The Effectiveness of Gadget-Based Interactive Multimedia in Improving Generation Z’s Scientific Literacy

Widodo, Wahono; Sudibyo, Elok; Suryanti, Suryanti; Sari, Dhita Ayu Permata; Inzanah, Inzanah; Setiawan, Beni

doi:10.15294/jpii.v9i2.23208

Cited by 47 publications

(59 citation statements)

References 22 publications

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“…Maskur et al (2019) revealed that one of the advantages of this model is its ability to encourage students to be active and think optimally to gain knowledge. The 5E learning model activity has a positive effect on student involvement in learning: a) contributes significantly to student learning and interest in learning; b) helps students to develop their scientific process skills; c) is easily applied in science classes (Widodo et al, 2020). Student activeness in this study is driven by integrating 5E learning cycle teaching materials with local wisdom, such as activities involving students exploring, explaining, describing, and evaluating daily problems presented in teaching materials.…”

Section: Figure 1 Critical Thinking Skills Indicatormentioning

confidence: 99%

Analysis of Students' Critical Thinking Skills in terms of Gender Using Science Teaching Materials Based on The 5E Learning Cycle Integrated with Local Wisdom

Ramdani

Jufri

Gunawan

et al. 2021

JPII

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Critical thinking is an important thing in building learners' knowledge. Students who have these skills will be able to solve problems effectively. This study examines the effect of science teaching materials based on the 5E learning cycle integrated with local wisdom in terms of gender on students' critical thinking skills. This quasi-experimental research with a pre-test-post-test control group design was carried out at Madrasah Tsanawiyah. Purposive sampling was used to select the research sample, including an experiment and a control group of equal ability between male and female students. The data were analyzed using a t-test and N-gain test to determine the improvement of critical thinking skills in both groups. The results showed that this teaching material affected students' critical thinking skills by the results of the t-test. The difference in the improvement of students' critical thinking skills is significant based on the result of N-gain and categorized as high. Students become more critical in solving problems after study using 5E integrated by local wisdom. The result shows an impact of this teaching material on first to fourth indicators of critical thinking skills. The fifth indicator is not affected by this teaching material because of students' weakness in elaborate the solution. There were also significant differences in the improvement of male and female students' critical thinking skills. One of them is that male students have a quicker response and higher self-confidence than female students in solving the problems. Based on this result, we conclude that applying science teaching material with 5E integrated by local wisdom positively affects students' critical thinking skills.

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Section: Figure 1 Critical Thinking Skills Indicatormentioning

confidence: 99%

Analysis of Students' Critical Thinking Skills in terms of Gender Using Science Teaching Materials Based on The 5E Learning Cycle Integrated with Local Wisdom

Ramdani

Jufri

Gunawan

et al. 2021

JPII

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“…Isdaryanti et al (2018) showed that science learning management integrated with character education is very good. Widodo et al (2020) revealed that interactive multimedia was developed effectively to improve students' scientific literacy, but Gen Z students suggested that multimedia enter the device/platform to be accessed anytime. Afriana et al (2016) said that project-based learning integrated with STEM (Science, Technology, Engineering, and Mathematics) could increase scientific literacy more significantly.…”

Section: Fourthmentioning

confidence: 99%

The Effectiveness of the Learning Management System of Saqural Learning Application on the Scientific Interpretation Learning Outcomes

