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Harvard Deusto Business Research     Open Access   (Followers: 6)
Intangible Capital     Open Access   (Followers: 1, SJR: 0.164, CiteScore: 0)
J. of Airline and Airport Management     Open Access   (Followers: 12)
J. of Industrial Engineering and Management     Open Access   (Followers: 5, SJR: 0.215, CiteScore: 1)
J. of Technology and Science Education     Open Access   (Followers: 15, SJR: 0.159, CiteScore: 0)
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Journal of Technology and Science Education
Journal Prestige (SJR): 0.159
Number of Followers: 15  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2013-6374 - ISSN (Online) 2013-6374
Published by OmniaScience Homepage  [5 journals]
  • What's new in JOTSE

    • Authors: Beatriz Amante García, María Martínez Martínez
      Pages: 1 - 3
      Abstract: Here we are again. JOTSE have another year and we thank our readers and authors for their confidence. As usual, in this first number we present ours editorial with an analysis of our Journal evolution. In this sense, we reflect on the changes just undergone in 2022 and the new challenges for 2023.
      PubDate: 2023-01-25
      DOI: 10.3926/jotse.2088
      Issue No: Vol. 13, No. 1 (2023)
  • The potential of mobile augmented reality as a didactic and pedagogical
           source in learning geometry 3D

    • Authors: Poppy Yaniawati, Sudirman Sudirman, Mellawaty Mellawaty, Rully Indrawan, Melinda Putri Mubarika
      Pages: 4 - 22
      Abstract: The COVID-19 pandemic in Indonesia requires teachers and students to perform learning activities online. Meanwhile, teachers use a variety of technology products in the classroom without paying attention to the didactic, pedagogical, and content aspects. This is due to time constraints and short learning adjustments that should be flexible to this pandemic. Therefore, this research provides an alternative by exploring the potential of augmented reality as a didactic and pedagogical source in learning geometry. An exploratory case study design was used to reveal this potential, while three mathematics teachers and twenty-six students from three schools in Indramayu Regency, Indonesia, participated in the research. Data from observations and documentation were checked, extracted, entered verbatim, and coded. The results of the interview data were analyzed using the content analysis method, while those from the geometry understanding test and student response questionnaires used descriptive analysis. Consequently, the research results showed that augmented reality was useful as an alternative didactic and pedagogical source of learning geometry during the COVID-19 pandemic. This conclusion was based on the reason, first characteristically augmented reality technology can be integrated with textbooks or certain learning methods. Second, the results of the geometry understanding test showed that there were more students who answered the questions correctly than the students who answered incorrectly. Third, the results of questionnaires and interviews showed that students had a positive attitude during the geometry learning process. Therefore, the researcher believes that the use of augmented reality is worthy of being an alternative didactic and pedagogical source and has the potential to be applied to other subjects both during the COVID-19 pandemic and after the COVID-19 pandemic.
      PubDate: 2023-01-27
      DOI: 10.3926/jotse.1661
      Issue No: Vol. 13, No. 1 (2023)
  • Improving preservice chemistry teachers’ critical thinking and science
           process skills using research-oriented collaborative inquiry learning

    • Authors: Irwanto Irwanto
      Pages: 23 - 35
      Abstract: This research aims to enhance preservice teachers’ critical thinking and science process skills using Research-Oriented Collaborative Inquiry Learning (REORCILEA). Sixty-four preservice chemistry teachers attended the General Chemistry course over 8 weeks in an Indonesian public university. In a quasi-experimental design, two intact classes were randomly assigned as the experimental and control groups. The Rubric for Critical Thinking Skills, the Observation Checklist for Science Process Skills, and a semi-structured interview protocol were used as data collection tools. Quantitative data were analyzed using an independent samples t-test and paired samples t-test, while the results of semi-structured interviews were analyzed using thematic analysis. The results of the t-test revealed that the REORCILEA was found more effective than the expository teaching model in fostering students’ critical thinking and science process skills. The results of the interviews also indicated that experimental group students had a more positive perception of REORCILEA. Regarding these findings, instructors are recommended to apply the REORCILEA model in order to promote students’ critical thinking, science process skills, and motivation to learn in STEM-related courses.
      PubDate: 2023-01-27
      DOI: 10.3926/jotse.1796
      Issue No: Vol. 13, No. 1 (2023)
  • The design and development of a learning strategy to enhance
           students' engagement in simultaneous equations: An evaluation

