Using Technology in Hydrocarbon Topics: A Profile on Students’ Self-Regulated Learning

Abstract

This research aimed to analyse the use of chemistry-on-android (chemondro) game and blended learning that combine the online and face-to-face learning, as the implementation of technology on hydrocarbon topics toward students' selfregulated learning. The online phase of blended learning was conducted using video conference and Learning Management System (LMS). A comparative study has employed in this research. There were three groups of students with a total of 143 students represents from all of the eleventh graders in Purworejo Regency, Indonesia. These three groups of students applied different technology as the media on its learning process. A group which applying 'chemondro' game, a group with blended learning and the last group with the combination between the two. A Self-Regulated Learning Scale (SRLS) was administrated to obtain the data of students' self-regulated learning. These data of students' self-regulated learning were classified into five categories, from excellent to very poor category following the criteria of mean and ideal standard deviation. In addition, one-way ANOVA was used to confirm the results of those analysis. The results of the analysis showed that the profile of students' self-regulated learning on the group that used the 'chemondro' game only as the media was better compared to the other two student groups. This research suggests that the educational game should be widely use in chemistry learning to promote students' self-regulated learning.

The Influences of Hybrid Learning with Video Conference and Chemondro-Game on Students Self-Efficacy, Self-Regulated Learning, and Achievement toward Chemistry

“…The chemondro-game in this research consists of learning outcomes, learning materials, and evaluation that employs game rules. Further, the chemondro-game belongs to an educational game that is found in the android mobile and accessible to the students, hence it promotes students' to learn independently and has an influence on increasing of students' self-regulated learning (Wiyarsi et al, 2019). The result of this research is confirmed by Jabbour (2014) as mobile game technology has a positive effect on the interactions between students and their peers and their teacher thus it signified on the enhancement of students' learning outcomes.…”

“…As in chemistry learning, teachers could be designing chemistry learning activities in such a way to yield an innovative chemistry learning by employing ICT. Various studies had implemented technologies in their activities such as innovative web learning (Thohir et al, 2020), laboratory integrated technology (Imaduddin & Hidayah, 2019), blended learning (Wiyarsi et al, 2019), interactive whiteboards (Anatürk-Tombak & Ateşkan, 2019), and android based application for chemistry learning (Ulfa et al, 2017) to improve students' chemical academic performance. Although the use of technologies may be beneficial especially in providing new information and knowledge, it offers disadvantages such hurting concentration of the students and consuming significant amounts of time (Shatri, 2020).…”

Virtual Chemistry Laboratory in Blended Online Learning Mode: The Influence on Students’ Motivation and Achievement

“…It should be promising since the ViChem-Lab provides effective interactive media as a supplement or replacement for the chemistry laboratory work in the learning instruction. Moreover, the presence of blended online learning gives extra learning time and learning material for students that makes a flexible learning instruction were held (Fitriyana et al, 2021;Wiyarsi et al, 2019).…”

Motivation Level of Student After Implementation Learning Media Based on 3D-Pageflip

“…One of them is impacting the education system. the educational system is currently moving forward in the use of technology in learning [2]. On the other hand, education is required to produce humans who can adapt to the challenges of the times.…”