คู่มือสัมมนาการสอนวิทย์ปี 4

98 Educ. Res. Rev. and posttest results, and 4 weeks were spent on implementation. independent groups T-test were employed in data analysis process. The students in the experimental group were taught according to Normality test was applied in order to understand if the pretest the instruction with concept cartoons while the students in the scores of the students in the experimental and control groups control group were taught in accordance with the current showed normal distribution or not. The experimental group pretest instructional program. The study lasted for 4 weeks - 3 h per week. value of skewness was 0,846 and value of kurtosis was -0,290 The total implementation period was 12 h. while the control group value of skewness was 0,472 and value of kurtosis was -0,628. It was regarded that the data showed normal In the classes with the experimental group, the concept cartoons distribution since the pretest values of skewness and kurtosis were about the lesson were shown to the students. The students spoke between -1 and +1. on the related concept cartoons, and they discussed them together. At the end of the classes, the students were given the printed Normality test was applied in order to understand if the posttest concept cartoons, and they were asked to answer the activity scores of the students in the experimental and control groups questions below the related cartoons. The students who responded showed normal distribution or not. The experimental group posttest incorrectly were corrected, and they were given correct feedbacks. value of skewness was -0,802 and value of kurtosis was 0,450 while the control group posttest value of skewness was -0,459 and Obtaining posttest scores value of kurtosis was -0,829.It was considered that the data showed normal distribution since the posttest values of skewness and The test with 20 items which was used at the beginning of the kurtosis were between -1 and +1. research was applied once more to the experimental and control groups as posttest. The students’ posttest scores were found as a RESULTS result of their answers to the posttest questions. Then, pretest and posttest scores of the students in the experimental and control In this section, the findings related to the impact of groups were compared. The sample pretest and posttest questions instruction with concept cartoons on the students’ used for the study were as follows: academic achievement were included. (1) Which of the following ideas about shape of the earth is proved Results and interpretations related to the first sub- to be wrong with the fact that an airplane going continuously in the problem same direction arrives at the same departure after a period of time? The findings related to the first sub-problem which was (i) It is round “Are there any significant differences between pretest (ii) It is spherical scores of the experimental group students on whom (iii) It looks like a ball instruction was carried out with concept cartoons and of (iv) It is flat the control group students on whom instruction was made with conventional method (instruction based on (2) Which of the followings is a sign for the fact that the earth is current curriculum) in the unit of “The Earth Crust and similar to sphere? Movements of The Earth” in primary school 4th grade (i) Firstly the funnel of a distant ship is seen science lesson?” are presented in Table 2. (ii) The moon revolves around the earth (iii) The earth is surrounded by seas In Table 2, there were not any significant differences (iv) The earth revolves around the sun between pretest scores of the experimental group students on whom instruction was carried out with (3) Which of the followings are correct? concept cartoons and of the control group students on whom instruction was made with conventional method (i) Day and night occurs because the earth rotates on its axis. (instruction based on current curriculum) (T(47)=-0.91; p=0.36). Thus, it can be stated that the experimental and (ii) Seasons happen because the earth revolves around sun. control group students were equal before the intervention. (iii) When we see the sunlight it is day, and when we do not it is Results and interpretations related to the second sub-problem night. The findings related to the second sub-problem which (iv) I and II (b) I, II and III (c) II and III (d) I and III was “Are there any significant differences between posttest scores of the experimental group students and of (4) Which of the followings cause the creation of day and night? the control group students in the unit of “The Earth Crust (i) That the earth revolves around the sun and Movements of The Earth” in primary school 4th grade (ii) That the moon revolves around the earth science lesson?” are shown in Table 3. (iii) That the earth rotates on its axis (iv) That the moon rotates on its axis In Table 3, it was found that there were significant differences between posttest mean scores of the (5) What is the reason why we see the sun as if it is moving during experimental group and of the control group in favor of the day when we look at the sky? the experimental group (T(47)=-2.74; p=0.00). Therefore, it (i) That the earth revolves around the sun (ii) That the earth is immobile (iii) That the sun revolves around itself (iv) That the earth rotates on its axis In “The Earth Crust and Movements of the Earth” unit of science course, each incorrect answer of the students was scored 0 point and their each correct answer was scored 1 point while evaluating their academic success (Table 1). Analysis of data Arithmetic mean, standard deviation, normality test, KMO test and

Yilmaz 99 Table 1. Implementation in the experimental and control groups. Groups Pretests Experimental Posttests Experimental Group procedures Achievement test about the unit “The Achievement test about the Earth Crust and Movements of The Instruction with concept unit “The Earth Crust and Earth” in science lesson cartoons Movements of The Earth” in science lesson Achievement test about the unit “The Conventional teaching Achievement test about the Control Group Earth Crust and Movements of The method (current unit “The Earth Crust and Movements of The Earth” in Earth” in science lesson instructional program) science lesson Table 2. T-test results regarding the pretest scores of the experimental and control groups. Groups n S sd t p 0.36 Experimental Group 23 46.73 18.43 Control Group 26 41.53 20.91 47 -0.91 Table 3. T-test results regarding the posttest scores of the experimental and control groups. Groups n S sd t p Experimental Group Control Group 23 77.60 12.60 26 60.96 26.53 47 -2.74 0.00 can be claimed that the experimental group was more conclusions of some previous studies. There are a large successful than the control group. Additionally, it can be number of studies which revealed that instruction with stated that academic achievement of the students in the concept cartoons in science education affected students’ experimental group on whom instruction was made with achievement (Gafoor and Shilna, 2013; Stephenson and concept cartoons was higher than of the students in the Warwick, 2002; Webb et al., 2008; Atasoy and Ergin, control group on whom instruction was carried out with 2017; Akdeniz and Atasoy, 2006; Ceylan, 2015, Balım et conventional instructional program (Appendix 1). al., 2009; Akamca and Hamurcu, 2009; Balım et al., 2011; Yavuz and Büyükekşi, 2011; Baysarı, 2007; Evsen, DISCUSSION 2013; Taşkın, 2014; Meriç, 2014; Atılğan, 2014; Ocak et al., 2015; Atasayar, 2015; Kabapınar, 2009; Atasoy et al., As a consequence of the research, it was found that 2013; Demirel and Aslan, 2014; Gölgeli and Saraçoğlu, instruction with concept cartoons was effective in 2011). In this regard, the conclusion obtained in the increasing academic achievement of primary school 4th current study is parallel to the conclusions of previous graders in science lesson. When the scores received studies. from the achievement test on “The Earth Crust and Movements of The Earth” by the students in the Several studies revealed that instruction with concept experimental and control groups were compared, a cartoons was efficient (Foley et al., 2011; Rule and Auge, significant difference was observed in favor of the 2005; Chen et al., 2009; Balım et al., 2015). These experimental group. Thus, it is possible to suggest that conclusions are similar to the conclusions of the current instruction with concept cartoons was efficient in study. It can be stated that instruction with concept increasing academic achievement of the students in cartoons is effective because of the fact that instruction science lesson. with concept cartoons is fun; they are instructing while entertaining, they encourage students to participate in the Conclusion classes actively and they keep students’ attention alive. Conclusions from the research are similar to the Moreover, while many studies suggested that concept cartoons improved students’ academic achievement (Keogh et al., 2003; Durmaz, 2007; Eroğlu, 2010; Özüredi, 2009; Evrekli, 2010, Alkan, 2010), some others

