WHAT KIND OF LEARNING MEDIA THAT LECTURERS AND STUDENTS WANT? NEED ANALYSIS ON HYBRID SCIENCE LEARNING
Received: 16th February 2023; Revised: 27th February 2023, 06th March 2023; Accepted: 14th March 2023
DOI:
https://doi.org/10.20319/pijtel.2023.73.1731Keywords:
Learning Media, Hybrid Learning, Student, Lecturer, Science LearningAbstract
The pandemic that has passed had an impact on the field of education, one of which is in hybrid science learning. This study aims to obtain information related to the learning media needed by students and lecturers in hybrid science learning. The research method applied is quantitative research with data collection techniques, namely through questionnaires. The population of this study was 120 students and 5 lecturers in the Department of Elementary School Teacher Education, Universitas Negeri Semarang. The data were analyzed using a descriptive quantitative approach. The results of the study indicate that there is a need to develop hybrid learning media in science learning. Lecturers and students agree that they need learning media that can support science learning in the form of technology-based media, contain contextual learning materials, supported by image, and can present real elements. This is assessed by lecturers and students to make it easier to understand the learning material. Thus, it can be understood that the development of science learning media with the previously mentioned criteria is needed in improving students' understanding of science concepts in hybrid science learning.
References
REFERENCES
Akmalia, R., Fajriana, F., Rohantizani, R., Nufus, H., & Wulandari, W. (2021). Development of powtoon animation learning media in improving understanding of mathematical concept. Malikussaleh Journal of Mathematics Learning (MJML), 4 (2), 105. https://doi.org/10.29103/mjml.v4i2.5710
Cahya, R. N., Suprapto, E., & Lusiana, R. (2020). Development of Mobile Learning Media Based Android to Suport Students Understanding. Journal of Physics: Conference Series, 1464 (1). https://doi.org/10.1088/1742-6596/1464/1/012010
Criollo-C, S., Guerrero-Arias, A., Jaramillo-Alcázar, Á., & Luján-Mora, S. (2021). Mobile learning technologies for education: Benefits and pending issues. Applied Sciences (Switzerland), 11 (9). https://doi.org/10.3390/app11094111
Ediyani, M., Hayati, U., Salwa, S., Samsul, S., Nursiah, N., & Fauzi, M. B. (2020). Study on Development of Learning Media. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 3 (2), 1336–1342. https://doi.org/10.33258/birci.v3i2.989
Eriksen, K., Nielsen, B. E., & Pittelkow, M. (2020). Visualizing 3D Molecular Structures Using an Augmented Reality App. Journal of Chemical Education, 97 (5), 1487–1490. https://doi.org/10.1021/acs.jchemed.9b01033
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3 (February), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Hariapsari, K. W., Tukiran, T., & Sudibyo, E. (2018). Validity of Teaching Materials Based on Socio-Scientific Issues Approach on the Topic of Vibration, Waves, and Sound. Journal of Physics: Conference Series, 1108 (1). https://doi.org/10.1088/1742-6596/1108/1/012034
Hsbollah, H. M., & Hassan, H. (2022). Creating Meaningful Learning Experiences with Active, Fun, and Technology Elements in the Problem-Based Learning Approach and Its Implications. Malaysian Journal of Learning and Instruction, 19 (1), 147–181. https://doi.org/10.32890/mjli2022.19.1.6
Hung, C. Y., Sun, J. C. Y., & Liu, J. Y. (2019). Effects of flipped classrooms integrated with MOOCs and game-based learning on the learning motivation and outcomes of students from different backgrounds. Interactive Learning Environments, 27 (8), 1028–1046. https://doi.org/10.1080/10494820.2018.1481103
Kollar, J. (2020). Gamification in Education: Changing the Attitude of Medical Students Towards Dementia by Using Virtual Reality (Pilot Study). PUPIL: International Journal of Teaching, Education and Learning, 4 (2), 57–67. https://doi.org/10.20319/pijtel.2020.42.5767
Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2018). How does realistic mathematics education (RME) improve students’ mathematics cognitive achievement? Eurasia Journal of Mathematics, Science and Technology Education, 14 (2), 569–578. https://doi.org/10.12973/ejmste/76959
Li, Q., Li, Z., & Han, J. (2021). A hybrid learning pedagogy for surmounting the challenges of the COVID-19 pandemic in the performing arts education. Education and Information Technologies, 26 (6), 7635–7655. https://doi.org/10.1007/s10639-021-10612-1
Lin, M. H., Chen, H. C., & Liu, K. S. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13 (7), 3553–3564. https://doi.org/10.12973/eurasia.2017.00744a
