The Effectiveness of Collaborative E-Learning-Based Learning in Reducing Student Misconceptions on Heat in East Java High Schools During Merdeka Belajar

Authors

Heny Ekawati Haryono , Moh Zayyadi , Iib Marzuqi , Ida Kaniawati

DOI:

10.29303/jppipa.v10i8.8179

Published:

2024-08-25

Issue:

Vol. 10 No. 8 (2024): August

Keywords:

Collaborative, Effectiveness, E-learning, Heat, KABEL

Research Articles

Downloads

How to Cite

Haryono, H. E., Zayyadi, M., Marzuqi, I., & Kaniawati, I. (2024). The Effectiveness of Collaborative E-Learning-Based Learning in Reducing Student Misconceptions on Heat in East Java High Schools During Merdeka Belajar. Jurnal Penelitian Pendidikan IPA, 10(8), 4543–4550. https://doi.org/10.29303/jppipa.v10i8.8179

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study aims to determine the effectiveness of Collaborative E-learning-Based Learning (KABEL) to remedy student misconceptions for heat in high schools in East Java during merdeka belajar. The study used a pre-experimental design, specifically a one-group pre-test post-test design. The study includes a sample of 290 10th-grade students who were randomly chosen from different high schools in East Java. The data collection instrument consists of 20 multiple-choice questions, each with 3 alternative answers and open-ended reasons. The average percentage of student misconceptions was 94.67% before and 39.33% after remediation. The Mc Nemar test showed a significant improvement in student conceptual understanding after remediation, as evidenced by a chi-square value (X2) of 11.16, which exceeded the critical chi-square value (X2table) of 3.84 for a degree of freedom (df) of 1 and a significance level (α) of 5%. The obtained proportion value of 0.56 shows a moderate effectiveness of the direct instruction model with animation media in addressing student misconceptions.

References

Adnan, G., Zulfikar, T., Armia, M. S., Gade, S., & Walidin, W. (2021). Impacts of inquiry learning model on students’ cognitive and critical thinking ability. Cypriot Journal of Educational Sciences, 16(3), 1290–1299. https://doi.org/10.18844/CJES.V16I3.5851

Almajed, A., Skinner, V., Peterson, R., & Winning, T. (2016). Collaborative learning: Students’ perspectives on how learning happens. Interdisciplinary Journal of Problem-Based Learning, 10(2). https://doi.org/10.7771/1541-5015.1601

Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102–110. https://doi.org/10.1016/j.compedu.2012.10.019

Bramantha, H. (2021). Perbedaan Kemampuan Berpikir Kritis Siswa Menggunakan Model Pembelajaran Ekspositori Dengan Model Pembelajaran Inquiry Berbantuan Media Video. Education Journal : Journal Educational Research and Development, 5(2), 195–202. https://doi.org/10.31537/ej.v5i2.515

Darma, I. K., Karma, I. G. M., Santiana, I. M. A., & Suastawa, I. W. (2022). Effect Size of Mathematics Blended Learning Design on Increasing Mathematical Problem-Solving Ability of Polytechnic Students in the Covid-19 Pandemic Period. Logic : Jurnal Rancang Bangun Dan Teknologi, 22(1), 43–50. https://doi.org/10.31940/logic.v22i1.43-50

Departemen Pendidikan Nasional. (2013). Pelaksanaan Peraturan Pemerintah Nomor 32 Tahun 2013 Tentang Perubahan Atas Peraturan Pemerintah Nomor 19 Tahun 2005 Tentang Standar Nasional Pendidikan Terhadap Pelakanaan Ujian Nasional Sebagai Standar Mutu Pendidikan. Retrieved from https://jdih.setkab.go.id/PUUdoc/173768/PP0322013.pdf

Elberkawi, E. K., Ateeyah, M. A., Elakeili, S. M., & Maatuk, A. M. (2020). Issues and Challenges of Implementing E-Learning in A Public University: Students and Instructors Perspective. Proceedings of the 6th International Conference on Engineering & MIS 2020. https://doi.org/10.1145/3410352.3410826

