The Effectiveness of H5P-Asisted Differentiated-Independent Learning Model to Increase Low-Ability Students' Scientific Literacy
DOI:
https://doi.org/10.15294/jpii.v14i1.19560Keywords:
Differentiated-Independent Learning, H5P , scientific literacy, low-ability studentsAbstract
Scientific literacy is a critical skill in the era of Smart Society 5.0. Recent studies show that 76.9% of students are in the lowest category, the nominal level, in terms of science literacy. This prompted the researchers to examine the effectiveness of the H5P-assisted Differentiated-Independent Learning model in enhancing the scientific literacy of low-ability students. The state of the art in this research is demonstrated through a review of previous studies that explored the implementation of innovative learning models to promote scientific literacy. However, these models either fail to integrate the use of technology with pedagogical approaches or do not specifically address students with low ability. Therefore, the novelty of this study lies in the integration of H5P learning media as a technological resource, alongside a targeted focus on lower ability students as the primary research subjects. This study employed an experimental method with a one-group pretest-posttest design, including a replication class. The study revealed that the H5P-assisted Differentiated-Independent model was effective, as indicated by an average n-gain score of 0.74, which falls within the high category. The paired t-test demonstrated a significant difference between the pretest and posttest scores across all classes. Furthermore, the independent t-test indicated a consistent increase in scientific literacy skills in all classes, with 83% of students responding very positively based on the questionnaire. In summary, the H5P-assisted Differentiated-Independent model has a positive impact on enhancing the scientific literacy skills of low-ability students.
References
Anwar, R., Elbashir, A. M., Magdy, R., Ahmad, Z., & Al-Thani, N. J. (2024). Effectiveness of STEM based workshop for deaf education: Exploratory study. Heliyon, 10(e36012), 1–12.
Arista, F. S., & Kuswanto, H. (2018). Virtual Physics Laboratory Application Based On The Android Smartphone to Improve Learning Independence and Conceptual Understanding. International Journal of Instruction, 11(1), 1–16.
Bakri, R. (2021). Pengembangan Modul Digital Interaktif dalam Pembelajaran Statistika Terapan menggunakan Learning Management System Berbasis Moodle di Masa Pandemi Covid 19. Indonesian Journal of Learning Education and Counseling, 4(1), 75–85.
Berlian, M., Mujtahid, I. M., Vebrianto, R., & Thahir, M. (2021). Profil Literasi Sains dalam Pembelajaran IPA di Era Covid-19: Studi Kasus di Universitas Terbuka. Journal of Natural Science and Integration, 4(1), 77–84.
Brata, W. W. W., Wibowo, F. C., & Rahmadina, N. (2021). Implementation of Discovery Learning in A Digital Class and Its Effect on Student Learning Outcomes and Learning Independence Level. F1000Research, 10(386), 1–15.
Cahyana, U., Supatmi, S., Erdawati, & Rahmawati, Y. (2019). The Influence of Web-Based Learning and Learning Independence Toward Student’s Scientific Literacy in Chemistry Course. International Journal of Instruction, 12(4), 655–668.
Dimitrova, V., Nikolov, N., & Gospodinov, T. (2024). Education in The Era of Smart Cities: Transformation and Opportunities. Environment. Technology. Resources. Rezekne, Latvia Proceedings of the 15th International Scientific and Practical Conference, 2, 352–357.
Doshi, A., Weinert, S., & Attig, M. (2024). Self-Regulatory Abilities as Predictors of Scientific Literacy Among Children in Preschool and Primary School Years. Learning and Individual Differences, 114(102515), 1–12.
Dreisoerner, A., Ferrandina, C., Schulz, P., Nater, U. M., & Junker, N. M. (2023). Using Group-Based Interactive Video Teleconferencing to Make Self-Compassion More Accessible: A Randomized Controlled Trial. Journal of Contextual Behavioral Science, 29, 230–239.
Febriana, R., Sugiman, S., & Ariyadi Wijaya. (2023). Analysis of the Implementation of Differentiated Learning in the Implementation of the Independent Curriculum in Middle School Mathematics Lessons. International Journal Of Humanities Education and Social Sciences (IJHESS), 3(2), 640–650.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). How to Design and Evaluate Research in Education 8th Edition. Mc Graw Hill.
