Research Article
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Using Technology in Hydrocarbon Topics: A Profile on Students’ Self-Regulated Learning

Year 2019, Volume: 7 Issue: 4, 983 - 998, 15.12.2019
https://doi.org/10.17478/jegys.616947

Abstract

This research aimed to analyse the use of
chemistry-on-android (chemondro) game and blended learning as the
implementation of technology on hydrocarbon topics toward students’
self-regulated learning. A comparative study has employed in this research.
There were three groups of students with a total of 143 students represents
from all of the eleventh graders in Purworejo Regency, Indonesia. These three
groups of students applied different technology as the media on its learning
process. A group which applying ‘chemondro’ game, a group with blended learning
and the last group with the combination between the two. A Self-Regulated
Learning Scale (SRLS) was administrated to obtain the data. These data of
students’ self-regulated learning were classified into five categories, from
excellent to very poor category according to analysis based on the criteria of
mean ideal and ideal standard deviation. The results of the analysis showed
that the profile of students’ self-regulated learning on the group that used
the ‘chemondro’ game only as the media was better compared to the other two
student groups. This research suggests that the used of educational game should
be widely used in chemistry learning to promote students’ self-regulated
learning.

References

  • Aiken, L. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45, 131-142. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/0013164485451012
  • Candarli, D., & Yuksel, H. (2012). Students’ perceptions of video-conferencing in the classrooms in higher education. Procedia - Social and Behavioral Sciences , 47, 357 – 361. doi: 10.1016/j.sbspro.2012.06.663
  • Dasilva, B. E., Ardiyati, T. K., Suparno, Sukardiyono, Eveline, E., Utami, T., & Ferty Z. N. (2019). Development of Android-Based Interactive Physics Mobile Learning Media (IPMLM) with Scaffolding Learning Approach to Improve HOTS of High School Students. Journal for the Education of Gifted Young Scientists, 7(3), 659-681. http://dx.doi.org/10.17478/jegys.610377
  • Doggett, A. M. (2007). The videoconferencing classroom: What do students think? Journal of Industrial Teacher Education, 44(4), 29–41. Retrieved from http://digitalcommons.wku.edu/arch_mfg_fac_pub/3
  • Effeney, G., Carroll, A., & Bahr, N. (2013). Self-regulated learning: Key strategies and their sources in a sample of adolascent males 1. Australian Journal of Educational & Developmental Psychology, 13, 58-74. Retrieved from http://hdl.handle.net/10072/70168
  • Gliem, J. A., & Gliem, R. R. (2003). Calculating, interpreting, and reporting cronbachs' alpha reliability coefficient for likert type scales. Midwest Research to Practice Conference in Adult, Continuing, and Community Education, 82-88. Retrieved from https://scholarworks.iupui.edu/bitstream/handle/1805/344/gliem+&+gliem.pdf?sequence=1
  • Gronlund, N. E., & Linn, R. L. (2009). Measurement and evaluating in teaching. New York: Macmillan Publishing Company.
  • Jabbour, K. K. (2014). An analysis of the effect of mobile learning on Lebanese higher education. Informatics in Education, 13(1), 1-15. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1064345.pdf
  • Kitsantas, A. (2013). Fostering college students' self regulated learning with learning technologies. Hellenic Journal of Psychology, 10, 48-59. Retrieved from http://www.pseve.org/journal/UPLOAD/Kitsantas10-3.pdf
