.jpg)
Email this article 
.png)
.png)
Improving Students Learning Outcomes and Digital Literacy on Acid-Base Titration Using Titration Screen Experiment Media
Abstract
This study aims to enhance students' digital literacy and learning outcomes in acid-base titration through Titration Screen Experiment Media. The research used a quasi-experimental method with two class samples, including the experimental class utilizing Titration Screen Experiment Media and the control class without it. Data were collected through digital literacy questionnaires and post-test questions evaluating students’ cognitive domain knowledge in acid-base titration. The Multivariate Analysis of Variance (MANOVA) test was used to analyze the data. The results demonstrated that the experimental class, which utilized the Titration Screen Experiment Media, exhibited higher digital literacy levels than the control class and improved learning outcomes in acid-base titration. The average digital literacy score in the experimental class was 56.50, whereas the control class scored 41.70. The experimental class indicated students with intermediate cognitive domain learning outcomes around 84.00, while the control class scored 76.67. These findings suggest that implementing the Titration Screen Experiment Media enhances digital literacy and positively impacts students’ learning outcomes in acid-base titration. Educators can effectively improve students' digital literacy skills by integrating this innovative media into teaching and learning while encouraging their academic achievements in chemistry learning. The research emphasizes the significance of digital literacy in modern education. The practical implication lies in the roles of educators in preparing students’ chemistry digital literacy.
Full Text:
PDFReferences
Abbas, Q., Hussain, S., & Rasool, S. (2019). Digital Literacy Effect on the Academic Performance of Students at Higher Education Level in Pakistan. Global Social Sciences Review, IV(I), 108–116. https://doi.org/10.31703/gssr.2019(iv-i).14
Al-nakhle, H. (2022). The effectiveness of scenario-based virtual laboratory simulations to improve learning outcomes and scientific report writing skills. Plos One, 17(11), e0277359. https://doi.org/10.1371/journal.pone.0277359
Alt, D., & Raichel, N. (2020). Enhancing perceived digital literacy skills and creative self-concept through gamified learning environments: Insights from a longitudinal study. International Journal of Educational Research, 101(January), 101561. https://doi.org/10.1016/j.ijer.2020.101561
Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher Educators’ Use of Digital Tools and Needs for Digital Competence in Higher Education. Journal of Digital Learning in Teacher Education, 35(4), 203–220. https://doi.org/10.1080/21532974.2019.1646169
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, 14(12), 26–42. https://doi.org/10.3991/ijoe.v14i12.8992
Avcı, F. (2022). Teaching the “acid–base” subject in biochemistry via virtual laboratory during the COVID-19 pandemic. Biochemistry and Molecular Biology Education, 50(3), 312–318. https://doi.org/10.1002/bmb.21625
Banda, H. J., & Nzabahimana, J. (2022). The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement Among Malawian Physics Students. Journal of Science Education and Technology, 127–141. https://doi.org/10.1007/s10956-022-10010-3
Barak, M. (2018). Are digital natives open to change? Examining flexible thinking and resistance to change. Computers and Education, 121(December 2016), 115–123. https://doi.org/10.1016/j.compedu.2018.01.016
Bulger, M. E., Mayer, R. E., & Metzger, M. J. (2014). Knowledge and processes that predict proficiency in digital literacy. https://doi.org/10.1007/s11145-014-9507-2
Cavinato, A. G. (2017). Challenges and successes in implementing active learning laboratory experiments for an undergraduate analytical chemistry course. 1465–1470. https://doi.org/10.1007/s00216-016-0092-x
Chan, P., Van Gerven, T., Dubois, J.-L., & Bernaerts, K. (2021). Virtual chemical laboratories: A systematic literature review of research, technologies and instructional design. Computers and Education Open, 2, 100053. https://doi.org/10.1016/j.caeo.2021.100053
Ferrari, A. (2013). DIGCOMP : A Framework for Developing and Understanding Digital Competence in Europe .https://doi.org/10.2788/52966
García-Ros, G., & Alhama, I. (2023). Online laboratory practices and assessment using training and learning activities as teaching methodologies adapted to remote learning. Student satisfaction and improved academic performance. Heliyon, 9(9). https://doi.org/10.1016/j.heliyon.2023.e19742
Gautam, S., Qin, Z., & Loh, K. C. (2016). Enhancing laboratory experience through e-lessons. Education for Chemical Engineers, 15, 19–22. https://doi.org/10.1016/j.ece.2016.02.001
Gutiérrez-Ángel, N., Sánchez-García, J. N., Mercader-Rubio, I., García-Martín, J., & Brito-Costa, S. (2022). Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.896800
Gutiérrez-Martín, A., & Tyner, K. (2012). Media Education, Media Literacy and Digital Competence. Comunicar, 19(38), 31–39. https://doi.org/10.3916/c38-2012-02-03
Hassan, J., Devi, A., & Ray, B. (2022). Virtual Laboratories in Tertiary Education: Case Study Analysis by Learning Theories. Education Sciences, 12(8). https://doi.org/10.3390/educsci12080554
Hotman, R. S., Koto, I., & Rohadi, N. (2018). Pengaruh Pembelajaran Cooperative Problem Solving Berbantuan Media Virtual Phet terhadap Motivasi Berprestasi dan Kemampuan Pemecahan Masalah Fisika Siswa Kelas X MIPA SMAN 1 Bengkulu Selatan.1, 51–56.
