Using Android Media for Chemistry Learning Construction of Motivation and Metacognition Ability

Astiningsih, Anggun Dwi; Partana, Crys Fajar

doi:10.29333/iji.2020.13119a

Cited by 9 publications

(9 citation statements)

References 18 publications

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“…The Android Applications used in the study were Chemi Lab-Interactive Chemistry Learning (Davenport et al, 2012), High School Chemistry Class (Astiningsih & Partana, 2020), Periodic Table-Game (Setu & Basar, 2019), MEL VR Science Simulations (Sharpe et al, 2008) and Elements and Periodic Table Quiz (Naik, 2017). These applications were used as the student's learning material in Science.…”

Section: Methodsmentioning

confidence: 99%

“…The Android Application used in the study, namely; Chemi Lab-Interactive Chemistry Learning (Davenport et al, 2012), is a 3D interactive application for learning fundamental Chemistry concepts. Elements & Periodic Table Quiz (Setu & Basar, 2019) this application, students can learn the names and symbols of all 118 chemical elements of the Periodic Table (Astiningsih & Partana, 2020) with this application. IN MEL VR Science Simulations (Sharpe et al, 2008), students can explore chemical elements, atoms and molecules in Virtual Reality (Naik, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Integrating Android-Based Applications in Teaching Chemistry for Improved Experiential Learning

Osorio¹,

Aliazas²

2022

IJSTEM

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With the unfavorable learning environment blamed for students’ subpar Science performance, new approaches to education were developed including the advancing technology and its application in the educational process. This study intended to determine the effectiveness of integrating Android-based applications in teaching chemistry for improved experiential learning of students. The study used a descriptive-experimental design using one hundred twenty (120) junior high school students enrolled in one public high school in Alaminos, Laguna, for the school year 2021-2022. The study revealed a significant difference in the pre-test and post-test scores of the students based on experiential learning constructs. Likewise, a significant relationship was found among variables suggesting that student perceived the integration of Android-based application as effective tool in teaching chemistry. The study’s findings indicate that the level of experiential learning of most students in Science improved after integrating the Android-based applications. Results suggest that teachers may consider using Android-based applications in teaching Science that includes learning activities suited to the topic and can give students the opportunities to improve the level of their experiential learning. Lastly, a study using low and high-performing students may be conducted to further assess the strength of the Android Applications as to applicability and effectiveness.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Integrating Android-Based Applications in Teaching Chemistry for Improved Experiential Learning

Osorio¹,

Aliazas²

2022

IJSTEM

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“…Farida, Jumadi, Wilujeng, and Senam (2018) reported the development of Android as an effective medium for teaching in Indonesia, using global warming as a topic, to improve the scientific literacy of junior high school students. Utilizing Android-based learning is currently trending as the application of learning of the 21st century (Calimag, Mugel, Conde, & Aquino, 2014;Liliarti & Kuswanto, 2018;Astiningsih & Partana, 2020). In a survey study of 605 people in three major cities in Indonesia, Puspitasari and Ishii (2016) reported that young people with high levels of education tend to use cellular International Journal of Instruction, April 2021 • Vol.14, No.2 Internet on their smartphones.…”

Section: Introductionmentioning

confidence: 99%

Improving Students’ Academic Achievement Using the ScEd-ALS Android-Based

Zulfiani¹,

Suwarna²,

Miranto³

2021

INT J INSTRUCTION

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Ubiquitous learning has recently gained increasing popularity in the education sector, which significantly increased the efficiency of individual and collaborative learning. The aim of this study is to develop an Android version of science education-adaptive learning system (ScEd-ALS) as a science learning medium to accommodate various learning styles. The method used in this research is a mixedmethod consisting of a qualitative method, which is a developmental method that provides illustrations concerning the process of creating the developed media, and a quantitative method, which utilizes quasi-experiments to determine the effectiveness of the developed media application. The study comprised 114 eighthgrade junior high school students and three integrated science teachers in South Tangerang. The final product of the study is an Android-based science learning medium that conforms to the visual, aural, reading/writing, and kinesthetic student learning styles. Hence, this Android-based ScEd-ALS was found to be feasible and useful, as assessed by five experts (two media experts and three science education material experts). Nonetheless, there were significant differences in the learning outcomes between the experimental class using the Android version of ScEd-ALS compared to the control class. The effectiveness of using ScEd-ALS in this study was measured based on the percentage of students' mastery level. ScEd-ALS Android based on visual and kinesthetic learning styles are the most effective media compared to aural and read/write.

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“…In the Indonesian national curriculum (K-13) it is stated that teachers should be able to create more innovative and creative in conducting the teaching-learning activities, so the goals of national education can be achieved [2]. The application of learning media on technology-based is one way the teachers could be done in the learning process [3][4]. So, by using learning media on technology-based, students are expected to be more involved and enthusiastic in the learning process.…”

Section: Introductionmentioning

confidence: 99%

Using 3D-Pageflip Based Learning in Learning Chemistry: How does It Effect on Students' Academic Achievement?

Mindayula¹,

Sutrisno²,

Asrial³

2021

ujer

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Using learning media on technology-based is one of the most crucial aspects of the study process nowadays. Utilizing learning media on technology-based is an effort to integrate technology into the study process. The research aimed to investigate the use of 3D-Pageflip-based learning media (3DP-LM) as the application of technology in chemistry learning toward students' academic achievement (SAA). This research used a quasi-experimental approach with a non-equivalent control group and post-test only. The sample in this study consisted of 65 eleventh-grade students (16-17 years old) in a high school in Yogyakarta, Indonesia. There were two groups of the total sample used in this research; the experimental group with 3D-LM (E-3D-LM group) and the control group with PowerPoint media (C-PPt-M group). The instruments applied in the research consisted of 3DP-LM, validation sheets of 3DP-LM, and student chemistry learning achievement test (SCLAT). The findings in this study indicate that the 3DP-LM was valid and reliable to be applied in the research process. The outcome of data analysis shows that there are differences in SSA between students in the E-3D-LM group and the C-PPt-M group. The E-3D-LM group is better than the C-PPt-M group. Moreover, the effect size estimation based on Cohen'd confirmed that the application of 3DP-LM has a positive impact on SAA. This research suggested that 3DP-LM is a technology-based media that can be applied in chemistry learning widely.

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Using Android Media for Chemistry Learning Construction of Motivation and Metacognition Ability

Cited by 9 publications

References 18 publications

Integrating Android-Based Applications in Teaching Chemistry for Improved Experiential Learning

Integrating Android-Based Applications in Teaching Chemistry for Improved Experiential Learning

Improving Students’ Academic Achievement Using the ScEd-ALS Android-Based

Using 3D-Pageflip Based Learning in Learning Chemistry: How does It Effect on Students' Academic Achievement?

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