The Effectiveness of Archiving Videos and Online Learning on Student’s Learning and Innovation Skills

Indrawati, Cicilia Dyah Sulistyaningrum

doi:10.29333/iji.2021.1449a

Cited by 19 publications

(25 citation statements)

References 54 publications

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“…Using science teaching materials based on ICT in online science learning can encourage students to think critically, think creatively, and communicate actively. These results are relevant to the result of research by Indrawati (2021), which states that online learning has a positive effect on students' learning and innovation skills. This means that online learning positively affects students' critical thinking, creative thinking, collaborating, and communicating skills.…”

Section: Resultsmentioning

confidence: 60%

“…The Partnership for 21st-Century Skills (P21) identifies four learning skills in the 21st-century: critical thinking, creative thinking, collaboration, and communication (Rochmawati et al, 2020;Triana et al, 2020;Supena et al, 2021;Novitra et al, 2021). These four learning and innovation skills in the 21st-century are also known as 4C skills (Khan et al, 2019;Stehle & Burton, 2019;Selman & Jaedun, 2020;Suryandari et al, 2021;Indrawati, 2021;Purwasih et al, 2021;Songkram et al, 2021). Critical thinking skills are skills to think deeply from different perspectives to find valuable solutions.…”

Section: Introductionmentioning

confidence: 99%

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ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills

Asrizal

Yurnetti

Usman

2022

JPII

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Twenty-first-century learning should develop students’ 21st-century skills, including aspects of knowledge, attitudes, character, and 4C skills. These students’ skills need to be widely developed in science learning to handle the challenges of this century. The preliminary study results indicate that integrating learning materials in science learning and students’ 4C skills were low. Thematic science teaching materials integrated the 5E learning cycle model can solve the problem. The study aims to investigate the effect of thematic science teaching material integrated with the 5E on various aspects of students’ 21st-century skills, including knowledge, attitudes, and 4C skills. The research method is quasi-experimental, and the design is a randomized control group posttest-only, which is suitable for determining the effect of a treatment on a dependent variable. The knowledge aspect is measured using a written test sheet in multiple-choice, the attitude aspect using an observation sheet, and the 4C skills aspect using a performance assessment sheet. Data were analyzed using a comparison test for the two sample groups and the Mann-Whitney U test. The data analysis state that the application of thematic science learning material integrated with the 5E has a positive effect on students’ 21st-century skills, including aspects of knowledge, attitudes, and 4C skills: critical thinking skills, creative thinking skills, and communication skills. The study concludes that applying thematic science learning material integrated with the 5E learning cycle model effectively develops the three aspects of students’ 21st-century skills.

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Section: Resultsmentioning

confidence: 60%

Section: Introductionmentioning

confidence: 99%

ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills

Asrizal

Yurnetti

Usman

2022

JPII

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“…The professional competence as part of teacher competence evaluation of PPL students was taken from the quality of online lesson plans and teaching practices in the form of teaching videos as recommended by Indrawati (2021). The assessment instrument for the lesson plans and teaching videos was adopted from the instruments prepared by the central committee of Teacher Professional Education-2021, Ministry of Education and Culture.…”

Section: Evaluation Of Teaching Practicementioning

confidence: 99%

Online Teaching Practice of Preservice Teachers during Pandemic COVID-19

RAHARJO

Asiyah

Oviyanti

et al. 2022

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Good-quality teacher is a crucial pillar of education system. An effort to develop professional competence of preservice teachers is carried out through teaching practice courses. This study aimed to uncover the policy and implementation of independent teaching practice, and its implications for the competence of students as preservice teachers. The data was collected through documentation of teaching practice manual and reports, and interviews with institutional leaders, management teams, supervisors, master teachers and students. The collected data was analyzed qualitatively according to model of Miles and Huberman that consists of data reduction, data display and drawing conclusion. Scoring of the students’ lesson plans and teaching via videos were conducted to measure the levels of students’ professional competencies. The results showed that: the teaching practice was implemented by referring to the government policies that prioritize public health and safety; the teaching practice was carried out independently-online by students, and collaborated with educational institutions adjacent to the student's home; based on the lesson plans and the teaching videos assessment, the professional competence of students during the pandemic had developed although not optimally.

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“…In civic education, Akbulut et al (2020) reported several examples of the roles of social media during the pandemic in increasing student participation in national festivals such as National Day and Children Day. In terms of the use of innovative instruction during the pandemic, a study by Indrawati (2021) reported that the use of archiving video media and online learning resulted in positive and significant effect on high school students' learning and innovation skills-communication, critical thinking, creativity, and collaboration.…”

Section: Opportunitiesmentioning

confidence: 99%

Pre-Service Teachers’ Perceptions of Teaching Social Studies in the Context of COVID-19 in Oman

Al-Nofli¹

2022

INT J INSTRUCTION

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Education in Omani schools switched to online learning in response to the COVID-19 crisis. Within this context, the purpose of this qualitative study was to explore pre-service social studies teachers' perceptions of some aspects of teaching social studies. In particular, the study explored pre-service social studies teachers' perceptions of the positive and challenging aspects of teaching social studies, ways of integrating COVID-19 into social studies instruction, the importance of social studies, and suggestions for improving social studies. The participants were a cohort of 16 pre-service social studies teachers participating in the practicum for one semester. The data were collected using open-ended online surveys, semistructured interviews, and portfolios. Overall, the participants were positive in their perceptions of social studies and their teaching experiences. The most positive aspects of teaching social studies were the integration of technology, diversity of teaching approaches, and collegial support received. On the other hand, the most challenging aspects were related to weak Internet networks, a lack of communication, difficulty in implementing assessments, a lack of instructional time, and difficulty in executing hands-on activities. The findings of the study have important implications for social studies and efforts to improve pre-service teacher education in Oman.

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The Effectiveness of Archiving Videos and Online Learning on Student’s Learning and Innovation Skills

Cited by 19 publications

References 54 publications

ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills

ICT Thematic Science Teaching Material with 5E Learning Cycle Model to Develop Students' 21st-Century Skills

Online Teaching Practice of Preservice Teachers during Pandemic COVID-19

Pre-Service Teachers’ Perceptions of Teaching Social Studies in the Context of COVID-19 in Oman

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