    • Authors: Jaafaru Aliyu, Sharifah Osman, Jeya Amantha Kumar, Mohd Ridhuan Mohd Jamil
      Pages: 36 - 52
      Abstract: In the 21st century, teaching and learning mathematics courses witness significant expansion and development of technology use, which creates a shift from teacher-centred to student-centred learning engagement. Student engagement (SE) faces many challenges of poor performance and student difficulty in solving simultaneous equations involving indices (SEII), among others. This paper presents an evaluation viewpoint of the learning strategy (LS) with cooperative learning strategy (CLS) and GeoGebra (GG) integration to support SE in SEII. The LS employs the think-pair-share approach and the six (6) principles of learning phases associated with constructivism ideology. The discussion of the preliminary mathematical achievement test (MAT-test) from pre-and post-tests with 41 students who have learned SEII using the developed LS is also presented. Semi-structured interviews were conducted with three experienced lecturers to provide feedback and recommendations on interacting with LS. The themes that emerge from those lecturers include the connection between LS phases, specific material, cooperative activity, playfulness in the discovery process, and thinking. Experts’ feedback on the LS's content reasoning and content learning strategy through a questionnaire was tested using Fleiss multi-rater Kappa and showed good inter-rater reliability and agreement between them. The estimated marginal means covariate of the ANCOVA test was then examined, and the results supported the necessity for a learning strategy to be developed. The findings revealed that the LS, with CLS and GG integration, has the potential to be educationally effective in enhancing SE in SEII.
      PubDate: 2023-01-27
      DOI: 10.3926/jotse.1691
      Issue No: Vol. 13, No. 1 (2023)
  • The effectiveness of the use of augmented reality-assisted physics
           e-module based on pedicab to improve mathematical communication and
           critical thinking abilities

    • Authors: Poppy Sari Dewi, Heru Kuswanto
      Pages: 53 - 64
      Abstract: This study aims to reveal the effectiveness of the use of an augmented reality-assisted physics e-module based on the local wisdom of the pedicab in improving critical thinking and mathematical communication abilities. The study used the 4D model. Empirical trials were conducted involving 255 grade XII students. The effectiveness test was conducted in class X with 36 students as the experimental class and 36 students as the control class at SMA Negeri 1 Depok, Sleman. The data analysis used the Quest program to see the validity and reliability of the items, and the Manova test (effect size) was carried out to see the effectiveness of the media. The results showed that the augmented reality-assisted physics e-module based on the local wisdom of pedicab was effective in improving mathematical communication with a score of 0.40 (large) and critical thinking abilities with a score 0.11 (medium).
      PubDate: 2023-01-27
      DOI: 10.3926/jotse.1714
      Issue No: Vol. 13, No. 1 (2023)
  • Mechatronic system usability evaluation

    • Authors: Apostolos Tsagaris
      Pages: 65 - 72
      Abstract: This study aimed to refine and validate a Mechatronic System Usability Evaluation (MSUE) questionnaire. A total of 626 users were selected using random sampling, from the area of West Thessaloniki, Greece. The validity of the questionnaire were tested with the content and construction validity method. The reliability of the MSUE questionnaire instrument were tested using test-retest and internal consistency method. As a result of the factor analysis, the scale remained at 25 items across five axes factors, namely efficiency, effectiveness, Satisfaction, ease of use, and ease of learn. The Cronbach Alpha coefficient for the entire scale was 0.819. The questionnaire was tested and the results was shown a suitable instrument to measure usability on mechatronic systems.
      PubDate: 2023-01-27
      DOI: 10.3926/jotse.1349
      Issue No: Vol. 13, No. 1 (2023)
  • STEM education for the teaching mathematics in Vietnam: Developing
           real-world problem solving and G students' 21st century skills

    • Authors: Hoa Anh Tuong, Pham Sy Nam, Nguyen Huu Hau, Vo Thi Bich Tien, Zsolt Lavicza, Tony Hougton
      Pages: 73 - 91
      Abstract: In Vietnam, STEM-based teaching approaches have been recommended for schools since 2018 with the integration of multiple related courses in schools. Teachers' perspectives on integrated STEM education, and how to design a STEM lesson that supports students’ learning are critical for ensuring that an integrated STEM curriculum is implemented successfully. This paper aims to describe a study applied successfully to STEM education in teaching Mathematics, in particular “Trigonometry ratio of an acute angle” in Vietnam.  This study utilized mixed methods approaches with three phases: the first stage employed a quantitative study to examine the Vietnamese teachers' perspectives on STEM education. The second phase was an experiment on teaching while applying STEM education to design and organize a mathematics lesson, and the final phase was to employ a qualitative study to explore the Vietnamese students' experiences of STEM education connected with real-world problem solving and 21st-century skills development. A total of 47 teachers and 85 students participated in this study and data was collected through multi ways of surveys and semi-structured interviews. The findings show Vietnamese teachers' perspective of the necessity and importance of applying STEM education, however, they reported facing many challenges. A lesson designed as a STEM education application and the student's feedback regards the real-world roles. Learning outcomes connect with 21st-century skills in this study that are expected to provide the success evidence for further discussion and practice to improve the effectiveness of teaching and learning STEM education in Vietnam
      PubDate: 2023-01-27
      DOI: 10.3926/jotse.1790
      Issue No: Vol. 13, No. 1 (2023)
  • The challenges of conducting online inquiry-based learning among tertiary
           level education

