Cognitive learning outcomes with an inquiry learning model assisted by Macromedia Flash material on plant structures
DOI:
https://doi.org/10.21009/biosferjpb.23533Keywords:
Cognitive learning outcomes, Inquiry based learning, Macromedia flashAbstract
The inquiry learning model (IBL) has been explored in many fields of science. Therefore, this research shows the exploration of IBL assisted by Macromedia flash in improving cognitive science learning outcomes for elementary school students. This study aimed to determine the effect of Macromedia flash-assisted IBL on students' cognitive learning outcomes. This quasi-experimental research with a nonequivalent control group design used a sample of 66 students consisting of 33 students in the experimental group and 33 students in the control group. The data collection technique was carried out through tests, using test questions validated by experts and tested for feasibility. Hypothesis testing by the ANCOVA test analysis using the SPSS Statistics 23 program on the pretests obtained a sig value. (2-tailed) > which is 0.000 <0.05, then H0 is rejected, and Ha is accepted. It means that there is an influence of the learning model on cognitive learning outcomes. The results of the LSD test showed that the IBL model assisted by Macromedia flash was significantly different in cognitive learning outcomes compared to the conventional model. Thus, IBL Macromedia flash assistance can be recommended for improving students' cognitive learning outcomes.
References
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Beatty, A., Berkhout, E., Bima, L., Pradhan, M., & Suryadarma, D. (2021). Schooling progress , learning reversal : Indonesia ’ s learning profiles between 2000 and 2014. International Journal of Educational Development, 85, 102436. https://doi.org/10.1016/j.ijedudev.2021.102436
Bruckermann, T., Aschermann, E., Bresges, A., & Schlüter, K. (2017). Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation. International Journal of Science Education, 39(6), 701–722. https://doi.org/10.1080/09500693.2017.1301691
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press
Capaldi, M. (2015). Including inquiry-based learning in a flipped class. Primus, 25(8), 736–744. https://doi.org/10.1080/10511970.2015.1031303
Coleman, S. A., & Nichols, E. (2011). Embedding inquiry based learning into programming via paired assessment. ITALICS Innovations in Teaching and Learning in Information and Computer Sciences, 10(1), 72–77. https://doi.org/10.11120/ital.2011.10010072
Donnelly, D. F., Linn, M. C., & Ludvigsen, S. (2014). Impacts and characteristics of computer-based science inquiry learning environments for precollege students. Review of Educational Research, 84(4), 572–608. https://doi.org/10.3102/0034654314546954
Elfarssi, S. (2007). Inserting a flash movie into a powerpoint presentation. American Journal of Orthodontics and Dentofacial Orthopedics, 131(2), 285–287. https://doi.org/10.1016/j.ajodo.2006.02.031
Fenanlampir, A., Batlolona, J. R., & Imelda, I. (2019). The struggle of Indonesian students in the context of TIMSS and Pisa has not ended. International Journal of Civil Engineering and Technology, 10(2), 393–406.
Fuentes, L. J., Molina, M., Plaza, V., García-pérez, A., & Estévez, A. F. (2020). Acta Psychologica Discriminative learning and associative memory under the di ff erential outcomes procedure is modulated by cognitive load. Acta Psychologica, 208, 103103. https://doi.org/10.1016/j.actpsy.2020.103103
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: a meta-analysis. Review of Educational Research, 82(3), 300–329. https://doi.org/10.3102/0034654312457206
Garaizar, P., Vadillo, M. A., & López-De-Ipiña, D. (2014). Presentation accuracy of the web revisited: Animation methods in the HTML5 era. PLoS ONE, 9(10). https://doi.org/10.1371/journal.pone.0109812
García, R. R., Quirós, J. S., Santos, R. G., González, S. M., & Fernanz, S. M. (2007). Interactive multimedia animation with macromedia flash in descriptive geometry teaching. Computers & Education, 49(3), 615–639. https://doi.org/10.1016/j.compedu.2005.11.005
Garofalo, J., & Summers, T. (2004). Macromedia flash as a tool for mathematics teaching and learning. School Science and Mathematics, 104(2), 89–93. https://doi.org/10.1111/j.1949-8594.2004.tb17986.x
Goodlad, J. I. (2004). Romances with schools. New York: McGraw-Hill.