  • Lawshe, C. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563-575. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.460.9380&rep=rep1&type=pdf
  • Mooij, T., Stefens, K., & Andrade, M. (2014). Self-regulated and technology-enhanced learning: A European perspective. European Educational Research Journal, 13(5), 519-528. DOI: 10.2304/eerj.2014.13.5.519
  • Nietfeld, J. L., Shores, L. R., & Hoffmann, K. F. (2014). Self-regulation and gender within a game-based learning environment. Journal of Educational Psychology, 106(4), 961-973. DOI: 10.1037/a0037116
  • Ormrod, J. E. (2003). Educational psychology developing learners. New Jersey: Pearson Merrill Prentice Hall.
  • Puspita, I., Sugiyarto, K. H., & Ikhsan, J. (2017). Collaboration of chemistry instructional games and group investigation (GI) model to improve learning outcome in high school students. AIP Conference Proceedings, 1847, 050004. doi: 10.1063/1.4983906
  • Ramadhani, R., Umam, R., Abdurrahman, & Syazali, M. (2019). The effect of flipped-problem based learning model integrated with LMS-google classroom for senior high school students. Journal for the Education of Gifted Young Scientists, 7(2), 137-158. http://dx.doi.org/10.17478/jegys.548350
  • Sabourin, J. L., Shores, L. R., Mott, B. W., & Lester, J. C. (2013) Understanding and predicting student self-regulated strategies in game-based learning environments. International Journal Artificial Intelligence in Education Society, 23, 94-114. doi: 10.1007/s40593-013-0004-6
  • Saputro, B., & Tri Susilowati, A. (2019). Effectiveness of Learning Management System (LMS) on In-Network Learning System (SPADA) Based on Scientific. Journal for the Education of Gifted Young Scientists, 7(3), 481498. http://dx.doi.org/10.17478/jegys.606029
  • Sugiyarto, K. H., Ikhsan, J., & Lukman, I. R. (2018). The use of an android–based-game in the team assisted individualization to improve students' creativity and cognitive achievement in chemistry. J. Phys.: Conf. Ser., 012037. https://iopscience.iop.org/article/10.1088/1742-6596/1022/1/012037/meta
  • Tayebinik, M., & Puteh, M. (2012). Blended learning or e-learning? International Magazine on Advances in Computer Science and Telecommunications, 3(1), 103-110. Retrieved from http://ssrn.com/abstract=2282881
  • Tortop, H. S. (2013). Meaningful field trip in education of the renewable energy technologies. Journal for the Education of the Young Scientist and Giftedness, 1(1), 8-45.
  • Ulfa, A. M., Sugiyarto, K. H., & Ikhsan, J. (2017). The effect of the use of android-based application in learning together to improve students’ academic performance. AIP Conf. Proc., 050008. https://doi.org/10.1063/1.4983910.
  • Virtanen, P., Nevgi, A., & Niemi, H. (2013). Self regulation in higher education: students motivational, regulational and learning strategies, and their relationships to study success. Study of the Learning Society, 3, 20-36. DOI: 10.2478/sls-2013-0004
  • Wisetsat, C. & Nuangchalerm, P. (2019). Enhancing innovative thinking of Thai pre-service teachers through multi-educational innovations. Journal for the Education of Gifted Young Scientists, 7(3), 409-419. http://dx.doi.org/10.17478/jegys.570748
  • Woolfolk, A. (2007). Educational psychology. United States of America: Pearson Merril Prentice Hall. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational
  • Research Journal, 45, 166-183. DOI: 10.3102/000283120731290 Zimmerman, B. J. (2000). Self efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91. DOI: 10.1006/ceps.1999.1016
Year 2019, Volume: 7 Issue: 4, 983 - 998, 15.12.2019
https://doi.org/10.17478/jegys.616947

