ORCID Profile
0000-0002-9963-4331
Current Organisation
Universitas Negeri Yogyakarta
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Publisher: Journal of Turkish Science Education
Date: 15-06-2021
Publisher: International Association of Online Engineering (IAOE)
Date: 20-05-2020
DOI: 10.3991/IJIM.V14I08.13069
Abstract: Virtual reality (VR) laboratory is great potential for education. It is recognized as a technological advance that can facilitate a learning process through the development of highly realistic 3D visualization. Using VR laboratory in teaching and learning makes it possible to manipulate objects in the virtual scene in a manner similar to the real world. Virtual reality laboratory was developed to enhance the students’ critical thinking skills. A Research and Development (R & D) method with a post-test design was used in the research. The subjects included the students who were enrolled at Senior High School in Yogyakarta, Indonesia with a total of 96 grade 10 sup th /sup students. The s les ided into three classes, namely EC-1 with virtual reality laboratory, EC-2 with virtual reality and real laboratory, and CC with real laboratory while the quality VR was applied to chemistry teachers. The findings of this research reveal that the quality of VR laboratory integrated hybrid learning was in a very good category. The results of students' critical thinking skills were analyzed using ANOVA test and it was found that there is a significant difference on students’ critical thinking skills of the three classes. Students who took part in learning using VR laboratory both in the EC-1 and EC-2 classes had better critical thinking skills compared to the CC class. Thus, the VR laboratory is potentially used for further teaching-learning process.
Publisher: Author(s)
Date: 2017
DOI: 10.1063/1.4983906
Publisher: SCAD Independent
Date: 30-01-2019
Publisher: Elsevier BV
Date: 05-2011
Publisher: Universitas Negeri Yogyakarta
Date: 14-10-2020
Abstract: The 21st century learning system demands the use of technology in learning instruction. This research focuses on the comparison between the use of android-based-game and blended learning in the Chemistry subject on the hydrocarbon lesson toward students’ self-efficacy and achievement. A quasi-experiment with post-test only design was adopted in this research. A number of 143 eleventh graders from two public senior high schools in Purworejo Regency, Indonesia were selected in a cluster random s ling as the research s le. The s le was classified into three groups depending on the media used, i.e. android-based-game only on face-to-face learning (ABG-FTFL), blended learning only (BL), and both android-based-game and blended learning (ABG-BL). Self-Efficacy Scale (SES) was used to obtain the data of students’ self-efficacy while the hydrocarbon test was used to obtain students’ achievement. One-way Analysis of Variance, Kruskal Wallis test, and descriptive quantity technique were performed in the data analysis, and it is found that the use of these technologies has a significant effect on the students’ self-efficacy and achievement. The use of ABG-BL is better in improving students’ self-efficacy while BL is better in enhancing students’ achievement. Therefore, the use of android-based-game and blended learning can be emphasized as media in chemistry learning to gain better self-efficacy and achievement among students.
Publisher: Author(s)
Date: 2017
DOI: 10.1063/1.4983910
No related grants have been discovered for Kristian Handoyo Sugiyarto.