Hwang, G. J., Wu, P. H., & Chen, C. C. (2012). An online game approach for improving students’ learning performance in web-based problem-solving activities. Computers and Education, 59(4), 1246–1256. https://doi.org/10.1016/j.compedu.2012.05.009
Kementrian Pendidikan dan Kebudayaan. (2017). Materi Pendukung Literasi Digital: Gerakan Literasi Nasional. Kemdikbud. https://gln.kemdikbud.go.id/glnsite/wp-content/uploads/2017/10/cover-materi-pendukung-literasi-finansial-gabung.pdf
Kemkominfo. (2020). Survei Literasi Digital Indonesia 2020 (Issue November). Kominfo.
Lai, C., & Tai, C. P. (2021). Types of social media activities and Hong Kong South and Southeast Asians Youth’s Chinese language learning motivation. System, 97, 102432. https://doi.org/10.1016/j.system.2020.102432
Lei, H., Xiong, Y., Chiu, M. M., Zhang, J., & Cai, Z. (2021). The relationship between ICT literacy and academic achievement among students: A meta-analysis. Children and Youth Services Review, 127(October 2020), 106123. https://doi.org/10.1016/j.childyouth.2021.106123
Li, G., Wang, X., & Wu, J. (2019). How scientific researchers form green innovation behavior: An empirical analysis of China’s enterprises. Technology in Society, 56(June), 134–146. https://doi.org/10.1016/j.techsoc.2018.09.012
Listiawati, M., Hartati, S., Agustina, R. D., Putra, R. P., & Andhika, S. (2022). Analysis of the Use of LabXChange as a Virtual Laboratory Media to Improve Digital and Information Literacy for Biology Education Undergraduate Students. Scientiae Educatia, 11(1), 56. https://doi.org/10.24235/sc.educatia.v11i1.10278
Lohnes Watulak, S. (2016). Reflection in action: using inquiry groups to explore critical digital literacy with pre-service teachers. Educational Action Research, 24(4), 503–518. https://doi.org/10.1080/09650792.2015.1106957
Makransky, G., Borre-Gude, S., & Mayer, R. E. (2019). Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. Journal of Computer Assisted Learning, 35(6), 691–707. https://doi.org/10.1111/jcal.12375
Malik, A., & Ubaidillah, M. (2021). Multiple Skill Laboratory Activities: How To Improve Students’ Scientific Communication and Collaboration Skills. Jurnal Pendidikan IPA Indonesia, 10(4), 585–595. https://doi.org/10.15294/jpii.v10i4.31442
Mayer, R. (2014). The Cambridge Handbook of Multimedia Learning (2nd ed., Cambridge Handbooks in Psychology). Cambridge University Pres. https://doi.org/10.1017/CBO9781139547369
Mohammed, S., Chado, A., & Dalhatu, B. (2021). Effects of Virtual Laboratory Instructional Strategy on Students ‘achievement In Chemistry Practical among Senior Secondary Schools in Minna Metropolis, Niger State. International Journal of Instructional Technology and Educational Studies, 2(3), 1–5. https://doi.org/10.21608/ihites.2021.90629.1048
Mulyono, H., Suryoputro, G., & Jamil, S. R. (2021). The application of WhatsApp to support online learning during the COVID-19 pandemic in Indonesia. Heliyon, 7(8), e07853. https://doi.org/10.1016/j.heliyon.2021.e07853
Peechapol, C. (2021). Investigating the Effect of Virtual Laboratory Simulation in Chemistry on Learning Achievement, Self-efficacy, and Learning Experience. International Journal of Emerging Technologies in Learning, 16(20), 196–207. https://doi.org/10.3991/ijet.v16i20.23561
Prastika, L. R., Putri, A. A., Setiawan, R., & Triyanta. (2017). Kondisi Pelaksanaan Praktikum IPA Sekolah Menengah Pertama di Kota Jayapura dan Kabupaten Gowa. Prosiding Snips 2017, June, 414–420.
