The application of physics e-handout assisted by PBL model use Edmodo to improve critical thinking skills and ICT literacy of high school students

Tania, Reni; Jumadi, Jumadi; Astuti, Dwi

doi:10.1088/1742-6596/1440/1/012037

Cited by 11 publications

(7 citation statements)

References 9 publications

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“…The average percentage of ICT literacy students is 88.90%, which is on the criteria very well. Tania et al (2020), the percentage of ICT literacy aspects per indicator obtained from pilot classes was 68.47% and for implementation classes by 75.42%. ICT literacy assessment results are categorized quite well with a range of 56%-75%.…”

Section: Introductionmentioning

confidence: 87%

ICT Literacy Analysis of Junior High School Students Through Environmental Learning on Green Consumerism Using Padlet

Handayani

Rosana

Wilujeng

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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Information and communication technology supports innovative learning and creates a learning environment to develop student competencies in the 21st century. Science learning that is integrated with ICT can equip students with ICT literacy as a provision for a future full of global competition. This study aims to analyze students' ICT literacy through learning the green consumerism environment with the help of Padlet. This study uses a quantitative descriptive method with a research sample of 32 students of grade VII SMPN 2 Bungkal taken by purposive sampling technique. Data collection techniques using interviews, questionnaires, and observation. Research instruments in the form of interviews, questionnaires, and observation sheets. The data analysis technique is a quantitative percentage to determine the category of students' ICT literacy. The results show that students' ICT literacy scores for each aspect are access 100% (very high), manage 96.88% (very high), integrate 87.5% (very high), evaluate 40.63% (very low), create 56.25% (low), and communicate 75.00% (medium). The average percentage of students' ICT literacy scores reached 76.06% in the high category. The results of this study can be used as a basis for developing integrated science learning materials with ICT to facilitate students' ICT literacy.

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Section: Introductionmentioning

confidence: 87%

ICT Literacy Analysis of Junior High School Students Through Environmental Learning on Green Consumerism Using Padlet

Handayani

Rosana

Wilujeng

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Model PBeL berpengaruh lebih besar dibandingkan dengan DeL terhadap keterampilan berpikir kritis dan prestasi/hasil belajar Kimia siswa kelas X SMAN-1 Bebandem. Oleh karena itu, keterampilan berpikir kritis siswa perlu dirangsang agar dapat berkembang (Yuliati et al, 2018), dan pembelajaran menjadi efektif, serta sekaligus juga membangun pembelajaran yang menyenangkan (Tania et al, 2020…”

Section: Abstrakunclassified

Problem Based E-Learning Dalam Pembelajaran Kimia Di Sma

Ariyati

Sukrawarpala

Santyasa

2021

Kwangsan. J. Tek. Pend.

