The Effectiveness Of Using Dynamic Visualization In Natural Science Learning To Improve Students' Understanding In Junior High Schools

Visualization can support an instructional process. Visualization consists of all types of nonverbal illustrations. The very rapidly computer technology enables the development of multimedia learning environment. This research was aimed at describing the effectiveness and attractiveness of the use of dynamic visualization in an instruction on transportation system and excretion in organisms. Sixty four students of grade 8 who consisted of 36 males and 28 females were used as the subjects of the research. The data of the research were collected in the form of pre-test and post-test scores in the students’ understanding of transportation system and excretion in organisms and in the attractiveness of the use of dynamic visualization in the instruction. Statistical test showed that the mean of the comprehension test before the use of dynamic visualization differed significantly from that after the use of dynamic visualization and that dynamic visualization was attractive to be used in the instruction. Hence, it can be concluded that dynamic visualization can enhance students’ understanding

THE EFFECT OF THE CREATIVITY LEARNING MODEL ON NATURAL SCIENCE LEARNING OUTCOMES AND SELF EFFICACY

The research was conducted with the aim: (1) identify the effect of creativity learning model toward natural science subject’s learning outcomes and self-efficacy, (2) identify the effect of creativity learning model toward natural science subject’s learning outcomes, and (3) identify the effect of creativity learning model toward self-efficacy. This research was quasi-experimental research designed of Non-Equivalent Posttest Only Control Group. All fifth-grade classes of cluster I Buleleng district were the research population in total of 209 fifth-grade students from 8 schools. The research sample was determined through simple random sampling technique, obtained 2 schools in total of 59 students that was contained 29 students of SDN 1 Banyuning as the experiment class and 30 students of SDN 8 Banyuning as the control class. Essay test was used the research instrument to gather learning outcomes data, while questionnaire was used to measure self-efficacy. The data analysis was done descriptively to identify mean and standard deviation further tested through MANOVA test. The research findings portrayed: (1) simultaneously, creativity learning model effects in enhancing natural science subject’s learning outcomes and self-efficacy; (2) creativity learning model is able to improve natural science subject’s learning outcomes; and (3) creativity learning model is able to improve self-efficacy. Conclusively, creativity learning model presents has an influence on the aspects studies

Designing gamification for case and project-based online learning: A study in higher education

The emergence of online learning has become important during the COVID -19 pandemic due to the advent of internet technology. The unpreparedness of planning and implementing online learning has caused many problems during the pandemic such as limited or monotonous academic materials as well as difficulty in organizing activities and student involvement. Online learning is also more stressful because students are stuck in private academic processes in the absence of challenging and fun activities leading to knowledge development difficulties. Therefore, this study aims to develop and analyze the feasibility of a gamification model for case and project-based online learning in universities. This analysis used the research and development (R&D) method with the experimental procedure containing model development as well as product validation and testing. In the validation process, two learning design and media experts as well as 76 students participated with a descriptive statistical analysis used to analyze the data. The results of the learning design experts’ assessment showed a score of 4.35, learning media experts’ assessment showed a score of 4.90 and the average score of the students' assessment was 4.33. Based on the results, the developed learning model was feasible to use in university academic processes