The impacts of instructional media on the concept mastery of Merapi ecosystem succession
Abstract
Keywords
Full Text:
PDFReferences
Aladağ, E., Arıkan, A., & Özenoğlu, H. (2021). Nature education: Outdoor learning of map literacy skills and reflective thinking skill towards problem-solving. Thinking Skills and Creativity, 40, 100815-100815. https://doi.org/10.1016/j.tsc.2021.100815
Almeida-Gomes, M., Prevedello, J. A., Scarpa, D. L., & Metzger, J. P. (2016). Teaching landscape ecology: the importance of field-oriented, inquiry-based approaches. Landscape Ecology, 31(5), 929-937. https://doi.org/10.1007/s10980-016-0338-1
Alvarez, A. G., & Welsh, J. J. (1990). Adventure: A model of experiential learning. Children & Schools, 13(1), 49-57. https://doi.org/10.1093/cs/13.1.49
Anggraini, N., Jumiarni, D., & Ekaputri, R. Z. (2021). The development of biology instructional media based on macromedia flash from the invertebrates inventory output at Pulau Tikus. Journal of Physics: Conference Series, 1731(1), 012008-012008. https://doi.org/10.1088/1742-6596/1731/1/012008
Auer, M. R. (2008). Sensory perception, rationalism and outdoor environmental education. International Research in Geographical and Environmental Education, 17(1), 6-12. https://doi.org/10.2167/irgee225.0
Btrancourt, M., & Benetos, K. (2018). Why and when does instructional video facilitate learning? A commentary to the special issue developments and trends in learning with instructional video. Computers in Human Behavior, 89, 471-475. https://doi.org/10.1016/j.chb.2018.08.035
D'Amato, L. G., & Krasny, M. E. (2011). Outdoor adventure education: Applying transformative learning theory to understanding instrumental learning and personal growth in environmental education. The Journal of Environmental Education, 42(4), 237-254. https://doi.org/10.1080/00958964.2011.581313
El-Darwish, I. I. (2021). Enhancing outdoor campus design by utilizing space syntax theory for social interaction locations. Ain Shams Engineering Journal. https://doi.org/10.1016/j.asej.2021.06.010
Fgerstam, E., & Blom, J. (2013). Learning biology and mathematics outdoors: effects and attitudes in a Swedish high school context. Journal of Adventure Education & Outdoor Learning, 13(1), 56-75. https://doi.org/10.1080/14729679.2011.647432
Fido, H., & Gayford, C. (1982). Field work and the biology teacher: a survey in secondary schools in England and Wales. Journal of Biological Education, 16(1), 27-34. https://doi.org/10.1080/00219266.1982.9654414
Gertisser, R., Charbonnier, S. J., Keller, J., & Quidelleur, X. (2012). The geological evolution of Merapi volcano, Central Java, Indonesia. Bulletin of Volcanology, 74(5), 1213-1233. https://doi.org/10.1007/s00445-012-0591-3
Glackin, M. (2016). Risky fun or Authentic science? How teachers beliefs influence their practice during a professional development programme on outdoor learning. International journal of science education, 38(3), 409-433.
https://doi.org/10.1080/09500693.2016.1145368
Hamidah, L., & Suryadarma, I. G. P. (2021). The relationship between students' science process skills and awareness in environmental issues using outdoor learning. Jurnal Bioedukatika, 9(1), 49-49. https://doi.org/10.26555/bioedukatika.v9i1.17329
Hamilton Ekeke, J. T. (2007). Relative effectiveness of expository and field trip methods of teaching on students' achievement in ecology. International journal of science education, 29(15), 1869-1889. https://doi.org/10.1080/09500690601101664
Handziko, R. C., & Suyanto, S. (2015). Pengembangan video pembelajaran suksesi ekosistem untuk meningkatkan motivasi belajar dan penguasaan konsep mahasiswa biologi. Jurnal Inovasi Pendidikan IPA, 1(2), 212-224. https://doi.org/10.21831/jipi.v1i2.7508
Li, Z., Zhao, Z., Xin, S., & Wang, Y. (2020). The barriers in organizing fieldwork-based learning trips in China: The tourism academics perspective. Journal of Hospitality, Leisure, Sport & Tourism Education, 26, 100240-100240. https://doi.org/10.1016/j.jhlste.2020.100240
Moos, D. C., & Honkomp, B. (2011). Adventure learning. Journal of Research on Technology in Education, 43(3), 231-252. https://doi.org/10.1080/15391523.2011.10782571
Nielsen, S. N., Fath, B. D., Bastianoni, S., Marques, J. C., Mller, F., Patten, B. C., Ulanowicz, R. E., J¸rgensen, S. E., & Tiezzi, E. (2020). Ecosystems have complex dynamics disturbance and decay. In A New Ecology (pp. 139-157). Elsevier.
