database connection failed! database connection failed! database connection failed! 153 zumba preference and its cardiovascular endurance intensification alvy laroza*, lovely piral, melissa joy palcis, vivencio l. calixtro sultan kudarat state university, the philipines *correspondence: e-mail: alvylaroza@sksu.edu.ph a b s t r a c t s a r t i c l e i n f o the purpose of this study is to determine the level of preference of recorded video and live demonstration zumba in terms of instructions, movements, and concepts. it also determines the significant difference between cardiovascular endurance intensification of respondents in recorded video and lives demonstration zumba in terms of frequency, intensity, time, and type. this study used the descriptive-evaluative design with the survey questionnaire to 30 respondents. the demographic profile of the respondents implies that most of the zumba enthusiasts are aged 20-25 years old. women are more likely to participate than men with a normal body mass index. the level of preference of recorded video zumba has a descriptive rating of high extent which is interpreted as highly satisfied. on the contrary, the level of preference of recorded video zumba has a descriptive rating of high extent which is interpreted as highly satisfied. the cardiovascular endurance intensification in recorded video zumba has a descriptive rating of high extent which is interpreted as highly intensified. meanwhile, the cardiovascular endurance intensification in live demonstration zumba has a descriptive rating of high extent which is interpreted as highly intensified. moreover, there is no significant difference between the recorded video and live demonstration zumba. in addition, there is no significant difference between cardiovascular endurance intensification in recorded video and live demonstration zumba. this research can contribute to the workout modalities of the people who are willing to be physically fit in a form of dance exercise which is commonly known as “zumba”. © 2021 universitas pendidikan indonesia article history: received 27 jul 2021 revised 04 aug 2021 accepted 06 aug 2021 available online 08 aug 2021 ____________________ keyword: academic performance, instructors’ performance, online learning, satisfaction, students-instructors interaction. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 1(2) (2021) 153-158 ijotis http://ejournal.upi.edu/index.php/%20ijotis/ laroza et al., zumba preference and its cardiovascular endurance intensification | 154 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction over the past few decades, people began to embrace the power of physical fitness (blank, 2013). it started to evolve as the world rises into modernization. the typical zumba class is an hour-long, with a warm-up at the start and a cooldown at the end. the class content includes songs accompanied by song-specific choreography that primarily includes dance moves. zumba is designed to be non-judgemental and accepting of various body sizes, styles, and approaches to the dance moves. most of the zumba participants are young or middle-aged adults (micallef, 2014). in addition, although classes are open to both men and women, zumba instructors in north america are women, as are the majority of class participants. similarly, at an age when peers are often infinity more interesting than adults, teen girls are having fun while improving their fitness and coordination. moreover, a big draw of zumba is that just about anyone can do it, and regardless of how quickly you pick up on the choreography, you’re likely to be having fun-and sweating. zumba is a fusion of entertainment and fitness in an energizing total-body workout that burns calories – through dancing (norouzi et al., 2020). zumba blends upbeat rhythms with simple but hip choreography in routines like salsa, hip-hop, merengue, cumbia, and reggaeton. thus, this research was conducted to determine the level of preference of recorded video and live demonstration zumba in terms of instructions, movements, and concepts. it also determined the significant differences between cardiovascular endurance intensification of respondents in recorded video and live demonstration zumba in terms of frequency, intensity, time, and type (thomson et al., 2015). 2. methods the method in this study uses a descriptive-evaluative design with a purposive sampling technique and uses a survey questionnaire electronically conducted online. we made a survey to 30 respondents. 3. results and discussion table 1 shows the demographic profile of the respondents. firstly, it can be noticed that the 20-25 range of age has a frequency of 9 or 30.00%. 31-35 range of age has a frequency of 8 or 26.67%. it is followed by 41-45 and 46-50 ranges of age have a frequency of 5 or 16.67%. 36-40 range of age has a frequency of 2 or 6.67%. lastly, the 26-30 range of age has a frequency of 1 or 3.32%. zumba dance is a top choice among youngsters as indicated by pangrazi (2017). it implies that most of the zumba enthusiasts are aged 20-25 years old. in addition, most of the zumba participants are young or middle-aged adults (micallef, 2014). table 1 also reveals the demographic profile of the respondents in terms of gender. it can be seen that female has a frequency count of 20 or 66.70% while the male has a frequency count of 10 or 33.30%. it implies that women are more likely to participate than men. moreover, although classes are open to both men and women, zumba instructors in north america are women, as are the majority of class participants. similarly, at an age when peers are often infinity more interesting than adults, teen girls are having fun while improving their fitness and coordination. body mass index is also shown in table 1. the normal body mass index has a frequency of 20 or 66.70%. being overweight has a frequency of 7 or 23.30%. obese has a frequency of 2 or 6.70%. underweight has a frequency of 1 or 3.30%. unluckily, extreme obese did not contribute to the number of respondents. http://dx.doi.org/10.%2017509/xxxx.xxxx 155 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 153-158 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 1. demographic profile of the respondents. variables frequency percentage age 20-25 9 30.00% 26-30 1 3.32% 31-35 8 26.67% 36-40 2 6.67% 41-45 5 16.67% 46-50 5 16.67% gender male 10 33.30% female 20 66.70% body mass index underweight 1 3.30% normal 20 66.70% overweight 7 23.30% obese 2 6.70% extreme obese 0 0 note: n = 30 it implies that a person with a healthy body mass index was more likely to join. this means, that most of the participants want to maintain a healthy body. besides maintaining a healthy weight, zumba can help lower your risk of heart disease, reduce your blood pressure and bad cholesterol, and boost your good cholesterol. for instance, zumba is designed to be nonjudgemental and accepting of various body sizes, styles, and approaches to the dance moves. table 2 shows the level of preference of recorded video zumba. it is shown in the data that the variables got an individual rating of high extent. thus, it resulted in a grand mean score of 3.75 with a descriptive rating of high extent which is interpreted as highly satisfied. this implies that the level of preference in recorded video zumba has a refined concept that is unique and comfy, is interesting and fun, is lively and relatable, and is organized properly from simple to complex. generally speaking, the more enjoyable a program is, the more motivated you will be to continue it. due to the widespread availability of the program and varied style of class, zumba as a brand is quite flexible and suited to all fitness levels and interests. table 2. level of preference of recorded video zumba. variables mean descriptive rating instructions 3.73 high extent movements 3.56 high extent concepts 3.89 high extent grand mean 3.75 high extent note. n = 30. 1.00-1.79 – very dissatisfied; 1.80-2.89 – dissatisfied; 2.60-3.39 – satisfied; 3.40-4.19 – highly satisfied; 4.20-5.00 – very highly satisfied ttp://dx.doi.org/10.17509/xxxx.x laroza et al., zumba preference and its cardiovascular endurance intensification | 156 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 3 shows the level of preference of recorded video zumba. it is shown in the data that the variables got an individual rating of a high extent. thus, it resulted in a grand mean score of 3.94 with a descriptive rating of high extent which is interpreted as highly satisfied. this implies that the level of preference in live demonstration zumba has more refined instructions which encourage the dancers to come up with a new and better way of movements, it achieves the goals and expectation in terms of communication, provides clear and understandable steps one at a time and makes the entire experience more fun and organic. a big draw of zumba is that just about anyone can do it, and regardless of how quickly you pick up on the choreography, you’re likely to be having fun-and sweating. no special equipment or outfits are needed either; all you need is a positive attitude to keep moving along with the song. table 3. level of preference of live demonstration zumba. variables mean descriptive rating instructions 4.11 high extent movements 3.75 high extent concepts 3.97 high extent grand mean 3.94 high extent note. n = 30. 1.00-1.79 – very dissatisfied; 1.80-2.89 – dissatisfied; 2.60-3.39 – satisfied; 3.40-4.19 – highly satisfied; 4.20-5.00 – very highly satisfied. table 4 shows the cardiovascular endurance intensification in recorded video zumba. it is shown in the data that variables 2 and 4 have a descriptive rating of high extent while variables 1 and 3 have a descriptive rating of moderate extent. this resulted in a grand mean score of 3.42 with a descriptive rating of high extent which is interpreted as highly intensified. this implies that intensities in recorded video zumba intensify cardiovascular endurance. one of the most important factors when it comes to exercise is adherence-actually continuing the exercise program after you’ve started. given the sustained popularity of zumba, a large number of studies have been performed on the efficacy of the workout. one 2016 review of the literature found that zumba was effective in improving aerobic capacity (cardiovascular fitness), while limited additional evidence pointed to possible enhancements to muscular fitness and flexibility. table 4. level of cardiovascular endurance intensification in recorded video zumba. variables mean descriptive rating 1. frequency 3.19 moderate extent 2. intensity 3.72 high extent 3. time 3.25 moderate extent 4.type 3.53 high extent grand mean 3.42 high extent note. n = 30. 1.00-1.79 – not intensified; 1.80-2.89 – poorly intensified; 2.60-3.39 – intensified; 3.40-4.19 – highly intensified; 4.20-5.00 – very highly intensified. http://dx.doi.org/10.%2017509/xxxx.xxxx 157 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 153-158 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 5 shows the cardiovascular endurance intensification in live demonstration zumba. it is shown in the data that variables 1 have a descriptive rating of moderate extent while variables 2, 3, and 4 have a descriptive rating of high extent. thus, it resulted in a grand mean score of 3.57 with a descriptive rating of high extent which is interpreted as highly intensified. this implies that intensities in live demonstration zumba intensify cardiovascular endurance. while almost any sustained program may help boost mood, self-esteem, and energy. namely, a 2016 study published in the journal of physical activity and health found that healthy women who participated in an 8-week zumba program experienced cardiovascular endurance improvement, physical strength, autonomy, and purpose in life, improving their overall feelings of health and well-being. table 5. level of cardiovascular endurance intensification of live demonstration zumba. variables mean descriptive rating 1. frequency 3.33 moderate extent 2. intensity 3.79 high extent 3. time 3.49 high extent 4. type 3.66 high extent grand mean 3.57 high extent note. n = 30. 1.00-1.79 – not intensified; 1.80-2.89 – poorly intensified; 2.60-3.39 – intensified; 3.40-4.19 – highly intensified; 4.20-5.00 – very highly intensified. table 6 presents the significant difference between the recorded video and live demonstration zumba. it can be noted that there is no significant difference between the recorded video and live demonstration zumba since the t-computed value of -0.45* is smaller than the tabular value which is 2.13 at a 0.05 level of error. this leads to accepting the null hypothesis. the objective of zumba is to improve cardiovascular perseverance, improve equilibrium, coordination, and strength through an assortment of classes focusing on explicit member gatherings, including kids and old people as mentioned. moreover, the ideal of physical activities have changed from when they were viewed in our every day as survival activities. with the increase in the use of cars, sedentary work, and leisure time, physical activities pose as a health necessity, an obligation to keep our bodies fit. these obligatory physical activities are stripped from the social context that defined this work before. it has become a chore, which must be integrated into our everyday work. table 6. significant difference between recorded video and live demonstration zumba. variables mean t-computed t-critical decision interpretation recorded video 3.73 -0.45* 2.13 accept ho not significant live demonstration 3.95 level of significance, α 0.05 table 7 presents the significant difference between cardiovascular endurance intensification in recorded video and live demonstration. it can be noted that there is no significant difference between cardiovascular endurance intensification in recorded video and live demonstration zumba since the t-computed value of -0.94* is smaller than the tabular value which is 1.94 at a 0.05 level of error. this leads to accepting the null hypothesis. ttp://dx.doi.org/10.17509/xxxx.x laroza et al., zumba preference and its cardiovascular endurance intensification | 158 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 zumba can improve cardiovascular perseverance and cardiorespiratory capacities. it consolidates the development of enormous muscle bunches for oxygen-consuming perseverance, strength preparing, and adaptability in this manner adding to improved wellbeing (thomson et al., 2015). table 7. the significant difference between cardiovascular endurance intensification in recorded video and live demonstration zumba. variables mean t-computed t-critical decision interpretation recorded video 3.42 -0.94* 1.94 accept ho not significant live demonstration 3.57 level of significance, α 0.05 4. conclusion based on the findings of the study, it is concluded that most of the zumba enthusiasts are aged 20-25 years old. it was also concluded that women are more likely to participate than men with a normal body mass index. in addition, there is no significant difference between the recorded video and live demonstration zumba and there is no significant difference between cardiovascular endurance intensification in recorded video and live demonstration zumba. 