Remediasi Miskonsepsi Fluida Statis Menggunakan Direct Instruction Berbantuan Animasi Phet di SMA

: This study was conducted to determine the effectiviness of Direct Instruction Model using PhET animation to reduce students misconception in fluid statics. This study was a quasy experimental with nonequivalent control group design. The population of this study was tenth grade students in SMA Negeri 7 Pontianak. The participants of this study were 31 students from X MIA 4 (experiment group) and 32 stundents from X MIA (control group). Z –test was used on this study with the significance is 5%. There was sifnificant diferences between Direct Instruction using PhET animation with conventional model to reduce student misconception in fluida statis. Result reveals that the effectiveness level is 0,5559 (medium). Direct Instruction using PhET animation is effective to reduce students misconception in fluid statics concept

Microalgae production in fresh market wastewater and its utilization as a protein substitute in formulated fish feed for oreochromis spp.

Rapid growing of human population has led to increasing demand of aquaculture production. Oreochromis niloticus or known as tilapia is one of the most globally cultured freshwater fish due to its great adaptation towards extreme environment. Besides, farming of tilapia not only involves small scales farming for local consumption but also larger scales for international market which contributes to a foreign currency earning. Extensive use of fishmeal as feed for fish and for other animals indirectly caused an increasing depletion of the natural resource and may consequently cause economic and environmental unstable. Microalgae biomass seems to be a promising feedstock in aquaculture industry. It can be used for many purposes such as live food for fish larvae and dried microalgae to substitute protein material in fish feed. The microalgae replacement in fish feed formulation as protein alternative seem potentially beneficial for long term aqua-business sustainability. The present chapter discussed the potential of microalgae as an alternative nutrition in fish feed formulations, specifically Tilapia

Multiple representations in web-based learning of chemistry concepts

A new chemistry curriculum for secondary schools is currently under construction in the Netherlands, in which chemical knowledge will be embedded in contexts that show applications of chemistry in the society. Several research groups develop such modules and a committee appointed by the Dutch Ministry of Education advises about the chemical content and concepts.\ud A central issue in chemistry education is the relation between the real, molecular and symbolic world. Skilled chemists switch easily between these worlds, but beginning students do not. They could get better results and will be more able to solve problems if they would make better connections between the three chemical worlds. The University of Twente has developed a series of lessons about the particle model. Included in this instruction material are animations of chemical processes at the molecular level. In the lessons students are supported and stimulated to make connections between the three chemical worlds. Students are shown the importance of new chemical knowledge in society. The mental images and the knowledge schemata of the students are investigated in this research. The students were interviewed before they received instruction, and after they received about half of the instruction. At the end of the instruction they were asked to make a concept map.\ud It appeared that the links between the real, molecular and symbolic world are not strengthened after the instruction. The students make more links between the real and symbolic world, but hardly connect these world to the molecular world or vice versa. There is still a gap between the students’ mental models and scientifically accepted models as represented in animations and illustrations in the instruction. Most students liked the animations in the instruction and mentioned them as strong point. It is therefore surprising that some students could not remember the animations when they were interviewed, whilst others their representations were about the same as the animations. Clearly, the effectiveness of the animations must be enhanced and more research is needed for this

Development and Evaluation of an Adaptive Hypermedia System Based on Multiple Student Characteristics