MacIntyre, B., Bolter, J. D., Moreno, E., & Hannigan, B. (2001). Augmented reality as a new media experience. Proceedings - IEEE and ACM International Symposium on Augmented Reality, ISAR 2001, December 2013, 197–206. https://doi.org/10.1109/ISAR.2001.970538
Masalimova, A. R., Ryazanova, E. L., Tararina, L. I., Sokolova, E. G., Ikrennikova, Y. B., Efimushkina, S. V, Shulga, T. I., Masalimova, A. R., Ryazanova, E. L., Tararina, L. I., Sokolova, E. G., Ikrennikova, Y. B., Efimushkina, S. V, Planning, H. E., & Board, C. (2021). Cypriot Journal of Educational pandemic perspective: Collaborative technologies aspect. Cypriot Journal of Educational Sciences Volume, 16 (1), 389–395. https://doi.org/10.18844/cjes.v16i1.5536
Mekacher, L. (2019). Augmented Reality (Ar) and Virtual Reality (Vr): the Future of Interactive Vocational Education. International Journal of Teaching, Education and Learning, 3 (1), 118–129. https://doi.org/10.20319/pijtel.2019.31.118129
Mekacher, L. (2022). Education 4.0: Hybrid Learning and Microlearning in a Smart Environment. PUPIL: International Journal of Teaching, Education and Learning, 6 (1), 127–141. https://doi.org/10.20319/pijtel.2022.61.127141
Ningrum, V. F., Sumarni, W., & Cahyono, E. (2021). Development of Augmented Reality-Based Learning Media on Concept of Hydrocarbon to Improve Multi-representation Ability. Jurnal Penelitian Pendidikan IPA, 7 (Special Issue), 256–265. https://doi.org/10.29303/jppipa.v7ispecialissue.1038
Pang, V. O., Lafferty, K. E., Pang, J. M., Griswold, J., & Oser, R. (2014). Culture Matters in Science Education. Science and Children, 1 (1), 44–49. https://doi.org/10.2505/4/sc14
Patni, N., & Dirgatama, C. H. A. (2021). International Journal of Education and Social Science Research ANALYSIS OF THE NEED FOR INTERACTIVE LEARNING MEDIA BASED ON. International Journal of Education and Social Science Research, 4 (01), 243–247. https://doi.org/10.37500/IJESSR.2021.4124
Puspitarini, Y. D., & Hanif, M. (2019). Using Learning Media to Increase Learning Motivation in Elementary School. Anatolian Journal of Education, 4 (2), 53–60. https://doi.org/10.29333/aje.2019.426a
Sartono, E. K. E., Sekarwangi, T., & Herwin, H. (2022). World Journal on Educational Technology: Current Issues understanding of civic concepts and learning motivation. World Journal on Educational Technology: Current Issues, 14 (2), 356–368. https://doi.org/10.18844/wjet.v14i2.6909
Sukiman, Haningsih, S., & Rohmi, P. (2022). The pattern of hybrid learning to maintain learning effectiveness at the higher education level post-COVID-19 pandemic. European Journal of Educational Research, 11 (1), 243–257. https://doi.org/10.12973/eu-jer.11.1.243
Surjono, H. D., Muhtadi, A., & Wahyuningsih, D. (2017). The Implementation of Blended Learning in Multimedia Courses for Undergraduate Students in Indonesia. International Journal of Information and Education Technology, 7 (10), 783–786. https://doi.org/10.18178/ijiet.2017.7.10.972
Suryani, N. (2018). Utilization of digital media to improve the quality and attractiveness of the teaching of history. The 2nd International Conference on Teacher Training and Education, 2 (1), 131–144.
Symeonidis, V., & Schwarz, J. F. (2016). Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland. Forum Oświatowe, 28 (February 2017), 31–47. http://www.edite.eu/wp-content/uploads/2017/11/Phenomenon-based-teaching-and-learning-through-the-pedagogical-lenses-of-phenomenology_The-recent-curriculum-reform-in-Finland.pdf
Tan, S., Zou, L., Wijaya, T. T., & Dewi, N. S. S. (2020). Improving Student Creative Thinking Ability with Problem Based Learning Approach Using Hawgent Dynamic Mathematics Software. Journal on Education, 2 (4), 303–312. https://doi.org/10.31004/joe.v2i4.324
Ustun, A. B. (2019). Effects of Mobile Learning in Blended Learning Environments. Bilgi ve İletişim Teknolojileri Dergisi, 1 (1), 1–14. https://dergipark.org.tr/tr/pub/bited/issue/50545/625452
Vargas, J. C. G., Fabregat, R., Carrillo-Ramos, A., & Jové, T. (2020). Survey: Using augmented reality to improve learning motivation in cultural heritage studies. Applied Sciences (Switzerland), 10 (3), 1–27. https://doi.org/10.3390/app10030897
Wahyuni, E. (2018). Improving Studentsr Independence and Collaboration with Blended Learning. Advances in Social Science, Education and Humanities Research, 231, 613–616. https://doi.org/10.2991/amca-18.2018.170
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Barokah Isdaryanti, Farid Ahmadi, Siti Nuzulia, Indah Fajarini Sri Wahyuningrum, Moh. Farizqo Irvan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of Published Articles
Author(s) retain the article copyright and publishing rights without any restrictions.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
