DEVELOPMENT OF ONLINE INTERACTIVE SIMULATION MEDIA ON POLYMERS TO PROMOTE SCIENTIFIC EXPLANATION SKILLS OF GRADE 12 STUDENTS
DOI:
https://doi.org/10.55003/JIE.24309Keywords:
Online interactive simulation media, Scientific explanation skills, Claim-evidence-reasoning, Upper secondary science educationAbstract
The development of online interactive simulation media on polymers is to promote scientific explanation skills of grade 12 students. This research was to develop an online interactive simulation learning media that enables students to collaboratively access and participate through the Internet by applying Open AI and Canva AI to promote scientific explanation skills on the topic of polymers, with instructional efficiency meeting; to compare the scientific explanation skills of grade 12 students after learning through the online interactive simulation; to investigate the learning progress of grade 12 students who learned through the online interactive simulation; and to examine students’ satisfaction toward learning through the online interactive simulation learning media. The participants were 72 Grade 12 students, selected using a cluster random sampling method. The research instruments consisted of: (1) the online interactive simulation media comprising four learning scenarios, (2) a scientific explanation skills assessment consisting of five situational tasks, each containing three open-ended questions aligned with the components of scientific explanation skills, totaling 15 items with a maximum score of 45 points, and (3) a satisfaction questionnaire using a five-point Likert scale with 15 items. The data were analyzed using mean, percentage, standard deviation, normalized gain (<g>), and One-sample t-test statistics. The findings revealed that the online interactive simulation media on polymers demonstrated an effectiveness index (E1/E2) of 83.72/89.97, meeting the established criteria. After participating in the learning activities, students’ overall and component-based scientific explanation skills were significantly higher than the 80% benchmark. The students’ overall learning progress was at a high level, with two scenarios classified as high and two as moderate. Moreover, students expressed the highest level of satisfaction with learning through the online interactive simulation media on polymers, both overall and across individual scenarios.
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