The Effect of Guided Inquiry Learning by Virtual Laboratory Assistance in Physics Learning in Indonesian Senior High Schools: A Meta-Analysis.
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| Title: | The Effect of Guided Inquiry Learning by Virtual Laboratory Assistance in Physics Learning in Indonesian Senior High Schools: A Meta-Analysis. |
|---|---|
| Authors: | Syahwin1 syahwin@fkip.uisu.ac.id, Hardianti, Tuti1 tutihardianti@fkip.uisu.ac.id, Fitriana, Sheila1 sheila.fitriana@fkip.uisu.ac.id |
| Source: | International Journal of Instruction. Oct2022, Vol. 15 Issue 4, p101-114. 14p. |
| Subject Terms: | *High school seniors, *Learning laboratories, *High school students, *Science education, *ERIC (Information retrieval system), Physics laboratories |
| Geographic Terms: | Indonesia |
| Abstract: | There are hundreds of studies on the effect of Guided Inquiry Learning by Virtual Laboratory Assistance (GILVLA) in Physics learning in Senior High School on students' learning outcomes in science. The studies have some contradictory results. In order to determine the impact of GILVLA on students' science learning outcomes and to gauge the degree of inter-study variation, a meta-analysis research was done. To find pertinent research that falls under the research's purview, the ERIC, Scopus, and Google Scholar databases were investigated. By entering predefined keywords into the databases, it was found that there are 128 articles published in the last decade related to research purposes. Based on the results of the inclusion criteria, there were 24 articles that met the eligible for analysis. The data analysis used Comprehensive Meta-Analysis (CMA) software, and the effect size (ES) index of the Hedges-g metric is obtained based on the estimated randomeffects model. The research findings reveal that the total ES of GILVLA on student outcomes in science learning is 0.94, with a standard error of 0.15. This finding suggests that GILVLA's deployment in Indonesia is effective since it significantly improves students' scientific learning outcomes. Four moderator variables were taken into account while analyzing the degree of variation in the study, and the results revealed significant differences in the sample size (Q=11.45; p0.05) and treatment duration (Q=125.07; p0.05). It was found that the year of study variable (Q=3.71; p>0.05) and a class of study (Q=0.028; p>0.05) did not change the effect size of using GILVLA on students' science learning outcomes. The findings show that the GILVLA model will achieve a high level of effectiveness by considering the sample size and duration of treatment. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 159484817 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Effect of Guided Inquiry Learning by Virtual Laboratory Assistance in Physics Learning in Indonesian Senior High Schools: A Meta-Analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Syahwin%22">Syahwin</searchLink><relatesTo>1</relatesTo><i> syahwin@fkip.uisu.ac.id</i><br /><searchLink fieldCode="AR" term="%22Hardianti%2C+Tuti%22">Hardianti, Tuti</searchLink><relatesTo>1</relatesTo><i> tutihardianti@fkip.uisu.ac.id</i><br /><searchLink fieldCode="AR" term="%22Fitriana%2C+Sheila%22">Fitriana, Sheila</searchLink><relatesTo>1</relatesTo><i> sheila.fitriana@fkip.uisu.ac.id</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Oct2022, Vol. 15 Issue 4, p101-114. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22High+school+seniors%22">High school seniors</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+laboratories%22">Learning laboratories</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22ERIC+%28Information+retrieval+system%29%22">ERIC (Information retrieval system)</searchLink><br /><searchLink fieldCode="DE" term="%22Physics+laboratories%22">Physics laboratories</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: There are hundreds of studies on the effect of Guided Inquiry Learning by Virtual Laboratory Assistance (GILVLA) in Physics learning in Senior High School on students' learning outcomes in science. The studies have some contradictory results. In order to determine the impact of GILVLA on students' science learning outcomes and to gauge the degree of inter-study variation, a meta-analysis research was done. To find pertinent research that falls under the research's purview, the ERIC, Scopus, and Google Scholar databases were investigated. By entering predefined keywords into the databases, it was found that there are 128 articles published in the last decade related to research purposes. Based on the results of the inclusion criteria, there were 24 articles that met the eligible for analysis. The data analysis used Comprehensive Meta-Analysis (CMA) software, and the effect size (ES) index of the Hedges-g metric is obtained based on the estimated randomeffects model. The research findings reveal that the total ES of GILVLA on student outcomes in science learning is 0.94, with a standard error of 0.15. This finding suggests that GILVLA's deployment in Indonesia is effective since it significantly improves students' scientific learning outcomes. Four moderator variables were taken into account while analyzing the degree of variation in the study, and the results revealed significant differences in the sample size (Q=11.45; p0.05) and treatment duration (Q=125.07; p0.05). It was found that the year of study variable (Q=3.71; p>0.05) and a class of study (Q=0.028; p>0.05) did not change the effect size of using GILVLA on students' science learning outcomes. The findings show that the GILVLA model will achieve a high level of effectiveness by considering the sample size and duration of treatment. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2022.1546a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 101 Subjects: – SubjectFull: High school seniors Type: general – SubjectFull: Learning laboratories Type: general – SubjectFull: High school students Type: general – SubjectFull: Science education Type: general – SubjectFull: ERIC (Information retrieval system) Type: general – SubjectFull: Physics laboratories Type: general – SubjectFull: Indonesia Type: general Titles: – TitleFull: The Effect of Guided Inquiry Learning by Virtual Laboratory Assistance in Physics Learning in Indonesian Senior High Schools: A Meta-Analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Syahwin – PersonEntity: Name: NameFull: Hardianti, Tuti – PersonEntity: Name: NameFull: Fitriana, Sheila IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 15 – Type: issue Value: 4 Titles: – TitleFull: International Journal of Instruction Type: main |
| ResultId | 1 |
