THE ONLINE LABORATORY SIMULATION WITH CONCEPT MAPPING AND PROBLEM BASED LEARNING (OLS-CMPBL): IS IT EFFECTIVE IN IMPROVING STUDENTS’ DIGITAL LITERACY SKILLS?

Riki Perdana, Yogyakarta State University, Indonesia
Jumadi Jumadi, Yogyakarta State University, Indonesia
Dadan Rosana, Yogyakarta State University, Indonesia
Riwayani Riwayani, Yogyakarta State University, Indonesia

Abstract


Digital literacy skills of students in Indonesia are still very low. This study aims to examining the effectiveness of Online Laboratory Simulation with Concept Mapping and Problem-Based Learning model in improving students’ digital literacy skills. The research objectives have been describing the significances of the difference between learned students using the PBL model, Online Laboratory Simulation with Problem-Based Learning (OLS-PBL) model, Online Laboratory Simulation with Concept Mapping and Problem-Based Learning (OLS-CMPBL) model. It is a quasi-experimental with pre and post-test design. The population of this research is students in Islamic State School Yogyakarta (MAN), Indonesia. The random sampling technique was used from the three schools of Islamic State Schools. There were 97 students of class XI science at Islamic State School 1 (MAN 1) as participant. The technique of data analysis was used the paired-sample t-test, comparative-descriptive analysis, and ANOVA mixed design using SPSS 24. The study reveals: (1) The OLS-CMPBL group has a significant difference in the level of digital literacy skills (sig .0000); (2) the OLS-CMPBL was most effective to improve the skills with gain score 0.207 (low). Learning with the OLS-CMPBL model can be an alternative for policymakers and teachers to solve the problems of digital literacy.


Keywords


online laboratory simulation, concept mapping; PBL, digital literacy

Full Text:

PDF

References


Aryulina, D. & Riyanto, R. (2016). A Problem-Based Learning Model in Biology Education Courses to Develop Inquiry Teaching Competency of Preservice Teachers. Jurnal Cakrawala Pendidikan. https://doi.org/10.21831/cp.v1i1.8364.

Aşiksoy, G. (2019). Computer-based concept mapping as a method for enhancing the effectiveness of concept learning in technology-enhanced learning. Sustainability (Switzerland). https://doi.org/10.3390/su11041005.

Asraf, H.M., Dalila, K.A.N., Zakiah, M.Y., Amar Faiz, Z.A., & Nooritawati, M.T. (2018). Computer assisted e-laboratory using LabVIEW and internet-of-things platform as teaching aids in the industrial instrumentation course. International Journal of Online Engineering. https://doi.org/10.3991/ijoe.v14i12.8992.

Bergstrom, C.M., Pugh, K.J., Phillips, M.M., & Machlev, M. (2016). Effects of Problem-Based Learning on Recognition Learning and Transfer Accounting for GPA and Goal Orientation. Journal of Experimental Education. https://doi.org/10.1080/00220973.2015.1083521.

Brown, M.G. (2016). Blended instructional practice: A review of the empirical literature on instructors’ adoption and use of online tools in face-to-face teaching. Internet and Higher Education. https://doi.org/10.1016/j.iheduc.2016.05.001.

Bulger, M.E., Mayer, R.E., & Metzger, M.J. (2014). Knowledge and processes that predict proficiency in digital literacy. Reading and Writing. https://doi.org/10.1007/s11145-014-9507-2.

Cañas, A. J., Reiska, P., & Möllits, A. (2017). Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty. Knowledge Management and E-Learning.

Chan, M.M., & Blikstein, P. (2018). Exploring Problem-Based Learning for Middle School Design and Engineering Education in Digital Fabrication Laboratories. Interdisciplinary Journal of Problem-Based Learning. https://doi.org/10.7771/1541-5015.1746.

Chang, C.J., Chang, M.H., Chiu, B.C., Liu, C.C., Fan Chiang, S.H., Wen, C.T., … Chen, W. (2017). An analysis of student collaborative problem solving activities mediated by collaborative simulations. Computers and Education. https://doi.org/10.1016/j.compedu.2017.07.008.

Chiou, C. C., Tien, L. C., & Lee, L. T. (2015). Effects on learning of multimedia animation combined with multidimensional concept maps. Computers and Education. https://doi.org/10.1016/j.compedu.2014.09.002.

Christ, A. & Thews, O. (2016). Using numeric simulation in an online e-learning environment to teach functional physiological contexts. Computer Methods and Programs in Biomedicine. https://doi.org/10.1016/j.cmpb.2016.01.012.

