary school. Learning media design is carried out based on the stages of exploring potential problems of making deian based on the results of the literature review and the validation process by experts. The conclusion is that augmented relaity learning media can visualize abstract concepts for understanding and the structure of an object model allows Augmented relaity as a more effective media in accordance with the objectives of the learning media

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Section: Introductionsupporting

confidence: 91%

Design of Augmented Reality (AR) Learning Media in Ecosystem Meteri in Elementary School Inclusion Classroom

Frasnyaigu,

Mulyahati,

Aprilia

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Biology subject matter used in learning media (Table 3) is available in Table 4. (Darmawan & Nawawi, 2020;Prihatiningtyas et al, 2021;Riska et al, 2021) 3 Biodiversity (Utami et al, 2020;Wicaksana et al, 2020) 2 Kingdom Animalia and ecology (Kania et al, 2021) 1 Protists (Hariyadi, 2021;Putri & Ardi, 2021) 2 Bacteria (Aripin & Suryaningsih, 2020) 1 The scope of biology (Mahendra, 2021;Nurbaetina & Roviati, 2021;Raneza et al, 2021) Learning media is undoubtedly related to the subject matter. The biology subject matter used in the application of high school biology learning media during the Covid-19 pandemic can be seen in Table 4.…”

Section: Resultsmentioning

confidence: 99%

High School Biology Learning Media During the Covid-19 Pandemic in Indonesia: Systematic Literature Review

Dewi

Saifuddin²

2022

BIOEDUKASI

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The covid-19 pandemic has led to a change in learning from face-to-face to online learning; learning media has an essential role in the online learning process in understanding students to the material studied. This research aims to determine the types and characteristics of high school biological learning media during the covid-19 pandemic. This study is a Systematic Literature Review using Google Scholar and Dimensions databases. Articles that meet the inclusion and exclusion criteria as research data several 29 scientific articles, including international journals, accredited national journals, and not accredited national journals, thesis, and proceedings. The results of this study indicate that there are various types of high school biology learning media during the COVID-19 pandemic, namely visual-based learning media, audio-visual-based learning media, and computer-based learning media. Most often used during the covid-19 pandemic were hypertext media (such as google classroom) and how to use high school biology learning media during the covid-19 pandemic, which were found to be online/offline and installed/not installed. The material biology learning most widely researched is virus and the scope of biology. This study implication shows various learning media biology in senior high school during pandemic covid-19, so other researchers can develop or use other learning media on teaching and learning biology in senior high school.

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“…The web-based display format significantly aids students in independently participating in experiments (Bajpai & Kumar, 2015;Sypsas & Kalles, 2018). Moreover, virtual laboratories enable remote access to various resources, including measurement instruments, video cameras, microphones, electrical and mechanical circuits, chemical reactions, biology experiments (science), and other related tools (Aripin & Suryaningsih, 2020).…”

Section: Discussionmentioning

confidence: 99%

Using Multimedia Interactive Web Blog Science Virtual Laboratory to Improve Students' Critical Thinking and Concept Mastery

Andriani,

Sulistyorini,

Sunarso

2024

edu

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The presence and condition of laboratories are critical factors in the success of learning activities through practical work, thereby improving student motivation and interest in learning. This research aims to determine the utilization of a virtual laboratory in improving critical thinking skills and mastery of science concepts for Elementary School Teacher Education (PGSD) students. The research used an experimental method utilizing a quasi-experimental design, specifically a nonequivalent control group design. Purposive sampling was the chosen sampling technique, and the research sample comprised 42 second-semester students from the Elementary School Teacher Education Department enrolled in the Elementary School Science Laboratory course. The samples were intentionally divided into two groups: Group K, the experimental group, and Group O, the control group. A multiple-choice test served as the data collection instrument. The collected data were analyzed using the N-Gain formula and t-test. The N-Gain results for concept mastery in the experimental group are 0.5%, and in the control group, it is 0.3%. Meanwhile, the average score for critical thinking skills in the experimental group is 80.77, and the average score for the control group is 76.31. Therefore, using a virtual laboratory affects students' mastery of concepts and critical thinking skills in Natural Science.

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Developing BTEM-Based Virtual Biology Laboratory to Improve Students' Critical Thinking Skills on the Concept of Bacteria

Cited by 9 publications

References 25 publications

Design of Augmented Reality (AR) Learning Media in Ecosystem Meteri in Elementary School Inclusion Classroom

Design of Augmented Reality (AR) Learning Media in Ecosystem Meteri in Elementary School Inclusion Classroom

High School Biology Learning Media During the Covid-19 Pandemic in Indonesia: Systematic Literature Review

Using Multimedia Interactive Web Blog Science Virtual Laboratory to Improve Students' Critical Thinking and Concept Mastery

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