Gusteti, M. U., & Neviyarni. (2022). Pembelajaran Berdiferensiasi pada Pembelajaran Matematika di Kurikulum Merdeka. Jurnal Lebesgue: Jurnal Ilmiah Pendidikan Matematika, Matematika Dan Statistika, 3(3), 636–646.
Haelermans, C. (2022). The Effects of Group Differentiation By Students’ Learning Strategies. Instructional Science, 50(2), 223–250.
Hasyim, F., Prastowo, T., & Jatmiko, B. (2020). The Use of Android-Based PhET Simulation as an Effort to Improve Students’ Critical Thinking Skills during the Covid-19 Pandemic. International Journal of Interactive Mobile Technologies, 14(19), 31–41.
Hasyim, F., Prastowo, T., & Jatmiko, B. (2024). Critical Thinking-Independent Learning: A Model of Learning to Improve Students’ Critical Thinking Skills. European Journal of Educational Research, 13(2), 747–762.
Hemmler, Y. M., & Ifenthaler, D. (2024). Self-Regulated Learning Strategies in Continuing Education: A Systematic Review and Meta-Analysis. Educational Research Review, 45(100629), 1–25.
Istyadji, M., & Sauqina. (2023). Conception of Scientific Literacy in The Development of Scientific Literacy Assessment Tools: A Systematic Theoretical Review. Journal of Turkish Science Education, 20(2), 281–308.
Järvelä, S., & Hadwin, A. (2024). Triggers for Self-Regulated Learning: A Conceptual Framework for Advancing Multimodal Research about SRL. Learning and Individual Differences, 115(102526), 1–12.
Jihannita, J., Fadly, W., Ekapti, R. F., Luthfiana, D., & Widowati, A. (2024). The Development of Science Module Integrated with Ethnoscience of Singo Barong Mask to Improve Scientific Literacy and Cultural Preservation Attitudes. Journal of Innovation in Educational and Cultural Research, 5(2), 356–363.
Kahar, M. I., Cika, H., Nur Afni, & Nur Eka Wahyuningsih. (2021). Pendidikan Era Revolusi Industri 4.0 Menuju Era Society 5.0 Di Masa Pandemi Covid 19. Moderasi: Jurnal Studi Ilmu Pengetahuan Sosial, 2(1), 58–78.
Kahmann, R., Droop, M., & Lazonder, A. W. (2024). Dutch Elementary School Teachers’ Differentiation Practices During Science and Technology Lessons. Teaching and Teacher Education, 145(104626), 1–10.
Kalinowski, E., Westphal, A., Jurczok, A., & Vock, M. (2024). The Essential Role of Teacher Self-Efficacy and Enthusiasm for Differentiated Instruction. Teaching and Teacher Education, 148(104663), 1–18.
Khotimah, K., Retnawati, L., Jannah, M., & Rahmasari, D. (2023). Literature Review of Self Regulated Learning: Study for Student Learning in School. Jurnal Imliah Pendidikan Dasar, 8(3), 5767–5779.
Koskinen, A., McMullen, J., Hannula-Sormunen, M., Ninaus, M., & Kiili, K. (2023). The Strength and Direction of The Difficulty Adaptation Affect Situational Interest in Game-Based Learning. Computers and Education, 194(104694), 1–17.
Langelaan, B. N., Gaikhorst, L., Smets, W., & Oostdam, R. J. (2024). Differentiating Instruction : Understanding The Key Elements for Successful Teacher Preparation and Development Differentiating Instruction : Understanding The Key Elements for Successful Teacher Preparation and Development. Teaching and Teacher Education, 140(104464), 1–15.
Latva-aho, J., Näykki, P., Pyykkönen, S., Laitinen-Väänänen, S., Hirsto, L., & Veermans, M. (2024). Pre-Service Teachers’ Ways of Understanding, Observing, and Supporting Self-Regulated Learning. Teaching and Teacher Education, 149(104719), 1–11.
Lestari, D. P., Paidi, P., & Suwarjo, S. (2024). Effect of The Inquiry-Based Nature of Science Argumentation Instructional Model in Scientific Literacy Skills. Journal of Education and Learning, 18(3), 734–744.
Muhajir, S. N., Masara, A., & Ramdani, G. (2021). Tingkatan Literasi Sains Mahasiswa Calon Guru Fisika. Jurnal Pendidikan Universitas Garut, 15(1), 378–384.
