Science Education Adaptive Learning System as a Computer-Based Science Learning With Learning Style Variations

Zulfiani, Zulfiani; Suwarna, Iwan Permana; Miranto, Sujiyo

doi:10.33225/jbse/18.17.711

Cited by 23 publications

(14 citation statements)

References 28 publications

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“…Effectiveness criteria base on cognitive learning results (very effective = ≥80%; effective = 70%-79%, quite effective = 60%-69%; less effective = 50%-59%; not effective <50%) (Zulfiani et al, 2018).…”

Section: Instrumentsmentioning

confidence: 99%

“…Once the teacher succeeds in identifying his/her students' learning styles, this will direct the teacher to vary the teaching strategies (Magdalena, 2015). Zulfiani, Suwarna, and Miranto (2018) developed a computer-based ScEd-ALS as a science learning medium based on variations in student learning styles for remedial offline teaching.…”

Section: Introductionmentioning

confidence: 99%

“…In this material, incompleteness at school was frequently found. Nearly 60% of the students have to sit for remedial tests in relation to this concept, and this occurred among students with various learning styles (Zulfiani et al, 2018). The incompleteness of comprehension in this material may fatally impact the understanding of the material at the next level, which may in turn result in unsatisfactory scores in the final exam.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Improving Students’ Academic Achievement Using the ScEd-ALS Android-Based

Zulfiani¹,

Suwarna²,

Miranto³

2021

INT J INSTRUCTION

Self Cite

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Ubiquitous learning has recently gained increasing popularity in the education sector, which significantly increased the efficiency of individual and collaborative learning. The aim of this study is to develop an Android version of science education-adaptive learning system (ScEd-ALS) as a science learning medium to accommodate various learning styles. The method used in this research is a mixedmethod consisting of a qualitative method, which is a developmental method that provides illustrations concerning the process of creating the developed media, and a quantitative method, which utilizes quasi-experiments to determine the effectiveness of the developed media application. The study comprised 114 eighthgrade junior high school students and three integrated science teachers in South Tangerang. The final product of the study is an Android-based science learning medium that conforms to the visual, aural, reading/writing, and kinesthetic student learning styles. Hence, this Android-based ScEd-ALS was found to be feasible and useful, as assessed by five experts (two media experts and three science education material experts). Nonetheless, there were significant differences in the learning outcomes between the experimental class using the Android version of ScEd-ALS compared to the control class. The effectiveness of using ScEd-ALS in this study was measured based on the percentage of students' mastery level. ScEd-ALS Android based on visual and kinesthetic learning styles are the most effective media compared to aural and read/write.

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Section: Instrumentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Improving Students’ Academic Achievement Using the ScEd-ALS Android-Based

Zulfiani¹,

Suwarna²,

Miranto³

2021

INT J INSTRUCTION

Self Cite

View full text Add to dashboard Cite

show abstract

“…Students have different learning difficulties. One reason is the difference in students' understanding of the stimulus provided by the teacher, due to differences in learning styles [2]. Students who have learning difficulties and cannot maximize their abilities continue while they are participating in remedial activities by the teacher.…”

Section: Introductionmentioning

confidence: 99%

“…The problem causes the visual students are not optimal in understanding the concept of parabolic motion. Visual students have difficulty in understanding the concepts that require explanation in the form of graphic images, vectors and real examples in everyday life [6]; seventh, most visual students do not complete the concept of parabolic motion (81%); and eighth, teachers only provide one learning stimulus (learning style), students with different learning styles have difficulty in understanding the concepts [2].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Flipbook Media on Visual Students’ Learning Outcome in Remedial Teaching of Parabolic Motion Concept

Suwarna¹,

Nurhayati²

2020

Proceedings of the Proceedings of the 5th International Conference on Education in Muslim Society, ICEMS 2019,30 September - 01

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Physics remedial teaching in Indonesian High School (SMA) does not accommodate the diversity of student learning styles. That has an impact on low student learning outcomes (cognitive domain of Bloom's taxonomy C2 -C4). This research was conducted at SMA in South Tangerang Banten on November 2018 with a sample of 20 visual students. The sample was selected by purposive technique, from 188 students (tenth-grade natural sciences). Samples were divided into two groups (experiment and control) with the same amount. The results of hypothesis testing (Mann-Whitney test) obtained sig values. 0.040 (α = 0.05), concluded that alternative hypothesis was accepted. There was an influence of flipbook media on visual students' learning outcome in remedial teaching of parabolic motion concept. Students in experimental group experienced a high increase in C4 (analyse) with an N-gain of 0.73. The flipbook is very effective (80%). It helps process of remedial learning and accommodate students.

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Students’ online learning adaptability and their continuous usage intention across different disciplines

Li,

Lou,

Chen

et al. 2023

Humanit Soc Sci Commun

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Online learning, as a pivotal element in modern education, is introducing fresh demands and challenges to the established teaching norms across various subjects. The adaptability of students to online learning and their sustained willingness to engage with it constitute two pivotal factors influencing the effective operation of online education systems. The dynamic relationship between these aspects may manifest unique traits within different academic disciplines, yet comprehensive research in this area remains notably scarce. In light of this, this study constructs an Adaptive Structural Learning and Technology Acceptance Model (ASL-TAM) with satisfaction towards online teaching as the mediating variable to investigate the impact and mechanism of online learning adaptivity on continuous usage intention for students from different disciplines. A total of 11,832 undergraduate students from 334 universities in 12 disciplinary categories in mainland China were selected, and structural equation modeling was used for analysis. The results showed that the ASL-TAM model could be fitted for all 12 disciplines. The perceived ease of use, perceived usefulness, and system environment adaptability dimensions of online learning adaptivity significantly and positively affect satisfaction towards online teaching and continuous usage intention. Satisfaction towards online teaching partially mediates the relationship between online learning adaptivity and continuous usage intention. There were significant differences in the results of the single-factor analysis of the observed variables for the 12 disciplines, and the path coefficients in the ASL-TAM model fitted for each discipline were also significantly different. Compared to the six disciplines under the science, technology, engineering, and mathematics (STEM) category, six disciplines under the humanities category exhibited more significant internal differences in the results of the single-factor analysis of perceived usefulness and the path coefficients for satisfaction towards online teaching. This research seeks to bridge existing research gaps and provide novel guidance and recommendations for the personalized design and distinctive implementation of online learning platforms and courses across various academic disciplines.

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Science Education Adaptive Learning System as a Computer-Based Science Learning With Learning Style Variations

Cited by 23 publications

References 28 publications

Improving Students’ Academic Achievement Using the ScEd-ALS Android-Based

Improving Students’ Academic Achievement Using the ScEd-ALS Android-Based

The Effect of Flipbook Media on Visual Students’ Learning Outcome in Remedial Teaching of Parabolic Motion Concept

Students’ online learning adaptability and their continuous usage intention across different disciplines

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