    • Authors: Edita Bekteshi, Besim Gollopeni, Eliza Avdiu
      Pages: 92 - 103
      Abstract: Online learning has become important approach in education nowadays, that requires practical changes at all levels of education. These educational changes can be best noticed through students who have experienced three phases on learning in higher education: Pandemic era-the isolated learning from homes, hybrid learning-home combined with in-class learning, and the recent/traditional phase: all-in-class learning. As such, 159 students/future teachers participated in the study in order to see the differences regarding online learning and their attitudes towards inquiry-based learning (IBL) in English classes. The results reveal that future teachers did not have any previous experience in online learning before Covid-19 and they are not eager to learn online, however, if they have to, then inquiry is their best learning as it triggers their critical thinking and self-paced learning, especially focused in the ‘Exploration Phase’. The study concludes that inquiry-based learning via online is considered very powerful, however, teachers need to effortlessly embrace novice, ‘ad-hoc’ practical educational changes, as these current development practices require pedagogical training practices for online teaching, in line with substantive application of the online teaching tools.
      PubDate: 2023-01-27
      DOI: 10.3926/jotse.1700
      Issue No: Vol. 13, No. 1 (2023)
  • Some pattern recognitions for a recommendation framework for higher
           education students’ generic competence development using machine

    • Authors: Chi-ho So, Pui-ling Chan, Simon Chi-wang Wong, Adam Ka-lok Wong, Ho-yin Tsang, Henry C. B. Chan
      Pages: 104 - 115
      Abstract: The project presented in this paper aims to formulate a recommendation framework that consolidates the higher education students’ particulars such as their academic background, current study and student activity records, their attended higher education institution’s expectations of graduate attributes and self-assessment of their own generic competencies. The gap between the higher education students’ generic competence development and their current statuses such as their academic performance and their student activity involvement was incorporated into the framework to come up with a recommendation for the student activities that lead to their generic competence development. For the formulation of the recommendation framework, the data mining tool Orange with some programming in Python and machine learning models was applied on 14,556 students’ activity and academic records in the case higher education institution to find out three major types of patterns between the students’ participation of the student activities and (1) their academic performance change, (2) their programmes of studies, and (3) their English results in the public examination. These findings are also discussed in this paper.
      PubDate: 2023-01-29
      DOI: 10.3926/jotse.1707
      Issue No: Vol. 13, No. 1 (2023)
  • The Android-based comic of Gajah Mungkur Dam: Improving mathematical
           representation and critical thinking abilities

    • Authors: Ahmad Priyadi, Heru Kuswanto
      Pages: 116 - 129
      Abstract: This research aims to: (1) develop a fesible Android-based comic media of Gajah Mungkur Dam, and (2) reveal the effectiveness of the developed comic media in improving mathematical representation and critical thinking abilities on the materials of work and energy. The research subjects are senior high school students, consisting of 262 students for the empirical testing, 36 students for the limited trial, and 72 students for the field trial. This research is research and development applying the 4D model, consisting the stages of definition, design, development, and dissemination. The research instrument includes a validation sheet, evaluation sheet, questionnaire, lesson plans, comic media, and mathematical representation and critical thinking ability tests. The developed comic media contains an introduction, comic’s work and energy materials, users’ manual, instructional video, and discussion column. The data analysis used the MANOVA test. The finding shows that the developed Android-based comic media of Gajah Mungkur Dam is feasible to use with the assessment score of 3.70 or in a very good category from the validator, and score of 3.10 or in a good category from students in the limited trial. The MANOVA test result shows that there is a significant difference between the control class and experimental class. The developed comic is effective in improving mathematical representation ability in the small effect category and in improving critical thinking skill in the medium effect category.
      PubDate: 2023-01-29
      DOI: 10.3926/jotse.1174
      Issue No: Vol. 13, No. 1 (2023)
  • Impact of the covid-19 pandemic on the use of ICT tools in science and
           technology education