Hein, S. M. (2012). Positive Impacts Using POGIL in Organic Chemistry. Journal of Chemical Education, 89(7), 860–864. https://doi.org/10.1021/ed100217v
Heller, Stephen R. (2006). Macromedia Flash 8: Training from the Source By James English. Macromedia Press: Berkeley, CA. 2005. 416 pp and CD-ROM. ISBN 0-321-33629-1. Softcover. $44.99. Journal of Chemical Information and Modeling, 46(3), 1533–1533. https://doi.org/10.1021/ci068005o
Hudspith, B., & Jenkins, H. (2001). Teaching the art of inquiry (Green Guide #3). Halifax, Nova Scotia: Society for Teaching and Learning in Higher Education
Joshi, N., & Lau, S. (2021). Effects of process-oriented guided inquiry learning on approaches to learning , long-term performance, and online learning outcomes. Interactive Learning Environments, 0(0), 1–16. https://doi.org/10.1080/10494820.2021.1919718
Justice, C., Rice, J., Roy, D., Hudspith, B., & Jenkins, H. (2009). Inquiry-based learning in higher education: Administrators’ perspectives on integrating inquiry pedagogy into the curriculum. Higher Education, 58(6), 841–855. https://doi.org/10.1007/s10734-009-9228-7
Klein, S. P., Kuh, G. D., Chun, M., Hamilton, L., & Shavelson, R. (2005). An approach to measuring cognitive outcomes across higher education institutions. Research in Higher Education, 46(3), 251–276. https://doi.org/10.1007/s11162-004-1640-3
Koć, M. M., Tim, J., Helmut, N. H., & Detlev, P. (2020). Is too much help an obstacle ? Effects of interactivity and cognitive style on learning with dynamic versus non ‑ dynamic visualizations with narrative explanations. Educational Technology Research and Development, 68(6), 2971–2990. https://doi.org/10.1007/s11423-020-09822-0
Lance, K. C., & Maniotes, L. K. (2020). Linking librarians, inquiry learning, and information literacy?. Phi Delta Kappan, 101(7), 47–51. https://doi.org/10.1177/0031721720917542
Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: effects of guidance. Review of Educational Research, 86(3), 681–718. https://doi.org/10.3102/0034654315627366
Leasa, M., Batlolona, J. R., & Talakua, M. (2021). Elementary students ’ creative thinking skills in science in the Maluku Islands, Indonesia. Creativity Studeis, 14(1), 74–89.
Leasa, M., Sanabuky, Y. L., Batlolona, J. R., & Enriquez, J. J. (2019). Jigsaw in teaching circulatory system: a learning activity on elementary science classroom. Biosfer, 12(2), 122–134. https://doi.org/10.21009/biosferjpb.v12n2.122-134
Leasa, M., & Corebima, A. D. 2017. The effect of numbered heads together (NHT) cooperative learning model on the cognitive achievement of students with different academic ability. Journal of Physics Conference Series, 795, 012071: 1-9.
Lee, J. S., & Ginsburg, H. P. (n.d.). Preschool Teachers ’ Beliefs About Appropriate Early Literacy and Mathematics Education for Low- and Middle- Socioeconomic Status Children. Early Education and Development, 18(1), 111-143. https://doi.org/10.1080/10409280701274758
Lee, V. S. (2012). Opportunities and challenges in institutionalizing inquiry-guided learning in colleges and universities. New Directions for Teaching and Learning, 2012(129), 105–116. https://doi.org/10.1002/tl.20011
Love, B., Hodge, A., Corritore, C., & Ernst, D. C. (2015). Inquiry-based learning and the flipped classroom model. Primus, 25(8), 745–762. https://doi.org/10.1080/10511970.2015.1046005
Lynott, F. J., & Bittner, G. L. (2019). Moving toward developing inquiry skills: inquiry-based learning in physical education. Strategies, 32(2), 32–38. https://doi.org/10.1080/08924562.2018.1560135
Mckechnie, D. H. J., & Wilson, E. E. C. (2021). Immersive virtual reality as a pedagogical tool in education : a systematic literature review of quantitative learning outcomes and experimental design. In Journal of Computers in Education, 8(1), 1-32. https://doi.org/10.1007/s40692-020-00169-2
McKinney, P. (2014). Information literacy and inquiry-based learning: Evaluation of a five-year programme of curriculum development. Journal of Librarianship and Information Science, 46(2), 148–166. https://doi.org/10.1177/0961000613477677