Fatima, S., Ali, M., & Saad, M. I. (2022). The effect of students’ conceptions of feedback on academic self-efficacy and self-regulation: evidence from higher education in Pakistan. Journal of Applied Research in Higher Education, 14(1), 180–199. https://doi.org/10.1108/JARHE-07-2020-0209

Fenditasari, K., Jumadi, Istiyono, E., & Hendra. (2020). Identification of misconceptions on heat and temperature among physics education students using four-tier diagnostic test. Journal of Physics: Conference Series, 1470(1). https://doi.org/10.1088/1742-6596/1470/1/012055

Fitriasari, N. S., Apriansyah, M. R., & Antika, R. N. (2020). Pembelajaran Kolaboratif Berbasis Online. Inspiration: Jurnal Teknologi Informasi dan Komunikasi, 10(1). https://doi.org/10.35585/inspir.v10i1.2564

Gerhátová, Ž., Perichta, P., & Palcut, M. (2020). Project-Based Teaching of the Topic “Energy Sources” in Physics via Integrated e-Learning—Pedagogical Research in the 9th Grade at Two Primary Schools in Slovakia. Education Sciences, 10(12). https://doi.org/10.3390/educsci10120371

Guarango, P. M. (2022). Analisis Kompetensi Pustakawan Dalam Meningkatkan Pelayanan Di Upt Perpustakaan Sekolah Tinggi Pariwisata (STP) Mataram. Jurnal Ilmu Perpustakaan (JIPER) FISIP UMMAT, 8, 2003-2005.

Haryono, H. E., Marzuqi, I., & Kaniawati, I. (2023). Development of E-Learning-Based Collaboration (KABEL) Article Info Abstract. Studies in Learning and Teaching, 4(3), 444–456. https://doi.org/10.46627/silet

Haryono, H. E., Marzuqi, I., Kaniawati, I., & Maryani. (2023). Student Learning Outcomes on Heat Material Using E-Learning-Based Collaborative Learning (KABEL). Jurnal Penelitian Pendidikan IPA, 9(11), 10273–10279. https://doi.org/10.29303/jppipa.v9i11.5066

Haryono, H. E., Samsudin, A., Aini, K. N., & Siahaan, P. (2021). Teams’ games tournaments with cognitive conflict instruction (CCI) model to unveil students’ misconceptions. Cypriot Journal of Educational Sciences, 16(4), 1343–1356. https://doi.org/10.18844/cjes.v16i4.5983

Hermansyah, H., Gunawan, G., Harjono, A., & Adawiyah, R. (2019). Guided inquiry model with virtual labs to improve students’ understanding on heat concept. Journal of Physics: Conference Series, 1153(1). https://doi.org/10.1088/1742- 6596/1153/1/012116

Keay, J. K., Carse, N., & Jess, M. (2019). Understanding teachers as complex professional learners. Professional Development in Education, 45(1), 125–137. https://doi.org/10.1080/19415257.2018.1449004

Kobus, C. J. (2013). On Why the Flipped Classroom Model May Be the Optimum for Heat Transfer Education. https://doi.org/10.1115/HT2013-17093

Larasaty, Y. (2022). an Analysis of Writing Task in Bupena English Textbook for the Eighth Grade English Education Study Program Education Department Faculty of Tarbiya and Teacher Training State Islamic University. Retrieved from https://rb.gy/7a9b09

Longfield, J. (2009). Discrepant teaching events: Using an inquiry stance to address students' misconceptions. International Journal of Teaching and Learning in Higher Education, 21(2), 266. Retrieved from https://digitalcommons.georgiasouthern.edu/ct2-facpubs/3/

Mohyuddin, R. G., & Khalil, U. (2016). Misconceptions of Students in Learning Mathematics at Primary Level. Bulletin of Education and Research, 38(1), 133-162. Retrieved from http://files.eric.ed.gov/fulltext/EJ1210348.pdf

Mukhlisa, N. (2021). Miskonsepsi Pada Peserta Didik. SPEED Journal : Journal of Special Education, 4(2), 66–76. https://doi.org/10.31537/speed.v4i2.403