    • Authors: Álvaro Antón-Sancho, Pablo Fernández-Arias, Diego Vergara-Rodríguez
      Pages: 130 - 158
      Abstract: This article analyzes the self-concept about digital competence in university professors of Sciences, Health Sciences and Engineering and the impact that the COVID-19 pandemic has had on the Information and Communication Technologies (ICT) use habits of professors in these areas. For this purpose, a survey designed by the authors was completed by 340 university professors in the aforementioned areas. Based on the answers obtained from this survey, a descriptive quantitative analysis of the assessments of the self-concept of digital competence and training of the participants, of the didactic use of ICT and the frequency of their use before and after the pandemic has been carried out. The results showed that the digital competence of the professors is intermediate, but their training is valued as low, especially in Sciences and Health Sciences. The assessment of ICT is very good. The pandemic has caused a generalized increase in the use of ICT, mainly in Health Sciences, which is the area in which university students were most reluctant to use them. In addition, a gender gap which did not exist before the pandemic has been generated favoring females in the use of ICT in Science and Engineering. An age-based digital gap that existed before the pandemic has also been corrected in Health Sciences.
      PubDate: 2023-01-29
      DOI: 10.3926/jotse.1860
      Issue No: Vol. 13, No. 1 (2023)
  • Development of a formative sequence for prospective science teachers: The
           challenge of improving teaching with analogies through the integration of
           infographics and augmented reality

    • Authors: Paula González Pérez, Juan José Marrero-Galván
      Pages: 159 - 177
      Abstract: Teachers often use analogies to introduce unfamiliar or complex concepts. However, several studies have found that their knowledge on how to use them is limited or superficial. Similarly, the integration of technological resources in the teaching-learning processes is not always carried out efficiently, which evidences the need to improve teachers' digital competence. This paper provides a formative sequence on the use of analogies in teaching through mediation of technological resources, implemented in the context of the initial training of secondary education teachers. The results show a positive assessment by the students, a change in their perceptions on the subject and some progress in their classroom proposal designs. The conclusion is that it is necessary to train future teachers to deal with common teaching problems in a reflective, comprehensive and innovative way, which will undoubtedly be one of the challenges of education in the 21st century.
      PubDate: 2023-01-29
      DOI: 10.3926/jotse.1919
      Issue No: Vol. 13, No. 1 (2023)
  • Effects of Augmented Reality Integration (ARI) based Model Physics
           Independent Learning (MPIL) for facilitating 21st-century skills (21-CS)

    • Authors: Firmanul Catur Wibowo
      Pages: 178 - 192
      Abstract: Augmented Reality (AR) based learning provides real experiences for educators and new strategies for presenting physics concepts but also provides opportunities for students to interact interactively, spontaneously, and interestingly. Previous research has shown that AR has many advantages in education, but only a few focus on Independent Learning, such as freedom in problem solving and independent learning skills in physics learning. This study develops an Augmented Reality Integration (ARI) learning application based on the Physics Independent Learning (MPIL) model on the marine physics concept. This application is to explore the influence of ARI on 21st-Century Skills (21-CS) which consists of Critical Thinking, Collaboration, Communication, and Creativity. A Quasi-Experimental Method was used, and 88 students aged 20-22 were randomly assigned to the experimental and control groups. After an intervention for 3 weeks, it was found that integrating ARI technology into physics learning can (1) significantly increase students' Creativity Thinking and Critical Thinking on Marine physics concepts; (2) guiding students to further improve in Communication, and Collaboration in solving problems contained in the ARI application; and (3) stimulate students' learning motivation to be enthusiastic about learning physics concepts.
      PubDate: 2023-01-29
      DOI: 10.3926/jotse.1800
      Issue No: Vol. 13, No. 1 (2023)
  • Gamification: Game as a medium for learning chemistry to motivate and
           increase retention of student learning outcomes

    • Authors: Achmad Lutfi, Fitria Aftinia, Bintari Eka Permani
      Pages: 193 - 207
      Abstract: This study aims to obtain the game as a gamification in education that is appropriate to be used for hydrocarbon learning media based on the validity, practicality, and effectiveness of the game. The research method used is the research and development method, the study was conducted in East Java High School-Indonesia. Validity is obtained from the assessment game by the validator. Practicality is obtained from the questionnaire responses of students and observations of students' activities while using the game. The effectiveness is obtained from the learning outcomes of students, the results of students' learning motivation questionnaires, and student retention. Based on the results of the research, the game developed is named “Hydrocarbons Chem-Rush” is declared appropriate as a learning media on hydrocarbon material and has better learning outcomes than the control group, students are more motivated to continue playing and continuing to learn, students are active during learning, and can make power student retention is very good.
      PubDate: 2023-01-29
      DOI: 10.3926/jotse.1842
      Issue No: Vol. 13, No. 1 (2023)
  • Virtual garden: Development and student's perceptions