100 Educ. Res. Rev. claimed that they increased motivation levels of the Balım AG, Çeliker HD, Türkoğuz S, Evrekli E Ekici Dİ (2015). Kavram students during the instructional period (Delisle, 1997; Karikatürleri Destekli Probleme Dayalı Öğrenme Yönteminin Lou et al., 2010; Dalacosta et al., 2009; Long and Marson, Öğrencilerin Kavramsal Anlama Düzeyleri ile Problem Çözme 2003; Naylor and Keogh, 1999; Keogh et al., 1998; İnel Becerisi Algıları Üzerine Etkisi1. Journal of Turkish Science and Balım, 2011). Education 12(4):53-76. Consequently, both the findings of the current study Büyüköztürk Ş (2011). Deneysel desenler: öntest-sontest kontrol grubu, and the findings of the previous studies have suggested desen ve veri analizi. Pegem Akademi. that instruction with concept cartoons in science lesson improved students’ achievement. From this aspect, the Chen WC, Ku CH, Ho YC (2009). Applying the strategy of concept conclusion of the present study is similar to the cartoon argument instruction to enpower the children’s argumentation conclusions of the previous studies. Concept cartoons ability in a remote elementary science courseroom. In Holland, make topics visual, increase students’ motivation towards Amsterdam: 13th European Conference for Research on Learning lessons, make them active in lessons and make lessons and Instruction. more enjoyable. Thus, instruction supported with concept cartoons is recommended in science lessons to provide Coll RK (2005). The Role of Models/and Analogies in Science students’ permanent learning. Education: Implications from Research. International Journal of Science Education 27(2):183-198. CONFLICT OF INTERESTS Çakır SÖ, Yürük N (1999). Oksijenli ve oksijensiz solunum konusunda The author has not declared any conflict of interests. kavram yanılgıları teşhis testinin geliştirilmesi ve uygulanması. III. 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Yilmaz 101 Journal of Tecnology and Science Educatin 9(1):51-58. Samkova L, Hospesova A (2015). Using Concept Cartoons to Kabapınar F (2009). What makes concept cartoons more effective?: investigate future teachers’ knowledge. Konrad Krainer; Naďa Using research to inform practice. Education and Science 34(154):104-118. Vondrová. Proceedings of CERME 9 - Ninth Congress of the Keogh B, Naylor S (1997). Thinking about science set of eight posters. Sand Bach: Mill gate House. European Society for Research in Mathematics Education, Prague, Keogh B, Naylor S, Wilson C (1998). Concept Cartoons: A New Perspective on Physics Education. Physics Education 33(4):219- Czech Republic pp. 3241-324. 224. Keogh B, Naylor S (1999). Concept Cartoons, Teaching and Learning in Spigner-Littles D, Anderson CE (1999). Constructivism: A paradigm for Science: An Evaluation. International Journal of Science Education 21(4):431-446. older learners. Educational Gerontology 25(3):203-209. Keogh B, Naylor S (2000). Teaching and learning in science using concept cartoons: why Dennis wants to stay in at playtime. Stephenson P, Warwick P (2002). Using concept cartoons to support Investigating 16(3):10-14. Keogh B, Naylor S, Downing B (2003) Children’s interactions in the progression in students’ understanding of light. Physics Education classroom: argumentation in primary science. In 4th European Science Education Research Association Conference, 37(2):135-141. Noordwijkerhout, Netherlands pp. 19-23. Koutnikova M (2017). The application of comics in science Şenocak E, Dilber R, Sözbilir M, Taşkesenligil Y (2003). Ilköğretim education. Acta Educationis Generalis 7(3): 88-95. Köseoğlu F, Kavak N (2001). Fen öğretiminde yapılandırmacı yaklaşım. öğrencilerinin isi ve sicaklik konularini kavrama düzeyleri üzerine bir Gazi Üniversitesi Eğitim Fakültesi Dergisi 21(1):139-148. Liang LL, Gabel DL (2005). Effectiveness of a Constructivist Approach araştirma. 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Research in Science Education 27(2):309-322. stimulus.Greece, Thessaloniki: 3rd European Science Education Research Association Conference. Webb P, Williams Y, Meiring L (2008). Concept cartoons and writing Ocak İ, Islak GF, Ocak G (2015). Ilkokul 4. Sinif Fen Bilimleri Dersinde Kavram Karikatürü Kullaniminin Akademik Basariya Etkisi*/The Effect frames: Developing argumentation in South African science of Using Concept Cartoons on Students' Academic Achievement of the Primary 4th Grade Science Lessons. Bartin Üniversitesi Egitim classrooms?. African Journal of Research in SMT Education, 12(1):4- Fakültesi Dergisi pp. 119-132. Özmen H (2004). Fen öğretiminde öğrenme teorileri ve teknoloji destekli 17. yapılandırmacı (constructivist) öğrenme. The Turkish Online Journal of Educational Technology 3(1):100-109. Yağbasan R, Gülçiçek Ç (2003). Fen öğretiminde kavram yanilgilarinin Özüredi Ö (2009). 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Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık. Yin YK, Fitzgerald R (2017). Peer learning with concept cartoons enhance critical thinking and performance in secondary school economics. Journal of Economic Education Research 18(1):1-13. Zakia L (2016). The Negative Effect of Cartoons on Children. Journal of Humanities, Available at: http://www.univoeb.dz/JHS/issues/n5/19.pdf

102 Educ. Res. Rev. Appendixs Concept Cartoon Examples

Yilmaz 103 Appendixs. Contd.





