Enhancing Students  Understanding and Motivation During Covid-19 Pandemic via Development of Virtual Laboratory

Sasmito, Agung Panji; Sekarsari, Putri

doi:10.36681/tused.2022..117

Cited by 5 publications

(6 citation statements)

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“…The latter offers this group the opportunity to carry out virtual experiences using the PSPICE simulator. This explains the deeper understanding of the concepts studied, which is in line with a recent study (Sasmito & Sekarsari, 2022). In short, the results of this research show that there is a positive effect of the integration of our mode of teaching based on simulation in a blended learning environment on the academic performance of the learners of the experimental group compared to the group of witnesses.…”

Section: Discussionsupporting

confidence: 90%

“…However, the big problem of teaching physics and especially electricity in the Covid era is the absence of practical activities. These can be replaced by using simulations (Sasmito & Sekarsari, 2022). The simulator used in a blended learning environment should be easy enough to handle so as not to generate problems in learners' learning process.…”

Section: Introductionmentioning

confidence: 99%

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Blended learning and simulation for teaching electrical concepts to high school pupils

Chekour¹,

Seghroucheni²,

Tadlaoui³

et al. 2022

tused

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Teaching physical science has been challenging for educators for quite some time, and with the Covid-19 pandemic, the situation has even worsened which made the adoption of blended learning in the different cycles of education only a matter of time. This paradigm requires nevertheless a certain command when it comes to using some specific tools dedicated to the simulation of some physical science knowledge laboratories. The objective of this research is to study the effect of integrating the "Simulation Program with Integrated Circuit Emphasis" simulator tool in a blended learning environment on the conceptual learning of electricity. To achieve this goal, we adopted a quantitative methodology to assess the outcome of the experience which involved 40 pupils. The experimental group teacher used blended learning and integrated the simulation to teach the electricity module. The same teacher adopted traditional teaching with the control group (40 pupils). The instrument used is a test instrument in the form of a quiz which consists of 20 questions. All questions were in the form of multiple-choice questions to facilitate a more efficient analysis. The results of this research report the positive effects of integrating simulation into a blended learning environment with a statistically significant difference. Moreover, the experiment shows that 90 per cent of the pupils in the experimental group passed the test, as opposed to 75 per cent of the control group.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Blended learning and simulation for teaching electrical concepts to high school pupils

Chekour¹,

Seghroucheni²,

Tadlaoui³

et al. 2022

tused

View full text Add to dashboard Cite

show abstract

“…This study only considers aspects of motivation and increasing student understanding, while other aspects such as locus of control, metacognition, and self-efficacy have not been considered. Previous research showed the same result that all these aspects also have a positive effect on student understanding [27], [56]- [61] and on student motivation [62]- [67]. Therefore, the development of further learning methods can pay attention to these aspects.…”

Section: Step 5: Evaluationmentioning

confidence: 80%

Effectiveness of chain whispering learning method assisted by online chat messaging

Sasmito

Zahro

Wahyuni

2022

IJERE

Self Cite

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The online learning process cannot fully explore the potential of students, mainly due to monotonous learning methods. This makes students less enthusiastic in participating in online learning. Students’ learning motivation and achievement become less optimal. This study initiated an alternative online learning method that can be used during the COVID-19 pandemic. This was a research and development (R&D) using ADDIE model with the steps including analysis, design, development, then continued with implementation and ended with evaluation. The learning method developed was the chain whispering method which was carried out online. The developed method was a valid and effective learning method in increasing understanding and motivation.

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“…The dialogues which take place during the class discussion will be the feedback for lecturers to figure out the students' conceptual understanding progress as well as the misconceptions they still hold. Feedback activities after carrying out practical simulations function directly in reflecting student understanding (Sasmito & Sekarsari, 2022). When students have moved from an idea of personal knowledge to a scientific understanding, it is said that students have experienced a conceptual transformation (Ezema et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Cognitive Conflict-Based Learning (CCBL) Model on Remediation of Misconceptions

Mufit¹,

Festiyed²,

Fauzan³

et al. 2023

tused

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Enhancing Students Understanding and Motivation During Covid-19 Pandemic via Development of Virtual Laboratory

Cited by 5 publications

References 0 publications

Blended learning and simulation for teaching electrical concepts to high school pupils

Blended learning and simulation for teaching electrical concepts to high school pupils

Effectiveness of chain whispering learning method assisted by online chat messaging

The Effect of Cognitive Conflict-Based Learning (CCBL) Model on Remediation of Misconceptions

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