    • Authors: Tri Suwandi, Ayung Candra Padmasari, Wiwin Sriwulan
      Pages: 208 - 217
      Abstract: The classification of living things learning in school faced some obstacles, one of which was the difficulties in presenting the specimen of real living things. One of the advanced information and technology products in the form of digital or virtual-based learning media was expected to be the solution to this problem. Through this research, a virtual garden learning media was developed as an alternative learning media for the classification of living things. This development research (Design-Based Research) used an ADDIE model (Analyze, Design, Develop, Implement, and Evaluate), which consisted of five stages: analysis, design, development, implementation, and evaluation. The development of the Virtual Garden application started with creating the workflow and wireframe, creating the 3D asset using Blender Software, producing the virtual garden interactive media using Unity-3D software, and adding the C# programming. This research involved an expert in learning media and an expert in Science Learning content as the validators. The results of Virtual Garden validation showed that this application had been valid and relevant to be used as a Science/Biology learning media on the classification of living things topics. Based on the implementation results, the students gave positive responses to the use of Virtual Garden in learning.
      PubDate: 2023-01-29
      DOI: 10.3926/jotse.1523
      Issue No: Vol. 13, No. 1 (2023)
  • A study on the perception of South Korean high school students about the
           influence of learner and teacher on school science learning

    • Authors: Hwa Jung Han, Kew Cheol Shim
      Pages: 218 - 232
      Abstract: This study was conducted on the perception of high school students regarding the influence of learner and teacher on school science learning. The subjects were 867 South Korean high school students at 464 natural science and 404 humanities learning course. The components of the influence of learner and teacher in school science learning consisted of learning motivation, class participation, learning, and achievement. Overall, high school students perceived that learners had a stronger influence than teacher on learning motivation, class participation and achievement except learning. High school students at natural science learning course recognized more than students of humanities learning course that learners had a stronger influence on learning motivation, class participation, and the achievement than teacher. Since high school students at natural science learning course considered their future careers when selecting such learning course, their interests and motivation in science were already higher than students of humanities learning course. Thus, school teachers have to make an effort to develop the professionalism of teaching because the learning effect was not limited to the cognitive skills of science class students, and may vary depending on the explanations of teachers.
      PubDate: 2023-01-29
      DOI: 10.3926/jotse.1699
      Issue No: Vol. 13, No. 1 (2023)
  • The integration of green chemistry principles in basic chemistry learning
           to support achievement of Sustainable Development Goals (SDGs) through

    • Authors: Mitarlis Mitarlis, Utiya Azizah, Bertha Yonata
      Pages: 233 - 254
      Abstract: Recently the trend of words in the world is related to sustainable development such as "green" has become a new trend in everyday human life.  This study aimed to analyze and map the chemistry learning with green chemistry insight for undergraduate students of chemistry education program as an effort to conserve the environment as one of the Sustainable Development Goals (SDGs). The urgency of this study is to support the achievement of SDGs through education, especially the target number 12, responsible consumption and production and/or number 13, climate action. Data collection was used in exploratory method by combining primary and secondary exploratory framework. The primary method was focused on the observation qualitative or quantitative and the secondary on the literature research.  Data analysis were used qualitative and quantitative descriptive.  It can be concluded that; the efforts to preserve the environment through education can be pursued with green chemistry insight learning. The principles of green chemistry that can be implemented in chemistry learning on suitable material represent in some action such as; waste prevention, use the safe solvent, energy efficiency, and creating safe and secure conditions for learning both in the classroom and laboratory. Chemistry learning have the role to support SDGs through education by using some learning model/methods, such as discussion, concept map, or practical methods as well as Project Based Learning. So, the results of this study can be referred as an alternative learning that have contribution in SDGs achievement through education.
      PubDate: 2023-01-29
      DOI: 10.3926/jotse.1892
      Issue No: Vol. 13, No. 1 (2023)
  • Concept difficulty in secondary school chemistry: An intra-play of gender,
           school location and school type

