Developing gamification based biology learning materials for senior high school students in industrial agricultural area in jember, indonesia

Siswati, Bea Hana; Prihatin, Jekti; Kuswati, .; Damayanti, A F; Nafisah, Lulu

doi:10.1088/1742-6596/1839/1/012021

Cited by 4 publications

(3 citation statements)

References 4 publications

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“…Education that pays special attention to the development of these skills will help students to become more independent, creative and adaptive thinkers, which are key attributes for success in today's globalized era (Zhang, 2018). Therefore, this research not only contributes to the level of education, but also has the potential to have a positive impact on students' future personal and professional development (Ningrum et al, 2021;Siswati & Corebima, 2017;Wicaksono & Widoretno, 2015).…”

Section: Introductionmentioning

confidence: 94%

Effectiveness of E-Module STEM Biotechnology to Empower Metacognitive Skills and Science Process Skills of High School Students with Low Academic Ability in Industrial Agriculture Areas

Siswati,

Prihatin,

Aloysius

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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Metacognitive skills are vital for empowering students, especially in subjects like biology that are intertwined with scientific activities. Science process skills are crucial for enhancing the learning process in science. This study aimed to assess the impact of STEM e-modules in Biotechnology on metacognitive and science process skills among students in the industrial agricultural sector, particularly those with low academic proficiency. The research followed a quasi-experimental, non-equivalent control group design with a pretest-posttest research structure. The study population comprised public high schools in Jember, with class XII students from SMAN 1 Jember selected as the sample through cluster random sampling and class equivalence testing using ANOVA. Data collection involved essay tests, and prerequisite tests ensured homogeneity and normality. Hypothesis testing employed a two-way ANCOVA at a 0.5% significance level. The findings revealed that significant differences in metacognitive and science process skills when STEM e-modules were used in Biotechnology material, variations in metacognitive and science process skills based on students' academic abilities, and an interaction between STEM e-modules and academic ability on metacognitive and science process skills. This research suggests exploring the effects of STEM Biotechnology e-modules and academic ability on other dependent variables.

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Section: Introductionmentioning

confidence: 94%

Effectiveness of E-Module STEM Biotechnology to Empower Metacognitive Skills and Science Process Skills of High School Students with Low Academic Ability in Industrial Agriculture Areas

Siswati,

Prihatin,

Aloysius

2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Students can learn well if the facilities and infrastructure for learning are adequate, the teacher's learning model is more interesting, make students more actively involved in the learning process so that students do not feel bored or bored when participating in class learning. Improving good learning outcomes is not only supported by students' willingness to want to study well, but the learning model used by teachers also influences student learning outcomes (Siswati et al, 2021;Sudargini & Purwanto, 2020).…”

Section: Introductionmentioning

confidence: 99%

Effect of Concept Sentence Learning Model on Students' Learning Outcomes

Herawaty

Rajagukguk²,

Sitopu³

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to determine the influence of using the Concept sentence learning model on the learning outcomes of Tamansiswa Pematangsiantar Middle School students. The method used in this study is an experimental method with a randomized control group pretest-posttest design. The research was carried out in three stages, namely the preparation stage, the implementation stage, and the final stage. Data analysis was carried out quantitatively, namely descriptive and comparative. The data analysis technique used is descriptive analysis and inferential statistical analysis. Data testing was carried out in two stages, namely the analysis requirements test (normality test and homogeneity test), and hypothesis testing was carried out by statistical t-test. Research data were analyzed using SPSS version 21.0. From the results of the study, the average value of the post-test for the experimental class was 88.68, while the average post-test for the control class was 85.13. From the results of testing the hypothesis obtained tcount (2.338) > ttable (1.992), then Ho is rejected and Ha is accepted meaning that there is a significant influence of applying the Concept Sentence learning model to student learning outcomes at Tamansiswa Pematangsiantar Middle School. It was concluded that there was an effect of applying the Concept Sentence learning model to the learning outcomes student of senior high school Tamansiswa Pematangsiantar.

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“…Gamification is being increasingly used in various domains ranging from skill identification in recruitment to building engaging course curricula in fields such as computer science, mathematics and biology (Kasahara, Sakamoto, Washizaki, & Fukazawa, 2019;Lo & Hew, 2020;Obaid, Farooq, & Abid, 2020;Schulz, Smaradottir, Prinz, & Hara, 2020;Siswati, Prihatin, Damayanti, Nafisah, et al, 2021). Students often show a keen interest in gamified approaches, and hence they are being explored to enhance traditional programming education (Aycock, Pitout, & Storteboom, 2015).…”

Section: Introductionmentioning

confidence: 99%

NoteG: A Computational Notebook to Facilitate Rapid Game Prototyping

Mathews¹,

Chimalakonda²

2022

Preprint

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Game development-based approaches are increasingly used to design curricula that can engage students, as these can help them apply and practice learnt computer science concepts. However, it can become complex to develop a minimum working game or a prototype with the help of high-end game engines. Game prototyping is one of the most essential parts of the game design and development cycle as it allows developers to continuously test and improve their ideas. In recent years, computational notebooks have gained widespread popularity among developers. They can help run individual code snippets, visualize the output, consolidate the source code, and share live code easily. However, its use has not been explored in the field of game development and prototyping. In this paper, we propose NoteG, a computational notebook towards rapid game prototyping. We evaluated the tool with 18 novice game developers through a questionnaire-based user survey. A majority of the volunteers (66%) found it easy to use and were of the opinion that it saves time. A few of the participants successfully extended the existing framework to implement new game mechanics within their prototypes.

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Developing gamification based biology learning materials for senior high school students in industrial agricultural area in jember, indonesia

Cited by 4 publications

References 4 publications

Effectiveness of E-Module STEM Biotechnology to Empower Metacognitive Skills and Science Process Skills of High School Students with Low Academic Ability in Industrial Agriculture Areas

Effectiveness of E-Module STEM Biotechnology to Empower Metacognitive Skills and Science Process Skills of High School Students with Low Academic Ability in Industrial Agriculture Areas

Effect of Concept Sentence Learning Model on Students' Learning Outcomes

NoteG: A Computational Notebook to Facilitate Rapid Game Prototyping

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