5. acknowledgment we would like to express our sincere gratitude to dr. nancy d. espacio, rizalyn b. cudera, msc., prof. jayson a. falle, prof. emy a. morbo, and their families for their never-ending supports. 6. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. authors confirmed that the paper was free of plagiarism. 7. references blank, s. (2013). why the lean start-up changes everything. harvard business review, 91(5), 63-72. micallef, c. (2014). the effectiveness of an 8-week zumba programme for weight reduction in a group of maltese overweight and obese women. sport sciences for health, 10(3), 211-217. norouzi, e., hosseini, f., vaezmosavi, m., gerber, m., pühse, u., and brand, s. (2020). zumba dancing and aerobic exercise can improve working memory, motor function, and depressive symptoms in female patients with fibromyalgia. european journal of sport science, 20(7), 981-991. thomson, j. l., goodman, m. h., and tussing-humphreys, l. (2015). diet quality and physical activity outcome improvements resulting from a church-based diet and supervised physical activity intervention for rural, southern, african american adults: delta body and soul iii. health promotion practice, 16(5), 677-688. http://dx.doi.org/10.%2017509/xxxx.xxxx 113 students stressors and coping mechanism lyca yza v. aperocho, faith carol b. capillo, john mark d. zamora, emy a. morbo* sultan kudarat state university, the philippines *correspondence: e-mail: emymorbo@sksu.edu.ph a b s t r a c t s a r t i c l e i n f o this study entitled student stressors and coping mechanism was aimed primarily to determine the different factors that can lead to students' stress and how they cope up with this problem. it used a qualitative-descriptive correlational research design to gather data using an adapted online survey questionnaire online to the thirty-eight (38) thirdyear bachelor students in physical education in sultan kudarat state university, the philippines. the study used purposive random sampling in analyzing the data. based on the findings of this study, the level of coping mechanism in terms of physical activities, environmental activities, and social and emotional activities are often applicable coping mechanisms when you are stressed while the bped students sometimes encountered difficulties in terms of physical stress, mental stress, emotional stress and economics stress and often encountered academic stress. the result shows that there is a significant relationship between the variables and the null hypothesis is accepted. based on the findings of this study, the researchers conclude that the level of coping mechanism in terms of physical activities, environmental activities, social and emotional activities are applicable coping mechanisms for stressed students. this study suggests a school counselor and parents to look for these students and create a profile status to observe the students both academically and outside of the school. © 2021 universitas pendidikan indonesia article history: received 08 jul 2021 revised 20 aug 2021 accepted 22 aug 2021 available online 24 aug 2021 ____________________ keyword: academic stress, coping mechanism, depression, physical activity, student stressor. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 1(2) (2021) 113-126 ijotis aperocho et al., students stressors and coping mechanism | 114 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction coping with stress globally in all activities are undertaken by a human in a stressful situation. research has shown that students experience stressors such as academic-related stressors, health-related stressors, and psychosocial-related stressors in the course of their academic pursuits (ganesan et al., 2018). learning how to identify stressors gives the ability to eliminate causes of depression and thus to avoid or alleviate its effects. coping with stress is defined as all activities undertaken in a stressful situation. it is an adaptive process based on primary and secondary appraisals. dealing with depression is predominantly classified as a process, strategy, or style. the process approach involves subcategories called strategies or ways of individuals coping with depression. the process is understood as a series of strategies changing over time and depending on the psycho-physical characteristic of the individual. style refers to the correlated set of coping strategies typically used in difficult situations. it is an individual pattern of reaction consistent across situations. stress has also been found to be a major contributing factor to the academic performance of the students (kaplan & sadock, 2000). depression can be prevented if its symptoms are addressed early and effectively. prevention against depression among university students is rare in the philippines but is urgent because of the rising rates of suicide among the group.. college life for many students can be both challenging and exciting. students are engaged in a rigorous academic curriculum while at the same time trying to establish who they are socially, mentally, financially, and often geographically. in this research, students’ stressors and coping mechanisms were conducted and the subjects were the bachelor of physical education (bped) students to be aware of the issue, “depression’’. it is not rampant but, relevant. it aims to provide awareness and bring knowledge to the students, who are experiencing depression nowadays so that they can skip depression and continue maintaining spiritual, physical, and mental health for the benefit of everybody. 2. methods the method in this study used a descriptive correlational research design and survey questionnaires were utilized to gather the needed data. all data were obtained using an online process. we selected thirty-eight (38) third-year bachelor students in physical education in sultan kudarat state university, the philippines. in short, we applied several questions, in which the detailed questions are presented in tables 1-6. the questions can be classified as: (i) physical stress, including questions (table 1): • i feel headaches when in school • i have a stomachache and feel discomfort • i feel stiffness in my shoulder or my back during physical activities • i feel dizzy and blurred vision • i experienced rapid heartbeat • i experienced coldness and shaky http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 115 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 113-126 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 (ii) emotional stress, including questions (table 2): • i am feeling tired or unrested • i feel tense and nervous • i feel sleepy • i feel jittery • i feel anxious • i feel easily angry and irritable (iii) mental stress, including questions(table 3): • i become less communicate and silent • i feel frustrated • i tend to eat more • i find myself eating less • i feel not socializing with my classmate • i feel worthless (iv) academic stress, including questions (table 4): • homework • unsatisfactory academic performance • preparation for test • lack of interest in a particular subject • teacher punishment • low mark grades (v) economic stress, including questions (table 5): • i cannot get the money that i need to pay for school • i do not have the money to pay basic expenses • i feel pressured because it is expensive to go to school • my parents give money but not enough for my school expenses • i have trouble budgeting my money • i am working to have money to go to school (vi) student stressors, including questions (table 6): • physical stress • emotional stress • mental stress • academics stress • economics stress • overall weighted mean regarding coping mechanisms, we applied several questions: (i) physical activities, including questions (table 7): • i just laugh away if i feel tired and stressed. • i relax by watching tv or listening to music. • i dance and sing with friends if i a stressed. • i do physical exercise when i am stressed • i eat too much if i am stressed. • i study my lesson when i am stressed. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank aperocho et al., students stressors and coping mechanism | 116 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 (ii) environmental activities, including questions (table 8): • tree planting • visiting tourist spot • gardening • reduce, reuse, and recycle. • i just keep quiet and stay away from friends if i am stressed. • i seek advice from my parents/teacher/friends if i am stressed (iii) emotional and social activities, including questions (table 9): • joining religious activities • retreat • counseling • reading • i cry when i am stressed • level of reward 3. results and discussion as reflected from table 1, the extent of stress experienced by bped students in terms of physical aspect, most of the students sometimes feel headache, stomachache and discomfort, stiffness, feeling dizzy and blurred vision, and rapid heartbeat and coldness. as a whole, the bped students gained a weighted mean of 2.07 and interpreted it as sometimes with a verbal description of slightly disagreeing. research evidence suggests that students experience some kind of stress in one way or the other, therefore stress is part of students’ existence and can have an effect on how students cope with the demands of university life (ramos, 2011; rourke et al., 2010). other studies have consequently attributed many emotional and physical symptoms among tertiary students such as fatigue, headaches, depression to stress (abdullah & dan, 2011). table 1. the extent of the stress experienced by bped terms of physical stress. physical stress weighted mean description interpretation 1. i feel headaches when in school 1.86 slightly disagree sometimes 2. i have a stomachache and feel discomfort 1.68 slightly disagree sometimes 3. i feel stiffness in my shoulder or my back during physical activities 2.28 slightly disagree sometimes 4. i feel dizzy and blurred vision 2.02 slightly disagree sometimes 5. i experienced rapid heartbeat 2.39 slightly disagree sometimes 6. i experienced coldness and shaky 2.15 slightly disagree sometimes grand weighted mean 2.07 slightly disagree sometimes note: n=38. 1.00-1.50-never; 1.51-2.50-sometimes; 2.51-3.50-often; 3.51-4.50-always. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 117 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 113-126 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 based on table 2, it shows that the results of the extent of the stress experienced by bped students in terms of the emotional aspect. the students sometimes feel tired or unrested, tense and nervous, jittery, anxious, angry, and irritable, while they often feel being sleepy. the lowest mean variable indicates that most of the bped students sometimes feel jittery with a 2.05 mean computation while the highest computation of mean which is 2.63 indicates that the bped students often feel sleepy when they are emotionally stressed. the results conclude that all third-year bped students sometimes feel any emotional effects with the grand weighted mean score of 2.32 with the verbal description of slightly disagree and interpreted as sometimes. the result above can be supported by bylsma et al. (2011) who argued that individuals with depression are also more emotionally stress-reactive; that is, their mood is more closely tied to the perceived stressfulness of daily events. table 2. the extent of the stress experienced by bped students in terms of emotional stress. emotional stress weighted mean description interpretation 1. i am feeling tired or unrested 2.60 slightly agree often 2. i feel tense and nervous 2.42 slightly disagree sometimes 3. i feel sleepy 2.63 slightly agree often 4. i feel jittery 2.05 slightly disagree sometimes 5. i feel anxious 2.18 slightly disagree sometimes 6. i feel easily angry and irritable 2.07 slightly disagree sometimes grand weighted mean 2.32 slightly disagree sometimes note: n=38. 1.00-1.50-never; 1.51-2.50-sometimes; 2.51-3.50-often; 3.51-4.50-always. based on table 3, it shows that the extent of the stress experienced by bped students in terms of the mental aspect, the students sometimes feel become less communicative and silent, frustrated, and eating less. they never feel unsociable with their classmates and feel worthless. in addition to the above phenomena, the lowest mean variable indicates that bped students never feel worthless with an average mean score of 1.86 while the highest mean score is 3 which indicates that most of the bped students often tend to eat more when they are mentally stressed. these results conclude that all of the bped students sometimes experienced any mental stress with the grand weighted mean score of 2.16 with a verbal description of slightly disagree and interpreted as sometimes. the issue of mental health among college students is of increasing concern (karatekin, 2018). the college years are a peak period for the onset of mental disorder in which young people experience a unique stage of psychosocial development and transition from late adolescence to emerging adulthood (wu et al., 2016; cuijpers et al., 2019). about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank aperocho et al., students stressors and coping mechanism | 118 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 3. the extent of the stress experienced by bped students in terms of mental stress. mental stress weighted mean description interpretation 1. i become less communicate and silent 2.21 slightly disagree sometimes 2. i feel frustrated 2.02 slightly disagree sometimes 3. i tend to eat more 3 slightly agree often 4. i find myself eating less 2 slightly disagree sometimes 5. i feel not socializing with my classmate 1.89 slightly disagree never 6. i feel worthless 1.86 slightly disagree never grand weighted mean 2.16 slightly disagree sometimes note: n=38. 