Mutawa, A. M., Al Muttawa, J. A. K., & Sruthi, S. (2023). The Effectiveness of Using H5P for Undergraduate Students in the Asynchronous Distance Learning Environment. Applied Sciences, 13(4983), 1–15.
Naidu, V. R., Singh, B., Agarwal, A., Al Farei, K., Al ismaily, K., Al Harrasi, R., & Vaidhyanathan, N. (2021). Html5 Based E-Learning Authoring To Facilitate Interactive Learning During Covid-19 Pandemic: a Review. IJAEDU- International E-Journal of Advances in Education, 122–130.
Nasution, A. W., Hendriana, H., Kurniawan, R., & Yuliani, A. (2023). The Implementation of Google Site-Assisted Differentiation Learning Model to Improve Mathematical Reasoning of Class X Senior High School. (Jiml) Journal of Innovative Mathematics Learning, 6(2), 132–140.
Pramita, M., Sukmawati, R. A., Purba, H. S., Wiranda, N., Kusnendar, J., & Sajat, M. S. (2021). Student Acceptance of E-learning to Improve Learning Independence in the Department of Computer Education. Indonesian Journal on Learning and Advanced Education (IJOLAE), 4(1), 34–44.
Putri, I. N., Arif Abdul Haqq, & Saluky, S. (2024). Development of H5P Course Presentation to Improve Student Mathematics Learning Outcomes. Journal of Mathematics Instruction, Social Research and Opinion, 3(3), 265–274.
Rahmi, U., Fajri, B. R., & Azrul, A. (2024). Effectiveness of Interactive Content with H5P for Moodle-Learning Management System in Blended Learning. Journal of Learning for Development, 11(1), 66–81.
Sajidan, Atmojo, I. R. W., Ardiansyah, R., Saputri, D. Y., Roslan, R. M., & Halim, L. (2024). the Effectiveness of the Think-Pair-Project-Share (TP2S) Model in Facilitating Self-Directedness of Prospective Science Teachers. Jurnal Pendidikan IPA Indonesia, 13(2), 325–338.
Saraswati, Y., Sifak Indana, & Elok Sudibyo. (2021). Science Literacy Profile of Junior High School Students Based on Knowledge, Competence, Cognitive, and Context Aspects. IJORER : International Journal of Recent Educational Research, 2(3), 329–341.
Sarvary, M. A., & Ruesch, J. M. (2023). A Multistep Science Literacy Training Framework in an Introductory Biology Classroom: Teaching How to Find, Evaluate, Comprehend, and Cite Scientific Evidence. Journal of Microbiology & Biology Education, 24(1), 1–4.
Schez-sobrino, S., Vallejo, D., Herrera, V., Glez-morcillo, C., Castro-schez, J. J., & Albusac, J. (2024). Softwarex Interactive Video Application : A Web-Based Open-Source Framework to Build Interactive Videos. SoftwareX, 27(101772), 1–8.
Shakhina, I., Podzygun, O., Petrova, A., & Gordiichuk, G. (2023). Smart Education in the Transformation Digital Society. Modern Information Technologies and Innovation Methodologies of Education in Professional Training Methodology Theory Experience Problems, 67(1), 51–64.
Silviawati, I., & Kurniawan, R. Y. (2023). Pengaruh Kemandirian Belajar, Lingkungan Keluarga, dan Motivasi Belajar Terhadap Hasil Belajar : Systematic Literature Review. Eklektik : Jurnal Pendidikan Ekonomi Dan Kewirausahaan, 6(1), 99–113.
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence. Frontiers in Psychology, 10(2366), 1–23.
Soong, R., Wolff, W., Pellizzari, J., Downey, K., Chen, S., Biswas, R. G., Bastawrous, M., Goerling, B., Busse, V., Busse, F., Elliott, C., Haber, A., Belguise, A., Simpson, M., & Simpson, A. (2024). Water Suppression 101 for Benchtop NMR–An Accessible Guide snd Primer Including Fully Interactive Training Videos. Journal of Magnetic Resonance Open, 19(100150), 1–12.