Cordell, R.M. (2013). Information Literacy and Digital Literacy. Communications in Information Literacy.

Demirel, M. & Dağyar, M. (2016). Effects of Problem-Based Learning on Attitude: A Metaanalysis Study. Eurasia Journal of Mathematics, Science & Technology Education, 12(8).

Divayana, D.G.H. (2017). Evaluasi Pemanfaatan E-Learning Menggunakan Model CSE-UCLA. Cakrawala Pendidikan. 36(2), 280-289. doi: https://journal.uny.ac.id/index.php/cp/article/view/12853/pdf.

Dwijonagoro, S. & Suparno, S. (2019). Pranatacara learning: Modeling, mind mapping, e-learning, or hybrid learning? Cakrawala Pendidikan. 38(1), 156-173. https://doi.org/10.21831/cp.v38i1.23034.

Gercek, G., Saleem, N., & Stee, D.J. (2016). Implementing cloud based virtual computer network labs for online education: Experiences from a phased approach. International Journal of Online Engineering. https://doi.org/10.3991/ijoe.v12i03.5564.

Gorghiu, G., Drăghicescu, L.M., Cristea, S., Petrescu, A.M., & Gorghiu, L.M. (2015). Problem-based Learning - An Efficient Learning Strategy in the Science Lessons Context. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2015.04.570.

Hake, R.R., Wakeland, R., Bhattacharyya, A., &, & Sirochman, R. (1994). Assessment of individual student performance in an introductory mechanics course. AAPT Announcer, 24(4), 76.

Hassanzadeh, M., Hatami, J., Latifi, S., Farrokhnia, M.R., & Saheb, T. (2016). Teaching science for understanding: The positive impact of simultaneous use of concept mapping and computer simulations. In Communications in Computer and Information Science. https://doi.org/10.1007/978-3-319-45501-3_15.

Heron, M., Kinchin, I.M., & Medland, E. (2018). Interview talk and the co-construction of concept maps. Educational Research. https://doi.org/10.1080/00131881.2018.1522963.

Howard, M.C. (2017). Investigating the simulation elements of environment and control: Extending the Uncanny Valley Theory to simulations. Computers and Education. https://doi.org/10.1016/j.compedu.2017.03.005.

Ju, H., & Choi, I. (2017). The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework. Interdisciplinary Journal of Problem-Based Learning. https://doi.org/10.7771/1541-5015.1638.

Klimov, B.F. (2012). ICT Versus Traditional Approaches to Teaching. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2012.06.638.

Lamb, R. (2014). Examination of allostasis and online laboratory simulations in a middle school science classroom. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2014.07.017.

Lamb, R.L. (2016). Examination of the Effects of Dimensionality on Cognitive Processing in Science: A Computational Modeling Experiment Comparing Online Laboratory Simulations and Serious Educational Games. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-015-9587-z.

Langbeheim, E., & Levy, S.T. (2019). Diving into the particle model: Examining the affordances of a single user participatory simulation. Computers and Education. https://doi.org/10.1016/j.compedu.2019.05.006.

Langub, L.W., & Lokey-Vega, A. (2017). Rethinking Instructional Technology to Improve Pedagogy for Digital Literacy: A Design Case in a Graduate Early Childhood Education Course. TechTrends. https://doi.org/10.1007/s11528-017-0185-1.

Lankshear, C. & Knobel, M. (2008). Digital literacies: Concepts, policies and practices. Bern, Switzerland: Peter Lang.

LAWSHE, C.H. (1975). A Quantitative Approach to Content Validity. Personnel Psychology. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x.

Le, B., Woods, G., Wang, J., & Lawrie, G. (2019). Digital Literacy Skills, Student Interactivity and Academic Performance in STEM Blended Courses. In Proceedings of The Australian Conference on Science and Mathematics Education (p. 61).

Leech, N. ., Barret, K. ., & Morgan, G.A. (2005). SPSS for Intermediate Statistics: Use and Interpretation (Second Edi). Marwah: Lawrence Erlbaum Associates Publishers.

Liu, C.C., Cheng, Y.B., & Huang, C.W. (2011). The effect of simulation games on the learning of computational problem solving. Computers and Education. https://doi.org/10.1016/j.compedu.2011.04.002.

Liu, C., Kim, J., & Wang, H. (2018). ConceptScape : Collaborative Concept Mapping for Video Learning. In CHI. https://doi.org/10.1145/3173574.3173961.

