Enhancing Student Engagement in Science Practicum in Distance Higher Education for Quality Education (SDG 4)
DOI:
https://doi.org/10.15294/jpii.v14i1.13093Keywords:
students’ engagement, science practicum, distance higher education, online learning, SDG 4Abstract
This study identifies and analyzes the key factors influencing students’ engagement in science practicum activities within the Open and Distance Higher Education (ODHE) context. 127 students from diverse regions of Indonesia participated in this quantitative study, which assessed perceptions regarding academic challenges, learning interaction, collaborative learning, and the use of technology in online laboratory settings. The results indicate that tutorial modality, employment status, academic achievement (GPA), and residential area significantly influence engagement levels. Students participating in web-based classes and receiving consistent learning feedback reported higher engagement. Conversely, laboratory report writing emerged as a primary challenge, highlighting the urgent need for enhanced scientific writing literacy. The findings are discussed within the Community of Inquiry (CoI) and Self-Determination Theory (SDT) frameworks, emphasizing the importance of teaching presence, social collaboration, and learner autonomy in digital learning environments. Notably, students from rural areas exhibited high motivation despite infrastructural limitations. The study recommends redesigning learning models to include targeted support, structured digital practicum modules, and formative feedback mechanisms. This research contributes to developing inclusive, adaptive, and effective science education practices in ODHE while supporting achieving Sustainable Development Goal (SDG) 4: Quality Education.
References
Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing in Higher Education, 23(2), 82–103.
Adeosun, O. T., Shittu, A. I., & Owolabi, T. J. (2022). University internship systems and preparation of young people for world of work in the 4th industrial revolution. Rajagiri Management Journal, 16(2), 164–179.
Aisyah, S., Adji, S. S., & Prabowo, S. (2022). Student Involvement in the Implementation of Practicum in Distance Education Fkip Ut. International Conference on Innovation in Open and Distance Learning (2022 INNODEL), 3(2009).
Akomaning, E. (2019). Improving Student Internship Through Collaborative Curriculum Design: Needs and Context Analysis to Inform the Design Process BT - Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning (J. Pieters, J. Voogt, & N. Pareja Roblin (eds.); pp. 105–114). Springer International Publishing.
Alici, S., & Alan, H. A. (2022). Implementation of education for sustainability in Turkish pre-service teachers’ practicum. Brock Education Journal, 31(2), 17–39.
Alnaser, D. S. A., & Forawi, S. (2024). Investigating the Effects of Virtual Laboratories on Students’ Motivation and Attitudes toward Science. Science Education International, 35(2), 154–162.
Altarawneh, A. F., Alkhazaleh, M., Alkhazaleh, Z. M., & Tarawneh, R. T. (2023). School-Based Practicum and Pre-Service Teachers’ Self-Efficacy: Impact and Challenges. International Journal of Education and Practice, 11(2), 308–319.
Anjum, S. (2020). Impact of internship programs on professional and personal development of business students: a case study from Pakistan. Future Business Journal, 6(1), 2.
Asilevi, M. N., Kärkkäinen, S., Sormunen, K., & Havu-Nuutinen, S. (2024). A comparison of science learning skills in the teacher-centered approach and inquiry-based science fieldwork: Primary school students’ perceptions. International Journal of Education in Mathematics, Science and Technology, 12(1), 1–19.
Astawan, I. G., Suarjana, I. M., Werang, B. R., Asaloei, S. I., Sianturi, M., & Elele, E. C. (2023). STEM-Based Scientific Learning and Its Impact on Students’ Critical and Creative Thinking Skills: An Empirical Study. Jurnal Pendidikan IPA Indonesia, 12(3), 482–492.
Atmojo, I. R. W. (2022). Application of Science Integrated Learning in Practicum Assessments to Improve Science Student Teachers’ Creative Thinking. International Journal of Instruction, 15(4), 133–146.
Aurangzeb, W. (2021). Impact of authentic learning on academic intrinsic motivation in studying General Science at elementary education level. Journal of Elementary Education, 30(2), 113–131.
Bailey, E. G., Baek, D., Meiling, J., Morris, C., Nelson, N., Rice, N. S., Rose, S., & Stockdale, P. (2018). Learning gains from a recurring “teach and question” homework assignment in a general biology course: Using reciprocal peer tutoring outside class. CBE—Life Sciences Education, 17(2), ar23.
Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338.
Bhakti, Y. B., Sumarni, R. A., Mayanty, S., & Astuti, I. A. D. (2023). Developing Virtual Physics Practicum Module of Optic Based on Guided Inquiry to Improve Students’ Science Process Skills. Journal of Science and Science Education, 4(1), 39–49.
Burgason, K. A., Sefiha, O., & Briggs, L. (2019). Cheating is in the eye of the beholder: An evolving understanding of academic misconduct. Innovative Higher Education, 44, 203–218.
Buskist, W., & Groccia, J. E. (2018). The future of student engagement. New Directions for Teaching and Learning, 2018(154), 109–111.
Chea, C. (2024). Teaching Practicum in the Teacher Education Institutions in Cambodia: A Cross-Case Analysis. Journal of Teacher Education and Educators, 13(1), 49–69.
Chen, C.-M., & Wang, W.-F. (2020). Mining effective learning behaviors in a web-based inquiry science environment. Journal of Science Education and Technology, 29(4), 519–535.
Darmaji, D., Kurniawan, D. A., Astalini, A., Kurniawan, W., Anwar, K., & Lumbantoruan, A. (2019). Students’ perceptions of electronic’s module in physics practicum. Journal of Education and Learning (EduLearn), 13(2), 288–294.
Dwianto, A., Wilujeng, I., Prasetyo, Z. K., & Suryadarma, I. G. P. (2017). The development of science domain based learning tool which is integrated with local wisdom to improve science process skill and scientific attitude. Jurnal Pendidikan IPA Indonesia, 6(1).
Engagement, N. S. of S. (2013). A fresh look at student engagement: Annual results 2013.
Fatmaryanti, S. D., Pratiwi, U., Akhdinirwanto, R. W., & Sulisworo, D. (2022). A task model for supporting virtual laboratory based on inquiry skills, social and scientific communication. International Journal of Evaluation and Research in Education, 11(1), 385–391.
Firmansyah, J., Ibrahim, I., & Saputra, H. (2024). Analyzing the Perceptions and Expectations of Students Towards Science Using Soft System Methodology. Jurnal Pendidikan Progresif, 14(1), 451–467.
Firmansyah, J., Suhandi, A., Setiawan, A., & Permanasari, A. (2022a). Evaluation of Virtual Workspace Laboratory: Cloud Communication and Collaborative Work on Project-Based Laboratory. Journal on Efficiency and Responsibility in Education and Science, 15(3), 131–141.
Firmansyah, J., Suhandi, A., Setiawan, A., & Permanasari, A. (2022b). PJB-Lab: practicing 4C skills in physics practicum. Physics Education, 57(3), 35004.
Firmansyah, J., Widiasih, W., Saputra, H., Kamilah, D. P., & Ginting, V. (2024). The Effectiveness of Project Online Collaboration Laboratory in Improving Science Process and Critical Thinking Skills. Jurnal Pendidikan MIPA, 25(2), 827–846.
Firmansyah, M. R., Hidayat, R., & Bejo, A. (2021). Comparison of Windowing Function on Feature Extraction Using MFCC for Speaker Identification. 2021 International Conference on Intelligent Cybernetics Technology & Applications (ICICyTA), 1–5.
Gan, Z., An, Z., & Liu, F. (2021). Teacher feedback practices, student feedback motivation, and feedback behavior: how are they associated with learning outcomes? Frontiers in Psychology, 12, 697045.
Groccia, J. E. (2018). What is student engagement? New Directions for Teaching and Learning, 2018(154), 11–20.
Gunawan, G., Harjono, A., Hermansyah, H., & Herayanti, L. (2019). Guided Inquiry Model Through Virtual Laboratory to Enhance Students’ Science Process Sklills on Heat Concept. Jurnal Cakrawala Pendidikan, 38(2), 259–268.
Hadiwangsa, D. H., Hairida, Rasmawan, R., Enawaty, E., & Junanto, T. (2024). Description of Studentsâ€TM Collaboration Skills Chemistry Education Department of FKIP UNTAN in Basic Chemistry Practicum. Jurnal Penelitian Pendidikan IPA, 10(1 SE-Research Articles), 229–238.