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Many concepts of chemistry about abstract things that require strong understanding to the concepts by relating it in daily life. Its implementation does not only have to be directly face to face, but also can be through e-learning. The aim of this study is at describing the differences in the influence of the Problem-Based e-Learning (PBeL) model with Direct e-learning (DeL) model on critical thinking skills and chemistry learning achievement. This quasi-experimental study was applied in which thepretest-posttest non-equivalent control group design, involving 3 classes (95 students) of Class X MIPA SMAN-1 Bebandem. The study sample consisted of 2 classes (64 students). Critical thinking skills and chemistry learning achievement data were obtained from the critical thinking skills test scores and chemistry learning achievement. Data were analyzed descriptively by using one-way MANCOVA. The results showed that, there were significant differences in: (1) critical thinking skills and learning achievement together between students learning with PBeL and DeL models (F= 26,363; p<0.05); (2) critical thinking skills between students learning with PBeL and DeL models (F= 36,278; p<0.05); (3) learning achievement between students learning with PBeL and DeL models (F= 9,859; p <0.05). PBeL model has a greater effect than DeL on critical thinking skills and Chemistry learning achievement of class X students of SMAN-1 Bebandem AbstrakBanyak konsep kimia tentang hal-hal abstrak yang memerlukan pemahaman yang kuat dengan mengaitkannya dalam kehidupan sehari-hari. Pelaksanaannya tidak harus secara tatap muka tetapi bisa melalui e-Learning. Tujuan penelitian ini adalah untuk mendeskripsikan perbedaan pengaruh model Problem-Based e-Learning (PBeL) dengan model Direct e-Learning (DeL) terhadap keterampilan berpikir kritis dan prestasi atau hasil belajar Kimia. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) dengan pre-test and post-test non-equivalent control group design. Populasi penelitian ini adalah 3 kelas paralel (95 siswa) kelas X MIPA SMAN-1 Bebandem. Sampel penelitian ini terdiri dari 2 kelas paralel (64 siswa). Data keterampilan berpikir kritis dan prestasi/hasil belajar kimia diperoleh dari skor tes keterampilan berpikir kritis dan prestasi/hasil belajar Kimia. Data dianalisis secara deskriptif dan MANCOVA satu jalur. Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan pada (1) keterampilan berpikir kritis dan prestasi/hasil belajar secara bersama-sama antara peserta didik yang belajar dengan model PBeL dan DeL (F=26,363; p<0,05), (2) keterampilan berpikir kritis antara peserta didik yang belajar dengan model PBeL dan DeL (F=36,278; p<0,05); dan (3) prestasi/hasil belajar Kimia antara peserta didik yang belajar dengan model PBeL dan DeL (F = 9,859; p<0,05). Model PBeL berpengaruh lebih besar dibandingkan dengan DeL terhadap keterampilan berpikir kritis dan prestasi/hasil belajar Kimia siswa kelas X SMAN-1 Bebandem.

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“…Alim, Umam and Rohim [1], Arofah, Purwanto and Tsurayya [3], Pant and Muddgal [29], Rumpagaporn and Darmawan [32], Tania, Jumadi and Astuti [38] emphasize the problem of using technologies in development of critical thinking of students, because the students more frequently lack necessary skills to think creatively, to develop mental competence for effective solution of social, scientific and practical problems. During their training, the following tasks are typically put forward: first, to acquire knowledge about the laws and the methods of logical and critical thinking; second, to master the hypothetical-deductive logic of thinking with the elements of criticality; third, to learn and understand logical procedures, such as explaining and predicting, proving and refuting, arguing, evaluating, and self-assessing.…”

Section: Introductionmentioning

confidence: 99%

Using web technologies in the process of development of students' critical thinking

Shekhavtsova¹,

Koknova²,

Shekhavtsov³

2021

Educ. Technol. Q.

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The article deals with the issues of development of critical thinking of students by means of web technologies. It presents the analysis of different scientific approaches to the organization of critical thinking training of students. The authors state that among the means of the above mentioned critical thinking development scientists distinguish information and communication technologies, particularly web technologies, as having a significant didactic and critical thinking potential. The experience of using web resources to verify information and data in the process of students' critical thinking development is explained. The article gives examples of the using remote special course on the basis of web resources implementation into real learning process. The application of web resources provides an opportunity to intensify critical thinking motivation of students, involves them in solving the discussed problems, and develops critical thinking skills, the ability to independently create and develop new knowledge based on the information received. Comparison of the results of ascertaining and forming sections allows to ascertain the effectiveness of the proposed pedagogical condition for the development of students' critical thinking by means of web technologies and the effectiveness of the developed remote special course for developing students' critical thinking by means of modern web technologies.

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The application of physics e-handout assisted by PBL model use Edmodo to improve critical thinking skills and ICT literacy of high school students

Cited by 11 publications

References 9 publications

ICT Literacy Analysis of Junior High School Students Through Environmental Learning on Green Consumerism Using Padlet

ICT Literacy Analysis of Junior High School Students Through Environmental Learning on Green Consumerism Using Padlet

Problem Based E-Learning Dalam Pembelajaran Kimia Di Sma

Using web technologies in the process of development of students' critical thinking

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