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ATOMIC PHYSICS TEACHING MATERIALS IN BLENDED LEARNING TO IMPROVE SELF-DIRECTED LEARNING SKILLS IN DISTANCE EDUCATION

Year 2022, Volume 23, Issue 4, 20 - 38, 01.10.2022
https://doi.org/10.17718/tojde.1182747

Abstract

Atomic physics teaching materials support student motivation to learn independently, guide, and direct students to master material with abstract characteristics. The teaching materials in blended learning can improve the tutorial system’s interaction process in distance education with special characteristics. Universitas Terbuka students have various ages, professions, geographic location, social environment, and prior knowledge. This study aimed at analyzing the practicality and effectiveness of atomic physics teaching materials in blended learning to improve students’ self-directed learning skills in the open and distance education system. This research involving 121 students spread across 12 regional offices in Indonesia. Analysis of the impact and consistency of students’ self-directed learning skills used inferential statistics, then for data analysis, the improvement used N-gain. The results of the study showed the average tutorial feasibility using atomic physics teaching materials is the most dominant in explaining the teaching material thoroughly and is easy to understand. The average percentage of student activity results get the highest score on the activity of conducting discussions. The effectiveness analysis results showed the atomic physics teaching materials are proven to be effective in increasing students’ self-directed learning. ANOVA obtained no significant difference from all test classes so that atomic physics teaching materials are effective for application to students who have low, medium, and high abilities. The process of practicality and effectiveness has implications for developing teaching materials for distance education systems that must pay attention to the tutorial process, learning management system, and several other components.

References

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Year 2022, Volume 23, Issue 4, 20 - 38, 01.10.2022
https://doi.org/10.17718/tojde.1182747

Abstract

References

  • Abd-El-Khalick, F. (2013). Teaching with and about nature of science, and science teacher knowledge domains. Science & Education, 22(9), 2087-2107. https://doi.org/10.1007/s11191-012-9520-2
  • Agaoglu, O, Demir, M. (2020). The integration of 21st century skills into education: an evaluation based on an activity example. Journal of Gifted Education and Creativity, 7(3), 105-114. https://dergipark. org.tr/en/pub/jgedc/issue/56934/811066
  • Aryadoust, V., & Raquel, M. (2019). Quantitative data analysis for language assessment volume I: Fundamental techniques. New York: Routledge.
  • Atenas, J., & Havemann, L. (2013). Quality assurance in the open: An evaluation of OER repositories. INNOQUAL: The International Journal for Innovation and Quality in Learning, 1(2), 22-34. https://eprints.bbk.ac.uk/id/eprint/8609
  • Bennett, J. (2003). Teaching and learning science: A guide to recent research and its applications. London: Continuum.
  • Berg, G. (2020). Context matters: Student experiences of interaction in open distance learning. Turkish Online Journal of Distance Education, 21(4), 223-236. https://doi.org/10.17718/tojde.803411
  • Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66(1), 711-731. https://doi.org/10.1146/annurevpsych- 010814-015221
  • Broad, J. (2006). Interpretations of self-directed learning in further education. Journal of Further and Higher Education, 30(2), 119-143. https://doi.org/10.1080/03098770600617521
  • Budiastra, A. A. K., Erlina, N., & Wicaksono, I. (2019). Video-based interaction through teacher working group forum to increase elementary school teachers’ professionalism. The New Educational Review, 57(3), 187-199. doi: 10.15804/tner.2019.57.3.15

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Nia ERLINA This is me (Primary Author)
Universitas Pendidikan Ganesha
Indonesia


Prayekti PRAYEKTI This is me
Universitas Terbuka
Indonesia


Iwan WICAKSONO This is me
Universitas Jember
Indonesia

Publication Date October 1, 2022
Application Date December 31, 2020
Acceptance Date July 16, 2021
Published in Issue Year 2022, Volume 23, Issue 4

Cite

APA Erlına, N. , Prayektı, P. & Wıcaksono, I. (2022). ATOMIC PHYSICS TEACHING MATERIALS IN BLENDED LEARNING TO IMPROVE SELF-DIRECTED LEARNING SKILLS IN DISTANCE EDUCATION . Turkish Online Journal of Distance Education , 23 (4) , 20-38 . DOI: 10.17718/tojde.1182747