Effect of science virtual laboratory combination with demonstration methods on lower-secondary school students’ scientific literacy ability in a science course

Lestari, Diah Puji; Supahar, Supahar; Paidi, Paidi; Suwarjo,; Herianto,

doi:10.1007/s10639-023-11857-8

Cited by 5 publications

(2 citation statements)

References 69 publications

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“…Existing videos helped to reduce the question "what" in remembering an image by students (Zandvakili et al, 2019). If there was a lack of laboratory equipment in school, learning media supported by technology that can be used include virtual laboratories (Lestari et al, 2023). The COVID-19 pandemic made it impossible for a long time to have a laboratory teaching when this research was being done.…”

Section: Discussionmentioning

confidence: 99%

MIB-Inquiry-Infographic Android Application and Its Impact on Students' Critical Thinking Skills during the COVID-19 Pandemic

Supahar,

Baihaqi,

Putranta

et al. 2024

EUROPEAN J ED RES

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<p style="text-align: justify;">Momentum-impulse requires critical thinking skills, and teaching should be encouraging for students. Critical thinking skills can be fostered through inquiry-based learning. During the COVID-19 pandemic, familiar learning media were used for students. Therefore, it is necessary to develop creative learning media. This developmental research aimed to create a momentum-impulse e-book based on inquiry supported by infographics (MIB -In-graph) to enhance students' critical thinking skills. The developmental model was a 4D model with field testing, i.e., a pretest-posttest control group design with three classes. Descriptive analysis showed that MIB-In-graph, an Android application, received a good average rating in content, worksheets, and forms. Students’ responses were very positive. Mixed design ANOVA showed that the mean score of students’ critical thinking skills increased significantly from the pretest to the posttest in each class and students’ critical thinking skills in the experimental class was more salient than control class 1 and control class 2. The highest difference in mean scores was in the experimental class. The differences were influenced by various factors such as learning approaches, media use, pictures, and collaboration.</p>

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Section: Discussionmentioning

confidence: 99%

MIB-Inquiry-Infographic Android Application and Its Impact on Students' Critical Thinking Skills during the COVID-19 Pandemic

Supahar,

Baihaqi,

Putranta

et al. 2024

EUROPEAN J ED RES

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“…Furthermore, Indonesia is active in conducting training on the use of technology in teaching targeting educational institutions and practitioners. Practitioners and even students are expected to be trained in making digital learning videos, managing online classes, digitalbased interactive media and even virtual laboratories (Irhasyuarna et al, 2022;Lestari et al, 2023;Nugroho & Wilujeng, 2019). If explored further, this could be an important asset for designing FC learning in biology learning.…”

Section: Researcher Nationality and International Collaborationmentioning

confidence: 99%

Flipped classroom strategies in biology learning: A systematic literature review

Jasman,

Sulisetijono,

Mahanal

2024

JPBI

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Biology as an integral part of science learning continues to be maximized by integrating technology into its learning design. The definite manifestation of this integration process is to achieve meaningfulness, activeness, and effectiveness of the learning carried out. The flipped classroom (FC) is gaining popularity as a pedagogical model that uses the important benefits of technology in its learning environment. FC is proven to be an effective teaching mode that empowers students' 21st-century skills, stimulates students' self-learning, and improves academic performance. The potential of the FC is interesting to explore to what extent biology welcomes the FC. The aimed of this systematic literature review is to review and analyze articles published by Scopus indexed journals. We used the keywords "Flipped classroom and biology" in the search menu in the Scopus database and succeeded in finding 72 articles. There were 21 articles that met the criteria for further analysis. The inclusion and exclusion model used is PRISMA. The findings obtained are the trend of FC publications in biology learning over the last ten years. The approaches used in this research include quantitative, mixed method, case study and qualitative. Key words that are often used by writers are student, human, biology. The biology keyword has a branch, namely active learning. There are 9 countries of origin of authors who publish articles. The United States is a country that is active in publishing. Articles published on each continent are not evenly distributed. The dominant articles are published in collaboration with one country and rarely are articles published by one author. We have succeeded in formulating a picture of the existence of the FC in biology learning over the last ten years. These findings can be a consideration or reference for researchers to explore and study more deeply research related to the FC in biology learning based on their respective urgency.

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The IndagApp mobile app: an inquiry-based science teaching resource: usability evaluation with pre-service teachers

Yánez-Pérez,

Toma,

Meneses-Villagrá

2024

J. New Approaches Educ. Res.

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Virtual laboratories and simulations have emerged as innovative solutions for science teaching. However, existing resources have various limitations and constraints including cognitive load/mental burden and limited coverage of all necessary steps in scientific inquiry, focusing mainly on the experimental simulation. To bridge this gap and address these challenges, the present study introduces the design and usability evaluation of IndagApp, an innovative educational resource explicitly developed to support inquiry-based science teaching. A convergent mixed methods design and a convenience sampling of 90 pre-service teachers were used. The findings indicate that IndagApp exhibits a high level of technological and pedagogical usability. Feedback from the users was incorporated to improve the app, resulting in its final version, which incorporates best practices from existing literature on authentic inquiry-based science teaching. IndagApp is freely accessible in the Spanish language, and compatible with Android 5.0 + smartphones and tablets, as well as PCs running Windows 7 or above operating systems. This research provides a timely and significant educational resource that may assist educators in enacting reform-oriented teaching practices.

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Effect of science virtual laboratory combination with demonstration methods on lower-secondary school students’ scientific literacy ability in a science course

Cited by 5 publications

References 69 publications

MIB-Inquiry-Infographic Android Application and Its Impact on Students' Critical Thinking Skills during the COVID-19 Pandemic

MIB-Inquiry-Infographic Android Application and Its Impact on Students' Critical Thinking Skills during the COVID-19 Pandemic

Flipped classroom strategies in biology learning: A systematic literature review

The IndagApp mobile app: an inquiry-based science teaching resource: usability evaluation with pre-service teachers

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