Nurhikmah H, Tahmir, S., Junda, M., & Bena, B. A. N. (2018). Blended learning media in biology classroom. Journal of Physics: Conference Series, 1028, 012027-012027. https://doi.org/10.1088/1742-6596/1028/1/012027
Orion, N., Hofstein, A., Tamir, P., & Giddings, G. J. (1997). Development and validation of an instrument for assessing the learning environment of outdoor science activities. Science Education, 81(2), 161-171. https://doi.org/10.1002/(SICI)1098-237X(199704)81:2<161::AID-SCE3>3.0.CO;2-D
Reiss, M. J. (2006). Teacher education and the new biology. Teaching Education, 17(2), 121-131. https://doi.org/10.1080/10476210600680325
Ruhanen, L., Axelsen, M., & Bowles, L. (2021). Engaging students through authentic learning: Connecting with international tourism partners. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100291-100291. https://doi.org/10.1016/j.jhlste.2020.100291
Shao, P., Liang, C., Rubert-Nason, K., Li, X., Xie, H., & Bao, X. (2019). Secondary successional forests undergo tightly-coupled changes in soil microbial community structure and soil organic matter. Soil Biology and Biochemistry, 128, 56-65. https://doi.org/10.1016/j.soilbio.2018.10.004
Torkar, G., & Kra¡ovec, U. (2019). Students attitudes toward forest ecosystem services, knowledge about ecology, and direct experience with forests. Ecosystem Services, 37, 100916-100916. https://doi.org/10.1016/j.ecoser.2019.100916
van Dijk-Wesselius, J. E., van den Berg, A. E., Maas, J., & Hovinga, D. (2020). Green schoolyards as outdoor learning environments: Barriers and solutions as experienced by primary school teachers. Frontiers in Psychology, 10, 1-16. https://doi.org/10.3389/fpsyg.2019.02919
Wantim, M. N., Bonadonna, C., Gregg, C. E., Menoni, S., Frischknecht, C., Kervyn, M., & Ayonghe, S. N. (2018). Forensic assessment of the 1999 Mount Cameroon eruption, West-Central Africa. Journal of Volcanology and Geothermal Research, 358, 13-30. https://doi.org/10.1016/j.jvolgeores.2018.06.007
Yoku, G. (2020). Integrating outdoor school learning into formal curriculum: Designing outdoor learning experiences and developing outdoor learning framework for pre-service teachers. International Journal of Education Technology and Scientific Researches, 5(13), 1330-1388. https://doi.org/10.35826/ijetsar.276
Zaragoza, J. M., & Fraser, B. J. (2017). Field-study science classrooms as positive and enjoyable learning environments. Learning Environments Research, 20(1), 1-20. https://doi.org/10.1007/s10984-016-9219-4
DOI: http://dx.doi.org/10.26555/bioedukatika.v9i3.20790
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
JURNAL BIOEDUKATIKA
ISSN 2338-6630 (Print) | ISSN 2541-5646 (Online)
Organized by Department of Biology Education
Published by Universitas Ahmad Dahlan
Jl.Ringroad Selatan, dk Kragilan, Tamanan, Banguntapan, Bantul, Daerah Istimewa Yogyakarta, Indonesia