scholarly journals The Development of Mobile Augmented Reality Application to Facilitate High School Students with Various Learning Strategies in Learning History

2021 ◽  
Vol 12 (3) ◽  
pp. 2199-2204
Author(s):  
Azrina, K Et.al
Keyword(s):  
High School ◽  
High School Students ◽  
Augmented Reality ◽  
Learning Styles ◽  
Learning Strategies ◽  
Mobile Networks ◽  
School Students ◽  
Learning History ◽  
Augmented Reality Application ◽  
History Books

Augmented Reality is a demanding feature that widely embeds in our mobile devices. With the current mobile networks this feature will be increasingly accessible in many areas such as education. The current situation in learning history is boring and unattractive to high school students. In addition, the current history books as well as additional revision books are very textual and contain less pictures.The aim of this paper is to describe the mapping of the different learning styles that the students have employed onto the AR mobile application in learning history. The mapping should facilitate all learning styles so that learning history becomes more interactive and engaging.

scholarly journals Students’ Learning Styles and Self-Motivation

2020 ◽  
Vol 8 (2) ◽  
pp. 16
Author(s):  
Jerald C. Moneva ◽  
Jeanelyn S. Arnado ◽  
Ildebrando N. Buot
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Learning Strategies ◽  
Likert Scale ◽  
Senior High School ◽  
School Students ◽  
Visual Learners ◽  
Auditory Learners ◽  
Senior High School Students

Learning styles are the basis on how students learn. There are different learning styles. Three of the most popular ones are visual, auditory, and kinesthetic in which students use to absorb information. On one hand, students’ motivation is an internal drive of the students to do a task on their own will. The study used a univariate likert scale questionnaire among Senior High School Students in Jagobiao National High School to 244 individuals. Questionnaires were sent directly to targeted segment. Firstly, the respondents reported that they absorb information best using hearing aspects known as auditory learners. Secondly, they absorb information by visualizing or the visual learners. Lastly, the respondents describe that they learn through actions or the kinesthetic learners. The finding of the study is not statistically significant between students’ learning styles and self-motivation because the ANOVA presented that the result is greater than the alpha in which the decision is failed to reject and there is no significant association between the two variables students’ learning styles and self-motivation. Majority of the students preferred to listen while learning. It was seen that it is the best way that the students absorb information effectively. It is necessary that the teachers should identify the students learning strategies in order to meet their teaching strategies. The study accentuates that students’ self-motivation does not affect the students’ learning styles.

scholarly journals THE EFFECT OF PROJECT-BASED COLLABORATIVE LEARNING ON CONCEPT MASTERY OF MUSHROOM: THE CASE OF SENIOR HIGH SCHOOL STUDENTS IN INDONESIA

2020 ◽  
Vol 17 (34) ◽  
pp. 45-52
Author(s):  
Fatma SUKMAWATI ◽  
Punaji SETYOSARI ◽  
Sulton SULTON ◽  
Purnomo PURNOMO
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Direct Instruction ◽  
T Test ◽  
Choice Test ◽  
Control Group ◽  
School Students ◽  
Concept Mastery

Biology learning is highly recommended to be presented contextually following daily experience and phenomena. This study, a quasi-experimental research using a pretest-posttest non-equivalent control group design, aimed to understand the effect of project-based collaborative learning towards the concept mastery of mushrooms. The subjects of the study were 75 tenth grade of high school students in Surakarta City, Indonesia, divided into two classes: 38 students in the experimental class 37 in the control class. In the experimental class, the students were treated with project-based collaborative learning strategies. In project-based collaborative learning strategy, students were challenged to create a project on oyster mushroom cultivation (Pleurotus ostreatus) With the media garden waste such as sawdust. In the control class, the students were treated with direct instruction. The instrument used was a multiple-choice test and essay developed by researchers to measure students' concept mastery towards mushrooms. Research data were analyzed by independent sample t-test. The results found that the average n-gain score for the experimental and the control classes were 63.09% and 45.73%, respectively. Moreover, all indicators of mushroom concept mastery showed the n-gain scores for the experimental class higher than the control class. Analysis of independent sample t-test proved that the significant differences existed between direct instruction and project-based collaborative learning in improving the concept mastery of mushroom. Finally, This research concluded that project-based collaborative learning is more effective in enriching the concept mastery than direct instruction.

scholarly journals Exploring the English Achievement Assessment of Junior High School Students

2019 ◽  
Vol 11 (3) ◽  
pp. 1134-1138
Author(s):  
Pei-Chuan Cheng ◽  
Wen-Kuei Hsieh
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
English Achievement ◽  
Achievement Assessment ◽  
Item Types

In the past years, most traditional item analysis only analyses difficulty and discrimination of each item, and test analysis only analyses overall test reliability and validity. As a result, EFL educators are lack of information on students’ response data for both students’ learning styles and item types in test questions preparation. Thus, the study presents the various item types of the English achievement assessment of Junior High School Students in Taiwan, and illustrates the various learning styles of the EFL students. The participants were randomly selected from one thousand four hundred and forty two junior high school students, who participated in Taiwan Assessment of Student Achievement in Junior High School English (TASA) held by National Academy for Educational Research (NAER). The data was analyzed based on the dichotomous scoring and the Student-Problem Chart Analysis. The result of Caution Index for Students shows that high achievement students account for one third of the sample students. However, the other students were classified as learning abnormality, inattention learning, and lack of learning adequateness, insufficiency learning, and lack of academic ability. Also, the result of caution index for problems shows that the test items of English Achievement Assessment were capable of measuring the English achievements of junior high school student and it also can differentiate high achievers from the low achiever in Taiwan. To improve the further test question preparation, only partial revisions are suggested for National Academy for Educational Research (NAER).

scholarly journals The Development of Learning Media for the Kinetic Theory of Gases Using the ADDIE Model with Augmented Reality

2017 ◽  
Vol 1 (1) ◽  
pp. 1 ◽  
Author(s):  
Rifqa Gusmida ◽  
Nur Islami
Keyword(s):  
High School ◽  
High School Students ◽  
Augmented Reality ◽  
Kinetic Theory ◽  
Senior High School ◽  
Kinetic Theory Of Gases ◽  
School Students ◽  
Augmented Reality Technology ◽  
The Media ◽  
Addie Model

For senior high school students, learning concepts in physics is increasingly more difficult when the topic is abstract and cannot be seen with the unaided eye. The research here utilized augmented reality technology and instructional design following the ADDIE model (analysis, design, development, implementation and evaluation) to develop learning media for physics, specifically the kinetic theory of gases. Preliminary analysis was conducted in a senior high school to evaluate the challenges students face when learning physics. The design of the media was based on addressing problems that the students were having. Augmented reality technology was then utilized and the implementation aimed to incorporate the physics concepts into the product. The media was evaluated by six experts. Finally, the learning media presented real-time 3D animation of gas kinetic theory with three basic competencies relevant to the topic. In the final validation, the results indicated that the developed learning media had a validity value of 3.55 out of four-point scale and good quality outcomes. As such, the developed media regarding the kinetic theory of gases is valid and effective for the process of learning and teaching. It is ready to be tested and used in actual learning environments.

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