Inshot Video and Science Learning Outcomes: The Concept of the Human Circulatory System

Authors

  • Marleny Leasa Pattimura University, Indonesia
  • Obertina Berbakem Pattimura University, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v14i1.1405

Keywords:

Science learning outcomes, PBMP, Inshot Videos, Science Learning

Abstract

The ability of students to ask or answer questions from the teacher is generally not based on reasoning. Therefore, we need a way to help the development of student reasoning by using empowering thinking through questions (PBMP). Therefore, students gain knowledge from the teacher and are actively involved in the science learning process. This study aimed to determine students' science learning outcomes using the PBMP model with the assistance of the Inshot video. This type of research is quasi-experimental. The participants in this study were 70 students, with 35 for the experimental group and 35 students for the control group. The results showed that learning outcomes with the PBMP strategy were higher with an average score of 81.00 compared to conventional ones with 57.05. Meanwhile, the ANCOVA test results showed a significant difference between student learning outcomes using the PBMP and conventional models. Thus, the PBMP model combined with the Inshot video can be recommended for improving student learning outcomes.

References

Astuti, D., Khasanah, U., & Romadon, S. (2017). The effect of thinking empowerment by questioning ( teq ) through team-assisted individualization (TAI) learning model to metacognitive and learning achievement. Proceedings of Ahmad Dahlan International Conference on Mathematics and Mathematics Education Universitas Ahmad Dahlan, Yogyakarta, 13-14 October 2017, October, 13–14.

Brooks, S., Dobbins, K., Scott, J. J. A., Rawlinson, M., & Norman, R. I. (2014). Learning about learning outcomes: The student perspective. Teaching in Higher Education, 19(6), 721–733. https://doi.org/10.1080/13562517.2014.901964

Chin, C., & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39. https://doi.org/10.1080/03057260701828101

Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390/su122410367

Corebima, A.D. 2001. Pola pengembangan lembar PBMP (TEQ) dalam Pembelajaran IPA-BIOLOGI. Makalah disajikan dalam Lokakarya PBMP [The pattern of developing PBMP sheets (TEQ) in Science-BIOLOGY Learning. Paper presented in PBMP Workshop], Malang, 31 Agustus – 1 September.

Darling-hammond, L., Flook, L., Cook-harvey, C., Barron, B., Flook, L., Cook-harvey, C., Barron, B., Darling-hammond, L., Flook, L., Cook-harvey, C., & Barron, B. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 0(0), 1–44. https://doi.org/10.1080/10888691.2018.1537791

Enneking, K. M., Breitenstein, G. R., Coleman, A. F., Reeves, J. H., Wang, Y., & Grove, N. P. (2019). The Evaluation of a hybrid, general chemistry laboratory curriculum: impact on students’ cognitive, affective, and psychomotor learning [Research-article]. Journal of Chemical Education, 96(6), 1058–1067. https://doi.org/10.1021/acs.jchemed.8b00637

Erlin, E., Rahmat, A., Redjeki, S., & Purwiangsih, W. (2021). Analisis berbagai strategi dan model pembelajaran yang dapat memberdayakan kemampuan metakognitif pada pembelajaran biologi [Analysis of various strategies and learning models that can empower metacognitive abilities in biology learning]. Bioed: Jurnal Pendidikan Biolog, 9(2), 30-40

Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, 7(1), 0–37. https://doi.org/10.1080/2331186X.2020.1738184

Haerullah, A., & Tamalene, M. N. (2017). PBMP untuk pemberdayaan keterampilan berpikir kritis siswa multietnis [PBMP for empowering critical thinking skills of multiethnic students]. Bioedukasi, 10(2), 29-34

Hurlbut, A. R. (2018). Online vs. traditional learning in teacher education: a comparison of student progress. American Journal of Distance Education, 32(4), 248–266. https://doi.org/10.1080/08923647.2018.1509265

Jeffrey, L., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended learning: how teachers balance the blend of online and classroom components. Journal of Information Technology Education: Research, 13, 121–140. https://doi.org/10.28945/1968

Jude, L., Kajura, M., & Birevu, M. (2014). Adoption of the SAMR model to asses ICT pedagogical adoption: A Case of Makerere University. International Journal of E-Education, e-Business, e-Management and e-Learning, 4(2). https://doi.org/10.7763/ijeeee.2014.v4.312

Khasanah, U., & Astuti, D. (2018). Developing mathematics learning model of thinking empowerment by question ( TEQ ) with TAI Setting to improve students ’ metacognition ability. International Journal of Active Learning, 3(2), 80–85. http://journal.unnes.ac.id/nju/index.php/ijal

Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development of learning innovation to enhance higher order thinking skills for students in Thailand junior high schools. Heliyon, 7(6), e07309. https://doi.org/10.1016/j.heliyon.2021.e07309

Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan, 100(4), 18–23. https://doi.org/10.1177/0031721718815668

Mone, M., Manu, T. S. ., & Meha, A. M. (2021). Pengaruh model pemberdayaan berpikir melalui pertanyaan (pbmp) terhadap kemampuan berpikir kritis siswa Di Smp Negeri 10 Kupang Tahun Ajaran 2019/2020 [The influence of the thinking empowerment model through questions (pbmp) on students' critical thinking skills at SMP Negeri 10 Kupang for the 2019/2020 academic year]. Indigenous Biologi : Jurnal Pendidikan Dan Sains Biologi, 4(1), 17–25. https://doi.org/10.33323/indigenous.v4i1.68

Oyediran, W. O., Omoare, A. M., Owoyemi, M. A., Adejobi, A. O., & Fasasi, R. B. (2020). Prospects and limitations of e-learning application in private tertiary institutions amidst COVID-19 lockdown in Nigeria. Heliyon, 6(11). https://doi.org/10.1016/j.heliyon.2020.e05457

Pyun, D. Y., Keng, C., Wang, J., & Koh, K. T. (2019). Testing a proposed model of perceived cognitive learning outcomes in outdoor education. Journal of Adventure Education and Outdoor Learning, 00(00), 1–15. https://doi.org/10.1080/14729679.2019.1660191

Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. RELC Journal, 44(1), 5–33. https://doi.org/10.1177/0033688212473293

Seufert, S., Guggemos, J., & Sailer, M. (2021). Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends. Computers in Human Behavior, 115, 106552. https://doi.org/10.1016/j.chb.2020.106552

Shen, K. M., Li, T. L., & Lee, M. H. (2018). Learning biology as ‘Increase ones’ knowledge and understanding’: studying Taiwanese high school students’ learning strategies in relation to their epistemic views and conceptions of learning in biology. International Journal of Science Education, 40(17), 2137–2157. https://doi.org/10.1080/09500693.2018.1522013

Shi, Y., Zhang, J., Yang, H., & Yang, H. H. (2021). Effects of interactive whiteboard-based instruction on students’ cognitive learning outcomes: a meta-analysis. Interactive Learning Environments, 29(2), 283–300. https://doi.org/10.1080/10494820.2020.1769683

Suwono, H., Prasetyo, T. I., Lestari, U., Lukiati, B., Fachrunnisa, R., Kusairi, S., Saefi, M., Fauzi, A., & Atho’Illah, M. F. (2021). Cell Biology Diagnostic Test (CBD-Test) portrays pre-service teacher misconceptions about biology cell. Journal of Biological Education, 55(1), 82–105. https://doi.org/10.1080/00219266.2019.1643765

Syukhria, R., & Nurhamidah, D. (2021). Aplikasi inshot sebagai media pembelajaran jarak jauh pada pelajaran bahasa indonesia [Inshot application as a distance learning media in Indonesian lessons]. Jurnal Penelitian Pendidikan, 21(1), 34-40

Wartono, W., Takaria, J., Batlolona, J. R., Grusche, S., Hudha, M. N., & Jayanti, Y. M. (2018). Inquiry-discovery empowering high order thinking skills and scientific literacy on substance pressure topic. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 7(2), 139–151. https://doi.org/10.24042/jipfalbiruni.v7i2.2629

Wahyuni, V. A. (2019). Pengaruh model pembelajaran guided inquiry terhadap kemampuan berpikir kritis dan retensi peserta didik pada konsep sistem indera manusia (studi eksperimen di kelas xi mia man 1 tasikmalaya tahun ajaran 2017/2018) [The effect of guided inquiry learning model on critical thinking skills and retention of students on the concept of the human sense system (experimental study in class xi mia man 1 tasikmalaya academic year 2017/2018)]. Bioedusiana, 4(2), 72-79.

Downloads

Additional Files

Published

2022-04-10

How to Cite

Leasa, M., & Berbakem, O. (2022). Inshot Video and Science Learning Outcomes: The Concept of the Human Circulatory System. AL-ISHLAH: Jurnal Pendidikan, 14(1), 419–428. https://doi.org/10.35445/alishlah.v14i1.1405

Issue

Vol. 14 No. 1 (2022): AL-ISHLAH: Jurnal Pendidikan

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.