Niyibizi, O., & Kazinyirako, J. P. (2024). Assessing the effectiveness of remedial strategies on senior one student’s academic performance in mathematics and sciences. Journal of Classroom Practices, 3(1), 1–12. https://doi.org/10.58197/prbl/AWNH3573

Pangarso, A., Gilang, A., & Fatihah, N. (2021). The effect of service quality on job satisfaction: Evidence from Indonesian electrical owned state firm. Management Science Letters, 11, 1797–1806. https://doi.org/10.5267/j.msl.2021.2.002

Purwanti, E., & Heldalia, H. (2022). Korelasi Keterampilan Proses Sains Dengan Kemampuan Berpikir Kritis Siswa Pada Materi Pemantulan Pada Cermin Datar. Journal Evaluation in Education (JEE), 1(4), 143–148. https://doi.org/10.37251/jee.v1i4.146

Rizaldi, W. R. (2021, January). Profile of conceptual understanding and misconceptions of students in heat and temperature. In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020) (pp. 751-756). Atlantis Press. https://doi.org/10.2991/assehr.k.201230.192

Rutten, G. M., Harting, J., Bartholomew, L. K., Schlief, A., Oostendorp, R. A., & De Vries, N. K. (2013). Evaluation of the theory-based Quality Improvement in Physical Therapy (QUIP) programme: A one-group, pre-test post-test pilot study. BMC Health Services Research, 13(1), 1–13. https://doi.org/10.1186/1472-6963-13-194

Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136–153. https://doi.org/10.1016/j.compedu.2011.07.017

Sari, D. I., Zayyadi, M, Osman, S., Milawati, M., & Kurniati, D. (2022). The Application of Synchronous and Asynchronous Learning using E-learning on Elementary Linear Algebra. Jurnal Didaktik Matematika, 9(1), 22–38. https://doi.org/10.24815/jdm.v9i1.24759

Sembiring, K. C., Rinaldi, N., & Simanungkalit, S. P. (2015). Bio-oil from Fast Pyrolysis of Empty Fruit Bunch at Various Temperature. Energy Procedia, 65, 162–169. https://doi.org/10.1016/j.egypro.2015.01.052

Setemen, K., Sudirtha, I. G., & Widiana, I. W. (2023). The Effectiveness of Study, Explore, Implement, Evaluate E-Learning Model Based on Project-Based Learning on the Students Conceptual Understanding and Learning Agility. Journal of Technology and Science Education, 13(3), 583–596. https://doi.org/10.3926/jotse.1624

Tanner, K., & Allen, D. (2005). Approaches to biology teaching and learning: Understanding the wrong answers-teaching toward conceptual change. In Cell Biology Education (Vol. 4, Issue SUMMER, pp. 112–117). https://doi.org/10.1187/cbe.05-02-0068

Troussas, C., Giannakas, F., Sgouropoulou, C., & Voyiatzis, I. (2023). Collaborative activities recommendation based on students’ collaborative learning styles using ANN and WSM. Interactive Learning Environments, 31(1), 54–67. https://doi.org/10.1080/10494820.2020.1761835

Vosniadou, S. (2012). Reframing the Classical Approach to Conceptual Change: Preconceptions, Misconceptions and Synthetic Models. In Second International Handbook of Science Education (pp. 119–130). Springer Netherlands. https://doi.org/10.1007/978-1-4020-9041-7_10

Wulanningtyas, M. E., & Marhaeni, N. H. (2022). Analisis Kesalahan Siswa dan Remedialnya Dalam Mengerjakan Soal Cerita Perbandingan Matematika. JIPM (Jurnal Ilmiah Pendidikan Matematika), 10(2), 359. https://doi.org/10.25273/jipm.v10i2.10114

Author Biographies

Heny Ekawati Haryono, Universitas Islam Darul ‘Ulum

Moh Zayyadi, Universitas Madura

Iib Marzuqi, Universitas Islam Darul 'Ulum

Ida Kaniawati, Universitas Pendidikan Indonesia

License

Copyright (c) 2024 Heny Ekawati Haryono, Moh Zayyadi, Iib Marzuqi, Ida Kaniawati

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).