1.00-1.50-never; 1.51-2.50-sometimes; 2.51-3.50-often; 3.51-4.50-always. based on the results of table 4, the extent of stress experienced by bped students in terms of academic stress, the students sometimes feel lack of interest in particular subject, and teacher punishment. on the other hand, the bped students often feel stress in their homework, unsatisfactory academic performance, preparation to test, and low mark grades. in addition to this, the lowest mean variable indicates most of the bped students sometimes feel the teacher punishment with 2.31 mean computation while the highest computation of mean which is 2.71 indicates that the bped students often experienced an unsatisfactory academic performance that lead them into stress. the result conclude that all bped students experienced academic stress with the grand weighted mean score of 2.51 with a verbal description of slightly agree and interpreted as often. the only task students were expected to undertake was to study and studying was never perceived as stressful. what proved to be stressful was the expectations parents had for their children, which in turn grew into larger burdens that these children could not carry anymore. according to the statistics published by national crime records bureau, there is one student every hour that commits suicide. the bureau registered 1.8% of students who committed suicide due to failed examinations and an 80% rise in suicide rates during a oneyear time frame. table 4. the extent of the stress experienced by bped students in terms of academic stress. academic stress weighted mean description interpretation 1. homework 2.57 slightly agree often 2. unsatisfactory academic performance 2.71 slightly agree often 3. preparation for test 2.63 slightly agree often 4. lack of interest in a particular subject 2.31 slightly disagree sometimes 5. teacher punishment 2.21 slightly disagree sometimes 6. low mark grades 2.65 slightly agree often grand weighted mean 2.51 slightly agree often note: n=38. 1.00-1.50-never; 1.51-2.50-sometimes; 2.51-3.50-often; 3.51-4.50-always. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 119 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 113-126 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 based on table 5, it shows that the study shows that the extent of the stress experienced by bped students in terms of economic sometimes feel they cannot get the money that needed to pay for school, do not have money to pay basic expenses, their parents give them money but not enough for schools expenses while they never experienced feeling pressured because it is expensive to go to school and working to go to school. the respondents often experienced having trouble budgeting their money. based on the table, the lowest mean score of 1.97 indicates that most of the bped students never experienced working to have money to go to school. on the other hand, the highest mean score of 2.65 indicates that most of the bped students often experienced trouble in budgeting money. the results conclude that all bped students sometimes feel any economic effect with the weighted mean of 2.18 with a verbal description of slightly disagree and interpreted as sometimes. research regarding sources of stress confirms the influential role that personal financial problems play in the lives of college students. financial difficulties are often cited among college students as sources of stress (northern et al., 2010; ross et al., 1999). in fact, a recent report from inceptia, a non-profit financial education advocate, found that four of the top five stressors among college students involved problems related to personal finances (trombitas, 2012). although the incidence of financial stress has been welldocumented, much less is known about the factors related to financial stress among college students. table 5. the extent of the stress experienced by bped students in terms of economic stress. economic stress weighted mean description interpretation 1. i cannot get the money that i need to pay for school 2.10 slightly disagree sometimes 2. i do not have the money to pay basic expenses 2.31 slightly disagree sometimes 3. i feel pressured because it is expensive to go to school 1.92 slightly disagree never 4. my parents give money but not enough for my school expenses 2.13 slightly disagree sometimes 5. i have trouble budgeting my money 2.65 slightly agree often 6. i am working to have money to go to school 1.97 slightly disagree never grand weighted mean 2.18 slightly disagree sometimes note: n=38. 1.00-1.50-never; 1.51-2.50-sometimes; 2.51-3.50-often; 3.51-4.50-always. as reflected in table 6, the extent of stress experienced by the bped students in terms of physical stress, emotional stress, mental stress, academic stress, and economic stress, most of them sometimes feel any of these stresses with an overall weighted mean of 2.24 and a verbal description of slightly disagree. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank aperocho et al., students stressors and coping mechanism | 120 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 6. the extent of stress experienced by the bped students in terms of physical stress, emotional stress, mental stress, academic stress, and economic stress. student stressors grand mean description interpretation physical stress 2.07 slightly disagree sometimes emotional stress 2.32 slightly disagree sometimes mental stress 2.16 slightly disagree sometimes academics stress 2.51 slightly agree often economics stress 2.18 slightly disagree sometimes overall weighted mean 2.24 slightly disagree sometimes table 7 shows the coping mechanism of bped students in terms of physical activities. several examples were found: (i) they always just laugh away if they feel tired and stress with 3.92 of mean computation (ii) they feel relaxed by watching tv or listening to music with 3.63 of mean computation (iii) they often dance and sing with friends if they are stressed, (iv) they do physical exercise when they are stressed and (v) they eat too much if they are stressed (vi) they sometimes experienced studying their lesson when they are stressed with 1.94 of mean computation. furthermore, table 7 shows the coping mechanism of bped students in terms of physical activities, the lowest mean variable indicates that the bped students sometimes study their lesson when they have stressed with 1.94 of mean computation, while the highest computation of mean which is they always just laugh away if they are stressed with the degree of mean computation of 3.92. these results conclude that all the bped students often do any physical coping mechanism when they are stressed with a grand weighted mean score of 2.96 with a verbal description of slightly agree and interpreted as often. physical activity has also been highlighted in the literature as an important modifiable lifestyle behavior for brain function and development (sharma, 2006; chekroud et al., 2018). specific to mental health, there is evidence reporting a positive association between physical activity (particularly at higher intensities) and alleviation of symptoms related to anxiety and depression (sharma, 2006; chekroud et al., 2018; schuch et al., 2016). the use of a physical activity to treat and/or prevent mental health disorders has met with increasing clinical and scientific interest, due to lower side-effect burden, increased accessibility, and health-promoting abilities, as well as potential reduction of polypharmacy. table 8 shows that the coping mechanism of bped students in terms of environmental activities, they often did tree planting, visiting tourist spots, gardening, reducing, reusing, and recycling, keeping quiet and staying away from friends if they were stressed, and seeking advice from parents, teacher, and friends when they were stressed. furthermore, table 8 shows the coping mechanism of bped students in terms of environmental activities. this result concludes that coping mechanism in terms of environmental activities is applicable with 2.87 of mean computation with the verbal description of slightly agree and interpreted as often. this has led in recent years to the adaptation of an approach based on the flexibility of coping, under the supposition that a single individual can combine different strategies, using one or the other depending on the specific situation they are facing. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 121 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 113-126 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 7. the coping mechanism of bped students in terms of physical activities. physical activities weighted mean description interpretation 1. i just laugh away if i feel tired and stressed. 3.92 agree always 2. i relax by watching tv or listening to music. 3.63 agree always 3. i dance and sing with friends if i a stressed. 3.18 slightly agree often 4. i do physical exercise when i am stressed 2.86 slightly agree often 5. i eat too much if i am stressed. 2.71 slightly agree often 6. i study my lesson when i am stressed. 1.94 disagree sometimes grand weighted mean 3.04 slightly agree often table 8. the coping mechanism of bped students in terms of environmental activities. environmental activities weighted mean description interpretation tree planting 2.68 slightly agree often visiting tourist spot 3.07 slightly agree often gardening 3 slightly agree often reduce, reuse, and recycle. 2.84 slightly agree often i just keep quiet and stay away from friends if i am stressed. 2.68 slightly agree often i seek advice from my parents/teacher/friends if i am stressed 2.97 slightly agree often grand weighted mean 2.87 slightly agree often note: n=38. 1.00-1.50-never; 1.51-2.50-sometimes; 2.51-3.50-often; 3.51-4.50-always. table 9 shows the coping mechanism of bped students in terms of emotional and social activities, they were often joining religious activities, retreats, counseling, reading, and cry when they are stressed while the level of reward is sometimes not an effective coping mechanism. furthermore, table 9 shows the coping mechanism of bped students in terms of emotional and social activities, the lowest mean variable which is the level of reward with 2.18 of mean computation while the highest computation of mean which is joining religious activities with the mean computation of 3.28. these results conclude that the coping mechanism in terms of emotional and social activities is applicable with 2.87 of mean computation with the verbal description of slightly agree and interpreted as often. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank aperocho et al., students stressors and coping mechanism | 122 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 zimmer-gembeck & skinner's (2016) approach is called active strategies and evasive (or disengagement) strategies. approach strategies involve cognitive and behavioral mechanisms aimed at making an active response to the stressor, directly changing the problem (primary control) or the negative emotions associated with it (secondary control). this category in the zimmer-gembeck & skinner's (2016) approach includes strategies such as planning, taking a specific action, seeking support (instrumental and emotional), a positive reappraisal of the situation, or acceptance. evasive strategies are those which involve cognitive and behavioral mechanisms used to evade stressful situations, such as distraction, denial, and wishful thinking. table 9. the coping mechanism of bped students in terms of emotional and social activities. emotional and social activities weighted mean description interpretation joining religious activities 3.28 slightly agree often retreat 2.84 slightly agree often counseling 2.94 slightly agree often reading 3.18 slightly agree often i cry when i am stressed 2.78 slightly agree often level of reward 2.18 slightly disagree sometimes grand weighted mean 2.87 slightly agree often note: n=38. 1.00-1.50-never; 1.51-2.50-sometimes; 2.51-3.50-often; 3.51-4.50-always. table 10 above shows that the coping mechanism of bped students in terms of physical activities, environmental activities, and emotional and social activities. the results conclude that the students often do any of this coping mechanism when they are stressed with an overall weighted mean of 2.92 and a verbal description of slightly agree. table 10. coping mechanism of bped students in terms of physical activities, environmental activities, and social and emotional activities. coping mechanism grand mean description interpretation physical activities 3.04 slightly agree often environmental activities 2.87 slightly agree often emotional and social activities 2.87 slightly agree often overall weighted mean 2.92 slightly agree often note: n=38. 1.00-1.50-never; 1.51-2.50-sometimes; 2.51-3.50-often; 3.51-4.50-always. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 123 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 113-126 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 11 shows the analysis between the student stressors and the level of the coping mechanism of bped students in terms of physical activities. the result shows a positive relationship since p-values between identified variables is larger than the level of significance at 0.05. physical stress versus physical activities coping mechanism (p-value = 0.1992), mental stress versus physical activities coping mechanism (p-value = 0.5007), emotional stress versus physical activities coping mechanism (p-value = 0.6872), academic stress versus physical activities coping mechanism (p-value = 0.6577), economic stress versus physical activities coping mechanism (p-value = 0.6577). therefore, the null hypothesis is accepted. table 11. pearson correlation analysis of the students’ stressors in terms of physical, mental, emotional, academic, and economic; and level of the coping mechanism of bped students in terms of physical activities. physical aspect mental aspect emotional aspect academic stress economics stress physical activities r p-value n -0.6093 0.1992 6 0.3468 0.5007 6 0.7775 0.6872 6 0.2324 0.6577 6 0.05612 0.6577 6 *level of significance, ɑ 0.05 table 12 shows the analysis between the student stressors and the level of the coping mechanism of bped students in terms of environmental activities. the result shows a positive relationship since p-values between identified variables is larger than the level of significance at 0.05. in short, the values are (i) physical stress versus environmental activities coping mechanism (p-value=0.5772), (ii) mental stress versus environmental activities coping mechanism (p-value = 0.06102), (iii) emotional stress versus environmental activities coping mechanism (p-value = 0.8904), (iv) academic stress versus environmental activities coping mechanism (p-value=0.1172), (v) economic stress versus environmental activities coping mechanism (p-value= 0.3785). based on the above data, therefore, the null hypothesis is accepted. table 12. pearson correlation analysis of the students’ stressors in terms of physical, mental, emotional, academic, and economic; and level of the coping mechanism of bped students in terms of environmental activities. physical aspect mental aspect emotional aspect academic stress economics stress environmental activities r p-value n 0.29 0.5772 6 0.0266 0.06102 6 0.0732 0.8904 6 0.7056 0.1172 6 0.4434 0.3785 6 *level of significance, ɑ 0.05 about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank aperocho et al., students stressors and coping mechanism | 124 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 13 shows the analysis between the student stressors and the level of the coping mechanism of bped students in terms of social and emotional activities. the result shows a positive relationship since p-values between identified variables is larger than the level of significance at 0.05. in short, the values are: (i) physical stress versus social and emotional activities coping mechanism (p-value = 0.2268), (ii) mental stress versus social and emotional activities coping mechanism (p-value = 0.5698), (iii) emotional stress versus social and emotional activities coping mechanism (p-value = 0.5158), (iv) academic stress versus social and emotional activities coping mechanism (p-value = 0.4133), (v) economic stress versus social and emotional activities coping mechanism (p-value = 0.1023). based on the above data, therefore, the null hypothesis is accepted. table 13. pearson correlation analysis of the students’ stressors in terms of physical, mental, emotional, academic, and economic; and level of the coping mechanism of bped students in terms of social and emotional activities. physical aspect mental aspect emotional aspect academic aspect economic aspect social and emotional r p-value n -0.5807 0.2268 6 0.2954 0.5698 6 0.3354 0.5158 6 0.4149 0.4133 6 0.7261 0.1023 6 *level of significance, ɑ0.05 4. conclusion based on the findings of this study, the researchers conclude that the level of coping mechanism in terms of physical activities, environmental activities, social and emotional activities are applicable coping mechanisms for stressed students. furthermore, the thirdyear bped students do not affect in terms of physical, mental, emotional, and economic aspects except for academic stress that they are experiencing academic problems. in this study, we suggest a school counselor and parents to look for these students and create a profile status to observe the students both academically and outside of the school. 5. acknowledgments we would like to express their sincere gratitude to dr. nancy d. espacio, rizalyn b. cudera, msc., prof. vivincio l. calixtro jr., prof. jayson a. falle, and to their families for their neverending support and who helped them to enrich their experiences in pursuing a lifetime achievement. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 125 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 113-126 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 6. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. the authors confirmed that the paper was free of plagiarism. 7. references abdullah, n. a. c., and dan, s. m. 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(2018). a study on stress level and coping strategies among undergraduate students. journal of cognitive sciences and human development, 3(2), 37–47. karatekin, c. (2018). adverse childhood experiences (aces), stress and mental health in college students. stress health, 34, 36–45. northern, j. j., o’brien, w. h., and goetz, p. w. (2010). the development, evaluation, and validation of a financial stress scale for undergraduate students. journal of college student development, 51(1), 79-92. ramos, j. a. (2011). a comparison of perceived stress levels and coping styles of nontraditional graduate students in distance learning versus on-campus programmes. contemporary educational technology, 2(4), 282–293. ross, s. e., niebling, b. c., and heckert, t. m. (1999). sources of stress among college students. college student journal, 33(2), 312. rourke, m. o., hammond, s., flynn, s. o., and boylan, g. (2010). the medical student stress profile : a tool for stress audit in medical training. medical education, 44, 1027– 1037. schuch, f. b., and stubbs, b. (2019). the role of exercise in preventing and treating depression. current sports medicine reports, 18, 299–304. schuch, f. b., dunn, a. l., kanitz, a. c., delevatti, r. s., and fleck, m. p. (2016). moderators of response in exercise treatment for depression: a systematic review. journal of affective disorders, 195, 40-49. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank aperocho et al., students stressors and coping mechanism | 126 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 sharma, a. (2006). exercise for mental health. the primary care companion for cns disorders, 8(2), 0-0. wu, d., rockett, i. r., yang, t., feng, x., jiang, s., and yu, l. (2016). deliberate self-harm among chinese medical students: a population-based study. journal of affective disorders, 202, 137-144. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 27 implementation of the reading write literacy program to elementary school students about the impact of the natural disaster of mount merapi m. indira agustin1, m. muktiarni2,*, jonah mupita3 1departemen pendidikan geografi, universitas pendidikan indonesia, indonesia 2 departemen pendidikan kesejahteraan keluarga, universitas pendidikan indonesia, indonesia 3ruya adventist high school, zimbabwe correspondence: e-mail: muktiarni@upi.edu a b s t r a c t s a r t i c l e i n f o the implementation of reading and writing literacy programs for elementary school students is needed because in the modern era there is a lack of interest in reading and writing owned by elementary school students. the purpose of this research is to implement literacy regarding the mitigation of the natural disaster of mount merapi for elementary school students. because there are still many elementary school students who do not know the mitigation of the natural disaster of mount merapi. the method used in this study is a qualitative descriptive method in the form of an instrument used in distributing pre-test and post-test questionnaires. contains 10 questions regarding the literacy program on the impact of the volcanic natural disaster, which is directed to elementary school. this is evidenced through a pre-test questionnaire at the beginning and the average result of 10 students before being given material on natural disaster mitigation is 45%. after students were given material through online learning media, the average results obtained increased by 80%. it is proven that based on the data obtained, most of the students have good knowledge about natural disaster mitigation. the impact felt by students related to the literacy program regarding the natural disaster of mount merapi, students are more concerned about natural disaster preparedness. article history: received 27 jul 2021 revised 23 feb 2021 accepted 31 mar 2021 available online 28 may 2022 ____________________ keyword: impact, mount merapi, reading literacy program. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 2(2) (2022) 99-106 ijotis © 2021 universitas pendidikan indonesia http://ejournal.upi.edu/index.php/%20ijotis/ agustin et al., implementasi of the reading write literacy program to ….| 100 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction most scientists consider literacy as a human right of citizens that must be facilitated by every country. simply put, literacy is the ability to understand, manage, and use information in a variety of contexts (hartati, 2017). meanwhile, literacy as the ability to read and understand text, graphs, tables, and diagrams in various contexts (pamungkas, 2017). literacy is an effort to apply the program of reading, writing, and understanding texts in various contexts. the implementation of reading and writing literacy programs for elementary school students is needed because in the modern era there is a lack of interest in reading and writing owned by elementary school students. this is due to the behavior of elementary school students who still do not understand the excessive use of digital, and the lack of knowledge about the importance of literacy today. in the context of an increasingly competitive world and the rapid development of information technology, literacy skills are very important for every individual (kartika, 2004).the low level of literacy is also caused by the lack of strategies for educators (teachers) regarding the implementation of literacy programs, especially in the concentration of reading and writing interests. the impact of the low literacy implementation of elementary school students is the lack of knowledge about the importance of preparedness for natural disasters of mount merapi. due to the geographical location in the kasomalang area which is under the foot of mount tangkuban perahu which is very likely to be affected by the natural disaster of the eruption of mount merapi, it is very important to make an effort to implement a literacy program for students so that they have knowledge about natural disaster preparedness for mount merapi. the importance of increasing knowledge about disasters must be socialized, especially children at elementary school age who still do not understand what they should do if a disaster strikes (desfandi, 2014). in order to reduce the risk of natural disasters, the important thing in disaster mitigation efforts is knowledge and understanding of natural disasters and preparedness for natural disasters. this is taught to students at the social sciences education level or commonly referred to as social sciences (qodariah & armiyati, 2013). disaster is an event that causes damage to facilities, losses, and threatens victims and lives caused by both natural and human factors. one of the natural disasters in indonesia is a volcano. a volcano is a bulge on the earth's surface that causes magma to flow out of the earth. but there are no journals that explain the impact of the natural disaster of mount merapi. the purpose of this study was to implement literacy regarding the mitigation of the natural disaster of mount merapi for elementary school students. because there are still many elementary school students who do not know the mitigation of the natural disaster of mount merapi. 2. theoritical framework 2.1. literacy program literacy is a skill that every student must have. however, according to a survey conducted by pisa, it was found that literacy habits have not been entrenched among elementary school students. actions need to be taken to change this behaviours. the 6m program, namely observing, creating, communicating, appreciating, recording, exhibiting is a program that aims to create a literacy culture in the classroom (akbar, 2017). in order to overcome this problem, the government of the republic of indonesia through the ministry of education and culture has launched the school literacy movement (gls) program which aims to: 1) develop http://dx.doi.org/10.%2017509/xxxx.xxxx 101 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 99-106 doi: http://dx.doi.org/10.xxxxx/ijost.v2i2 pissn 2528-1410 eissn 2527-8045 a reading and writing literacy culture in students in schools, 2) increase the capacity of citizens and the school environment to be aware of the importance of a literacy culture, 3) making schools a fun and child-friendly learning park, and 4) presenting a variety of reading books and various reading strategies to support learning (suragangga, 2017). 2.2. natural disaster mitigation preparedness is an effort made to anticipate disasters through organizations that can reduce the risk of disasters. the level of preparedness for earthquakes can be measured by taking into account factors, namely knowledge and attitudes, emergency response plans, disaster warning systems, and resource mobilization (rusiyah, 2017). 3. methods this research was conducted at the kasomalang 2 public elementary school, kasomalang district, subang regency. the method used in this study is a qualitative descriptive method in the form of an instrument used in distributing pre-test and post-test questionnaires. the population in this study were 10 elementary school students, the sample used contained 10 questions in the form of (yes or no) regarding the literacy program on the impact of the mount merapi natural disaster, which directed elementary school students to class. the data obtained will be processed and compared to conclude the results. table 1 shows list some of our questions that will be given to elementary school students. tables 1. pretest and posttest questions. no question answer yes no 1. do you know what natural disaster are? 2. do you know what natural disaster mitigation is 3. do you think it is important to read literacy on natural disaster precautions 4. do you know the types of natural disasters? 5. did your parents ever educate about natural disasters? 6. do you know the natural disaster of mount merapi? 7. do you know the dangers of the eruption of mount merapi? 8. do you know the cause of the eruption of mount merapi? 9. when there is a natural disaster is it important to avoid the location? 10. do you understand how to save yourself when mount merapi erupts? 4. results and discussion 4.1. demography this research was conducted at state elementary school 2 kasomalang, subang, indonesia. the sample taken was 10 elementary school students in class v with the criteria of 7 male students and 3 female students. before conducting the research, we conducted a permit for the cooperation partner, namely the state elementary school 2 kasomalang after being given permission, we gave permission to the v homeroom teacher regarding the http://dx.doi.org/10.xxxxx/ijost.v2i2 agustin et al., implementasi of the reading write literacy program to ….| 102 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 purpose to be carried out, namely taking data on the knowledge of elementary school students about natural disaster mitigation. this research was conducted online (on a network) due to the ongoing covid situation. 