Abstract

References

  • Aiken, L. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45, 131-142. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/0013164485451012
  • Candarli, D., & Yuksel, H. (2012). Students’ perceptions of video-conferencing in the classrooms in higher education. Procedia - Social and Behavioral Sciences , 47, 357 – 361. doi: 10.1016/j.sbspro.2012.06.663
  • Dasilva, B. E., Ardiyati, T. K., Suparno, Sukardiyono, Eveline, E., Utami, T., & Ferty Z. N. (2019). Development of Android-Based Interactive Physics Mobile Learning Media (IPMLM) with Scaffolding Learning Approach to Improve HOTS of High School Students. Journal for the Education of Gifted Young Scientists, 7(3), 659-681. http://dx.doi.org/10.17478/jegys.610377
  • Doggett, A. M. (2007). The videoconferencing classroom: What do students think? Journal of Industrial Teacher Education, 44(4), 29–41. Retrieved from http://digitalcommons.wku.edu/arch_mfg_fac_pub/3
  • Effeney, G., Carroll, A., & Bahr, N. (2013). Self-regulated learning: Key strategies and their sources in a sample of adolascent males 1. Australian Journal of Educational & Developmental Psychology, 13, 58-74. Retrieved from http://hdl.handle.net/10072/70168
  • Gliem, J. A., & Gliem, R. R. (2003). Calculating, interpreting, and reporting cronbachs' alpha reliability coefficient for likert type scales. Midwest Research to Practice Conference in Adult, Continuing, and Community Education, 82-88. Retrieved from https://scholarworks.iupui.edu/bitstream/handle/1805/344/gliem+&+gliem.pdf?sequence=1
  • Gronlund, N. E., & Linn, R. L. (2009). Measurement and evaluating in teaching. New York: Macmillan Publishing Company.
  • Jabbour, K. K. (2014). An analysis of the effect of mobile learning on Lebanese higher education. Informatics in Education, 13(1), 1-15. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1064345.pdf
  • Kitsantas, A. (2013). Fostering college students' self regulated learning with learning technologies. Hellenic Journal of Psychology, 10, 48-59. Retrieved from http://www.pseve.org/journal/UPLOAD/Kitsantas10-3.pdf
  • Lawshe, C. (1975). A quantitative approach to content validity. Personnel Psychology, 28, 563-575. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.460.9380&rep=rep1&type=pdf
  • Mooij, T., Stefens, K., & Andrade, M. (2014). Self-regulated and technology-enhanced learning: A European perspective. European Educational Research Journal, 13(5), 519-528. DOI: 10.2304/eerj.2014.13.5.519
  • Nietfeld, J. L., Shores, L. R., & Hoffmann, K. F. (2014). Self-regulation and gender within a game-based learning environment. Journal of Educational Psychology, 106(4), 961-973. DOI: 10.1037/a0037116
  • Ormrod, J. E. (2003). Educational psychology developing learners. New Jersey: Pearson Merrill Prentice Hall.
  • Puspita, I., Sugiyarto, K. H., & Ikhsan, J. (2017). Collaboration of chemistry instructional games and group investigation (GI) model to improve learning outcome in high school students. AIP Conference Proceedings, 1847, 050004. doi: 10.1063/1.4983906
  • Ramadhani, R., Umam, R., Abdurrahman, & Syazali, M. (2019). The effect of flipped-problem based learning model integrated with LMS-google classroom for senior high school students. Journal for the Education of Gifted Young Scientists, 7(2), 137-158. http://dx.doi.org/10.17478/jegys.548350
  • Sabourin, J. L., Shores, L. R., Mott, B. W., & Lester, J. C. (2013) Understanding and predicting student self-regulated strategies in game-based learning environments. International Journal Artificial Intelligence in Education Society, 23, 94-114. doi: 10.1007/s40593-013-0004-6
  • Saputro, B., & Tri Susilowati, A. (2019). Effectiveness of Learning Management System (LMS) on In-Network Learning System (SPADA) Based on Scientific. Journal for the Education of Gifted Young Scientists, 7(3), 481498. http://dx.doi.org/10.17478/jegys.606029
  • Sugiyarto, K. H., Ikhsan, J., & Lukman, I. R. (2018). The use of an android–based-game in the team assisted individualization to improve students' creativity and cognitive achievement in chemistry. J. Phys.: Conf. Ser., 012037. https://iopscience.iop.org/article/10.1088/1742-6596/1022/1/012037/meta
  • Tayebinik, M., & Puteh, M. (2012). Blended learning or e-learning? International Magazine on Advances in Computer Science and Telecommunications, 3(1), 103-110. Retrieved from http://ssrn.com/abstract=2282881
  • Tortop, H. S. (2013). Meaningful field trip in education of the renewable energy technologies. Journal for the Education of the Young Scientist and Giftedness, 1(1), 8-45.
  • Ulfa, A. M., Sugiyarto, K. H., & Ikhsan, J. (2017). The effect of the use of android-based application in learning together to improve students’ academic performance. AIP Conf. Proc., 050008. https://doi.org/10.1063/1.4983910.
  • Virtanen, P., Nevgi, A., & Niemi, H. (2013). Self regulation in higher education: students motivational, regulational and learning strategies, and their relationships to study success. Study of the Learning Society, 3, 20-36. DOI: 10.2478/sls-2013-0004
  • Wisetsat, C. & Nuangchalerm, P. (2019). Enhancing innovative thinking of Thai pre-service teachers through multi-educational innovations. Journal for the Education of Gifted Young Scientists, 7(3), 409-419. http://dx.doi.org/10.17478/jegys.570748
  • Woolfolk, A. (2007). Educational psychology. United States of America: Pearson Merril Prentice Hall. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational
  • Research Journal, 45, 166-183. DOI: 10.3102/000283120731290 Zimmerman, B. J. (2000). Self efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91. DOI: 10.1006/ceps.1999.1016
There are 25 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Thinking Skills
Authors