The Development of Web-Based Learning u on Levers in Hum ABSTRACT Integrated curriculum is a popular way to de written on the books separately. Furthermore, web-ba accessed using an internet connection anytime and an apply the principles of effective learning. Besides, the students. In order to solve this problem, this study desi to assist students in learning levers in the human body process of developing an educational website consists o making. This research method used descriptive method language, and media/IT. The questionnaires used the tec interactivity to investigate the readability of the subjects science teachers and students on private Junior High it has a good evaluation of each aspect. But the website load time consumer. Keywords Website education, Levers in the human bod acceptance model (TAM) 4 8 103, 104, 1

using Interactive Media for Science Learning man Body Topic Lia Astuti, Yaya Wihardi and Diana evelop st-century skills, but most of the materials are ased learning is an online learning media that can be nywhere. However, many educational websites do not traditional learning methods tend to be bored for the igned a website education that uses interactive content y topic as one of the integrated science materials. The of three steps: ( analysis, ( design, construction d, and the experts' judgment will evaluate it on content, chnology acceptance model (TAM) and five-dimensional s' perception responses. The research subject was three h School in Bandung. According to the result, generally, e education needs a strong signal to access for not taking dy, Five-dimensional interactivity, Technology 3 TAM) 3 116 120 TAM) . 15 2565

The Development of Web-Based Learning using Interactive Media for Science Learning on Levers in Human Body Topic Lia Astuti1*, Yaya Wihardi2, Diana Rochintaniawati1 1International Program on Science Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia 2Department of Computer Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia *Corresponding Author [email protected] ABSTRACT Integrated curriculum is a popular way to develop 21st-century skills, but most of the materials are written on the books separately. Furthermore, web-based learning is an online learning media that can be accessed using an internet connection anytime and anywhere. However, many educational websites do not apply the principles of effective learning. Besides, the traditional learning methods tend to be bored for the students. In order to solve this problem, this study designed a website education that uses interactive content to assist students in learning levers in the human body topic as one of the integrated science materials. The process of developing an educational website consists of three steps: (1) analysis, (2) design, (3) construction making. This research method used descriptive method, and the experts' judgment will evaluate it on content, language, and media/IT. The questionnaires used the technology acceptance model (TAM) and five-dimensional interactivity to investigate the readability of the subjects' perception responses. The research subject was three science teachers and 31 students on private Junior High School in Bandung. According to the result, generally, it has a good evaluation of each aspect. But, the website education needs a strong signal to access for not taking load time consumer. Keywords Website education, Levers in the human body, Five-dimensional interactivity, Technology acceptance model (TAM) 1. INTRODUCTION science learning and integration of literacy in the learning Education in the 21st Century has been and is being process cannot be implemented well because the instructional material still write as separated topic in profoundly influenced by technology and globalization books (Ardianto & Rubini, 2016; Asrizal, Amran, (Voogt, Erstad, Dede, & Mishra, 2013). Integrated Purwani, & Sudargo, 2018; Pursitasari, Nuryanti, & Rede, curriculum is one of the effective ways to resolve some 2015). Besides, Science is one subject that students often challenges associated with developing 21st-century skills find confusing and mistakenly judged as a difficult (Drake & Savage, 2016). As a response to 21st century subject, especially for Physics. Hesti, Maknun, & Feranie needs, fostering students’ creativity has been explicitly (2017) stated that students feel indifferent toward Physics included in the school curriculum of Indonesia that use lessons because of the complexity of the concepts. In Integrated Science Curriculum to encourage students to order to visualize the complex concepts, appropriate see the interconnectedness and interrelationships between instructional material is needed to apply for the teaching- the subjects (Asrizal, Amran, Purwani, & Sudargo, 2018; learning process (Asrizal, Amran, Purwani, & Sudargo, Lykke, Coto, Mora, Vandel, & Jantzen, 2014). 2018; Cook, 2007). The ministry of education and culture of Indonesia Instructional materials are an important part of the realized that the integration of science literacy education is learning process. Educational website technology can important. For this purpose, the 2013 curriculum requires science subjects in junior high school to be implemented Received: 18 August 2019 with the integrative approach to improve the literacy of Revised: 27 February 2020 students in the school (Yuliati, 2013). However, the real Published: 18 March 2020 condition shows that the implementation of integrated a © 2020 Indonesian Society for Science Educator 89 J.Sci.Learn.2020.3(2).89-98