4.2. phenomena in the learning proses from the sample data taken, it was found that several students did not understand the impact of the mount merapi natural disaster. due to the lack of teacher application of the natural sciences. the stages of learning carried out are as follows: (i) the first session, conducting knowledge research to elementary school children about the impact of the mount merapi natural disaster (ii) the second session, conducted a question and answer session through a google form in the form of a pre-test (iii) the third session, provides material about the impact of the mount merapi natural disaster (iv) the fourth session, conducting a question and answer session through a google form in the form of a post-test (v) the fifth session, analyzing data from the results of the pretest and posttest tables 2 it can be explained that the students' knowledge before conducting the presentation did not know about the impact of the mount merapi natural disaster. figures 1 can be seen that after conducting lectures on the impact of the mount merapi natural disaster, students' results changed significantly. 4.3. pre-test and post-test results learning activities at the state elementary school 2 kasomalang are carried out online. the learning media used are through whatsapp group, and google meet. we conducted research using a questionnaire in the form of a gform. this form is disseminated to elementary school students via whatsapp group to find out how far the knowledge of volcanic disaster mitigation is to elementary school students, this research is to find out how much knowledge elementary school students have about disaster mitigation when the post test and pretest are carried out. when the post test has been completed, we conducts a literacy movement regarding the importance of mitigating the merapi eruption disaster. figures 1 describes the results of the pre-test and post-test which are depicted using graphs. tables 2 describes an increase in each student during the pre-test and post-test. figures 1. pre-test and post-test results http://dx.doi.org/10.%2017509/xxxx.xxxx 103 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 99-106 doi: http://dx.doi.org/10.xxxxx/ijost.v2i2 pissn 2528-1410 eissn 2527-8045 tables 2. result pre-test and post-test scores. sample pre-test post-test gain sample 1 40% 70% 40% sample 2 60% 80% 20% sample 3 50% 80% 40% sample 4 30% 70% 40% sample 5 40% 70% 30% sample 6 50% 90% 40% sample 7 50% 90% 40% sample 8 40% 80% 40% sample 9 40% 80% 40% sample 10 50% 90% 40% the figure 1 shows the results of several samples that have been taken, including: (i) sample 1 shows a pretest result of 40% which means that they do not know about disaster mitigation and after reading literacy, they get a change, namely an increase in knowledge of 70% which means that it can be said that the literacy movement regarding disaster mitigation has been achieved. (ii) sample 2 shows a pretest result of 60% which means that they do not know about disaster mitigation and after reading literacy, they get a change, namely an increase in knowledge of 80% which means that it can be said that the literacy movement regarding disaster mitigation has been achieved. (iii) sample 3 shows a pretest result of 50% which means that they do not know about disaster mitigation and after reading literacy, they get a change, namely an increase in knowledge of 80% which means that it can be said that the literacy movement regarding disaster mitigation has been achieved. (iv) sample 4 shows a pretest result of 30% which means that they do not know about disaster mitigation and after reading literacy, they get a change, namely an increase in knowledge of 70% which means that it can be said that the literacy movement regarding disaster mitigation has been achieved. (v) sample 5 shows a pretest result of 40% which means that they do not know about disaster mitigation and after reading literacy, they get a change, namely an increase in knowledge of 70%, which means that it can be said that the literacy movement regarding disaster mitigation has been achieved. (vi) sample 6 shows a pretest result of 50% which means that they do not know about disaster mitigation and after reading literacy, they get a change, namely an increase in knowledge of 90% which means that the literacy movement regarding disaster mitigation has been achieved. (vii) sample 7 shows a pretest result of 50% which means that they do not know about disaster mitigation and after reading literacy, they get a change, namely an increase in knowledge of 90% which means that it can be said that the literacy movement regarding disaster mitigation has been achieved. (viii) sample 8 shows a pretest result of 40% which means that they do not know about disaster mitigation and after reading literacy, they get a change, namely an increase in knowledge of 80% which means that it can be said that the literacy movement regarding disaster mitigation has been achieved. (ix) sample 9 shows a pretest result of 40% which means that they do not know about disaster mitigation and after reading literacy, they get a change, namely an increase in http://dx.doi.org/10.xxxxx/ijost.v2i2 agustin et al., implementasi of the reading write literacy program to ….| 104 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 knowledge of 80% which means that the literacy movement regarding disaster mitigation has been achieved. (x) sample 10 shows a pretest result of 50% which means that they do not know about disaster mitigation and after reading literacy, they get a change, namely an increase in knowledge of 90% which means that it can be said that the literacy movement regarding disaster mitigation has been achieved. based on the sample obtained in the reading literacy program, it shows that the knowledge of elementary school students has increased significantly. here is a graph of the average results. based on figures 2 above, the results of the pre-test to get the results that 45% of elementary school students still do not know about the disaster mitigation of the eruption of mount merapi. the sample taken was as many as 10 elementary school students, and after the literacy movement was carried out to elementary school students regarding the mitigation of the mount merapi eruption, the students became more aware of disaster mitigation and the students' knowledge also increased, it was known through the results of the study. from the post test, that as much as 80% of elementary school students experienced an increase in knowledge about mitigating the eruption of mount merapi. that the factor affect a person’s level of knowledge derived from the information it receives, with more sources of information will increasing knowledge so that it is winder (wawan, 2012). figures 2. average result 5. conclusion we concludes that there are still many elementary schools that do not carry out the literacy movement because the program is still hampered by the lack of facilitators or counselors regarding the literacy movement. we take the problem that is the low application of the literacy movement to fifth grade elementary school students regarding disaster mitigation of the eruption of mount merapi. we carried out a literacy movement on the topic of the problem, through the results of the pre test as many as 45% of elementary school students still did not know about disaster mitigation, and after the literacy movement was carried out and the post test was carried out, it was found that 80% of elementary school students experienced an increase in knowledge about natural disaster mitigation of the volcanic eruption of mount merapi. http://dx.doi.org/10.%2017509/xxxx.xxxx 105 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 99-106 doi: http://dx.doi.org/10.xxxxx/ijost.v2i2 pissn 2528-1410 eissn 2527-8045 6. acknowledgment we acknowledge bangdos, universitas pendidikan indonesia. we thank to diki hidayat, s.pd. from sdn kasomalang 2, subang, indonesia. this study is a part of community service program (program: kkn thematic literacy 2021 (august-sept 2021) group 22) institute for community service research (lppm), universitas pendidikan indonesia. we also thank the office of journals and publications, directorate of international affairs, universitas pendidikan indonesia. we thank nissa nur azizah, dwi fitria al husaeni, dr. eng. asep bayu dani nandiyanto, st, m.eng., and rina maryanti, s.pd., m 7. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. authors confirmed that the paper was free of plagiarism. 8. references agustiana, i. g. a. t., wibawa, i. m. c., and tika, i. n. (2013). pengaruh model pembelajaran mitigasi bencana terhadap pemahaman dan keta-hanmalangan siswa. jurnal pendidikan dan pengajaran, 46(2). 97-105 akbar, a. (2017). budayakan literasi dengan program 6m di sekolah dasar. jurnal pendidikan sekolah dasar, 3(1), 42-52. andreastuti, s. d., newhall, c., and dwiyanto, j. (2006). menelusuri kebenaran letusan gunung merapi 1006. indonesian journal on geoscience, 1(4). 201-207. desfandi, m. (2014). urgensi kurikulum pendidikan kebencanaan berbasis kearifan lokal di indonesia. sosio-didaktika: social science education journal, 1(2), 191-198. hartati, t. 2017. multimedia in literacy development at remote elementary schools in west java (multimedia dalam pengembangan literasi di sekolah dasar terpencil jawa barat). edutech, 15 (3), 301310 kartika, e. 2004. memacu minat membaca siswa sekolah dasar. jurnal pendidikan penabur, 3(8), 113–128. pamungkas, a. s. 2017. pengembangan bahan ajar berbasis literasi pada materi bilangan bagi mahasiswa calon guru sd. jurnal pendidikan sekolah dasar, 3(2), 228–240. qodariah, l., and armiyati, l. (2013). nilai-nilai kearifan lokal masyarakat adat kampung naga sebagai alternatif sumber belajar. socia: jurnal ilmu-ilmu sosial, 10(1). 10-20 qurrotaini, l., and nuryanto, n. (2020). implementasi pendidikan mitigasi bencana alam gempa bumi dalam pembelajaran ips sd. trapsila: jurnal pendidikan dasar, 2(1). 37-44. rusiyah, r. (2017). hubungan pengetahuan dengan kesiapsiagaan bencana gempabumi pada siswa taman pendidikan al-qur’an al-khair kabupaten bonebolango. jurnal swarnabhumi: jurnal geografi dan pembelajaran geografi, 2(1), 1-5. suragangga, i. m. n. (2017). mendidik lewat literasi untuk pendidikan berkualitas. jurnal penjaminan mutu, 3 (2), 154-163. http://dx.doi.org/10.xxxxx/ijost.v2i2 agustin et al., implementasi of the reading write literacy program to ….| 106 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 wawan, w. (2012). mutu kinerja perguruan tinggi agama islam swasta jawa barat. jurnal administrasi pendidikan, 14(1), 20-32. wiratsiwi, w. (2020). penerapan gerakan literasi sekolah di sekolah dasar. refleksi edukatika: jurnal ilmiah kependidikan, 10(2). 230-238. wulanjani, a. n., and anggraeni, c. w. (2019). meningkatkan minat membaca melalui gerakan literasi membaca bagi siswa sekolah dasar. proceeding of biology education, 3(1). 26-31. http://dx.doi.org/10.%2017509/xxxx.xxxx 121 learning mixed arithmetic operations using whatsapp groups for islamic elementary school students muhammad thoriq 1, asri wibawa sakti 2*, nissa nur azizah 3 1departemen pendidikan matematika, universitas pendidikan indonesia, indonesia 2departemen pendidikan kesejahteraan keluarga, universitas pendidikan indonesia, indonesia 3departemen pendidikan ilmu komputer, universitas pendidikan, indonesia correspondence: e-mail: achiewibawasakti@upi.edu a b s t r a c t s a r t i c l e i n f o the purpose of this study is to show whether whatsapp groups can be one of the media for learning mixed arithmetic operations mathematics during the online learning process. this study uses a quantitative approach to the preexperimental design method (one group pretest-posttest). the research subjects were 16 students of class vi islamic elementary school. students' knowledge of mixed arithmetic operations, when given a pretest, was 55.6%. after learning mixed arithmetic operations using the whatsapp group, the post-test results increased to 57.5%. based on these results, there was an increase in students' knowledge of 1.9%. this is because students understand learning using whatsapp groups. so learning to use whatsapp groups can slightly increase knowledge in mixed arithmetic operations. ____________________ keyword: learning, mixed arithmetic operation, whatsapp. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ ijotis indonesian journal of teaching in science 3(1) (2023) 17-22 article history: received 25 july 2022 revised 20 aug 2022 accepted 30 aug 2022 available online 03 sept 2022 © 2022 universitas pendidikan indonesia http://ejournal.upi.edu/index.php/%20ijotis/ doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction mathematics learning basically has abstract characteristics, as well as tiered concepts and principles. this causes many students to find it difficult to learn mathematics. the success of learning mathematics in elementary schools is shown by students mastering the material. through online learning, students can interact with teachers using several applications such as google classroom, video conference, zoom, whatsapp or others (wiryanto, 2020). in an effort to support the continuity of the education and learning process, whatsapp groups can be used as learning media, so that learning can take place without being limited by space and time. that is, learning continues to be carried out not only face-to-face in class, but learning can also be carried out outside of class hours (pustikayasa, 2019). mathematics learning achievement in class vi semester 1 in basic competence of mixed integer arithmetic operations shows that students' ability to understand mixed arithmetic operations is still weak. in addition, students' understanding of the mixed integer arithmetic operation material is also still lacking because the teacher never asks students' difficulties, and every time there is an assignment, both homework and school assignments, there is no assessment from the teacher so that students feel it is not important to learn (bandiyah, 2016). the results of the study show that the learning media chosen by the teacher while online during the process of teaching and learning mathematics is using the whatsapp application with video features , voice notes, and video calls (laili et al., 2021). research found that there is a positive influence between the effectiveness of google meet, effectiveness whatsapp group on learning outcomes in mathematics at islamic elementary school (fatkhurrozi et al., 2021). research found that students had good responses and interpretations with online learning innovations using this whatsapp-based pbi learning model (rosmiati & lestari, 2021). results of the study showed that the application of learning models of index card match can improve kemampua n students in using the properties of a mixture of integer arithmetic operation indicated from the results of the evaluation tests in the second cycle (bandiyay, 2016). the online learning process in mathematics is still not optimal due to various factors, namely the environment and the characteristics of students (lestari, 2021). but there has been no research on learning mixed arithmetic operations using the whatsapp group for islamic elementary school students. based on the above background, the purpose of this study is to show whether whatsapp grups can be one of the media for learning mathematics for mixed arithmetic operations during the online learning process. in addition, to find out the effectiveness of whatsapp groups in improving numerical literacy of islamic elementary schoolstudents. 