Adaptive Educational Hypermedia systems (AEH) are amongst the most recent types of application to provide individualised instruction to students who undertake online courses. Such systems attempt to adapt to how individuals learn by personalizing instruction for each individual student depending upon one or more “characteristics” of the student. Prior knowledge and learning style have been identified as being prominent characteristics in this process but AEH systems implemented to date have generally been limited to only employing one of these characteristics. Such systems have also been limited in that they are specific to a particular course content and cannot be easily adapted to present different learning materials. This thesis describes the development and evaluation of a new AEH system that provides a generic template for different learning materials as well as a student model that incorporates five distinct student characteristics as an aid to learning: primary characteristics are prior knowledge, learning style and the presence or absence of animated multimedia aids (multimedia mode); secondary characteristics include page background preference and link colour preference. The use of multimedia artefacts as a student characteristic (and hence as an independent variable in this study) has not previously been implemented or evaluated. A separate non-AEH system, identical to the AEH system except for the absence of adaptation to individuals, was developed in parallel as a control. The system development consists of a requirements analysis, design and implementation. The design models including use case diagrams, conceptual design, sequence diagrams, navigation design and presentation design are expressed using Unified Modelling Language (UML). The AEH system which was developed in a generic template implemented using Java Servlets, XHTML, XML, JavaScript and HTML. The generic template is a domain-independent AEH system that has functions of both adaptivity and adaptability. The system was evaluated in an experimental research involving 67 undergraduate engineering students in the Department of Electronics at Yogyakarta State University. The learning material of Analogue Electronics was implemented into both the AEH system and non-AEH systems under seven chapter headings. The participants were randomly divided into an experimental group and a control group. During the 9 weeks of experimentation, the students studied the learning material in two randomly allocated groups, an experimental group using the AEH system and a control group using the non-AEH system. A pre-test was administered to measure initial student knowledge. The student achievement was measured at the end of each chapter of material using a chapter test and at the end of the experimentation as a whole using a post-test. Basic statistical analysis of t-test and Mann-Whitney U were conducted to investigate any difference of student achievement between the two groups. A further detailed analysis using multilevel modelling was conducted to investigate any possible effects of the adaptive parameters on the student achievement. A total of 7 hypotheses were tested during data analysis. Research findings are described as follows. Students who learned using the AEH system performed better significantly than those who learned using the NON-AEH system. The implementation of test repetition as a function of knowledge adaptation in the AEH system increased student achievement significantly. This was found to be the prominent effect. When the effect of test repetition was removed, the implementation of learning style and multimedia mode adaptation in the AEH system was still found to have significant effect upon student performance. Students whose learning style and multimedia preferences were matched with the system (AEH or non-AEH) achieved better results. In terms of the relative merit of each contributing factor toward a student’s achievement, the order of the effects was found to be (1) knowledge, (2) multimedia, and (3) learning style. Whilst repeated knowledge testing is an established cause of improved performance, the positive effects on student performance of using multimedia artefacts over choice of learning style is a new finding

Getting the message across : ten principles for web animation

The growing use of animation in Web pages testifies to the increasing ease with which such multimedia components can be created. This trend indicates a commitment to animation that is often unmatched by the skill of the implementers. The present paper details a set of ten commandments for web animation, intending to sensitise budding animators to key aspects that may impair the communicational effectiveness of their animation. These guidelines are drawn from an extensive literature survey coloured by personal experience of using Web animation packages. Our ten principles are further elucidated by a Web-based on-line tutorial

The impact of cognitive styles on perceptual distributed multimedia quality

This is the post-print version of the Article. The official published version can be accessed from the link below - Copyright @ 2003 John Wiley & Sons, Inc.Multimedia technology has been widely used in web-based instruction, but previous studies have indicated that individual differences, especially cognitive styles, have significant effects on users’ preferences with respect to presentation of multimedia content. However, such research has thus far neglected to examine the effect of cognitive styles on users’ subjective perceptions of multimedia quality. This study aims to examine the relationships among users’ cognitive styles, the multimedia Quality of Service (QoS) delivered by the underlying network, and Quality of Perception (QoP), which encompasses user levels of enjoyment and understanding of the informational content provided by multimedia material. Accordingly, 132 users took part in an experiment in which they were shown multimedia video clips presented with different values of two QoS parameters (frame rate and colour depth). Results show that, whilst the two QoS parameters do not impact user QoP, multimedia content and dynamism levels significantly influence the user understanding and enjoyment component of QoP