Journal of Science Learning Article develop properly to facilitate students to learn a certain understand and to encourage student motivation. Also, material and to support or facilitate the acquisition of one of the materials of integrated science is levers in the knowledge, competency, and skills (Bolkan, Goodboy, & human body, which is a combination of physics and Kelsey, 2016). The young generation is fully aware of the biology subject, and that is the sub-topic of the simple benefit of personal computer and tablet devices, and machine materials. Holzinger, Emberger, Wassertheurer, almost every student has for accessing the internet, mainly and Neal (2008) described that the human body, the for e-learning and playing games (Goh, Bay, & Chen, chemical substance others are hard to imagine without 2015). Also, the annual survey done in 2007 by Indiana any multimedia that will show how complex the materials University's High School Survey of Student Engagement because we cannot see directly with our eyes. While the (HSSSE), shows that more than 81,000 students in 110 example of the simple machine can be used in daily life, secondary schools in 26 states dropped out of school and the levers mechanism example exists on the human because they experienced boredom of teaching-learning body too that includes skeletal system material. So, it process on the class. According to Seifert (2004), needs interactive multimedia through the video and boredom occurs because of the way of the instructional animation to make it easy to understand and learn. material is presented, and the students are not fully involved in a class, so they lose the motivation to learn. This research aimed to develop an interactive website This condition indicates that many traditional lessons are education for web-based learning. The interactive website boring and make the lesson ineffective. education will use the five-dimensional interactivity of the website (Chou, 2003). The five-dimensional interactivity is The other way to deliver instructional materials rather (1) Playfulness, (2) Choice, (3) Connectedness, (4) than a traditional lesson is through technology with an Information Collection, (5) Reciprocal Communication. interactive application that works with Smartphones or Those used to measure the interactivity of the website Personal Computer, and it is in line with the 21st-century education with the existence of the feedback from the purposes that is marked by the usage or the integration of quiz games to measure the readers' understanding after technology in daily activities (Walsh, 2014; Chawinga & reading the content on the website education. Other than Zozie, 2016). that, to investigate the perceptions of subjects, this study uses the technology acceptance model (TAM) towards the Keengwe & Anyanwu (2007) argue that technology in behavioral intention to use the website education (Davis, education focuses on being a tool for creating the process Bagozzi, & Warshaw, 1989). of learning alive, concrete, and interesting. Web-based technology is often the technology of choice for distance This research will be conducted by designing and education, given the ease of use of the tools to browse the producing interactive website education for web-based resources of the web from any devices, and the relative learning that used two ways of communication between affordability of accessing the ubiquitous Web. Web-Based the readers and the website itself by giving the feedback. Learning is an online learning media or a website that has Norman (2000) stated that the interactive website educational goals, and many institutions develop education include: (1) A central role of language (ask for instructional material of science as a media for a source of things even if not visible), (2) Richer internal integrated science learning material (Kenny, 2000; Wang, representation of data objects including user history of Cheng, Chen, Mercer, & Kirschner, 2017). The interaction with documents, applications, web pages, (3) A advantages of Web-based learning from others' learning more expressive interface added more video and others, models is one of the learning models that used the (4) Shared control proactive computers and agents technology of the web and using the internet. It can be without human commands. The instrument of the website accessed anytime and anywhere from any device using any education will be assessed to the experts' judgment. After operating system like android, windows, and others that, it will be applied to science teachers and students in (Zaiane, 2001). Even though most sites meet the criteria junior high school to get the perceptions to respond to for general information websites, but many educational the use of the website education. websites do not apply the principles of effective learning, only 17% have all components of the learning paradigm 2. METHOD which are critical thinking, independent learning, Descriptive research was used for this research evidence-based learning, and feedback; and less than 50% do not meet any criteria because of the content inside the method. According to Fraenkel, Wallen, & Hyun (2013), web that does not encourage the readers (Chou, 2003; descriptive studies describe a given state of affairs as fully Cook & Dupras, 2004; Dogan & Dikbiyik, 2016). and carefully as possible. The solution to visualize the effective website 2.1 Research Design education is by using the interactive' media for the The researcher develops website education use content as the instructional material that will overcome the student boredom to make the materials easier to interactive media using HTML 5, and it can be accessed from a browser on a mobile phone or personal computer and use the internet connection. The website education DOI: 10.17509/jsl.v3i2.19366 90 J.Sci.Learn.2020.3(2).89-98

Journal of Science Learning Article Table 1 Experts' judgment validation rubric result Accept 5 Aspect Indicator Total Checklist 4 Reject Revise 4 Learning Goal The content is in line with learning goals 4 Alignment The learning goals are clear are significant 1 6 The relevance of The topic is delivered clearly 2 5 the item content The combination of the relations between physic and biology subject is the 2 The balance of relevance 2 5 coverage of the The figure/video/ caption was appropriate and relevance with the topic 6 items in relation to The content and the design of the web is balance, and there is no barrier to 1 6 the content each other 1 6 Follows the norms and conventions of scientific writing accurate each 6 The Arrange of The other 1 6 Word and Sentence The choice of the verb from the web is appropriate 2 5 in The Website The form and choice of nouns, pronouns, adjectives, and adverbs from the 2 4 web are appropriate 2 4 Motivation The word order from the web is appropriate 4 Presentation The choice of prepositions from the web is appropriate 6 Design The formation of tag questions and elliptical responses from the web are 6 Interaction appropriate Usability The ability to motivate and attract many users of the web Visual design and sound of the web can enhance interactive for the users All of the hyperlink/buttons work smoothly The web has ease navigation The web has proportional Display Interface The web has a good quality of the interface features help the user understand was judged by the experts' judgment on content (Physics simple machine, (2) Identify how levers as a type of and Biology), language (English), and media or design simple machine through the picture and video, (3) (IT). Identify the mechanism of levers and the correlations with the human body. 2.2 Research Subject The terms of levers in the human body in this research The location of this research was held in one are explained more about the application of the levers as a international school in Bandung in the school period of part of a simple machine able to apply in the human body, 2018/2019. The school used Cambridge and the 2013 such as ligaments, bones, and muscle that exists on Curriculum. Science teachers accessed the website skeletal system topic. The structures form levers in the education, and the population in this research was 7th, 8th, human body create a movement. In simple terms, a joint and 9th-grade students have accessed the media to know (where two or more bones join together) forms the pivot their perception response. (or fulcrum), and the muscles crossing the joint apply the force to move a weight or resistance. All three types of 2.3 Content Analysis levers are found in the body, depending on the position of the fulcrum, load, and effort. The analysis of content is very important for developing website education as the analysis stages. The 2.4 Research Instrument need to develop student 21st-century competencies such as creative problem solving and communication to There are three types of instruments used in this prepare the young generation for the complex global research, which are the characteristic development of the world. An integrated curriculum is a popular way to website education, the validation of the website education develop these skills (Drake & Savage, 2016). In this from three experts, and the readability of the science research, the content of the simple machine used in this teachers’ and students’ perception responses. First, the research is limited by the Indonesian Curriculum 2013 development of website education consists of three that stated on basic competence 3.3 and 4.3. Levers cover stages. Firstly are the analysis stages, which consisted of: these competencies in the human body topic, and the (1) The material analysis, whereas the material was chosen determination of content is suitable for junior high school based on the field of study result on junior high school students due to encouraging their interests towards science materials; (2) The user analysis is the suitability science. whether they were interested in using new technology that applies for learning media or no; (3) The right software The analysis of curriculum about core competency and necessity analysis is needed for developing the website basic competence indicates the subtopics that will be investigated by students such as (1) Identify the types of a DOI: 10.17509/jsl.v3i2.19366 91 J.Sci.Learn.2020.3(2).89-98