    • Authors: Adekunle Ibrahim Oladejo, Ibukunolu A. Ademola, Musa Adekunle Ayanwale, Tobih Deborah O.
      Pages: 255 - 275
      Abstract: This study focused on addressing underperformance in chemistry in Anglophone West African countries. The main purpose of the study was to determine if factors such as gender, school location and ownership impact students’ perception of the difficulty of chemistry concepts and to suggest how these difficult concepts can be made easy to learn from the perspectives of the students. A mixed-methods approach was adopted. Participants were 1,292 chemistry students from nine public and 12 private secondary schools in Nigeria and Ghana with about three-quarters of the schools from urban areas. About 51% of the participants were females. Twenty-four students were interviewed to gather qualitative data. The Difficult Concept in Chemistry Questionnaire (DCCQ) and the Difficult Concepts in Chemistry Interview Guide (DCCIG) were used for data collection. The test-retest reliability coefficient of the DCCQ was 0.88. We found a slight difference in the perception of male and female students while school type came as a major determinant factor on students’ perception of difficult concepts in chemistry, just as school location. Phobia for calculations came out as a major cause of difficulty in the top five perceived difficult concepts. Findings on causes of learning difficulties were reported as well as suggestions for improvement as viewed by the students. Recommendations were made for improving the teaching and learning of chemistry in Anglophone West African schools.
      PubDate: 2023-02-07
      DOI: 10.3926/jotse.1902
      Issue No: Vol. 13, No. 1 (2023)
  • Effect of brain-based teaching strategy on students’ retention and
           self-efficacy in heat energy

    • Authors: Abiodun Bada, Loyiso Jita
      Pages: 276 - 287
      Abstract: Inequality in education is a challenge that have persisted and still likely to persist for a long time in the field of education because students come into the classroom with different characteristics. This situation pose a great threat to the realization of classroom objectives especially during physics lessons because students struggle to remember the concepts that have been learnt overtime. The use of adequate teaching strategy might break this limitation thus making every student to engage in meaning learning. This paper has two objectives; (i) to investigate the effect of brain-based teaching strategy on students’ retention in heat energy (ii) to investigate if self-efficacy influence physics students’ retention in heat energy when taught using brain-based teaching strategy. This investigation adopt the pre-test post-test control group quasi experimental design. It involved 99 (experimental group, n= 46; control group, n=53) students randomly selected from two schools in Ondo. A researcher designed instrument titled heat energy test (HET) was used to obtain data for this study. HET was validated by three science education experts and two secondary school physics teachers. The data collected were analysed using mean, t-test and analysis of covariance (ANCOVA). The findings from this study reveal that brain-based teaching strategy has significant effect on the retention of physics students in heat energy and self-efficacy did not influence physics students’ retention in heat energy. This paper concludes that brain-based teaching strategy enhances the retention of physics concepts thus breaking the limitation posed by differences in the characteristics of the students.
      PubDate: 2023-02-07
      DOI: 10.3926/jotse.1629
      Issue No: Vol. 13, No. 1 (2023)
  • Analysis of the effectiveness of using Kahoot! in university degrees in
           building engineering

    • Authors: David Bienvenido-Huertas, Carlos Rubio-Bellido, Miguel León-Muñoz
      Pages: 288 - 300
      Abstract: Gamification is increasingly used for better content assimilation. However, it is hardly used in theoretical and technical courses related to building and architecture. This study focuses on assessing the use of gamification with Kahoot! to arouse students’ interest and to ease content assimilation. Experimentation was undertaken during the 2020/2021 and 2021/2022 academic years. All students enrolled in the course participated in experimentation: 67 and 65 students, respectively. Gamification sessions took place in the middle and at the end of each academic year (the week before partial exams). Students were also surveyed to assess their degree of satisfaction with gamification sessions. The results showed that gamification dynamics improved students’ performance in exams, obtaining a lower percentage of failures and increasing higher marks. Cluster analysis results also showed that students’ performance in Kahoot! is not a clear indicative of their performance in exams, so it is useful as a self-assessment tool. Moreover, most students positively assessed gamification sessions for better content assimilation. This study stresses the implementation potential of Kahoot! in teaching dynamics in university degrees in architecture and building engineering.
      PubDate: 2023-02-07
      DOI: 10.3926/jotse.1984
      Issue No: Vol. 13, No. 1 (2023)
  • Implementation of web-based character assessment on students'
           character oOutcomes: A review on perception and gender

