Canva-assisted Learning of Inquiry Sequences (LOIS)-based e-worksheet effectiveness
Abstract
Education in Indonesia has undergone a transformation that was initially conventional but now necessitates the integration of technology. Materials for teaching that can aid students in learning are required. The purpose of this study is to explain how well the e-worksheet for learning dynamic fluid physics works. This research uses a modified ADDIE model for research and development. The viability of the e-worksheet is estimated using a learning accomplishment test. The subjects of this review were thirty understudies in class XI at SMA Negeri 5 Bandar Lampung. The side effect of the test shows that the feasibility of e-worksheets in the control class is low given the low rules of learning based on revelation learning. The effectiveness of e-worksheets in the experimental class is very high.
References
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Al-Issa, A. (2006). Schema Theory And L2 Reading Comprehension: Implications For Teaching. Journal of College Teaching & Learning (TLC), 3(7), 41–48. https://doi.org/10.19030/tlc.v3i7.1700
Dakhi, O., JAMA, J., & IRFAN, D. (2020). Blended learning: a 21st century learning model at college. International Journal Of Multi Science, 1(08), 50–65.
Darmaji, D., Kurniawan, D. A., & Irdianti, I. (2019). Physics Education Students’ Science Process Skills. International Journal of Evaluation and Research in Education, 8(2), 293–298.
Degner, M., Moser, S., & Lewalter, D. (2022). Digital media in institutional informal learning places: A systematic literature review. Computers and Education Open, 3, 100068.
Fathiah, F., Kaniawati, I., & Utari, S. (2015). Didactic analysis of learning that can increase the correlation between conceptual understanding and problem solving abilities of high school students in dynamic fluid material. Journal of Research & Development in Physics Education, 1(1), 111–118.
Fernandes, R. (2019). The Relevance of the 2013 Curriculum to the Needs of Students in the Revolutionary Era 4.0. Journal of Socius: Journal of Sociology Research and Education, 6(2), 70. https://doi.org/10.24036/scs.v6i2.157
Fernández-Arias, P., Antón-Sancho, Á., Vergara, D., & Barrientos, A. (2021). Soft skills of American university teachers: Self-concept. Sustainability, 13(22), 12397.
Gholami, R., Watson, R. T., Hasan, H., Molla, A., & Bjorn-Andersen, N. (2016b). Information systems solutions for environmental sustainability: How can we do more? Journal of the Association for Information Systems, 17(8), 2.
Hamida, S., & Desnita, D. (2021). The validity of contextual-based physics learning videos to improve students’ 4C skills. International Journal of Progressive Sciences and Technologies (IJPSAT), 25(2), 175–184.
Hikamah, S. R., Rohman, F., & Kurniawan, N. (2021). Developing Virtual Communication Skills in Online Learning Based on Modified PBL during the COVID-19 Pandemic. International Journal of Education and Practice, 9(2), 323–339.
Hernández-Calderón, OM, González-Llanes, MD, Rios-Iribe, EY, Jiménez-Lam, SA, del Carmen Chavez-Parga, M., & Escamilla-Silva, EM (2017). Hydrodynamics and mass transfer simulation in airlift bioreactor with settler using computational fluid dynamics. International Journal of Chemical Reactor Engineering, 15(4).
Jalinus, N. (2021). Developing blended learning model in vocational education based on 21st century integrated learning and industrial revolution 4.0. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(8), 1239–1254.
Khakurel, J., & Porras, J. (2020). The effect of real-world capstone project in an acquisition of soft skills among software engineering students. 2020 IEEE 32nd Conference on Software Engineering Education and Training (CSEE&T), 1–9.
Krasnova, L. A., & Shurygin, V. Y. (2020). Blended learning of physics in the context of the professional development of teachers. International Journal of Technology Enhanced Learning, 12(1), 38–52.
Kusyanti, R. (2021). Development of Interactive Digital Module Based on Virtual Laboratories in The Covid-19 Pandemic Era in Dynamic Fluid Materials. International Journal of Active Learning, 6(1), 41–48.
Kusumaningrum, S., & Djukri, D. (2016). Development of learning tools for project based learning (PjBL) models to improve science process skills and creativity. Journal of Science Education Innovation, 2(2), 241–251. https://doi.org/10.21831/jipi.v2i2.5557
Mutohhari, F., Sutiman, S., Nurtanto, M., Kholifah, N., & Samsudin, A. (2021). Difficulties in Implementing 21st Century Skills Competence in Vocational Education Learning. International Journal of Evaluation and Research in Education, 10(4), 1229–1236.
National Education Association. (2012). Preparing 21st century students for a global society: An educator's guide to "the four Cs." Washington, D.C.
Nieveen, N., & Plomp, T. (2007). An introduction to education Design Research. China: The East China Normal University.