Moseley, A., & Connolly, J. (2020). The use of inquiry-based learning in public administration education: Challenges and opportunities in the context of internationalization. Teaching Public Administration. 1-17. https://doi.org/10.1177/0144739420935971
Ngalamou, L., & Myers, L. (n.d.). A Macromedia Flash-based teaching aid for digital electronic tutoring. International Journal of Electrical Engineering Education, 47(2), 104-119. https://doi.org/10.7227/IJEEE.47.2.2
Ni, Y., Zhou, D. R., Cai, J., Li, X., Li, Q., & Sun, I. X. (2017). Improving cognitive and affective learning outcomes of students through mathematics instructional tasks of high cognitive demand. The Journal of Educational Research, 111(6), 1-16. https://doi.org/10.1080/00220671.2017.1402748
Piasta, S. B., Pelatti, C. Y., & Lynnine, H. (2013). Early Education and Development Mathematics and Science Learning Opportunities in Preschool Classrooms Mathematics and Science Learning Opportunities in Preschool Classrooms. Early Education and Development, 25(4), 445–468. http://dx.doi.org/10.1080/10409289.2013.817753
Preston, L., Harvie, K., & Wallace, H. (2015). Inquiry-based learning in teacher education: A primary humanities example. Australian Journal of Teacher Education, 40(12), 72–85. https://doi.org/10.14221/ajte.2015v40n12.6
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
Rahmawati, A. (2018). The Use of computer-based interactive game to make the imaginary logic of structural analysis more real. Journal of Turkish Science Education, 15, 1–12. https://eric.ed.gov/?id=EJ1313659
Schallert, S., Lavicza, Z., & Vandervieren, E. (2020). Merging flipped classroom approaches with the 5E inquiry model: a design heuristic. International Journal of Mathematical Education in Science and Technology, 0(0), 1–18. https://doi.org/10.1080/0020739X.2020.1831092
Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. (2020). College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature. Journal of Computers in Education, 7(1), 79–103. https://doi.org/10.1007/s40692-019-00142-8
Spronken-Smith, R., & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723–740. https://doi.org/10.1080/03075070903315502
Thys, M., Verschaffel, L., Dooren, W. Van, & Laevers, F. (2015). Studies in Science Education Investigating the quality of project-based science and technology learning environments in elementary school : a critical review of instruments. Studies in Science Education, 52(2). 1-27. https://doi.org/10.1080/03057267.2015.1078575
Tsai, P., Tsai, C., & Hwang, G. (2015). The effects of instructional methods on students ’ learning outcomes requiring different cognitive abilities : context- aware ubiquitous learning versus traditional instruction. Interactive Learning Environments, 24(7), 1497–1510. https://doi.org/10.1080/10494820.2015.1035730
Tuaputty, H. (2021). The correlation between critical thinking skills and cognitive learning outcomes. Elementary Education Online, 20(1), 302–317. https://doi.org/10.17051/ilkonline.2021.01.029
University of Calgary. (2018). 2018–2023 academic plan. https://ucalgary.ca/provost/sites/default/ files/teams/1/academic_plan_20180130_web.pdf
van Schijndel, T. J. P., Jansen, B. R. J., & Raijmakers, M. E. J. (2018). Do individual differences in children’s curiosity relate to their inquiry-based learning? International Journal of Science Education, 40(9), 996–1015. https://doi.org/10.1080/09500693.2018.1460772
van Uum, M. S. J., Verhoeff, R. P., & Peeters, M. (2016). Inquiry-based science education: towards a pedagogical framework for primary school teachers. International Journal of Science Education, 38(3), 450–469. https://doi.org/10.1080/09500693.2016.1147660
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2022-10-22
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Leasa, M., Meltina Agnes, & Marni. (2022). Cognitive learning outcomes with an inquiry learning model assisted by Macromedia Flash material on plant structures. Biosfer: Jurnal Pendidikan Biologi, 15(2), 192–202. https://doi.org/10.21009/biosferjpb.23533
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The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to Biosfer: Jurnal Pendidikan Biologi (Biosferjpb) and Departement of Biology Education, Universitas Negeri Jakarta as publisher of the journal.