    • Authors: Asrial Asrial, Syahrial Syahrial, Dwi Agus Kurniawan, Febri Tia Aldila, Muhammad Iqbal
      Pages: 301 - 328
      Abstract: This study aims to see the effect of students' perceptions on the results of character assessment using a gender-based web-based assessment. The population in this study was a junior high school in Batanghari Regency with a sample of 322 students using purposive sampling technique. Quantitative methods are used in this study with descriptive and inferential analysis methods to obtain assumption tests (normality, homogeneity, and linearity) and hypothesis testing (Anova and Linear Regression). The results of this study indicate that the perceptions of male and female students affect the results of character assessment, this is indicated by the results of a linear regression test with a significance value of 0.001 for both sexes. This is a supporting indicator in the implementation of web-based assessments apart from the real-time benefits and very fast feedback. Therefore, the application of web-based assessment to measure student character is good for use in learning which is indicated by good student perceptions of its application.
      PubDate: 2023-02-07
      DOI: 10.3926/jotse.1564
      Issue No: Vol. 13, No. 1 (2023)
  • A service design thinking approach: What are the barriers and
           opportunities of using Augmented Reality for primary science

    • Authors: Warren Fearn, Jonathan Hook
      Pages: 329 - 351
      Abstract: It has previously been argued that Augmented Reality (AR) has the potential to provide relevant digital information to support pupils learning in real-time through engaging formats. However, the use of AR in the classroom remains uncommon for mainstream adoption. This study uses a service design methodology to focus on a more holistic approach toward AR as an educational service by investigating the challenges and conditions of integrating AR learning experiences into a primary curriculum. The research paper aims to provide an overview of how primary science (Key stage 2) in the UK is currently being delivered and where both barriers and opportunities occur for adoption to integrate more meaningful AR experiences that add real value to primary science education. An exploration stage (phase one) includes a questionnaire, contextual interviews, classroom observations, and focus groups. A thematic analysis was conducted on gathered data, identifying emerging patterns around teachers’ needs. The discussion section empathises with teachers’ needs and unearths key factors surrounding the implications of using augmented reality for primary science education. 
      PubDate: 2023-02-08
      DOI: 10.3926/jotse.1394
      Issue No: Vol. 13, No. 1 (2023)
  • Design thinking in STEAM-PjBL: Students' critical thinking
           development in Chemistry learning

    • Authors: Lintang Rizkyta Ananda, Yuli Rahmawati, Fauzan Khairi
      Pages: 352 - 367
      Abstract: This project seeks to foster students' critical thinking abilities through the incorporation of Design Thinking with STEAM-PjBL in a chemistry redox process. 41 grade 10 students from a high school in Rangkasbitung, Banten, Indonesia participated in this study. Learning was facilitated by using a variety of online platforms, including Edmodo, Google Jamboard, and Zoom Meetings. Interviews, observations, journal reflection procedures, and researcher notes were used to gather qualitative data. The five steps of Design Thinking: empathize, define, ideate, prototype, and test, were used to facilitate learning (Plattner, 2010). Critical thinking skills were assessed through the indicators of Framing The Problem, Solution Finding, Self-Regulation, and Reflection, developed by Ucson & Rizona (2018). Based on the categories of Information Search, Creative Interpretation and Reasoning, Reflection, and Self-Regulation, the results demonstrate the development of students' critical thinking abilities to the advanced level. Design Thinking provides a way to more easily and actively create project-based solutions in solving contextual problems related to redox reaction of water pollution in the Ciujung River due to the use of detergent waste. Understanding the relationship of chemical concepts to daily life challenges the application of this approach. To challenge students' learning and help them acquire 21st-century abilities, STEAM-PjBL may be integrated with Design Thinking.
      PubDate: 2023-02-08
      DOI: 10.3926/jotse.1938
      Issue No: Vol. 13, No. 1 (2023)
  • Application of the flipped classroom model to stimulate university
           students’ learning with online education

    • Authors: Maria Jose Cuetos
      Pages: 368 - 380
      Abstract: This work sets out the results of a teaching innovation project applying the flipped classroom model in the Knowledge of Mathematics module on a bachelor’s degree in primary education over two consecutive years at a university that exclusively uses online teaching. This model is used with the aim of stimulating the students’ working methods and improve their intrinsic motivation. The research evaluates the impact of the flipped classroom on academic performance in the subject and collects information on student satisfaction with the development of the experiment. This is a pioneering study as it analyses learning outcomes with mathematical content in university-level classes delivered online synchronously on a permanent basis and not owing to exceptional circumstances such as the Covid-19 pandemic.To do this, specific videos were developed, which students had to watch, with various practical exercises embedded in them to be done before classes. The marks from these exercises along with the final grades for the course are considered to assess the learning outcomes throughout the semester. The results obtained were clearly positive both in performance and in terms of students’ motivation and awareness of their own learning process, as well as the contribution of this proposal to improving their teaching–learning process, essentially through greater student involvement in and commitment to the subject. 
      PubDate: 2023-02-13
      DOI: 10.3926/jotse.1806
      Issue No: Vol. 13, No. 1 (2023)
  • Does further-mathematics performance predict student's achievement in
           Physics' A correlational diagnosis in senior secondary schools