Nurtanto, M., Fawaid, M., & Sofyan, H. (2020). Problem based learning (PBL) in Industry 4.0: Improving learning quality through character-based literacy learning and life career skill (LL-LCS). Journal of Physics: Conference Series, 1573(1), 012006.
Prabandaru, RH (2015). The Effectiveness of the Inquiry Based Learning Model on Competency Mastery in the Operation of Class XI Low Voltage Power Control Equipment at SMK Negeri 1 Sedayu. thesis. Published. Yogyakarta: Yogyakarta State University.
Rafiq, A. A., Triyono, M. B., & Djatmiko, I. W. (2023). The integration of inquiry and problem-based learning and its impact on increasing the vocational student involvement. International Journal of Instruction, 16(1), 659–684.
Ratumanan, TG, & Laurens, T. (2011). Assessment of learning outcomes at the level of educational units. Surabaya: Unesa.
Risnawati, I., Kaniawati, I., & Efendi, R. (2013). The effectiveness of applying outdoor physics-based inquiry learning models using contextual modules to improve students' science process skills in dynamic fluid material. WaPFi (Physics Education Forum), 1(1).
Roy, R., & Uekusa, S. (2020). Collaborative autoethnography:“Self-reflection” as a timely alternative research approach during the global pandemic. Qualitative Research Journal, 20(4), 383–392.
Sahin, D., & Yilmaz, R. M. (2020). The effect of Augmented Reality Technology on middle school students’ achievements and attitudes towards science education. Computers & Education, 144, 103710.
Sengupta, P., Kinnebrew, J. S., Basu, S., Biswas, G., & Clark, D. (2013). Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework. Education and Information Technologies, 18, 351–380.
Schäfle, C., & Kautz, C. (2019). Students reasoning in fluid dynamics: bernoulli's principle vs. the continuity equation. Proceedings of the 10th International Conference on Physics Teaching in Engineering Education, 1–8.
Shatto, B., & Erwin, K. (2016). Moving on from millennials: Preparing for generation Z. The Journal of Continuing Education in Nursing, 47(6), 253–254.
Sholihat, FN, Samsudin, A., & Nugraha, MG (2017). Identification of students' misconceptions and causes of misconceptions using a four-tier diagnostic test on the sub-subject of fluid dynamics: the principle of continuity. Journal of Research & Development in Physics Education, 3(2), 175–180.
Suarez, A., Kahan, S., Zavala, G., & Marti, AC (2017). Students' conceptual difficulties in hydrodynamics. Physical Review Physics Education Research, 13(2), 20132.
Tan, A.-L., & Wong, H.-M. (2012). 'Didn't Get Expected Answer, Rectify It.': Teaching science content in an elementary science classroom using hands-on activities. International Journal of Science Education, 34(2), 197–222.
Valeeva, E., Ziyatdinova, J., & Galeeva, F. (2020). Development of soft skills by doctoral students. The Impact of the 4th Industrial Revolution on Engineering Education: Proceedings of the 22nd International Conference on Interactive Collaborative Learning (ICL2019)–Volume 2 22, 159–168.
Valeri, M., & Baggio, R. (2021). Social network analysis: Organizational implications in tourism management. International Journal of Organizational Analysis, 29(2), 342–353.
Vygotsky, LS (1978). Mind in Society. In M. Cole, VJ Steiner, S. Scribner, & E. Souberman (Eds.), The Development of Higher Psychological Processes (Vol. 108, Issues 3–4, pp. 101–103). Harvard UniversityPress. https://doi.org/10.3928/0048-5713-19850401-09
Wenning, CJ, & Khan, MA (2011). Levels of Inquiry Model of Science Teaching : Learning sequences to lesson plans. Journal of Physics Teacher Education Online, 6(2), 17–20.
Yildirim, M., Çalik, M., & Özmen, H. (2016). A meta-synthesis of Turkish studies in science process skills. International Journal of Environmental and Science Education, 11(14), 6518–6539.
Zakiyah, N. A., & Sudarmin, S. (2022). Development of e-module STEM integrated ethnoscience to increase 21st century skills. International Journal of Active Learning, 7(1), 49–58.
Zhong, S., Zhang, K., Bagheri, M., Burken, J. G., Gu, A., Li, B., Ma, X., Marrone, B. L., Ren, Z. J., & Schrier, J. (2021). Machine learning: new ideas and tools in environmental science and engineering. Environmental Science & Technology, 55(19), 12741–12754.
Authors
Herlina, K., Ertikanto, C., Nyeneng, I. D. P., Suane, W., Wicaksono, B. A., & Divia, B. C. (2023). Canva-assisted Learning of Inquiry Sequences (LOIS)-based e-worksheet effectiveness. Momentum: Physics Education Journal, 7(2), 311–318. https://doi.org/10.21067/mpej.v7i2.8224
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