Journal of Science Learning Article Figure 1 The example of the interface of website education using an interactive media for integrated science, with the link address http://medialengka.com/inscience education (4) The hardware necessity analysis to make website education, they gave the perception respond after sure that the personal computer is compatible enough to using the website education, and in general, it is called a access the software. Secondly are the design stages, which readability test. The readability level of the website consisted of (1) The learning material design, the materials education can exert an influence on the science teacher contained in the website education is Levers in the simple and students' perception response result, e.g., difficulty in machine and levers in the human body; (2) The flowchart reading the website content or the clearness of the design is the illustration of story flow in the development website education might distract from the purpose of a process of the website education; (3) The storyboard test (Cohen, Manion, & Morrison, 2011). The design is the plan of multimedia that will be developed questionnaire will be used five-dimensional interactivity based on the flowchart in order to make development that fulfills the communications need and engage the stage easier. Thirdly is the development stages that consist student motivation to operate and use the web, Ha & of two-step, which consisted of: (1) The construction of James (1998) proposed it and Technology Acceptance interface making that was made based on the storyboard Model (TAM) will be applied extensively for studying in the design stage. Some elements should be done which information technology due to its effectiveness in are collect the user necessities and define the design assessing the degree of users' acceptance which are the conceptually, and then validate it, after that, the problems perceived ease of use and perceived usefulness on the that arise should be fixed before it can be developed; (2) behavioral intention that proposed by Davis, Bagozzi, & The construction of coding making, while in interface Warshaw (1989). The scale that will be used in this making stage, the features are still not working yet, and research is the 5-Likert scale because a few researchers the coding process stage should be functioned in order to have reported higher reliabilities for five-point scales. make all the features work properly. Second, the experts' While, the questionnaire for science teachers and students judgment validation of the website education, the experts will be measured that indicating an acceptable level of consisted of three experts in content, language, and internal consistency for a short research survey with non- media. The rubric for the expert judgment was given in homogenous items of this kind (Fraenkel, Wallen, & the same aspect and indicator, and it is used using accept, Hyun, 2013). The reliability for the internal consistency of reject, and revise. There is not differentiated for judging the students and science teacher questionnaire were the materials' content, language, and IT. The reason was measured and evaluated by Cronbach’s alpha. In general, for knowing the experts' perspective between all of the the minimum acceptable value of Cronbach’s alpha is 0.6 indicators and aspects. While, all the content of the items (Warmbrod, 2014). must be carefully evaluated, and the determination of the The results show quantitative and qualitative; the content validity evidence is often judged by expert judgment (Fraenkel, Wallen, & Hyun, 2013). Third, the quantitative measurement analyzes the questionnaire for science teachers' and students' perceptions respond to the science teachers' and students' perspective responses that use the 5-Likert scale and the internal consistency. DOI: 10.17509/jsl.v3i2.19366 92 J.Sci.Learn.2020.3(2).89-98

Journal of Science Learning Article Qualitative analysis will describe the validation of the So, it needs interactive multimedia through the video and experts' judgment questionnaire and the readability of science teachers' and students' perspective response animation to make it easy to understand and learn. The results. interface example is shown in Figure 1, and the link to the 3. RESULT AND DISCUSSION website education address is The results show quantitative and qualitative data. The http://medialengka.com/inscience. experts’ judgment validation of website education was conducted before the website education implemented to 3.2 Experts’ Judgment Validation the science teachers’ and students’ to know the perception respond that use Technology Acceptance Model (TAM) The website education will be implemented for science to know the user behavioral intention and five- teachers and students. While the content of the items dimensional interactivity to know the interactivity and effectiveness of the website. Qualitative analysis will must be carefully evaluated, and the determination of the describe the experts’ judgment validation result and the content validity evidence has to be judged by expert science teachers' and students’ results towards the judgment (Fraenkel, Wallen, & Hyun, 2013). Therefore, development of the website education. the experts judgment will be judged by the lectures as the expert to judge according to the field of the content 3.1 The Characteristic of the Website Education (Physics and Biology), language, and media or design (IT) The characteristics of the website education that has towards the website education whether it can be rejected, accept or there is a revision and should be revised based been developed have two ways communication with the existence of the feedback on the finding keywords games on the comment and suggestion from the experts with the and quiz games, and the content that really suitable for rubric that has been prepared. secondary high school students, which are the colorful content, the existence of animation, video, and interactive The rubric for the expert judgment was given in the multimedia. For example, the human body and the same aspect and indicator; there are not differentiated for chemical substance others are hard to imagine without judging the materials' content, language, and IT. The any multimedia that will show how complex the materials reason was for knowing the experts' perspective between because we cannot see directly with the eyes. While the all of the indicators and aspects. Based on the rubric given simple machines can be used in daily life, and the levers to the experts, the result is described in Table 1. The table mechanism example exists on the skeletal body system. was showed the results' total of the experts that choose or checklist on the option of reject, revise, and accept of the Table 2 Result from the Experts' Judgment on the Content indicator and the aspect. First, for the reject, it showed the total of experts' judgment suggests to delete the content Comment indicator of the website education. Second, for the accept, it showed the total of the experts judgment that accepts Experts Description the content indicator on website education, and there is no revision, Third, for the revise, it meant there was a revision for the website education and showed the total of expert judgment that gives a suggestion of the indicator First experts' 1. Dominated by physics Table 3 Result from the Experts' Judgment on the judgment on 2. Add the source of video and Language Comment the content animation 1. The content needs to be detailed, the Experts Description explanation from the video only 1. The second learning goal is okay, but covers some of the content somewhat \"poorer\" than the rest because the overall focus, levers, is 2. The answer why for learning goal is only a small past. not for the student, it is for the Second experts' teacher, make it for a student, the 2. Good except for a small section in judgment on objective need to be measurable, so Experts' the human body section, need consistency between concepts of the content the word \"How\" no need in objective judgment on joints/ligaments and fulcrum. and No need to capitalized each word 3. It needs a more physic component or language 3. You just need to change the content explanation for the lever in the human in the \"Levers in the Human Body\" section to move clearly describe body ligaments/joints as equivalent to a 4. Need more videos Experts' mechanical fulcrum, also in the text judgment on Good variety (games, videos, text, and language graphics, etc) change \"axis\" to fulcrum (or add \"or fulcrum\") Second experts' First experts' The 6 types of simple machines should judgment on the Re-check the grammar on the learning judgment on input the explanation content goals design DOI: 10.17509/jsl.v3i2.19366 93 J.Sci.Learn.2020.3(2).89-98

