Train students’ science process skills and self-efficacy in online learning using the Scientific Critical Thinking (SCT) model assisted by google classroom and google meet

Rusmansyah,; Hayati, Nida; Winarti, Atiek; Rahmi, Rahmi

doi:10.1088/1742-6596/1760/1/012034

Cited by 10 publications

(10 citation statements)

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“…These findings are similar to the study by Juan et al (2018) which demonstrated that there was a positive relationship between self-efficacy and science achievement and suggested a need to also focus on noncognitive aspects to improve science achievement. Moreover, the study of Rusmansyah et al (2021) showed that there was a significant increase in students' self-efficacy and science process skills in doing practical activities athome assisted by Google Classroom and Google Meet applications.…”

Section: Students' Self-efficacy In the Context Of Home-based Biology...mentioning

confidence: 99%

Students' Knowledge gains, Self-efficacy, Perceived Level of Engagement, and Perceptions with regard to Home-based Biology Experiments (HBEs)

Robledo¹,

Miguel²,

Arizala-Pillar³

et al. 2023

tused

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Home-based biology experiments (HBEs) are practical learning activities that allow students to perform safe and relevant experiments at home. Motivated by the need to innovate teaching approaches in science education due to the COVID-19 pandemic, this study was conducted to determine the effects of home-based biology experiments (HBEs) on their knowledge gains, self-efficacy, and perceived level of engagement. In addition, students' teachers' and parents' feedback were also investigated. This study employed a quasi-experimental research design using a mixed-method approach involving a pretest/post-test design in which ten teacher-collaborators and 836 pupils participated. Fifteen-item teacher-made parallel tests and the 38-item perceptions, self-efficacy and engagement questionnaire were distributed via Google Forms. Results revealed that most participants strongly agreed that HBEs were lesson congruent and risk-free, the materials were readily available, and it was fun and challenging (M=3.56, SD=0.77). Moreover, HBEs were found to be effective in improving pupils' knowledge gains (T=119, z=-4.56, p=0.04), self-efficacy (M=3.36, SD=0.71), and perceived level of engagement (M=3.45, SD=0.69). Responses were significantly different when grouped according to grade level, gender, and type of HBEs used. The results of thematic analysis were categorised as "Affordances" and "Constraints". Six subthemes emerged from the Affordances : "Safety", "Feasibility", "Independent Learning", "Learning Material", and "Affordability", while there were four subthemes for "Constraints": "Expenses", "Student Interaction", "Availability", and "Time Management". It can be concluded that home-based biology experiments are effective and relevant teaching strategies to deliver practical learning in the distance learning modality.

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Section: Students' Self-efficacy In the Context Of Home-based Biology...mentioning

confidence: 99%

Students' Knowledge gains, Self-efficacy, Perceived Level of Engagement, and Perceptions with regard to Home-based Biology Experiments (HBEs)

Robledo¹,

Miguel²,

Arizala-Pillar³

et al. 2023

tused

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“…Some time ago, the school imposed an online learning system due to the covid-19 pandemic (Wiradinata et al, 2021). Students undertake learning activities through Google Classroom (Rusmansyah et al, 2021) and Microsoft Teams. The implementation of online learning inhibits teachers from applying learning to train PSS in students, so the application of PSS still needs to be improved.…”

Section: Teacher and Student Interviewmentioning

confidence: 99%

The physics problem solving skills profile of high school students in elasticity material and the implementation of augmented reality book-assisted PBL model

Arzak¹,

Prahanı²

2023

Momentum: Physics Education Journal

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The research aims to analyze the physics PSS profile of high school students and the implementation of the AR book-assisted PBL model as a consideration in the use of media and learning models to support the high school students' PSS improvement. This is preliminary descriptive research without hypothesis testing with 154 high school students as participants. Descriptive methods of qualitative approach is employed to analyze through questionnaires and tests of assessment about PSS. This study revealed that the students’ PSS is still in the low level. This is evidenced by the students’ results of low category with a score range within 0 to 50. This study also found that students' interest in learning physics with AR (Augmented Reality) books-assisted have improved their PSS. It is concluded that the learning methods, as well as learning media, can affect students' PSS.