Haleem, F., Farooq, S., Cheng, Y., & Waehrens, B. V. (2022). Sustainable Management Practices and Stakeholder Pressure: A Systematic Literature Review. Sustainability 2022, 14, 1967. s
Halim, A., Haji, A. G., & Nurfadilla, E. (2020). Effect of inquiry learning methods on generic science skills based on creativity level. Journal of Physics: Conference Series, 1460(1), 12118.
Haviz, M., Karomah, H., Delfita, R., Umar, M. I. A., & Maris, I. M. (2018). Revisiting generic science skills as 21st century skills on biology learning. Jurnal Pendidikan IPA Indonesia, 7(3), 355–363.
He, J., Jin, B., Xu, Z., & Zhang, D. (2022). Measuring elementary students’ behavioral engagement in web-based science inquiry learning. Journal of Online Learning Research, 8(3), 289–313.
Herianto, H., & Wilujeng, I. (2020). The correlation between students’ curiosity and generic science skills in science learning. Jurnal Inovasi Pendidikan IPA, 6(2), 237–246.
Hollis, L. P. (2018). Ghost‐students and the new wave of online cheating for community college students. New Directions for Community Colleges, 2018(183), 25–34.
Humber, J. F. (2021). In their own words: Student engagement as defined by online learners. Journal of Higher Education Theory and Practice, 21(2).
Husnaini, S. J., & Chen, S. (2019). Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment. Physical Review Physics Education Research, 15(1), 10119.
Ismail, I., Permanasari, A., & Setiawan, W. (2016a). Stem virtual lab: An alternative practical media to enhance student’s scientific literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 239–246.
Ismail, I., Permanasari, A., & Setiawan, W. (2016b). Stem virtual lab: An alternative practical media to enhance student’s scientific literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 239–246.
Ismail, S., & Ismail, S. (2021). Teaching approach using Microsoft teams: case study on satisfaction versus barriers in online learning environment. Journal of Physics: Conference Series, 1874(1), 12020.
Johan, H., Putri, D. H., Risdianto, E., Johan, S., Sudirman, S., & Widiasih, W. (2023). Development of Supplementary Basic Physics Practicum Based on Problem-Solving Method Assisted with Augmented Reality (AR) Technology. Jurnal Penelitian & Pengembangan Pendidikan Fisika. https://api.semanticscholar.org/CorpusID:258122421
Johan, H., Sipriyadi, S., Suhandi, A., Wulan, A. R., & Herawati, A. (2018). Enhancing mastery of earth science concept of prospective physics teachers through interactive conceptual instruction supported by visualization and GRADS. Jurnal Pendidikan IPA Indonesia, 7(4), 435–441.
Kahila, S., Kuutti, T., Kahila, J., & Sajaniemi, N. (2024). The significance of practicum work communities for students’ professional development – Perceptions of Finnish ECE teacher students. Journal of Early Childhood Teacher Education, 45(1), 38–55.
Kamarga, H. (2002). Belajar sejarah melalui e-learning: alternatif mengakses sumber informasi kesejarahan. Intimedia.
Kandel, R. K., & Kandel, G. K. (2023). Collaboration, Discussion, and Feedback for Improving Students’ (Report) Writing and Presentation: A Participatory Action Research. Journal of NELTA Gandaki, 6(1-2 SE-Articles), 26–38.
Kanwal, N., Khan, M., & Kanwal, N. (2020). Mixed methods analysis of factors influencing self-efficacy in student-teachers during teaching practices. Hamdard Islamicus, 43(3), 68–82.
Kerimbayev, N., Umirzakova, Z., Shadiev, R., & Jotsov, V. (2023). A student-centered approach using modern technologies in distance learning: a systematic review of the literature. Smart Learning Environments, 10(1), 61.
Lian, A., Syahdan, S., Manalu, C., & Natsir, M. H. D. (2024). Practicum anxiety and English language preservice teacher preparation in Indonesia: Experiences from the COVID-19 pandemic. English Teaching & Learning, 1–24.
Lopes, L. A. (2023). Creative challenge to stimulate student engagement in natural science education in distance learning. Pedagogical Research, 9(1), em0184.
Ly, S. (2023). Professional Learning Needs of Teacher Educators of the National Institute of Education, Cambodia. Journal of Teacher Education and Educators, 12(2), 237–257.