Journal of Science Learning Article integration of leaderboards as game elements (Alaswad & whether in a language, content, or the design to make a Nadolny, 2015). better website education and make more valid, and the result of the website education revision will be described, The Result of Experts’ Judgment on Language as follows: The aspects that judged by the expert on language The Result of Experts’ Judgment on Content shown in Table 3; there are contextual spelling, grammar, The content itself is Integrated Science that combined punctuation, sentence structure, and style for delivering the materials. At first, there is a lot of grammatical error, of Physics subject and Biology Subject. The aspects that and the term of the sentence placed that used in this judged are the contents' objective in line with the website education. But, for the objective and the materials necessity of the students in junior high school, the of the website is already well-implemented. Since this accuracy of content, and the interest in the content. Based website education is in English, the writing of this website on Table 2, the result of the questionnaire, the experts education should be correct in all aspects. The grammar suggested enriching the materials with some more assessment should be recognized both in large-scale and explanation on Physics and Biology materials, whether it classroom-based contexts (Purpura, 2013). In addition, is from the video, animation, text, etc., several approaches the website education should be consistent to explain the can be used to develop and deliver web-based learning. term. The flexibility and potentially provided in web- Khalifa & Lam (2002) is interpreting the term to include based learning made it possible to enable high structure any technology which requires the user to make a and high dialogue (course design and delivery) at the same response to the information or ideas presented. As well as time (Huang, Chandra, DePaolo, & Simmons, 2016). interactive video, multimedia, hypermedia, computer The Result of Experts’ Judgment on Design simulation, and expert systems. This website education as the instructional materials, it can enhance understanding The background, fonts, compatibility, sounds, of the concepts easily, especially the existence of game graphics, images (accessibility), layout, navigation, and and quiz game. It can encourage the students’ motivation load time are applied for the aspects of this website to learn the materials by the picture with gif format, video, education. The experts especially noted on Table 4 about the colorful interface, and especially for the existence of the load time to access the website education because the game. The game structure a course with a focus on there is a lot of animation and video that have proposed feedback, goals, and interaction as game attributes and the to make the website become colorful and interactive, it is important to make the load time shorter, and smooth Table 4 Result from the Experts' Judgment on the Design transition between each feature are strongly advised to be Comment fixed. Srivastava, Cooley, Deshpande, & Tan (2000) also stated the web needs time for prefetching documents in Experts Description order to reduce user-perceived latency when loading a page from a remote site. 1. Fill the blank should be input to what? (for the blank, user can click any button Figure 2 Comparison score between science teachers and without fill the question) students readability perspective respond the result First experts' 2. Video and animation should input the on Media source 3. The true or false page should be direct to biology material Second Some features feel long for loading, and I experts' on think that is because of too much animation Media and videos 1. The indicator of the ability to motivate Second and attract many users of the web need experts' on to be improved content 2. It can be attractive if there is a comment or live chat on the web 3. It takes time to load the web First experts' Better to add the indicator of \"Motivation\" on content Aspect Third experts' on The Navigation is confusing content 1. I think it is fine for a preliminary student project possibility a little slow The experts' to load on language 2. Once a \"continue\" button did not lead anywhere, but the system did not hang DOI: 10.17509/jsl.v3i2.19366 94 J.Sci.Learn.2020.3(2).89-98

Journal of Science Learning Article 3.3 The Readability Result of Science Teachers’ and use, is 96, and the perceived usefulness is 96. The score of the interactivity of the content that uses five dimensions, Students’ Respond The website education is given to the science teachers which is the playfulness aspect is 82, and the choice aspect is 93, the connectedness aspect is 91, the information and students to know the impression of the perception collection aspect that means the materials score is 84, and respond towards using the website education, the explanation of the impression from the science teachers’ the last is reciprocal communication that reaches the and the students’ respond explained as follow: highest score which is 96. The overall response from the teachers is positive, which is to support the website Science Teachers’ Perception Respond The website education is judged by science teachers education to be used in the teaching-learning process. In addition, Paulsen (2003) described that web education who teach in Junior High School before implementing it could be a strategy of teaching that used to provide the to the students. There are three science teachers from materials and interactions between the teachers and the Pelita Nusantara Junior High School in Bandung that students. tried the website education and gave their review, comment, and suggestion. The result was shown in Table Chart Figure 2 shows that all the aspects include in 5. the website education are generally fair and square. The website acceptance, which is represented by perceived The questionnaire resulted in most of all; the items are categorized on the \"Very Good\" scale; it is described in ease of use and perceived usefulness aspect, and the Table 5 that has a score range from 80 to 100. The score interactivity of the website education that is represented of the acceptability of the web, which is perceived ease of by playfulness, choice, connectedness, information collection, and reciprocal communication aspect, has Table 5 Recapitulation of science teachers' responds regarding the website education Construct Item SD D N A SA Score Result Average Score 1 3 100 Very good Perceived ease of use 2 3 100 Very good 96 3 2 1 87 Very good 4 1 2 93 Very good Perceived usefulness 5 3 100 Very good 96 6 1 2 93 Very good 7 1 1 1 80 Very good Playfulness 8 2 1 87 Very good 82 9 3 80 Very good 10 1 2 93 Very good Choice 11 3 100 Very good 93 12 2 1 87 Very good 13 1 2 87 Very good Connectedness 14 1 2 93 Very good 91 15 1 2 93 Very good 16 2 1 87 Very good Information collection 17 2 1 87 Very good 84 18 3 80 Very good 19 3 100 Very good Reciprocal communication 20 1 2 93 Very good 96 21 1 2 93 Very good Overall score 91 Very good Notice: Item 1: The WEB is easy to use; Item 2: The WEB can provide clear guidance; Item 3: The WEB is useful to assist me in learning lever in human body topic; Item 4: The WEB can increase my efficiency to more understand for learning lever in human body topic; Item 5: The WEB can provide useful media like the picture, video, and its' explanation for learning lever in human body topic; Item 6: Using WEB is a good idea to learn lever in the human body; Item 7: The content and the game of the WEB made me satisfy; Item 8: The content and the game of the WEB made me have fun when using the web; Item 9: The content and the game of the WEB made me curious to know more about the topic; Item 10: The WEB provides a choice of links or button; Item 11: The choice button in the start (home) help me to operate the WEB; Item 12: The choice of navigation button is useful to guide me to operate the WEB; Item 13: The hypertext or the button help me to operate the WEB; Item 14: The navigation button of the WEB has a relationship with each other; Item 15: The navigation button of the WEB is working smoothly; Item 16: The WEB ask my prior knowledge, it helps me to assist my previous understanding before I learn lever in human body topic; Item 17: The WEB content about lever in the human body adds my insight; Item 18: The WEB content is useful to help me learn lever in human body topic; Item 19: The WEB providesa link button to give feedback and comment; Item 20: The contact page of the WEB help me to give comment; Item 21: The contact page of the WEB help me to give feedback; SA = Strongly agree, A = Agree, N = Netral, D = Disagree, SD = Strongly disagree DOI: 10.17509/jsl.v3i2.19366 95 J.Sci.Learn.2020.3(2).89-98

