Does mismatch between learning media preference and received learning media bring a negative impact on Academic performance? An experiment with e-learners

Ge, Zi-Gang

doi:10.1080/10494820.2019.1612449

Cited by 13 publications

(12 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The choice scrapbook of child stories as a learning media because it contains stories, pictures, and interesting learning activities so that can be a stimulus for students to interest in storytelling learning. The use of attractive media can increase student learning activities so that it affects the results of students' storytelling skills, this is in line with the opinion that the use of media in learning makes it easier for students to learn and has an impact on the results of student abilities [13], [14], [24]. Scrapbook as a learning medium can provide material and information to students more easily, this is in accordance with research which states that varied learning provides experience for students so that it can provide more information received and good learning outcomes [25], [26].…”

Section: Resultssupporting

confidence: 62%

See 1 more Smart Citation

A scrapbook of child stories as a media to improving the story-telling skill

Fellasufah

Mustadi

2021

EduLearn

View full text Add to dashboard Cite

This research aimed to determine the effect of scrapbook child stories as a media for storytelling skills for elementary school students. This type of research was a quasi-experimental quantitative study with a pretest-posttest group design. The population of this research was second grade elementary school students of Candimulyo sub-district, involving two classes as the control class and the experimental class. The test results were then analyzed using the prerequisite test and hypothesis testing. The prerequisite test consists of the normality test using the Kolmogorov Smirnov test and the homogeneity test using the One Way Anova. Hypothesis testing using t-test with independent sample t-test. The results of the analysis were then tested using a significance level of 0.05. The results of this result showed that the control class and the experimental class had a normal and homogeneous distribution. The t-test results showed a significance level 0.05. It means that there was a significant effect of scrapbook child stories to improve storytelling skills.

show abstract

Section: Resultssupporting

confidence: 62%

“…The teacher as a facilitator is expected to be able to develop learning media [12]. The use of media in learning can increase learning activities, make it easier for students to learn and have a positive impact on students' abilities [13], [14].…”

Section: Introductionmentioning

confidence: 99%

A scrapbook of child stories as a media to improving the story-telling skill

Fellasufah

Mustadi

2021

EduLearn

View full text Add to dashboard Cite

show abstract

“…Learning media used is usually in the form of audio, video, and e-text. Some learning media that are often explored include slides, hypermedia, etc (Ge, 2021;Mcnamara & Shapiro, 2015;Park et al, 2015;H.-F. Shang, 2017;Stebner et al, 2017). The use of learning media in electronic form that does not only contain subject matter can help the learning process become more effective and efficient to improve students' abilities (Qi, 2018;Asrowi et al, 2019;Williamson et al, 2019;Septiani et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Mathematical physics e-module: A study of students' perception based on gender

Astalini¹,

Kurniawan²,

Kurniawan³

et al. 2021

Momentum: Physics Education Journal

View full text Add to dashboard Cite

Student’s perception is the student's assessment of something or information. The objective of this study was to discover how students' general perceptions and gender differences in electronic modules of mathematical physics. The research type is survey-based research with quantitative approach. The research population consists of physics education students from Universitas Jambi with the sample of 80 students from class A and class B. The data analysis techniques used in the study are descriptive statistics analysis and inferential data analysis using t-tests. The results showed that, overall, students have a positive perception with a Sig. (2-tailed) value of 0.011 < 0.005, which means that there is a significant difference in students’ perception. The perception of class A students with gender differences has a Sig. (2-tailed) value of 0.003, while the grade B students have a Sig. (2 tailed) values of 0.020 and 0.013. This means that class A and classs B students have a discernible difference of perception. Student’s perception may be used as a determining factor in the choice of learning materials. This research can be used as a guideline for the development of student perception assessment in the electronic module of Mathematical Physics in the future. The update of this study aims to compare students' perceptions of the overall online module of mathematics and gender differences.

show abstract

“…Innovative learning media contains elements of entertainment and does not only contain subject matter to increase students' motivation or interest in learning (Purnomo & Akhlis, 2012;Subali & Handayani, 2012;Williamson et al, 2019). Audio, video, e-text, slides, hypermedia, and others are forms of learning media that are widely used in the teaching and learning process (Mayer et al, 2005;Mcnamara & Shapiro, 2015;Park et al, 2015;Shang, 2017;Stebner et al, 2017;Ge, 2019). Learning media that uses video, images, and audio require smart media tools to record so that students can learn without having to experience directly what they have to learn (Ferawati & Rusilowati, 2012;Leinonen et al, 2016;Vartiainen et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Comparison of Perception and Implementation of Mathematical Physics for Matrices

Astalini

Kurniawan

Simamora

2021

J. Pendidik. Fis. Keilmuan

View full text Add to dashboard Cite

<p class="JIPIAbstractBodyEnglish">Perception is a person's assessment of the object or information. The purpose of this study was to determine how students perceive and see which students have a positive perception of the e-module physics-mathematics matrix based on gender differences. The type of research used is survey research. The research approach used is quantitative research. The research population is Jambi University physics education students with a total sample of 120 students. The data analysis technique used is descriptive statistical data analysis and inferential data analysis with Anova and post hoc Tukey B tests. The results of the study through the Anova test showed that female students and male students obtained sig. smaller than 0.05, namely 0.001 and 0.037, which means that the perception is significantly different from the post hoc results of the Anova test as a whole, indicating that the average perception does not have a significant difference. Male students have a more positive perception than female students. Gender differences that exist in students have an influence on student perceptions. Student perceptions can be used as a guide for lecturers to choose learning media that will be used in the classroom. This research can be used as a guideline for the development of student perception assessments on the mathematical physics e-module in the future with an update in this study, namely student perceptions of the mathematics physics e-module based on gender differences.</p>

show abstract

Does mismatch between learning media preference and received learning media bring a negative impact on Academic performance? An experiment with e-learners

Cited by 13 publications

References 46 publications

A scrapbook of child stories as a media to improving the story-telling skill

A scrapbook of child stories as a media to improving the story-telling skill

Mathematical physics e-module: A study of students' perception based on gender

Comparison of Perception and Implementation of Mathematical Physics for Matrices

Contact Info

Product

Resources

About