Macanas, G. (2019). Enhancing elementary pupils’ conceptual understanding on matter through Sci-vestigative Pedagogical Strategy (SPS). Participatory Educational Research, 6(2), 206–220.
Madou, T., Depaepe, F., Ward, P., & Iserbyt, P. (2023). The effect of specialized content knowledge in reciprocal peer learning in a university content class. Physical Education and Sport Pedagogy, 1–11.
Masitoh, S., Miftah, H., Yoesdiarti, A., & Novita, I. (2021). Implementasi mbkm (merdeka belajar kampus merdeka) menurut perspektif mahasiswa agribisnis. Jurnal Agribisains, 7(2), 59–67.
Nugraheni, B. I. (2021). Analisis pelaksanaan mata kuliah pengenalan lapangan persekolahan (plp) secara daring berdasarkan experiential learning theory. Humanika, Kajian Ilmiah Mata Kuliah Umum, 21(2), 173–192.
Nurdiana, N., Hunaepi, H., Ikhsan, M., Suwono, H., & Sulisetijono, S. (2023). Exploring curiosity and critical thinking skills for prospective biology teacher. International Journal of Evaluation and Research in Education.
Nursetiawati, S., Josua, D. P., Atmanto, D., Oktaviani, F., & Fardani, A. L. (2020). Science education in the family environment with the experimental method of facial cosmetics plant fertilization in the covid-19 pandemic era. Jurnal Pendidikan IPA Indonesia, 9(4), 561–573.
Ong, S. G. T., & Quek, G. C. L. (2023). Enhancing teacher–student interactions and student online engagement in an online learning environment. Learning Environments Research, 26(3), 681–707.
Panuluh, A. H. (2022). Improving the science process skills of physics education students by using guided inquiry practicum. ArXiv Preprint ArXiv:2211.04006.
Parker, C. L. (2015). Online student engagement: Perceptions of the impact on student learning and effective practices. Northeastern University.
Parmin, P., Savitri, E., & Rahayu, E. (2021). Science Student Teachers’ Independence as New Adaptation of Distance in Basic Biology Practicums. J. Penelit. Pendidik, 7, 729–737.
Paulsen, J., & McCormick, A. C. (2020). Reassessing disparities in online learner student engagement in higher education. Educational Researcher, 49(1), 20–29.
Pertiwi, W. A., Taufiq, A., Meganingtyas, D. E. W., & Meiningdias, C. Y. (2022). Student Perspectives on Using Microsoft Teams as an Alternative to the Implementation of Science Practicum. Journal of Physics: Conference Series, 2377(1).
Rosnita, R. (2016). The Development of Laboratory-based Earth and Space Science Learning Model to Improve Science Generic Skills of Pre-service Teachers. Jurnal Pendidikan IPA Indonesia, 5(2), 171–176.
Sadjati, I. M., & Pertiwi, P. R. (2013). Persepsi mahasiswa tentang penyelenggaraan praktikum pada pendidikan tinggi terbuka jarak jauh (Kasus: Program Studi Agribisnis Fmipa Universitas Terbuka). Jurnal Pendidikan Terbuka Dan Jarak Jauh, 14(1), 45–56.
Salim, H., G., P., Daud, A., Dahnilsyah, & Hanif, M. (2023). The Integration of Digital Technologies into Practicum Classrooms by Smartphone-Savvy Pre-Service Teachers in Indonesia . Başlık, volume-12-(volume-12-issue-2-april-2023), 593–603.
Saputra, H., Firmansyah, J., & Ihsan, A. (2023). Inquiry Project Laboratory: The Collaborative Problem Solving and Critical Thinking on Laboratory. Jurnal Penelitian Pendidikan Ipa, 9(9), 704–711.
Scharfenberg, F.-J., & Bogner, F. X. (2019). A role-play-based tutor training in preservice teacher education for developing procedural pedagogical content knowledge by optimizing tutor–student interactions in the context of an outreach lab. Journal of Science Teacher Education, 30(5), 461–482.
Setyawarno, D., Rosana, D., Widodo, E., & Rahayu, D. P. (2024). The impact of hybrid model science practicum based on IoT and VR on prospective science teacher students’ creative thinking skills. International Journal of Innovative Research and Scientific Studies, 7(3), 936–950.
