Differences between Indonesia and Singapore based on PISA 2015: Five-factor students’ perception in science education

Arlinwibowo, Janu; Kistoro, Hanif Cahyo Adi; Retnawati, Heri; Kassymova, Gulzhaina K.; Kenzhaliyev, B. К.

doi:10.21831/jipi.v6i1.32637

Cited by 12 publications

(11 citation statements)

References 17 publications

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“…Thus, something logical will be found in the various impact of technology on language learning quality. It makes sense that the findings from each country's data show different impacts since each country has specific educational criteria [60]. However, in general, it is found that technology is able to support language learning output quality.…”

Section: Discussionmentioning

confidence: 99%

Technology's impact on language learning: Meta-analysis on variables and effectiveness

Fajaruddin,

Retnawati,

Setiawan

et al. 2024

EduLearn

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This study explores the correlation between technology utilization and language acquisition while analyzing the impact of moderating variables on this relation. Our meta-analysis approach analyzes data from 43 extracts out of 19 primary studies published between 2012 and 2021. Our data analysis employs a random-effect model utilizing a significance level of α = 0.05. Additionally, the authors examine four moderating variables: level of education, location of research, proficiency in language, and year of publication. Technology-based language acquisition outperforms traditional methods, indicating a significant and moderate impact on the learning process. This study enhances comprehension of the efficacy of technology in language acquisition by identifying various factors, such as the geographical location of research, methods of assessing language proficiency, and technology type employed. However, there is insufficient evidence to support the notion that educational level or sample size significantly impact technology-based language acquisition. This meta-analysis highlights the importance of considering nuanced factors when integrating technology into language learning. The findings emphasize the possibility of technology to transform methods of acquiring language and urge additional investigation into customized strategies that optimize its advantages.

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Section: Discussionmentioning

confidence: 99%

Technology's impact on language learning: Meta-analysis on variables and effectiveness

Fajaruddin,

Retnawati,

Setiawan

et al. 2024

EduLearn

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“…Pembelajaran IPA menekankan pada pemberian pengalaman secara langsung sehingga memberikan keaktifan siswa di Sekolah Dasar. IPA berhubungan dengan cara mencari tahu tentang alam secara sistematis, sehingga bukan hanya penguasaan kumpulan pengetahuan yang berupa fakta-fakta, konsep-konsep, atau prinsip-prinsip saja tetapi juga merupakan suatu proses penemuan (Arlinwibowo et al, 2020;Awe & Benge, 2017). Pembelajaran IPA di Sekolah Dasar mencakup materi pengetahuan alam yang sering dijumpai peserta didik dalam kehidupannya, maka dari itu pembelajaran IPA yang bermakna adalah pembelajaran yang relevan dengan kehidupan sehari-hari (Maryanti et al, 2021).…”

Section: Pendahuluanunclassified

The Impact of MOCK UP Media on Concept Understanding in Science Materials for Class V at SDN 9 Aceh Utara

Fitria¹,

Fazilla²,

Fauziana³

2023

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The low understanding of the concept of fifth-grade students at SDN 9 Aceh Utara in science lesson theme 4 sub-theme 1 is due to the minimal use of instructional media in the learning process, so there is a need for learning media that can improve students’ understanding of concepts, one of which is Mock Up media. This study aims to determine the effect of Mockup media on conceptual understanding in science subjects for class V theme 4 sub-theme 1 at SDN 9 Aceh Utara. This type of research is a quantitative research with an experimental approach. The population in this study were all fifth-grade students at SDN 9 Aceh Utara, totaling 71 students. Sampling using Random Sampling. The research sample was students from two classes, namely 23 students from class V A as the experimental class and 23 students from class V B as the control class. The data collection technique in this study was in the form of a test of 20 questions in the form of a pretest and posttest, with data analysis using SPSS 23. Hypothesis testing using t-test. Based on the research results obtained tcount = 3.513 and ttable = 2.015. This means that tcount > ttable, namely 3.513 > 2.015 at a significance level of 0.05, meaning reject H0 and accept Ha. It can be concluded that there is an influence of Mock Up media on understanding concepts in grade V science subjects, theme 4, sub-theme 1 at SDN 9 Aceh Utara.

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“…Additionally, the science domain presents challenges, as some students perceive it as overly theoretical and difficult to comprehend . Lastly, engineering and technology domains are based on complex concepts, requiring students to master high-level thinking skills for effective learning (Arlinwibowo et al, 2020b;Arlinwibowo et al, 2021a). Despite these challenges, many students are capable of mastering STEM subjects.…”

Section: Introductionmentioning

confidence: 99%

Gamification in the STEM Domain Subject: The Prospective Method to Strengthen Teaching and Learning

Arlinwibowo,

Ishartono,

Linguistika

et al. 2023

JPII

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Several meta-analysis studies related to game-based learning or Gamification have been carried out by various researchers. However, there is still a scarcity of studies specifically elucidating the extent of Gamification's impact on STEM domain subjects. Therefore, this research aims to summarize various research results related to the influence of game-based learning in improving student learning outcomes in STEM domain subjects. This research was a meta-analysis using the standardized group contrast design with a random model. Research data were from articles published in Scopus-indexed journals or proceedings. The inclusion criteria in this research were articles published between 2014 – 2023 in English, quantitative type data with a contrast group design containing control and experimental groups, complete data (n, mean, SD), and research focused on STEM domain subjects. The data collection process used the PRISMA method. To ensure data quality, researchers conducted publication bias analysis using the fail-safe N method. The moderator variables were continent, stem domain, era, developing competency, game type, and education level. The results find that Gamification has a positive impact on student learning outcomes, as indicated by an effect size value of 0.5492 [0.3943; 0.7041] with a confidence interval of 95%. Gamification does not provide a significant positive difference in the moderator variables continent, era, developing competence, and game type. For STEM domain subjects, Gamification is highly recommended to be applied. For the educational level, Gamification is most recommended to be implemented in elementary school.

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Differences between Indonesia and Singapore based on PISA 2015: Five-factor students’ perception in science education

Cited by 12 publications

References 17 publications

Technology's impact on language learning: Meta-analysis on variables and effectiveness

Technology's impact on language learning: Meta-analysis on variables and effectiveness

The Impact of MOCK UP Media on Concept Understanding in Science Materials for Class V at SDN 9 Aceh Utara

Gamification in the STEM Domain Subject: The Prospective Method to Strengthen Teaching and Learning

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