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“…Tergambarkan dari data statistik deskriptif di atas menunjukkan bahwa rata-rata hasil belajar mahasiswa pada mata kuliah Metodologi Penelitian Kuantitatif menunjukkan hasil posttest lebih tinggi dibandingkan hasil pretest. Sejalan dengan penelitian yang dilakukan oleh Rusmansyah, Hayati, Winarti, & Rahmi (2021) menyatakan bahwa penelitian yang dilakukan pada siswa SMA mengalami kenaikan yang besar pada posttest setelah digunakan media Google Meet. Selain itu didukung pula oleh penelitian yang dilakukan oleh Muniroh, Rojanah, & Raharjo (2020) menyatakan bahwa hasil belajar siswa dengan menggunakan media aplikasi Google Meet lebih tinggi dibandingkan dengan hasil belajar siswa yang tidak menggunakan media aplikasi Google Meet.…”

Section: Pembahasanunclassified

Pengaruh Penggunaan Aplikasi Google Meet terhadap Hasil Belajar

Prisuna

2021

JPIPFIP

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Google meet merupakan sebuah aplikasi video conference yang salah satunya dapat digunakan untuk proses kegiatan belajar mengajar. Penelitian ini bertujuan untuk mengetahui seberapa besar pengaruh penggunaan aplikasi Google Meet terhadap hasil belajar mahasiswa pada mata kuliah metodologi penelitian kuantitatif. Penelitian menggunakan pendekatan kuantitatif dengan jenis penelitian pre-Eksperimen, dengan desain penelitian adalah one group pretest-posttest design. Populasi penelitian adalah seluruh mahasiswa semester V pada mata kuliah metodologi penelitian kuantitatif yang berjumlah 30 orang. Pengambilan sampel menggunakan teknik total sampling. Jenis instrumen yang digunakan adalah pretest dan posttest hasil belajar berupa soal pilihan ganda. Berdasarkan hasil penelitian dan pembahasan dapat ditarik kesimpulan bahwa terdapat pengaruh yang signifikan antara penggunaan aplikasi Google Meet terhadap hasil belajar mahasiswa sebesar 51.4%. Rata-rata keseluruhan hasil posttest lebih besar dibandingkan nilai rata-rata keseluruhan hasil pretest. Nilai rata-rata N-Gain score pada mahasiswa sebesar 56.9%, sehingga termasuk ke dalam kategori “cukup efektif”. Kegiatan pembelajaran mahasiswa menggunakan aplikasi Google Meet berlangsung relatif kondusif walaupun terdapat beberapa kendala seperti jaringan tidak stabil, dan kuota internet yang terbatas pada saat perkuliahan sedang berlangsung. The Effect of Using Google Meet Applications on Learning Outcomes Google meet is a video conferencing application, one of which can be used for teaching and learning activities. This study aims to determine how much influence the use of the Google Meet application has on student learning outcomes in quantitative research methodology courses. The research uses a quantitative approach with the type of pre-experimental research, with the research design being a one group pre-test-post-test design. The research population is all students in the fifth semester of the quantitative research methodology course, totalling 30 people. Sampling using total sampling technique. The type of instrument used is pre-test and post-test learning outcomes in the form of multiple-choice questions. Based on the results of research and discussion, it can be concluded that there is a significant influence between the use of the Google Meet application on student learning outcomes by 51.4%. The overall average of the post-test results is greater than the average value of the overall pre-test results. The average N-Gain score for students is 56.9%, so it is included in the "fairly effective" category. Student learning activities using the Google Meet application were relatively conducive even though there were several obstacles such as unstable networks, and limited internet quota during lecture.

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Train students’ science process skills and self-efficacy in online learning using the Scientific Critical Thinking (SCT) model assisted by google classroom and google meet

Cited by 10 publications

References 1 publication

Students' Knowledge gains, Self-efficacy, Perceived Level of Engagement, and Perceptions with regard to Home-based Biology Experiments (HBEs)

Students' Knowledge gains, Self-efficacy, Perceived Level of Engagement, and Perceptions with regard to Home-based Biology Experiments (HBEs)

The physics problem solving skills profile of high school students in elasticity material and the implementation of augmented reality book-assisted PBL model

Pengaruh Penggunaan Aplikasi Google Meet terhadap Hasil Belajar

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