Enhancing Attention of Physics Student Learning of Interactive Computer Help with Instruction-Assisted

Festiyed, Festiyed (2018) Enhancing Attention of Physics Student Learning of Interactive Computer Help with Instruction-Assisted. Jurnal Fisika. pp. 1-8. ISSN 12345

Preview

Text FESTIYED IPB14.pdf Download (188kB) | Preview

Abstract

This study examines the increasing attention of student in learning using three variations of Physics Assisted Learning Interactive Computer Program (PFBPKI) as Self Operated Instrument (SOI) , and PFBPKI as a medium, as well as learning without PFBPKI on three superior class-1, class-2 and regular class, through a quasi- experimental study factorial. The attention significantly increased from the three variations of learning , the three classes of treatment [F (2, 253 ) = 183.92 , p < 0.05] with the effect size of 59%, the difference class in attention was significant [F (2,253 ) = 8.39, p < 0.05] with effect size by 6 %, while the effect of the interaction between learning with classroom variation was also significant [F (2,253 ) = 8.39, p < 0.05] with effect size by 7 %. The analysis showed increased interest in learning variations contribution is much larger than the class differences and interactions. So the authors speculation that attention affects the learning process empirical can be proved. This study found the junior high school students are more interested in studying physics with PFBPKI operated by their selves, and giving much attention to the relatively high contribution to the regular classes, its mean that computer-assisted learning contribute to increase the learning attention of all junior high school students.

Actions (login required)

View Item