Putri, P. A. W., Rahayu, S., Widarti, H. R., & Yahmin. (2022). Chemistry students’ digital literacy skills on thermochemistry context “hydrogen fuel issue.” EURASIA Journal of Mathematics, Science and Technology Education, 18(12), 1–20. https://doi.org/10.29333/ejmste/12699
Rizal, R., Rusdiana, D., Setiawan, W., & Siahaan, P. (2020). Digital Literacy Test: Development of Multiple Choice Test for Preservice Physics Teachers Physics of Music View project Teaching Simulator View project Digital Literacy Test: Development of Multiple Choice Test for Preservice Physics Teachers. International Journal of Advanced Science and Technology, 29(03), 7085–7095.
Sapriati, A., Dwi, A., Suhandoko, J., Yundayani, A., Karim, R. A., Kusmawan, U., Haimi, A., Adnan, M., & Suhandoko, A. A. (2023). education sciences The Effect of Virtual Laboratories on Improving Students ’ SRL : An Umbrella Systematic Review.
Sejzi, A. A., & Aris, B. bin. (2012). Constructivist Approach in Virtual Universities. Procedia - Social and Behavioral Sciences, 56(Ictlhe), 426–431. https://doi.org/10.1016/j.sbspro.2012.09.672
Shultz, G. V., & Li, Y. (2016). Student Development of Information Literacy Skills during Problem-Based Organic Chemistry Laboratory Experiments. Journal of Chemical Education, 93(3), 413–422. https://doi.org/10.1021/acs.jchemed.5b00523
Sibaweihi, N., Patel, R. G., Guevara, J. L., Gates, I. D., & Trivedi, J. J. (2021). Real-time steam allocation workflow using machine learning for digital heavy oil reservoirs. Journal of Petroleum Science and Engineering, 199(October 2020), 108168. https://doi.org/10.1016/j.petrol.2020.108168
Sidiq, R., & Najuah. (2020). Pengembangan E-Modul Interaktif Berbasis Android pada Mata Kuliah Strategi Belajar Mengajar. Jurnal Pendidikan Sejarah, 9(1), 1–14. https://doi.org/10.21009/jps.091.01
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1–21. https://doi.org/10.1080/2331186X.2018.1519143
Tomczyk, Ł. (2020). Skills in the area of digital safety as a key component of digital literacy among teachers. Education and Information Technologies, 25(1), 471–486. https://doi.org/10.1007/s10639-019-09980-6
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2020). Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review. SAGE Open, 10(1). https://doi.org/10.1177/2158244019900176
Weber, H., Hillmert, S., & Rott, K. J. (2018). Can digital information literacy among undergraduates be improved? Evidence from an experimental study. Teaching in Higher Education, 23(8), 909–926. https://doi.org/10.1080/13562517.2018.1449740
Zen, Z., Reflianto, Syamsuar, & Ariani, F. (2022). Academic achievement: the effect of project-based online learning method and student engagement. Heliyon, 8(11). https://doi.org/10.1016/j.heliyon.2022.e11509
Zhao, Y. (2019). Discussion and Innovation of Basic Chemistry Experiment Teaching. Advances in Social Science, Education and Humanities Research, 286, 420–422.
DOI: https://doi.org/10.20961/ijpte.v0i0.72051
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Sri Mulyani
This work is licensed under a Creative Commons Attribution 4.0 International License.
|
