About this paper

Appears in:
Pages: 3693-3700
Publication year: 2017
ISBN: 978-84-617-8491-2
ISSN: 2340-1079
doi: 10.21125/inted.2017.0900

Conference name: 11th International Technology, Education and Development Conference
Dates: 6-8 March, 2017
Location: Valencia, Spain

WEB-BASED LEARNING RESOURCES AND STUDENTS’ SCIENTIFIC APTITUDE: LESSONS FROM THE IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITY

U. Cahyana, M. Paristiowati, N.I. Pandini

State University of Jakarta (INDONESIA)
This study aims to develop a web-based learning resource by using the Moodle software to teach chemistry (electrolytes and nonelectrolytes subjects) for high-school students. To develop the instructional media, the researchers collaborated with the teachers of other subjects through the implementation of Professional Learning Community (PLC). This study used the 10 steps of Borg & Gall, which consisted of (1) a preliminary study; (2) planning of product development; (3) creation of the initial product; (4) a field early testing; (5) revision of the initial product; (6) initial field testing; (7) revised operational products; (8) operational field testing; (9) revision of the final product; and (10) dissemination and distribution. It conducted interviews and questionnaires-survey to the members of PLC. To assess the learning media, the assigned experts conducted the self-assessment questionnaires on media, subject matter, and learning process. The results of feasibility study and due diligence revealed that the learning source, the media learning, and the teaching and learning process are at the satisfied level, which have r values of 0.80, 0.79, and 0.85, respectively. It found (1) a high effectiveness of the information and the easily understood design (92.46%); (2) a fast comprehension on how to use the product (86.76%); (3) a supported user-friendly menu display (94.37%); (4) an attractive product attention (93.37%); (5) a motivated media for students to learn the electrolytic solution and non-electrolytes (97.86%); and (6) a high users’ demand to use the product as a learning resource (96.82%). It implies that the implementation of PLC through a web-based learning resource could support and increase the students’ scientific aptitude, specifically in chemistry (electrolytes and non-electrolytes solution).


@InProceedings{CAHYANA2017WEB,
author = {Cahyana, U. and Paristiowati, M. and Pandini, N.I.},
title = {WEB-BASED LEARNING RESOURCES AND STUDENTS’ SCIENTIFIC APTITUDE: LESSONS FROM THE IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITY},
series = {11th International Technology, Education and Development Conference},
booktitle = {INTED2017 Proceedings},
isbn = {978-84-617-8491-2},
issn = {2340-1079},
doi = {10.21125/inted.2017.0900},
url = {http://dx.doi.org/10.21125/inted.2017.0900},
publisher = {IATED},
location = {Valencia, Spain},
month = {6-8 March, 2017},
year = {2017},
pages = {3693-3700}}
TY - CONF
AU - U. Cahyana AU - M. Paristiowati AU - N.I. Pandini
TI - WEB-BASED LEARNING RESOURCES AND STUDENTS’ SCIENTIFIC APTITUDE: LESSONS FROM THE IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITY
SN - 978-84-617-8491-2/2340-1079
DO - 10.21125/inted.2017.0900
PY - 2017
Y1 - 6-8 March, 2017
CI - Valencia, Spain
JO - 11th International Technology, Education and Development Conference
JA - INTED2017 Proceedings
SP - 3693
EP - 3700
ER -
U. Cahyana, M. Paristiowati, N.I. Pandini (2017) WEB-BASED LEARNING RESOURCES AND STUDENTS’ SCIENTIFIC APTITUDE: LESSONS FROM THE IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITY, INTED2017 Proceedings, pp. 3693-3700.
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