    • Authors: Olalekan Badmus, Loyiso Jita
      Pages: 381 - 392
      Abstract: The awareness and application of the knowledge of Further Mathematics transcends the boundary of Physics as a discipline. The need to explore means of improving students’ achievement in physics remains valid in the parlance of research. The use of mathematical knowledge in resolving physics is established in the literature. Over the years, students offer general mathematics and physics at the same time, yet, perform unsatisfactorily in physics. The application of further mathematics in physics and vice versa is evident in the curriculum. This study explored predictively, the correlation in the achievement of students in physics and further-mathematics. Ex post facto research of the co-relation type was employed in the comparison of pro forma of respondents in West African Senior School Certificate examination (WASSCE). Purposive sampling technique was employed in the selection of 103 respondents for the study. PPMC and MANOVA was employed in the analysis of data. The study observed a significant prediction in the achievement of students offering further mathematics and physics. However, gender and school type were not significant influencer the correlation between these two subjects. This study recommended that equal opportunities exist for male and female students, as well as, in public and private schools in these subject areas. 
      PubDate: 2023-02-14
      DOI: 10.3926/jotse.1631
      Issue No: Vol. 13, No. 1 (2023)
  • Chemistry project-based learning for secondary metabolite course with
           ethno-STEM approach to improve students' conservation and
           entrepreneurial character in the 21st century

    • Authors: Sudarmin Sudarmin, Rr. Sri Endang Pujiastuti, Rayandra Asyhar, Agung Tri Prasetya, Skunda Diliarosta, Ariyatun Ariyatun
      Pages: 393 - 409
      Abstract: This research aims to develop chemistry project-based learning with an Integrated Ethnoscience Approach in Science, Technology, Engineering, and Mathematics (Ethno-STEM) to improve students' conservative and entrepreneurial character. The research method refers to the Research and Development (R&D) model with the Four D by Thiagarajan (1997). The research samples are chemistry education students from Universitas Negeri Semarang. The model effectiveness test was conducted in secondary metabolite lectures at the Department of Chemistry, Faculty of Mathematics and Natural Science, Universitas Negeri Semarang, Indonesia. Data collection techniques used expert validation sheets to assess the feasibility of the model and observation sheets and questionnaires to measure students' conservative and entrepreneurial character. Based on the results of research, it was concluded that a chemical project-based learning model for the secondary metabolites course on essential oils and terpenes and learning tools with an Ethno-STEM approach was feasible and effective for improving students' conservative and entrepreneurial character with moderate and high criteria based on the N-gain score. The chemical batik motif on canvas based on the secondary metabolites' chemical structure is attractive and creative.
      PubDate: 2023-02-14
      DOI: 10.3926/jotse.1792
      Issue No: Vol. 13, No. 1 (2023)
  • The impact of an integrated STEAM project delivered via mobile technology
           on the reasoning ability of elementary school students

    • Authors: Yulia Elfrida Yanty Siregar, Yuli Rahmawati, Suyono Suyono
      Pages: 410 - 428
      Abstract: The aim of this research is to describe the impact of implementing an integrated STEAM Project via mobile technology on the Mathematical Reasoning ability of elementary school students and to describe the process of designing an integrated STEAM Project and mobile application. A quantitative descriptive and quasi-experimental research design was used, with data collected by observation. A pre-test, and post-test was administered to determine the impact of the STEAM Project on students' reasoning abilities. A sample of 130 fifth grade students, 70 female students, and 60 male students from different elementary schools in Meuraxa District, Aceh Province, Indonesia participated in the research. Results show that an empirical analysis of mobile technology is valid and feasible for use with fifth grade elementary school students. Prior to implementing the STEAM Project, the average pretest of reasoning ability was 40.44 with a standard deviation of 10.27. After implementation, the average score improved to 84.01 with a standard deviation of 7.31. The results of a Paired Sample Correlation obtained a mathematical reasoning ability score before and after implementation of the STEAM Project of 0.452. The calculations in the N-GAIN test table for the implementation of the STEAM Project on Reasoning Ability found 76 students, or 58.46 %, in the high category, and 54 students, or 41.54%, in the medium category. The results of this study provide information, and recommendations for the development of learning models that could improve reasoning abilities. The project could be used as a reference template to accelerate the recovery of quality education during challenging times such as a pandemic.
      PubDate: 2023-03-13
      DOI: 10.3926/jotse.1446
      Issue No: Vol. 13, No. 1 (2023)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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