Networked-Based Inquiry: An Effective Physics Learning in the New Normal COVID-19 Era in Indonesia

Autor/inn/en	Festiyed; Novitra, Fuja; Yohandri; Asrizal
Titel	Networked-Based Inquiry: An Effective Physics Learning in the New Normal COVID-19 Era in Indonesia
Quelle	In: International Journal of Instruction, 15 (2022) 2, S.997-1016 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Physics; Foreign Countries; Science Instruction; 21st Century Skills; High School Students; Secondary School Science; COVID-19; Pandemics; School Closing; Online Courses; Barriers; Educational Technology; Technology Uses in Education; Science Teachers; Technological Literacy; Inquiry; Constructivism (Learning); Video Technology; Grade 10; Thinking Skills; Critical Thinking; Creative Thinking; Cooperative Learning; Interpersonal Communication; Indonesia + Suchen Sie Ihr Suchwort? Physik; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Technisches Wissen; Denkfähigkeit; Kritisches Denken; Kreatives Denken; Kooperatives Lernen; Interpersonale Kommunikation; Indonesien
Abstract	This research aims to investigate the effectiveness of Networked-based Inquiry model on 21st-Century Skills and learning outcomes of physics students in senior high school. This research was a quasi-experimental with non-equivalent control group and 2x3 factorial design. One hundred twenty students participated in this research. Research instruments were 21st-Century Skills assessment sheets and learning outcomes test items. Descriptive statistics and two-way ANOVA tests with a significance level of 5% were used to analyze the research data. The average level of students' 21st-Century Skills at the end of the experimental term in the experimental group was 85 and the average N-Gain scores was 0.64. Two-way ANOVA test results showed that the experimental group and the control group had a significant difference in 21st-Century Skills level (p=0.000). There was no significant difference in the level of 21st-Century Skills of students in each experiment group (p=0.438). There was no interaction between Networked-based Inquiry variable and school category variable in determining the level of 21st-Century Skills (p=0.774). Learning outcomes test result showed the average scores of cognitive competence in the experimental group was 79.00 and percentages of completeness was 93%. The findings conclude that the model is effective in improving 21st -Century Skills and learning outcomes and can be used as a solution in the New Normal COVID-19 era. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01