Journal of Science Learning Article achieved the requirement of a proper website education. and generally helps students to give them more The website education as an instructional material aims to meaningful learning. The last is reciprocal communication help the teacher to give feedback and review to the after the students tried all the navigation and learn the students (Chang, 2007). Moreover, to engage the content they can give a comment and feedback about the student's interest and excitement, the interactivity of the website or if they have a question so they can contact the content on the website is supposed to be suitable for developer through contact navigation button and it has 84 junior high school students. The science teachers noted scores. that this website education creates a better-personalized learning experience for students; the evaluation shows 91 The students give positive responses to the website for out of 100 that categorized as \"very good\". web-based learning. The overall evaluation score of a questionnaire filled by students is 80 out of 100 scale that Junior High School Students’ Perception Respond indicates \"very good\" evaluation. Students found this website education is easily accessible and helps them to The application is implemented to Junior High School study at home. Du et al. (2013) stated that Web-based students from grade 7th, 8th, and 9th. The students are learning had been pleasing effects in making a better gathered in the formal class to try the website education participants' knowledge and capability of the to use interactive media, and it does not matter for the performance, and in increase self-efficacy in performing students that have been learned about a simple machine capability, with a high gratification rate uttered by or not yet. The number of students who tried the website participants. is from Pelita Nusantara Junior High School in Bandung that consist of 31 students, 7th grade consist of 3 students, Students found this website is exciting and helping 8th grade consists of 5 students, and 9th grade consists of them to understand simple machines with sub-topics 23 students. The result of students respond is showed in levers in human body topic. Especially of the interactivity Figure 2 of the web and the way to deliver the content, it is proven by the score with 81.4 that indicates very good; students The overall aspects got \"very good\" in scale. The score learn how to understand the content easily and more of the website for web-based learning is 82, which encouraging because the existing of the game and the includes the acceptance and the interactivity of the animation to make them not bored while they read and website to be accessed. The questionnaire is consists of scrolling the content. the Technology Acceptance Model (TAM) (Davis, Bagozzi, & Warshaw, 1989) and using five dimension Aside from the Technology Acceptance Model aspects of interactivity (Ha & James, 1998). For the aspects, science's teacher responses, and Junior High acceptance, the score perceived ease of use of the website School students' responses, the prospect of this website is 84, which declares the website is easy to operate, and education is generally welcomed. They gave positive the score perceived of the usefulness of the website is 84, evaluations towards this website education as it is seen in which is the quality having utility and the website is their answer to the questionnaire and comment and applicability to be accessed. feedback. Students generally responses that website education can make their study easier while inside and The technology acceptance model, the questionnaire is outside the class. Website education is defined as one used 5-dimensional interactivity. First is the score of the teaching strategy 'in which the web is used to provide the playfulness of the website is 82 which means the website materials and interactions between the students and can encourage the students besides the quiz and the teachers' (Zapalska & Brozik, 2006) question exist on the game that in-line with the concept of levers in the human body, so the students were playing to The Internal Consistency of Science Teachers’ and reach the higher score because the game has a leaderboard to know who is the winner and the students can know Students’ Respond their score after playing the game. Second, the score of choice of the website is 80 of the student's excitement The result of the internal consistency is showed in because of the animation and the color of the website and Table 6 and Table 7. It is measured by Cronbach’s alpha also engenders an internal emotional sense of satisfaction. Third, the score of connectedness is 80, which enhances Table 6 Internal Consistency Result of Science Teacher the feeling of the connection between one questionnaire Instrument hyperlink/button/navigation to another button that will display the material, and it consists of the video, picture, Reliability Statistics N of Items game, animation that have a correlation to one another. Cronbach's Alpha The forth of the five-dimensional interactivity is .825 21 information collection. In this website, education can be called the material content, and its' score is 81, which Table 7 Internal Consistency Result of Students declares the clarity of materials is quite understandable questionnaire Instrument Reliability Statistics N of Items Cronbach's Alpha .863 21 DOI: 10.17509/jsl.v3i2.19366 96 J.Sci.Learn.2020.3(2).89-98

