The Online Laboratory Simulation With Concept Mapping and Problem Based Learning (Ols-Cmpbl): Is It Effective in Improving Students’ Digital Literacy Skills?

Abstract

Digital literacy skills of students in Indonesia are still very low. This study aims to examining the effectiveness of Online Laboratory Simulation with Concept Mapping and Problem-Based Learning model in improving students’ digital literacy skills. The research objectives have been describing the significances of the difference between learned students using the PBL model, Online Laboratory Simulation with Problem-Based Learning (OLS-PBL) model, Online Laboratory Simulation with Concept Mapping and Problem-Based Learning (OLS-CMPBL) model. It is a quasi-experimental with pre and post-test design. The population of this research is students in Islamic State School Yogyakarta (MAN), Indonesia. The random sampling technique was used from the three schools of Islamic State Schools. There were 97 students of class XI science at Islamic State School 1 (MAN 1) as participant. The technique of data analysis was used the paired-sample t-test, comparative-descriptive analysis, and ANOVA mixed design using SPSS 24. The study reveals: (1) The OLS-CMPBL group has a significant difference in the level of digital literacy skills (sig .0000); (2) the OLS-CMPBL was most effective to improve the skills with gain score 0.207 (low). Learning with the OLS-CMPBL model can be an alternative for policymakers and teachers to solve the problems of digital literacy.

Implementation of online education during the global Covid-19 pandemic: Prospects and challenges

“…Teachers' and students' digital literacy skills have to be developed. These are the challenges we have to encounter, as evidenced in research (Perdana et al, 2020), in which it was claimed that the levels of Indonesian students' digital literacy were still very low, and therefore the Online laboratory Simulation with Concept Mapping and Problem-Based Learning (OLS-CPMBL) Model was proposed to improve the students' digital literacy skills. We have somehow mentioned that millennial students have very high adaptability with respect to cyber technology.…”

The impact of problem-based learning with argument mapping and online laboratory on scientific argumentation skill

“…These results indicate that the PBL-AMOL learning is be most effective in improving students' scientific argumentation skills. It similiar according to Perdana, et al [31], where the integrated of PBL-OL and concept maps give the positive impact on students' achievement and 21st skills. In the PBL-AMOL group there is an explanation of scientific argumentation theory that students must understand [13].…”

The Application of Contextual Physics Teaching Materials Assisted by Android-Based Virtual Labs to Improve Students’ Science Process Skills During the Learning Activities in Covid-19 Pandemic

“…Thus, it improves students' science process skills. Other findings also show that virtual labs are feasible to use [34] and are proven to be effective in improving students' science process skills in learning activities [35].…”