The Effect of Introduction, Connection, Application, Reflection, and Extension (ICARE) towards Students’ Chemistry Learning Outcome

Salirawati, Das; Priyambodo, Erfan; Primastuti, Metridewi

doi:10.2991/assehr.k.210305.028

Cited by 2 publications

(2 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The developed e-learning using the ICARE instructional model distinctly showed systematic and structured learning steps, permitting students to independently master materials based on their preferences [43]. The stages of the ICARE Model in this digital program fostered knowledge expansion and stimulated the cultivation of critical perspectives toward the subject matter by posing tasks that required students to seek answers from various sources [44].…”

Section: Figure 3 Expert and User Testing Resultsmentioning

confidence: 99%

Enhancing teaching materials development course with the ICARE learning model in e-learning

Simamora,

Agustini,

Sudatha

et al. 2024

EduLearn

View full text Add to dashboard Cite

Using e-learning in higher education has many important benefits and advantages in todays world of education. Therefore, this research aims to develop e-learning based on the introduction, connection, application, reflection, extend (ICARE) learning model for developing teaching materials courses in the Faculty of Education, Universitas Pendidikan Ganesha. The Hannafin and Peck development model was adopted as a foundational method, and the digital content developed was subjected to formative evaluation methods, including i) expert validation, ii) individual assessment, and iii) small group evaluation. To ascertain the quality of the developed content, the research engaged 3 expert evaluators, each specializing in media, instructional design, and content. Concurrently, individual evaluation was carried out with 3 students, followed by a small group evaluation involving 9 additional students. Data collection techniques involved both observational measures and questionnaire-based inquiries. The expert assessment showed that the design, media, and content dimensions all fell within the "very good" category. Student reactions, as measured through both individual and small group evaluations, consistently aligned with the "very good" category. Therefore, the attractiveness and practicality of electronic learning (e-learning) fell under the "very good" classification, due to the implementation of the ICARE learning model as the foundational design principle.

show abstract

Section: Figure 3 Expert and User Testing Resultsmentioning

confidence: 99%

Enhancing teaching materials development course with the ICARE learning model in e-learning

Simamora,

Agustini,

Sudatha

et al. 2024

EduLearn

View full text Add to dashboard Cite

show abstract

“…The developed online module has shown the systematic and structured learning steps through which students study the material independently according to their preferences. Furthermore, they expand their knowledge by researching what they learn from learning activities and become responsible for understanding [35]. The learning stages in this module contain an invitation to make students more familiar with the material being studied.…”

Section: Final Productmentioning

confidence: 99%

ICARE Approach for Designing Online Learning Module Based on LMS

Suartama¹,

Mahadewi²,

Divayana³

et al. 2022

IJIET

View full text Add to dashboard Cite

Online learning started with the emergence of internet technology and has been increasingly used during the COVID-19 pandemic. However, it has raised many problems, such as limitations in presenting material (monotonous and uninteresting), building activeness and difficulty creating interaction between lecturers and students and between students. Moreover, online learning is more stressful than regular classroom sessions because students have to study alone. The absence of clearly structured learning steps also makes it difficult for them to focus. Therefore, this research aims to develop an independent online learning module with a structured and systematic flow called Introduce, Connect, Apply, Reflect and Extend (ICARE) based on the Learning Management System. Furthermore, it determines the eligibility of the module using a Research and Development (R&D) for Education design involving Analysis, Design, Development, Implementation and Evaluation. All stages resulted in an eligible online module with an LMS-based ICARE flow in the Learning Media course.

show abstract

The Effect of Introduction, Connection, Application, Reflection, and Extension (ICARE) towards Students’ Chemistry Learning Outcome

Cited by 2 publications

References 5 publications

Enhancing teaching materials development course with the ICARE learning model in e-learning

Enhancing teaching materials development course with the ICARE learning model in e-learning

ICARE Approach for Designing Online Learning Module Based on LMS

Contact Info

Product

Resources

About