Journal of Science Learning Article that estimates the internal consistency reliability of an students feel motivated, fun, and able to assist the instrument by assigning how all items in the instrument students in learning levers in the human body. Yet, there are some recommendations for a future study regarding relate to all other items and to the total instrument the development of the website education, such as it will (Croasmun & Ostrom, 2011). The result shows the be better to increase the generalizability of the finding, to Cronbach’s Alpha is 0.825, which means the science make the subject that is not in the same schools it makes the generalizability of the findings questionable. teachers’ questionnaire instrument is sufficient reliability. In addition, based on Table 7, the result of Cronbach’s ACKNOWLEDGMENT Alpha shows that the student's questionnaire instrument The authors acknowledge Dr. Eka Cahya Prima for is 0.863, which means sufficient reliability. Therefore, the stimulating discussion about the appropriate technology questionnaire instrument for science teachers and that can be used for Junior High School Students. students is approved to be very reliable because it exceeds more than 0.6 as reliable standards. REFERENCES In this way, the web-based learning platforms are Åberg, E. S., Ståhle, Y., Engdahl, I., & Knutes-Nyqvist, H. (2016). increasingly used, and the resources supporting students' Designing a Website to Support Students' Academic Writing academic writing is doubtless a developmental area Process. Turkish Online Journal of Educational Technology- (Åberg, 2016). Working with website education, like the TOJET, 15(1), 33-42. presented one, gives opportunities for continuous Alaswad, Z., & Nadolny, L. (2015). Designing for game-based learning: development while the results of this study show that The effective integration of technology to support students and science teachers realize the potential of web- learning. 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The Effects of 4MAT Teaching Model and Whole Brain Model on Academic Achievement in Science Gamze Tezcan and Hulya Guvenc ผลของการจัดการเรียนการสอนโดยใช้รูปแบบ 4 MAT และรูปแบบ Whole Brain Model ที่มีต่อผลสัมฤทธิ์ทางการเรียนวิทยาศาสตร์ ABSTRACT The aim of this study is to investigate the effects of 4MAT Teaching Model and Whole - Brain Model on academic achievement in science and to compare those effects with the effect of inquiry based instruction, which suggested by the science course teaching program. This research is designed in static group pre test-post test design. The study group constituted a total of 68 sixth grade students, 29 in Experimental Group I, 21 in Experimental Group II and 18 in the control group. Experimental processes were carried out simultaneously in 3 groups during 32 class hours by one of the researchers. While 4MAT Teaching Model was used In Experimental Group I, Whole Brain Model was applied in Experimental Group II. The control group was engaged in inquiry based instruction. Kolb Learning Style Inventory III was applied to determine the learning styles of the participant students. Academic achievement test was applied as the pre test and the post test. While analyzing the data, the standard deviations and means were calculated and Paired Samples t-Test, One Way Analysis of Covariance (ANCOVA), Wilcoxon Signed Rank Test, Kruskal Wallis Test, and Mann Whitney U Test were conducted. As a result of the research, it was determined that all of the three instructions applied increased the academic achievement in science. Moreover, it was found that 4MAT Teaching Model was more effective than Whole Brain Model in terms of increasing academic achievement. However, it was determined that the effects of 4MAT Teaching Model and Whole Brain Model on the academic achievement in science did not differentiate from the effect of inquiry based instruction. In addition, it was detected that the effects of 4MAT Teaching Model and of Whole Brain Model on academic achievement in science did not differentiate regarding learning styles of the student. On the other hand, it was proved that inquiry based instruction did not support the academic achievement of the students with diverging learning style. Keywords : 4MAT teaching mode, Whole brain model, Inquiry based instruction, Academic achievement ABSTRACT การศึกษาครั้งนี้เพื่อศึกษาผลกระทบของรูปแบบการสอน 4MAT และรูปแบบการสอน Whole Brain Model ที่มีต่อผลสัมฤทธิ์ทางการเรียนวิทยาศาสตร์ และเพื่อเปรียบเทียบผลการสอนทั้งสองรูปแบบกับการสอนแบบสืบ เสาะหาความรู้ (Inquiry based) งานวิจัยนี้ออกแบบโดยใช้กลุ่มตัวอย่างคงที่ เป็นนักเรียนระดับชั้นประถมศึกษาปีที่ 6 จำนวน 68 คน ประกอบด้วยกลุ่มตัวอย่างที่ 1 จำนวน 29 คน กลุ่มตัวอย่างที่ 2 จำนวน 21 คน และกลุ่มควบคุมจำนวน 18 คน ซึ่งดำเนินการทดลองพร้อมกันทั้งสามกลุ่ม ใช้เวลา 32 ชั่วโมง โดยการวิจัยครั้งนี้ กลุ่มตัวอย่างที่ 1 ใช้รูปแบบการ สอน 4 MAT กลุ่มตัวอย่างที่ 2 ใช้รูปแบบการสอน Whole Brain Model และกลุ่มควบคุมใช้รูปแบบการสอนแบบสืบ เสาะหาความรู้ (Inquiry based) Kolb Learning Style Inventory III ใช้กำหนดรูปแบบการเรียนรู้ของนักเรียนที่เข้า ร่วม แบบทดสอบวัดผลสัมฤทธิ์ทางการเรียนมีทั้งก่อนเรียนและหลังเรียน วิเคราะห์ข้อมูลจากส่วนเบี่ยงเบนมาตรฐาน และค่าเฉลี่ยในการทำข้อสอบก่อนและหลังเรียนของผู้เรียน วิเคราะห์ความแปรปรวนร่วม (ANCOVA) การทดสอบ Kruskal Wallis และการทดสอบ Mann Whitney U จากผลการวิจัยพบว่า รูปแบบการสอน 4MAT มีประสิทธิภาพ มากกว่ารูปแบบการสอน Whole Brain Model ในแง่ของผลสัมฤทธิ์ทางการเรียนที่เพิ่มขึ้น อย่างไรก็ตาม พบว่าผลกระ ทบของรูปแบบการสอน 4MAT และรูปแบบ Whole Brain Model ที่มีต่อผลสัมฤทธิ์ทางการเรียนทางวิทยาศาสตร์ไม่ แตกต่างจากผลของการสอนแบบสืบเสาะหาความรู้ (Inquiry based) นอกจากนี้ ยังพบว่ารูปแบบการสอน 4MAT และ รูปแบบ Whole Brain Model ต่อผลสัมฤทธิ์ทางการเรียนทางวิทยาศาสตร์ไม่ได้ทำให้รูปแบบการเรียนรู้ของนักเรียน แตกต่างกัน ในทางกลับกัน พบว่าการสอนแบบใช้การสืบเสาะไม่สนับสนุนผลสัมฤทธิ์ทางการเรียนของนักเรียนที่มีรูป แบบการเรียนรู้ที่แตกต่างกัน คำสำคัญ: รูปแบบการสอน 4MAT, รูปแบบการสอน Whole Brain Mode, รูปแบบการสอนสืบเสาะหาความรู้, ผลสัมฤทธิ์ทางการ เรียน ลงชื่อ………………………ว…า…ทิ…นี……….……………...อาจารย์ที่ปรึกษา (อาจารย์ ดร. วาทินี แกสมาน) นักศึกษาชั้นปีที่ 4 กลุ่ม 9 รหัส 111 114 135 140 นำเสนอวันที่ 15 มีนาคม 2565 ลำดับที่ 9