Shenoy, A., & Petersen, K. H. (2020). Peer tutoring in preclinical medical education: a review of the literature. Medical Science Educator, 30(1), 537–544.
Sjølie, E., Strømme, A., & Boks-Vlemmix, J. (2021). Team-skills training and real-time facilitation as a means for developing student teachers’ learning of collaboration. Teaching and Teacher Education, 107, 103477.
Srisawasdi, N., & Kroothkeaw, S. (2014). Supporting students’ conceptual development of light refraction by simulation-based open inquiry with dual-situated learning model. Journal of Computers in Education, 1, 49–79.
Strauß, S., & Rummel, N. (2020). Promoting interaction in online distance education: designing, implementing and supporting collaborative learning. Information and Learning Sciences, 121(5/6), 251–260.
Susanti, S., Putra, R. P., Agustina, R. D., Quy, N. P., Siregar, H. S., & da Silva, J. (2024). Exploring the Educational Landscape: The Impact of Post-Covid Online Learning on Physics Education Undergraduates’ Academic Engagement and Achievement. Indonesian Journal on Learning and Advanced Education (IJOLAE), 6(1), 86–104.
Syar, N. I., Sulistyowati, S., Duri, R., & Yaqin, N. K. A. (2023). An Analysis of Students’ Intrinsic and Extrinsic Motivation in Virtual Practicum of Science Learning for Prospective Islamic Elementary School Teachers. Syekh Nurjati International Conference on Elementary Education, 1, 411–417.
Ülger, B. B., & Çepni, S. (2020). Evaluating the effect of differentiated inquiry-based science lesson modules on gifted students’ scientific process skills. Pegem Journal of Education and Instruction, 10(4), 1289–1324.
Ulvik, M., Helleve, I., & Smith, K. (2018). What and how student teachers learn during their practicum as a foundation for further professional development. Professional Development in Education, 44(5), 638–649.
Vignoli, M., Guglielmi, D., & Balduzzi, L. (2018). Application to Practice during Practicum as A Key Player in Determining the Development of Self-Efficacy among Preservice Teachers. Journal of Psychological & Educational Research, 26(2).
Wan, G., Sharma, R., Walker, A., & Habib, A. (2023). Global Experiential Practicum: Perceptions from Teacher and Leadership Participants. New Waves-Educational Research & Development, 26(1).
Widiasih, Johan, H., & Pandiangan, P. (2021). Development of a Physics Practicum Model Using Augmented Reality Technology: A Preliminary Analysis. Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2020), 532(532), 214–217.
Widiasih, Johan, H., Pandiangan, P., & Zakirman. (2023). Design of Basic Physics Practicum Module Using Augmented Reality. Proceedings of the Mathematics and Science Education International Seminar 2021, 1, 364–372. https://doi.org/10.2991/978-2-38476-012-1_46
Widiasih, Permanasari, A., Riandi, & Damayanti, T. (2018a). The profile of problem-solving ability of students of distance education in science learning. Journal of Physics: Conference Series, 1013(1).
Widiasih, W., Permanasari, A., Riandi, R., & Damayanti, T. (2018b). The social media whatsapp to support physics learning problem solving on online tutorial activities in distance education. International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia, 3, 269–275.
Widiasih, W., Sukmayadi, D., Aprianti, R., & Nadiyyah, K. (2023). A New Pattern to Improving Student Physics Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 9(9), 7439–7444.
Widiasih, W., Zakirman, Z., & Ekawati, R. (2023). Development of augmented reality media to improve student understanding of optical eyes system materials. Jurnal Penelitian Pendidikan IPA, 9(2), 915–919.
Zakirman, Z., Widiasih, W., Aprianti, R., & Nadiyyah, K. (2023). The need for electronic games to support student involvement and concentration in learning. Jurnal Pijar Mipa, 18(4), 592–600.
Zamiri, M., & Esmaeili, A. (2024). Methods and Technologies for Supporting Knowledge Sharing within Learning Communities: A Systematic Literature Review. In Administrative Sciences (Vol. 14, Issue 1).
Zubaıdah, S., Fuad, N. M., Mahanal, S., & Suarsını, E. (2017). Improving creative thinking skills of students through differentiated science ınquiry ıntegrated with mind map. Journal of Turkish Science Education, 14(4), 77–91.