Saputro

Tortop²,

Zuhri

et al. 2021

JPII

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This study aims to obtain an effective BERSAQURAL Learning Management System on the learning outcomes of BERSAQURAL interpretation through digital literacy. This study is a quantitative type with One-Group Pretest-Posttest Design. This study population was 90 third-semester science education students at the Faculty of Teacher Training and Education IAIN Salatiga who participated in a science interpretation course. The sample in this study was purposive sampling, and one group is 30 students. The data collection instrument was pretest and posttest questions of the BERSAQURAL interpretation of water. The results showed that: (1) the BERSAQURAL learning management system in the dashboard consists of the navigation menu, interpretation of science, nature, al-Qurâ€™an, e-Problem Based Learning, evaluation, explore material, user, my profile, settings, and logout, (2) BERSAQURAL learning management system is effective on learning outcomes of BERSAQURAL interpretation through digital literacy based on the Wilcoxon test (t count -4.802, p = 0.00 <0.05). Research results of learning management system BERSAQURAL have novelty, a distance learning media (online) with open-access material as digital literacy, connecting LMS E-PBL Berketemu Ilmiah (e-pblberketemuilmiah.id) integrated with a plagiarism checker to educate honesty. There are rewards from users of the BERSAQURAL Learning Management System in the stars or on the trending menu.

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“…Moreover, by having this learning process, students can connect to the network to share and find out new information (Layona et al, 2018;Goodsett, 2020). Then, the learners' beliefs based on new learning will be modified, and be linked to the network to share perceptions and search for new information (Kumari et al, 2020;Widodo et al, 2020). All in all, communication between distance learning and AR-based multimedia can help learners to study in an enjoyable environment.…”

Section: Distance Learning With Augmented Realitybased Multimediamentioning

confidence: 99%

“…Also, every learner needs to master scientific literacy covering its scientific knowledge, scientific process skill, and scientific attitudes (Sinaga et al, 2017). Every learner is also invited on not only mastering this literacy but also improving this since scientific literacy development is vital in facing and solving problems in the daily life (Tuli & Mantri, 2020;Widodo et al, 2020). Scientific literacy is essential because students can contribute and interact in society by having this literacy, also apply the scientific knowledge in making a decision and giving solutions to the problems (Rokhmah et al, 2017;Ratini et al, 2018).…”

Section: Students' Scientific Literacymentioning

confidence: 99%

Improving Studentsâ€™ Scientific Literacy through Distance Learning with Augmented Reality-Based Multimedia Amid the Covid-19 Pandemic

Ahied

Muharrami

Fikriyah

et al. 2020

JPII

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Scientific literacy is a capability to identify problems, analyze questions, and create solutions by applying scientific knowledge and integrating science with technology and society. This literacy needs to be improved so that students can develop their skills in identifying science phenomenon and addressing various solutions. Although the learning was conducted in distance since the current situation is still amid the COVID-19 pandemic, the literacy can be taught during the learning process. This study aims to improve studentsâ€™ scientific literacy through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic. The research included in a descriptive quantitative study with pre-test and post-test design. The distance learning was conducted in the lecture of anatomy and physiology of organism during even semester in May 2020, with 111 students from three classes in the 2018 academic year. The science content provided in online learning was supported by augmented-reality based multimedia on the topic of the human respiratory system. This multimedia was evaluated, also stated as valid and appropriate to be implemented in the learning process. Scientific literacy was measured using the online test form. The findings indicated that the studentsâ€™ scientific literacy improved moderately both in class A and B, but low in class C. The improvement of scientific literacy in class A reached N-gain average score of 0.31, class B reached 0.38, and class C reached 0.22. Students also gave a positive response, showed by the percentages of studentsâ€™ response at 89.1% in class A, 87.0% in class B, and 84.8% in class C, which was in the very strong category. Therefore, it can be concluded that studentsâ€™ scientific literacy improved well through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic.

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The Effectiveness of Gadget-Based Interactive Multimedia in Improving Generation Z’s Scientific Literacy

Cited by 47 publications

References 22 publications

Analysis of Students' Critical Thinking Skills in terms of Gender Using Science Teaching Materials Based on The 5E Learning Cycle Integrated with Local Wisdom

Analysis of Students' Critical Thinking Skills in terms of Gender Using Science Teaching Materials Based on The 5E Learning Cycle Integrated with Local Wisdom

The Effectiveness of the Learning Management System of Saqural Learning Application on the Scientific Interpretation Learning Outcomes

Improving Studentsâ€™ Scientific Literacy through Distance Learning with Augmented Reality-Based Multimedia Amid the Covid-19 Pandemic

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