Antuni Wiyarsi 0000-0001-5573-9345

Nur Fitriyana 0000-0001-8964-8417

Jaslin Ikhsan 0000-0003-3415-7068

Publication Date December 15, 2019
Published in Issue Year 2019 Volume: 7 Issue: 4

Cite

APA Wiyarsi, A., Fitriyana, N., & Ikhsan, J. (2019). Using Technology in Hydrocarbon Topics: A Profile on Students’ Self-Regulated Learning. Journal for the Education of Gifted Young Scientists, 7(4), 983-998. https://doi.org/10.17478/jegys.616947
AMA Wiyarsi A, Fitriyana N, Ikhsan J. Using Technology in Hydrocarbon Topics: A Profile on Students’ Self-Regulated Learning. JEGYS. December 2019;7(4):983-998. doi:10.17478/jegys.616947
Chicago Wiyarsi, Antuni, Nur Fitriyana, and Jaslin Ikhsan. “Using Technology in Hydrocarbon Topics: A Profile on Students’ Self-Regulated Learning”. Journal for the Education of Gifted Young Scientists 7, no. 4 (December 2019): 983-98. https://doi.org/10.17478/jegys.616947.
EndNote Wiyarsi A, Fitriyana N, Ikhsan J (December 1, 2019) Using Technology in Hydrocarbon Topics: A Profile on Students’ Self-Regulated Learning. Journal for the Education of Gifted Young Scientists 7 4 983–998.
IEEE A. Wiyarsi, N. Fitriyana, and J. Ikhsan, “Using Technology in Hydrocarbon Topics: A Profile on Students’ Self-Regulated Learning”, JEGYS, vol. 7, no. 4, pp. 983–998, 2019, doi: 10.17478/jegys.616947.
ISNAD Wiyarsi, Antuni et al. “Using Technology in Hydrocarbon Topics: A Profile on Students’ Self-Regulated Learning”. Journal for the Education of Gifted Young Scientists 7/4 (December 2019), 983-998. https://doi.org/10.17478/jegys.616947.
JAMA Wiyarsi A, Fitriyana N, Ikhsan J. Using Technology in Hydrocarbon Topics: A Profile on Students’ Self-Regulated Learning. JEGYS. 2019;7:983–998.
MLA Wiyarsi, Antuni et al. “Using Technology in Hydrocarbon Topics: A Profile on Students’ Self-Regulated Learning”. Journal for the Education of Gifted Young Scientists, vol. 7, no. 4, 2019, pp. 983-98, doi:10.17478/jegys.616947.
Vancouver Wiyarsi A, Fitriyana N, Ikhsan J. Using Technology in Hydrocarbon Topics: A Profile on Students’ Self-Regulated Learning. JEGYS. 2019;7(4):983-98.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.