effectiveness of animated videos to improve science process skills and creativity in science learning during    COVID-19 pandemic

Nurhayati, Nurhayati; Lasmawan, I Wayan; Arnyana, Ida Bagus Putu; Candiasa, I Made

doi:10.53730/ijhs.v6n2.8971

Cited by 10 publications

(12 citation statements)

References 30 publications

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“…Furthermore, COVID19 is rapidly spreading, is humanto-human transmissible, specifically in health care settings, and can lead to death. Therefore, midwives' emotional and behavioral reactions must be recognized and empowered through specialized education and training to overcome psychological distress and help midwives provide care under extremely challenging clinical conditions such as the spread of the novel coronavirus (Alnazly et al, 2021;Nurhayati et al, 2022). In the current study, half of the midwives' participants indicated higher levels of burnout.…”

Section: Association Of the Scale Scores Of The Participants With The...mentioning

confidence: 75%

Impact of the COVID-19 pandemic on the mental health of midwives

Amarneh

Obeidat

2022

ijhs

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This study was conducted to determine midwives' psychological impact levels of the COVID-19 pandemic related to uncertainty, fear, emotional exhaustion, anxiety, and depression. The majority of midwives had mild to moderate levels of anxiety 170 (43.7%), about half of participants had high emotional exhaustion 197 (50.6%), mild depression 177 (45.5%), moderate worry 178 (45.8%), and mild to moderate fear 239 (61.4%). Working in a hospital, low income, increased workload, insufficient protection equipment, and the presence of disease among parents and relatives were independent risk factors for anxiety and emotional exhaustion. Moreover, low educational level working in a hospital, increased duty hours, low income, increased workload, and pregnancy were independent risk factors for depression. In addition, increased duty hours contributed as a worry independent risk factor. At the same time, independent risk factors of fear were Increased duty hours, insufficient protective equipment, and pregnancy. The COVID-19 pandemic has induced anxiety, emotional exhaustion, depression, worry, and fear among midwives. Psychological intervention for midwives needs special attention to prevent, alleviate or treat psychological impact.

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Section: Association Of the Scale Scores Of The Participants With The...mentioning

confidence: 75%

Impact of the COVID-19 pandemic on the mental health of midwives

Amarneh

Obeidat

2022

ijhs

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“…Fun in learning, interest in learning time, social implications, scientific normality for science learning (Sulistioning et al, 2020), & outdoor learning (Skarstein & Ugelstad, 2020) Learning should not only be in classroom 8 Necessity of media literacy (Anwar et al, 2020) that is embodied in the form of science learning framework online (Opere, 2021), online community (Herodotou et al, 2022), flipped classroom (Shana & Alwaely, 2021), open educational resources (Gerard et al, 2022), use of multimedia (Herianto & Wilujeng, 2021), virtual reality understanding (Hite, 2022), virtual science learning (Telenius et al, 2020), using Edmodo (Ryane & El Faddouli, 2020), animated videos (Nurhayati et al, 2022), motion graphic animation videos (Hanif, 2020), mobile science learning (Chang et al, 2021;Jeno et al, 2020)., VR simulations (Pande et al, 2021) Science learning media must be technologically advanced 9 10 Urgency of cognitive assessment techniques (Darmawan et al, 2020), multiple self-regulated learning measures (Gandomkar et al, 2020), & performance assessment (Yakob et al, 2021).…”

Section: Science Learning Needsmentioning

confidence: 99%

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

Nurwidodo

Ibrohim

Sueb

et al. 2023

EURASIA J Math Sci Tech Ed

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Currently, the world’s science learning is being affected by COVID-19 pandemic, which requires researchers to address it. Researchers’ attention and concern for the theme of science learning is highly expected, as evidenced by the existence of publications in reputable journals. The purpose of this systematic literature review is to review and compare investigations of research on articles published by Scopus-indexed journals (published during COVID-19 pandemic: 2020-2022). The researchers used a “science learning” phrase in the search menu of Scopus database and 1,484 articles were found by the researchers. Furthermore, 62 articles met the criteria to be analyzed. The inclusion and exclusion model used was preferred reporting items for systematic reviews and meta-analysis. Based on the results of the analysis, we found that in the last three years, there had been a decline in research on science learning. The science issues could be approached through quantitative, qualitative, mix-method, case study, and even development research. Marianne Kinnula is the author who has received the most attention in the study of science learning. According to the data, it is known that science learning and science education keywords are the most dominant keywords that used in a publication. There are 36 countries of origin for authors who publish articles, with the majority coming from Europe, though Indonesia has the most publications (Asia). Science articles are written by authors from all over the world. It was discovered that more articles were published as a result of collaboration. There are 69 institutions globally that fund science learning research and publications. We offer three perspectives on transformation science learning during a pandemic that can be used as a baseline and reference by other researchers or education policymakers. As an implication, the second and third perspectives from transformation that we have formulated are interesting for further study.

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“…TPACK is the best approach for a teacher in a pandemic era because a lack of awareness of technology will hamper the transmission of knowledge from teachers to learners (Nurhayati et al, 2020). The TPACK approach incorporates teacher-student interactions, teaching-learning processes and technology-enhanced systems to uphold shared and active learning, knowledge and resource sharing, and resourceful communication (Akram et al, 2021).…”

Section: Technological Pedagogical Content Knowledge (Tpack)mentioning

confidence: 99%

Blended Teaching and Learning in South African Secondary Schools in the Post-Covid-19 Pandemic Era

Sharon Mmakola,

Mncedisi Christian Maphalala

2023

RS Global - IJITSS

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This study explored the multifaceted landscape of secondary education following the COVID-19 pandemic. The pandemic brought about a shift in education worldwide, necessitating a rapid transition from traditional classroom teaching to remote and blended learning modalities. This conceptual paper explores the emerging landscape of blended teaching and learning in South African secondary schools in the post-COVID-19 era. While South Africa's educational system was not immune to the disruptions caused by the pandemic, unique challenges and opportunities also presented themselves. This study reviewed journal articles and book chapters focused on the nature of blended teaching and learning in South African secondary schools following the COVID-19 pandemic. First, to ensure an in-depth exploration, we conducted a generic search on the challenges posed by transitioning to blended learning, supportive measures to mitigate these challenges and the benefits of a blended learning environment. This resulted in more than 90 journal articles being found. We then customised our search, subsequently identifying 14 reports that satisfied our inclusion criteria. Our analysis of these studies highlighted a multifaceted and dynamic landscape characterised by teachers' technological adaptation, pedagogical shifts, challenges posed by the digital divide and the pursuit of student engagement. The paper underscores the critical importance of ongoing professional development, equitable access to technology, as well as pedagogical support in shaping the future of education in South Africa and addressing broader issues of equity and inclusivity in a post-pandemic world. The insights from this research offer valuable guidance for educational policymakers, institutions and educators seeking to enhance the quality and accessibility of education in a digital age.

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effectiveness of animated videos to improve science process skills and creativity in science learning during COVID-19 pandemic

Cited by 10 publications

References 30 publications

Impact of the COVID-19 pandemic on the mental health of midwives

Impact of the COVID-19 pandemic on the mental health of midwives

“Let’s transform!”: A systematic literature review of science learning in COVID-19 pandemic era

Blended Teaching and Learning in South African Secondary Schools in the Post-Covid-19 Pandemic Era

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