Susanti, I., Suyatna, A., & Herlina, K. (2023). Development of H5P Moodle-Based Interactive STEM-Loaded Videos to Grow Performance Skills as an Effort to Overcome Learning Loss in Electrical Measuring Materials. Jurnal Penelitian Pendidikan IPA, 9(9), 6974–6984.
Sutinah, C., & Ristiana, M. G. (2023). The Development of Assisted Worksheets Differentiation Learning Based on Learning Style : How Great It Can Help Students ’ Mathematical Understanding Ability? Jurnal Cakrawala Pendas, 9(2), 205–214.
Suwandi, F. P. E., Rahmanigrum, K. K., Mulyosari, E. T., Mulyantoro, P., Sari, Y. I., & Khosiyono, B. H. C. (2023). Strategi Pembelajaran Diferensiasi Konten Terhadap Minat Belajar Siswa dalam Penerapan Kurikulum Merdeka. Prosiding Seminar Nasional Pendidikan Dasar, 1(1), 57–66.
Syahmani, Iriani, R., Kusasi, M., Prasetyo, Y. D., Norhasanah, H., & Rahman, F. A. (2024). Culturally Wetland Responsive Teaching to Improve Science Literacy and Wasaka Character. Journal of Innovation in Educational and Cultural Research, 5(2), 196–206.
Taufiq, M., Kaniawati, I., Liliasari, L., Nugultham, K., & Park, H. Y. (2024). the Readiness and Constraints of Technological Integration in Implementing the Case Method and Team-Based Projects in the Mechanics Course. Jurnal Pendidikan IPA Indonesia, 13(3), 377–390.
Theasy, Y., Wiyanto, & Sujarwata. (2017). Identifikasi Kesulitan Belajar Fisika Berdasarkan Kemampuan Multirepresentasi. Physics Communication, 1(2), 1–5.
Thomann, H., Zimmermann, J., & Deutscher, V. (2024). How Effective is Immersive VR for Vocational Education? Analyzing Knowledge Gains and Motivational Effects. Computers and Education, 220(105127), 1–13.
Torres, A. C., Duarte, M., Pinto, D., & Mouraz, A. (2024). Self-Regulated Learning in Secondary School: Students’ Self-Feedback in A Peer Observation Programme. Studies in Educational Evaluation, 83(101407), 1–13.
Unsworth, A. J., & Posner, M. G. (2022). Using H5P to Design and Deliver Interactive Laboratory Practicals. Essay in Biochemistry, 66(1), 19–27.
Wang, X., Wang, X., Wang, X., & Wang, X. (2024). Prescriptive Manufacturing in Society 5.0: Human Autonomous Organizations and “On-Demand” Smart Services. IFAC PapersOnLine, 58(3), 139–144.
Weng, X., Xia, Q., Ahmad, Z., & Chiu, T. K. F. (2024). Computers and Education : Artificial Intelligence Personality Traits for Self-Regulated Learning with Generative Artificial Intelligence : The Case of ChatGPT. Computers and Education: Artificial Intelligence, 7(100315), 1–8.
Widarti, H. R., Rokhim, D. A., & Syafruddin, A. B. (2020). The development of electrolysis cell teaching material based on stem-pjbl approach assisted by learning video: A need analysis. Jurnal Pendidikan IPA Indonesia, 9(3), 309-318.
Yang, S., Brossard, D., Li, N., & Barolo, L. (2024). Bridging Gaps in COVID-19 Vaccine Knowledge : Effects of Multimodal Narratives on Message Elaboration and Recall Across Science Literacy Levels. Clinical Epidemiology and Global Health, 28(101681), 1–7.
Yudha, S., Simorangkir, M., & Nurfajriani, N. (2023). Analysis of Science Literacy of XI Class Students In Buffer Solution Materials. Journal of Learning Improvement and Lesson Study, 3(2), 1–6.
Zagulova, D., Prokofyeva, N., Yulia, K., Ziborova, V., Katalnikova, S., & Popova, Y. (2023). Personalization of Distance Learning: Using PLS-SEM for Analyzing the Possibility of Differentiating Students with the Felder-Silverman Learning Style Model. Procedia Computer Science, 225, 3077–3085.
Zimmerman, B. J., & Schunk, D. H. (2011). Self-Regulated of Learning and Performance An Introduction and an Overview. In Handbook of Self-Regulation of Learning and Performance.