Loyens, S.M.M., Jones, S.H., Mikkers, J., & van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2015.03.002.

Lozano, E., Gracia, J., Corcho, O., Noble, R.A., & Gómez-Pérez, A. (2015). Problem-based learning supported by semantic techniques. Interactive Learning Environments. https://doi.org/10.1080/10494820.2012.745431.

Ma, J., Lee, S., Cho, K.W., & Suh, Y.K. (2019). A simulation provenance data management system for efficient job execution on an online computational science engineering platform. Cluster Computing, 22(1), 147–159.

Major, T. & Mulvihill, T.M. (2017). Problem-Based Learning Pedagogies in Teacher Education: The Case of Botswana. Interdisciplinary Journal of Problem-Based Learning. https://doi.org/10.7771/1541-5015.1543.

Okaz, A.A. (2015). Integrating Blended Learning in Higher Education. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2015.04.086.

Omeiza, I. I. (2019). Effect of Concept-Mapping Strategy on the Attitude of Senior Secondary School Students of Varied Ability Levels in Algebra in Kogi State, Nigeria. ATBU Journal of Science, Technology and Education, 7(1), 77–87.

Rahayu, T. & Mayasari, T. (2018). Profil kemampuan awal literasi digital dalam pembelajaran fisika peserta didik SMK Kota Madiun. In Seminar Nasional Fisika, dan Pendidikan Fisika.

Reiska, P., Soika, K., & Cañas, A.J. (2018). Using concept mapping to measure changes in interdisciplinary learning during high school. Knowledge Management and E-Learning.

Riyadi, P.I., Prayitno, A.B., & Karyanto, P. (2018). The effectiveness of subject specific pedagogy based on problem-based learning to empower student’s ecological literacy. Cakrawala Pendidikan. https://doi.org/10.21831/cp.v37i2.15809.

Rutten, N., Van Joolingen, W.R., & van Der Veen, J.T. (2012). The learning effects of computer simulations in science education. Computers and Education. https://doi.org/10.1016/j.compedu.2011.07.017.

Saleh, A., Silver, C.H., Chen, Y., Shanahan, K., Rowe, J., & Lester, J. (2018). Scaffolding peer facilitation in computer-supported problem-based learning environments. International Society of the Learning Sciences.

Schroeder, N.L., Nesbit, J.C., Anguiano, C.J., & Adesope, O.O. (2018). Studying and Constructing Concept Maps: a Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-017-9403-9.

Sedrakyan, G., Snoeck, M., & Poelmans, S. (2014). Assessing the effectiveness of feedback enabled simulation in teaching conceptual modeling. Computers and Education. https://doi.org/10.1016/j.compedu.2014.06.014.

Shen, J., Jiang, S., & Liu, O.L. (2015). Reconceptualizing a College Science Learning Experience in the New Digital Era: A Review of Literature. In Emerging Technologies for STEAM Education. https://doi.org/10.1007/978-3-319-02573-5_4.

Syamsuddin, I. (2016). Problem based learning on cloud economics analysis using open source simulation. International Journal of Online Engineering. https://doi.org/10.3991/ijoe.v12i06.5147.

Thacker, I., & Sinatra, G. (2019). Visualizing the Greenhouse Effect: Restructuring Mental Models of Climate Change Through a Guided Online Simulation. Education Sciences. https://doi.org/10.3390/educsci9010014.

Valdez, J.E. & Bungihan, M.E. (2019). Problem-based learning approach enhances the problem solving skills in chemistry of high school students. Journal of Technology and Science Education. https://doi.org/10.3926/JOTSE.631.

White. J. (2015). Digital literacy skills for FE teachers. Learning Matters: Sage Publication.

Yew, E.H.J., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education. https://doi.org/10.1016/j.hpe.2016.01.004.

Zahid, M.A., Varghese, R., Mohammed, A.M., & Ayed, A.K. (2016). Comparison of the problem based learning-driven with the traditional didactic-lecture-based curricula. International Journal of Medical Education. https://doi.org/10.5116/ijme.5749.80f5.

Zhang, M. (2014). Who are interested in online science simulations? Tracking a trend of digital divide in Internet use. Computers and Education. https://doi.org/10.1016/j.compedu.2014.04.001.




DOI: https://doi.org/10.21831/cp.v39i2.31491

Refbacks

  • There are currently no refbacks.




 

Social Media:

     


 

 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://journal.uny.ac.id/index.php/cp/index.

Translator
 
 web
analytics
View Our Stats

Flag Counter