2. theoritical framework 2.1. math learning there are three principles of learning mathematics. first, namely attention and motivation as a driver of student learning activities. second, namely activeness as a positive attitude and the driving force of students to take the initiative to carry out learning activities. third, it is necessary to be directly involved and experienced so that children can build their own knowledge through existing activities. in order for the learning objectives to be achieved, the teacher chooses the right learning model, chooses or uses strategies with appropriate approaches, methods and techniques that involve students to be active and motivated in learning, both mentally, physically and socially, so that proficiency in mastering the material can be optimized. learning mathematics must also be meaningful so that students do not have difficulty applying it in everyday life (ummami, 2019). thoriq & sakti, learning mixed arithmetic operations using whatsapp groups… | 18 http://dx.doi.org/10.%2017509/xxxx.xxxx doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 2.2. mixed arithmetic operations integer arithmetic operations are one of the materials studied in grade 6 elementary school semester 1, where the material discusses how to complete calculations consisting of multiplication, division, addition, and subtraction (bandiyah, 2016). the general competence or ability of learning mathematics in elementary schools is to perform arithmetic operations of addition, subtraction, multiplication, division, along with mixed operations, including those involving fractions (oktari et al., 2019). 2.3 whatsapp whatsapp as application messaging that can send and receive text messages, pictures, videos and more to others using any type of smartphone that help communication across the world community (anwar & riadi, 2017). whatsapp groups are one of them that can be used to create groups (study groups) that function as learning media, where educators and students can exchange information, disseminate information, and can create a learning discussion forum about subject matter, assignments, or just give greetings by students. educators to students who can provide motivation to learn. therefore, the teaching and learning process is not only carried out during class hours, but also at certain hours outside of face-to-face learning in accordance with the agreement of group participants in this case are educators and students (pustikayasa, 2019). by using whatsapp groups, educators are expected not only to carry out learning based on the curriculum alone, but also to be able to provide encouragement to arouse, stimulate and increase students' learning motivation, so that the objectives of learning can be achieved properly (pustikayasa, 2019). 3. methods the 2021 community service program activity will be held at islamic elementary school, from 26 august 2021 to 26 september. this study uses a quantitative approach to preexperimental design method (one group pretest-posttest). the research subjects were 16 students with details of 8 boys and 8 girls at islamic elementary school panyocokan i, indonesia. this research was conducted in 2 stages, namely pretest before the material was delivered and posttest after the material was delivered. using a yes-no type of test instrument. each test consists of 10 questions via google form. the data is processed until it is concluded. 4. results and discussion 4.1. student demographics this research was conducted at an islamic elementary school. after interviewing the principal, the number of students was 253. the subjects were 16 students with details of male as many as 50% (8 students) and female as many as 50% (8 students). students have learned the operation of multiplying integers. the average student is still not fluent in multiplication of negative integers. 19 | indonesian journal of teaching in science, volume 3 issue 1 march 2023 hal 17-22 ttp://dx.doi.org/10.17509/xxxx.x doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 4.2. phenomena in the learning process the learning stages carried out are as follows: i. in the first session, students do the pretest. students have a low level of understanding. ii. in the second session, students are given learning video material through whatsapp groups. then a question and answer discussion was held via the whatsapp group. students are active in participating in learning. iii. evaluation of the level of student ability is given after the learning process. 4.3 discussion of results islamic elementary school student activities are carried out online. we distributed pretest and pretest questions online via google form. after the pretest then send the learning video to the whatsapp group. then conduct a question and answer discussion on mixed arithmetic operations with students through the whatsapp group. table 1 describes the results of the students' pretest and posttest. the pretest was distributed to sixth grade islamic elementary school students to find out students' initial understanding of mixed arithmetic operations by filling out a 10-question test. after distributing the material, we conducted a post-test to determine students' understanding of the mixed arithmetic operation material. students' knowledge of mixed arithmetic operations when given a pretest was 55.6%. after learning mixed arithmetic operations using the whatsapp group, the posttest results increased to 57.5%. based on these results, there was an increase in students' knowledge of 1.9%. in question number 2 the results of the pretest are the same as the results of the posttest. in questions number 1, 3, 4, 5, 9, 10, the results from the pretest to the posttest rose because the students had understood. in questions number 6, 7, 8, the results of the pretest to the posttest fell because students were easily bored with online learning. (1) the form of difficulty in learning mathematics in mixed arithmetic operations, namely students find it difficult to count when doing exercises, understand symbols; understand the concept and write the result of the addition of numbers. (2) the factors that cause difficulties in learning mathematics in mixed arithmetic operations, namely internal factors such as learning concentration does not last long, the ability to remember some students is low, students have difficulty understanding the meaning of the problem and difficulty in counting. external factors such as the teacher in providing understanding too quickly, not using the media and students who often talk when the teacher explains (oktari et al., 2019). 5. conclusion students' knowledge of mixed arithmetic operations when given a pretest was 55.6%. after learning mixed arithmetic operations using the whatsapp group, the posttest results increased to 57.5%. based on these results, there was an increase in students' knowledge of 1.9%. this is because students understand learning using whatsapp groups. so learning to use whatsapp groups can slightly increase knowledge in mixed arithmetic operations. thoriq & sakti, learning mixed arithmetic operations using whatsapp groups… | 20 http://dx.doi.org/10.%2017509/xxxx.xxxx doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 1. students' pretest and posttest results. no question pretest posttest gain 1 is 14 × 8 + 241 = 353? 75.0% 87.5% 12.5% 2 is (153 – 195) × 5 = -822? 75.0% 75.0% 0.0% 3 is 45 × 4 – 80 : 5 = 20? 37.5% 50.0% 12.5% 4 is 25 × (75 55) = 500? 62.5% 68.8% 6.3% 5 is (115 : 5) + 28 × 4 = 204? 56.3% 62.5% 6.3% 6 is 300 225 × 2 = 150? 25.0% 6.3% -18.8% 7 is 59 + 6: 3 × 10 = 79? 56.3% 50.0% -6.3% 8 is 76 – 10 + 96 : 3 = 98? 50.0% 43.8% -6.3% 9 titin bought 2 kg of eggs to make a cake. 1 kg contains 16 eggs. if 1 cake requires 8 eggs, can titin make 4 cakes? 68.8% 75.0% 6.3% 10 in a warehouse there are 50 boxes. each cardboard contains 20 pencils. then 70 pencils are transported to the store. are there 30 pencils left in the warehouse ? 50.0% 56.3% 6.3% 5. conclusion students' knowledge of mixed arithmetic operations when given a pretest was 55.6%. after learning mixed arithmetic operations using the whatsapp group, the posttest results increased to 57.5%. based on these results, there was an increase in students' knowledge of 1.9%. this is because students understand learning using whatsapp groups. so learning to use whatsapp groups can slightly increase knowledge in mixed arithmetic operations. 6. acknowledgment we acknowledged bangdos, universitas pendidikan indonesia. we thank to enur syamsiah, s.pd.i and uus taryana, s.pd.i from islamic elementary school panyocokan i this study is a part of community service (program: kkn tematik literasi 2021 (august-sept 2021) kelompok 24) lembaga penelitian dan pengabdian masyarakat (lppm), universitas pendidikan indonesia. we also thank to kantor jurnal dan publikasi, directorate of international affairs, universitas pendidikan indonesia. we thank to dwi fitria al husaeni, dr.eng. asep bayu dani nandiyanto, s.t., m.eng., muktiarni, s.pd., m.pd., and rina maryanti, s.pd., m.pd. 7. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. the authors confirmed that the paper was free of plagiarism. 8. references anwar, n., and riadi, i. (2017). analisis investigasi forensik whatsapp messanger smartphone terhadap whatsapp berbasis web. jurnal ilmu teknik elektro komputer dan informatika (jiteki), 3(1), 1-10. bandiyah, s. (2016). peningkatan kemampuan operasi hitung campuran bilangan bulat dengan pembelajaran index card match. didaktikum: jurnal penelitian tindakan kelas, 17(2), 1-6. 21 | indonesian journal of teaching in science, volume 3 issue 1 march 2023 hal 17-22 ttp://dx.doi.org/10.17509/xxxx.x doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 fatkhurrozi, a., amaniyah, i., rahmawati, i., and lailiyah, s. (2021). efektivitas pembelajaran daring menggunakan google meet dan whatsapp group untuk meningkatkan hasil belajar matematika selama pandemi covid 19. modeling: jurnal program studi pgmi, 8(1), 2842. laili, h. n., handayani, s.t., and putranto, s. (2021). eksplorasi media dalam pembelajaran matematika daring di madrasah ibtidaiyah. union: jurnal pendidikan matematika, 9(2), 203-213. lestari, s. (2021). pembelajaran daring pada mata pelajaran matematika sekolah dasar. jmie: journal of madrasah ibtidaiyah education, 5(1), 141-155. oktari, e. z., handayani, t., and sofyan, f. a. (2019). analisis kesulitan belajar matematika materi operasi hitung campuran siswa mi hijriyah ii palembang. al-adzka: jurnal ilmiah pendidikan guru madrasah ibtidaiyah, 9(1), 41-50. pustikayasa, i. m. (2019). grup whatsapp sebagai media pembelajaran. widya genitri: jurnal ilmiah pendidikan, agama dan kebudayaan hindu, 10(2), 53-62. rosmiati, u., and lestari, p. (2021). inovasi model pembelajaran pbi (problem based instruction) berbasis whatsapp sebagai langkah solutif pembelajaran di masa pandemi covid-19. jurnal nasional pendidikan matematika, 5(1), 188-197. ummami, a. z. (2019). peningkatan hasil belajar matematika materi operasi hitung campuran menggunakan model think pair share siswa kelas vi-a sdn utama 2 tarakan tahun pelajaran 2018/2019. jurnal borneo humaniora, 2(2), 13-18. wiryanto. (2020). proses pembelajaran matematika di sekolah dasar di tengah pandemi covid-19. jurnal kajian pendidikan dan hasil penelitian, 6(2), 1-8. thoriq & sakti, learning mixed arithmetic operations using whatsapp groups… | 22 http://dx.doi.org/10.%2017509/xxxx.xxxx 127 a bibliometric analysis of computational mapping on publishing teaching science engineering using vosviewer application and correlation nik abdul hadi md nordin universiti teknologi petronas, jl persiaran utp, 32610 seri iskandar, perak, malaysia correspondence: e-mail: nahadi.sapiaa@utp.edu.my a b s t r a c t s a r t i c l e i n f o the purpose of this study was to describe the development of research in the field of teaching science engineering using vosviewer. this research was conducted by creating a journal database from the publish or perish application and managed with the vosviewer application to classify and visualize the database using the keyword of “teaching science engineering” in the last 10 years (form 2012-2021). a total of 998 articles related to teaching science engineering were analysed and mapped. based on the mapping results, three terms were obtained, namely “mathematics” which was associated with 51 links and 335 link strengths; “engineering education” associated with 49 links and 146 link strengths; and “science technology engineering mathematics (stem)” associated with 48 links and 270 link strengths, respectively. in addition, an analysis of the findings showed that teaching science engineering research in 2012-2016 experienced fluctuating developments. meanwhile, from 2017 to 2021, teaching science engineering research continues to experience a significant decline. the significant decline in 2019-2021 occurred due to pandemic conditions that impacted the teaching of science engineering related to direct practice in the field. therefore, it is hoped that the study can help and become a reference for researchers in conducting and determining the research themes to be taken. © 2022 universitas pendidikan indonesia article history: received 03 mei 2022 revised 28 mei 2022 accepted 01 jun 2022 available online 09 jun 2022 ____________________ keyword: bibliometric analysis, computational mapping analysis, teaching science engineering, vosviewer. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 2(2) (2022) 127-138 ijotis nordin, a bibliometric analysis of computational mapping on… | 128 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction teaching science is something that must be done by students. it is not something that is done to students (novak & wisdom, 2018). teaching science requires students to learn actively which is implied in physical or mental activities, not only including hands-on activities but also minds-on (barak, 2020; arik & topçu, 2020). science skills are very important because they are used to study natural phenomena in a certain way to gain knowledge and the development of science and technology is increasingly rapid (rusyani et al., 2021). engineering is a growing field of study that is becoming increasingly important for the development of technology and industry (nandiyanto et al., 2021). engineering has played an important role in the industrial era, especially in efforts to develop and engineer efficient industries (al husaeni & nandiyanto, 2022a). the development of the engineering field that continues to grow can help workers become more effective and efficient (nandiyanto et al., 2021; al husaeni & nandiyanto, 2022a). therefore, students need to develop science and technology skills because of their enormous benefits in future life. by providing engineering and science teaching, students are not only good at theory but also skilled in applying the theory they get to solve the problems they face (arik & topçu, 2020; jain et al., 2018; klofsten et al., 2021). there have been many types of research in the field of teaching science engineering that has been published such as research conducted by ozaktas (2013) regarding teaching to complement engineering programs in the field of science, research conducted by karisan et al. (2019) which examined the effects of teaching engineering in the field of science, and research conducted by kaya et al. (2017) which investigated the integrated science teaching in engineering design. although a lot of research has been done on teaching science, there is no research on bibliometric analysis in the field of teaching science teaching research, especially using vosviewer software as a tool for mapping. this analysis is important because it can determine the number of research developments. therefore, the purpose of this study is to analyze teaching science engineering research which was mapped using vosviewer software. this research is expected to help and be a source for researchers in determining research topics, especially in the field of teaching science engineering. 2. method in this study, the article data used was data from international research publications indexed by google scholar. publication data from the google scholar database was filtered and collected using the publish or perish application (as the application reference manager). the keyword “teaching science engineering” is used to search for relevant articles published from 2012 to 2021, which are then saved in csv and *ris formats. data in csv format were analyzed using excel in the form of the number of publications per year, origin, and subject. meanwhile, data in *ris format is processed using the vosviewer application to visualize and analyze trend relationships in the form of networking, density, and bibliometric visualization overlays. in addition, we also filter the terms that will be included in the vosviewer network mapping visualization and also analyses the difference in the number of publications each year, and classifies the 20 articles with the highest number of citations in each publisher from 988 articles. more detailed information regarding software installation and a step-by-step process for obtaining data as described in our previous studies (nandiyanto et al., 2021; al husaeni & nandiyanto, 2022a; al husaeni & nandiyanto, 2022b). http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 129 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 127-138 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 3. results and discussion 3.1 publication data research development in the field of teaching science engineering table 1 is the result of filtering data on articles that have been published for 10 years (from 2012 to 2021) using the publish or perish reference manager, which obtained 998 articles that match the keyword criteria. the data obtained is in the form of metadata with the following information: author's name, title, year, journal name, publisher, number of citations, article links, and related urls. figure 1 shows the development of research on teaching science engineering for 10 years in the period 2012-2021. based on figure 1, it is known that in 20122017 the number of articles researching the teaching of engineering and science experienced fluctuating changes with the number of articles sequentially 123, 126, 144, 134, 144, 127 publications per year. while the number of articles in 2018-2021 experienced a very drastic decrease with the number of articles 90, 66, 37, and 9 publications per year. the main reason for the significant decline that occurred in 2019-2021 was due to the covid-19 pandemic because it had an impact on science engineering teaching activities which required practice in the field. table 1. development of teaching science engineering research. year of publication number of publications 2012 123 2013 126 2014 144 2015 134 2016 142 2017 127 2018 90 2019 66 2020 37 2021 9 total 988 figure 1. development of international publications teaching science engineering research topics. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank nordin, a bibliometric analysis of computational mapping on… | 130 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 2 depicts the classification of related articles with the highest number of citations. based on the article data in table 2 obtained from 2012 to 2021, 20 articles with the highest number of citations were obtained. the number of citations from all articles used in this study was 17,445, the number of citations per year was 2,365.43, the number of citations per article was 2.8, and the average of the authors in the articles used was 3.0. table 2. teaching science engineering topics data. no number citation title publisher year authors 1 2698 doing a thematic analysis: a practical, step-by-step guide for learning and teaching scholars ojs.aishe.org 2017 maguire, m., and delahunt, b. (2017) 2 1780 case studies and the flipped classroom. jstor 2013 herreid, c. f., and schiller, n. a. (2013) 3 1206 a conceptual framework for integrated stem education springer 2016 kelly and schiller (2013) 4 1026 defining computational thinking for mathematics and science classrooms. springer 2016 weintrop et al., (20160 5 937 considerations for teaching integrated stem education docs.lib.purdue.edu 2012 stohlmann et al., (2012) 6 885 teaching and learning with technology: effectiveness of ict integration in schools international journal of research in education and science 2015 ghavifekr, and rosdy (20150 7 838 additive manufacturing: current state, future potential, gaps and needs, and recommendations asmedigitalcollectio n.asme.org 2015 huang et al., (2015) 8 806 a review of technological pedagogical content knowledge jstor 2013 chai et al. (2013) 9 770 cooperative learning: improving university instruction by basing practice on validated theory karlsmithmn.org 2014 johnson et al. (2014) 10 664 challenges to learning and schooling in the digital networked world of the 21st century wiley online library 2013 voogt et al. (2013) 11 629 student learning and perceptions in a flipped linear algebra course taylor & francis 2014 love et al. (20140 12 624 attitudes towards science, technology, engineering and mathematics (stem) in a projectbased learning (pjbl) environment springer 2013 tseng et al. (2013) 13 611 science aspirations, capital, and family habitus: how families shape children's engagement and identification with science journals.sagepub.co m 2012 archer et al., (2012) http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 131 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 127-138 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 2 (continue). teaching science engineering topics data. no number citation title publisher year authors 14 610 computer simulations to support science instruction and learning: a critical review of the literature taylor & francis 2012 smetana and bell (2012) 15 581 an elitist teaching-learningbased optimization algorithm for solving complex constrained optimization problems growingscience.com 2012 rao and patel (2012) 16 580 the informed design teaching & learning matrix teep.tufts.edu 2012 crismond and adams (2012) 17 572 teaching scientific practices: meeting the challenge of change taylor & francis 2014 osborne (2014) 18 569 how science, technology, engineering, and mathematics (stem) project-based learning (pbl) affects high, middle, and low achievers differently: the impact of student factors on achievement springer 2015 han et al. (2015) 19 530 making a difference in science education: the impact of undergraduate research programs journals.sagepub.com 2013 eagan et al., (2013) 20 529 a meta-analysis of the efficacy of teaching mathematics with concrete manipulatives. psycnet.apa.org 2016 carbonneau et al. (2013) 3.2 visualization teaching science engineering topics using vosviewer figure 2 shows the network of visualized terms based on the research topic of teaching science engineering. in the network visualization, relationships are represented by networks or lines connecting one term to another. based on the results of the analysis of the mapping of terms into 4 main clusters with a total of 58 items. each cluster is marked with a different color. cluster 1 marked in red consists of 21 items, namely articles, cases, covid, effectiveness, engineering education, engineering faculty, higher education, implementation, instruction, literature, need, pbl, quality, review, robotic, social science, sustainability, systematic review, teaching method, tool, and use. based on figure 3, “engineering education” is the main node in the cluster. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank nordin, a bibliometric analysis of computational mapping on… | 132 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 figure 2. network visualization based on co-word of teaching science engineering research topics. figure 3. network visualization of cluster 1. cluster 2 is marked in green, consisting of 15 items, namely application, biology, chemistry, concept, engineering design, engineering practice, evidence, factor, importance, inquiry, nature, physics, science education, science teaching, and teaching science. based on figure 4, “science teaching” is the main node in the cluster. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 133 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 127-138 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 figure 4. network visualization of cluster 2. cluster 3, which is marked in blue, consists of 12 items, namely active learning, assessment, biology, chemistry, concept, engineering design, engineering practice, evidence, factor, case study, computer science, data, electrical engineering, engagement, engineering course, engineering student, ict, problem, and project. based on figure 5, “project” is the main node in the cluster. figure 6. network visualization of cluster 4. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank nordin, a bibliometric analysis of computational mapping on… | 134 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 cluster 4, which is marked in yellow, consists of 10 items, namely effect, integration, lesson, math, mathematics, science course, stem, stem education, and stem integration. based on figure 6, “mathematics” is the main node in the cluster. figure 5. network visualization of cluster 3. 3.3 overlay visualization of teaching science engineering keyword overlay visualization describes the relationship between terms classified according to the research time (nandiyanto et al., 2021). figure 6 depicts research trends in the chemical industry from 2012 to 2021. based on figure 6 shows that research on science engineering education was mostly carried out from 2012 to 2017. from the results of the overlay visualization, it shows that the term science engineering education in research has been around for quite a long time. meanwhile, research on science engineering education has not yet been developed, namely the term covid and effectiveness. figure 6. overlay visualization of teaching science engineering keywords. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 135 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 127-138 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 3.4 density visualization of teaching science engineering keyword figure 7 is a density visualization that depicts research that is often done based on keywords. based on the visualization of figure 7, it shows that the more frequently the keywords are used for research, the brighter the yellow color, the larger the diameter of the circle, and the tighter it is. while research with keywords that are slightly marked with faded yellow color. from figure 7, it concluded that several studies are often carried out using keywords stem, mathematics, science teaching, and engineering teaching. figure 7. density visualization of teaching science engineering keywords. 4. conclusion this study aims to perform computational mapping analysis using bibliometric techniques in the field of teaching science engineering. the articles collected came from the google scholar database through the publish perish application with the keywords "teaching science engineering. the metadata obtained were 998 articles published from 2012 to 2021. the bibliographic data of this research consisted of titles, topics, keywords, years, publishers, and authors. the results of this study indicate that technical teaching research in 2012-2016 experienced fluctuating changes and from 2017 to 2021 experienced a very significant decline. based on these results, it shows that teaching science engineering research still has a high enough opportunity to be developed and can also be associated with other terms. 5. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. the authors confirmed that the paper was free of plagiarism. 6. references al husaeni, d. f., and nandiyanto, a. b. d. 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(2013). challenges to learning and schooling in the digital networked world of the 21st century. journal of computer assisted learning, 29(5), 403-413. weintrop, d., beheshti, e., horn, m., orton, k., jona, k., trouille, l., and wilensky, u. (2016). defining computational thinking for mathematics and science classrooms. journal of science education and technology, 25(1), 127-147. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx database connection failed! database connection failed! database connection failed! 47 professionals’ verdict on video instructional package for junior secondary school students in basic technology obielodan omotayo olabo, onojah amos ochayi*, jimoh joseph muhammed, alimi emmanuel adebayo and onojah adenike aderogba department of educational technology, faculty of education, university of ilorin, ilorin, nigeria correspondence: e-mail: haymoresonojah@yahoo.com a b s t r a c t s a r t i c l e i n f o advances in technology have brought instructional media to the forefront as the most radical tools of globalization and social development which have influenced the classroom teaching/ learning situation positively. such technological breakthroughs are important landmarks in knowledge transfer. there are several acclaimed video packages which may not be perfectly suitable for instruction thus there is need to evaluate any package that should be used for learning. the main purpose of this research was to investigate experts' evaluation on the video instructional package for junior secondary school students in basic technology. this research was a research and development research method and the respondents comprised of 20 experts studying at the university of ilorin, ilorin, nigeria. the findings established that experts rated the video instructional package to be very effective and good for learning. it was however recommended that computer literacy programme should be provided for both students and teachers for full integration of ict resources in science education programme. article history: received 10 jan 2021 revised 11 feb 2021 accepted 15 feb 2021 mar 2021 ____________________ keyword: basic technology, evaluation, experts, utilization, video instructional packages indonesian journal of teaching in science journal homepage: https://ejournal.upi.edu/index.php/ijotis https://ejournal.upi.edu/index.php/ijotishttps://ejournal.upi.edu/index.php/ijotishtt ps://ejournal.upi.edu/index.php/ijotishttps://ejournal.upi.edu/index.php/ijotishttps: //ejournal.upi.edu/index.php/ijotis indonesian journal of teaching in science 1 (1) (2021) 47-52 © 2021 universitas pendidikan indonesia remove watermark wondershare pdfelement available online 02 https://ejournal.upi.edu/index.php/ijotis http://cbs.wondershare.com/go.php?pid=5239&m=db obielodan omotayo olabo, et al., professionals’ verdict on video instructional package … | 48 doi: http://dx.doi.org/10. 17509/xxxxt.vxix pissn 2776-6152 eissn 2276-6101 1. introduction education is an essential tool for social and economic growth of a country. anyone who has the basic educational skills; like reading and writing, these basic skills can increase the person's income up to 10%. it is safe to say that education is the perfect weapon that lift can individuals to freedom and helps to eradicate poverty and hunger. different nations of the world have declared that it is the right of every person to get education by speaking through the universal declaration of human rights (madani, 2019). technology can be a powerful tool for transforming learning. it can help affirm and advance relationships between educators and students, reinvent our approaches to learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners. our schools, community colleges, adult learning centers and universities should be incubators of exploration and invention. educators should be collaborators in learning, seeking new knowledge and constantly acquiring new skills alongside their students. education leaders should set a vision for creating learning experiences that provide the right tools and supports for all learners to thrive. there have been efforts to define technology. according to carroll (2017), it is in the work of pre-socratic greek philosophers that we first glimpse at the word “logos,” which implicates the principle of creation that was conveyed in the meaning of “techne.” nevertheless, it was only over the last century and a half that the use of the word technology and clarity of its meaning and concepts became widespread. technology refer to all tools and procedures used for manufacturing and producing materials needed for daily life. technology is an integrating activity, which draws on many different disciplines, it has practical and experimental elements. it depends on fusing the qualitative and quantitative aspects of design. it is through this activity that we have fashioned our world and determined much of our quality of life. video instruction is a kind of multimedia aimed at solving problems of teaching and learning through the use of audio, audiovisual, graphics and animations to facilitate effective teaching/ learning. hardware and software are the two structural component of this technology which are being manipulated or rather being put into use to bring clarity and better understanding of the processes of teaching and learning. video instructional package as an instructional strategy has tremendous impact on the academic performance of students (halliru and muhydeen, 2018). (satyaprakasha & sudhanshu, 2014). established that students taught biological concept using video multimedia performed better than their counterparts in the conventional method. in another study by john et al (2018), the study confirmed the assertions of (satyaprakasha & sudhanshu, 2014). because the study revealed that, students taught biology with multimedia instructional video performed better than those taught with lecture method. furthermore, male students outperformed their female counterparts. despite the revelance of basic technology, the cry for poor implementation of the curriculum for basic technology still poses a challenge to secondary education. odu (2013) exclaimed that, unfortunately, a recurring problem basieging basic technical education since its inception has been the absence of adequate facilities to foster effective teaching and learning. this lamentation by odu, prompted to suggest the adoption of improvisation of instructional materials by teachers of basic technology. he said improvisation of instructional materials is the preparation and the provision of alternatives to real materials as teaching aids. the inadequacy of instructional materials for teaching is therefore responsible for the idea of adoption of improvisation by teachers to be able to cover areas of needs in classroom situation (okenjom et al., 2016). remove watermark wondershare pdfelement http://dx.doi.org/10.%2017509/xxxxt.vxix http://cbs.wondershare.com/go.php?pid=5239&m=db 49 | indonesian journal of teaching in science, volume 1 issue 1, march 2021 hal 47-52 doi: http://dx.doi.org/10.17509/xxxx.vxix pissn 2776-6152 eissn 2276-6101 achebe (2018) reported that there was no gender difference in the achievement and retention of students taught food and nutrition with video instructional package. abidoye (2015) found no significant difference between male and female students taught geography using video package. aggarwal and dutt (2014) reported that male and female secondary in senior secondary schools performed equally better when exposed to videotape instructional package in biological science class. however, this contradicts the results of john et al (2018) who found that male students outperformed their female counterparts after exposing them to instructional video package in biology class at senior secondary school level. basic technology being one of the vocational subjects offered by the upper basic school, has been bastardized by diverse issue having to do with the qualities of instructional delivery, and in turn has led to students' poor performance in the subject. it is very important to note that without the knowledge of basic technology, nigeria as a nation might be left behind in the scientific and technological race. this then means that there is need for adequate commitment in the teaching and training of basic technology in our junior secondary schools. the thoroughness in the teaching of basic technology will lead to the accomplishment of the objectives of vocational and technical education programmes at the higher level of our educational system which is the major plight of nigeria as a nation. furtherance of our youths in the skills and other engineering oriented courses at our tertiary institutions is highly dependent on their earlier knowledge and skills acquired at the secondary school level. the main purpose of the study is to know the experts' evaluation on the video instructional package for junior secondary school students in basic technology, specifically, this study: 1. determined experts' evaluation on the video instructional package 2. examined the difference between male and female experts’ evaluation of the video instructional package for junior secondary school students in basic technology the following questions guided my findings in this study: 1. how do experts evaluate the video instructional package? 2. is there any difference between male and female experts’ evaluation of the video instructional package for junior secondary school students in basic technology? the following hypothesis were tested at 0.05 level of significance: ho1: there is no significant difference between male and female experts’ evaluation of the video instructional package for junior secondary school students in basic technology. 2. methods the design that was adopted for this study is descriptive research design. experts evaluated the video instructional package. the population of the study consists of 20 professors and readers from the department of educational technology and computer science from different faculties. the selection of the sample for this study was given careful consideration bearing in mind the purpose of the study. the research instrument was an experts' rating questionnaire (erq) contain two sections (a-b). section a contain the respondent's bio data, section b investigated experts' rating on the video instructional package. the validity of the instrument is the extent to which the instrument measures what it supposed to measure. in ensuring the validity of the instrument adopted for the research, the research instrument was given to the supervisor, two education technology experts and two basic technology experts to check for corrections and modifications. the corrections as effected and declared the instrument to be valid. the reliability of the instrument is the consistency, accuracy, stability and trustworthiness of the measuring instrument and the score obtained from the questionnaire was the same for different number of time of its remove watermark wondershare pdfelement http://dx.doi.org/10.17509/xxxx.vxi http://cbs.wondershare.com/go.php?pid=5239&m=db obielodan omotayo olabo, et al., professionals’ verdict on video instructional package … | 50 doi: http://dx.doi.org/10. 17509/xxxxt.vxix p issn 2776-6152 eissn 2776-6101 administration. the reliability was carried out using test and retest method on 5 lecturers from university of ibadan, nigeria which are not part of the school that was used in the original study. in carrying out the research, the researcher first request for approval from each of the authority of the selected schools and notified them about his research after obtaining a letter of introduction from department of education technology university of ilorin. the instrument was administered to the experts. the respondents were informed about the purpose of the study and after which they were given the instrument for response. the researcher visited the selected faculties to carry out the experiment and administer the test instrument on the study subjects; after completion, the test scripts was collected and used for analysis. these procedures were followed in order to collect relevant data on evaluation of instructional video package. the data obtained from the study will be subjected to descriptive and inferential statistics. frequency, mean and percentage were used to answer the research questions while the formulated hypotheses were tested using t-test. all hypotheses were tested at 0.05 level of significance. 3. results and discussion 3.1. research question one how do experts evaluate the video instructional package? in other to evaluate the instructional package, 4 experts rated the package with rating scale of 5 to 1 with 5 the maximum. frequency count and percentages were hired to govern the expert evaluation of thevideo instructional package. the result is shown in table 1. table 1. experts’ evaluation of the package s/n items 5 4 3 2 1 1 package clear and understandable 3(75%) 1(25%) 2 structure of the package permits learners to pause or skip at will 4(100%) 3 package permits learners to review the enter unit or escape to explore another unit 2(50%) 2(50%) 4 package permits learners to revisit a completed unit 3(75%) 1(25%) 5 package is reliable 4(100%) 6 package is balanced and precise 4(100%) 7 package is error free and current 4(100%) 9 package is easy to utilized 4(100%) 10 package has good images and illustrations validity 3(75%) 1(25%) note: 5=excellent, 4=very good, 3=good, 2=fair, 1=poor the response to the rating of the instructional package by the experts were presented in table 1. 75% of the experts rated the package to be very clear and understandable, all the experts agreed that the structure of the package permits learners to pause or skip at will and package permits learners to review the enter unit or escape to explore another unit. thus, experts rated the video instructional package to be very effective and good for learning. remove watermark wondershare pdfelement http://dx.doi.org/10.%2017509/xxxxt.vxix http://cbs.wondershare.com/go.php?pid=5239&m=db 51 | indonesian journal of teaching in science, volume 1 issue 1, march 2021 hal 47-52 doi: http://dx.doi.org/10.17509/xxxx.vxix pissn 2766-6152 eissn 2776-6101 3.2. hypothesis one there is no significant difference in the expert rating by male and female on the instructional video package. in retort to this , an independent t-test was conducted to determine if there is any significant difference significant difference in the expert rating by male and female on the instructional video package . the result is shown in table 2. the statistics shows significant difference in the mean achievement scores by gender. table 2. t-test of male and female expert evaluation of instructional video package gender no x sd df t sig. (2-tailed) male 11 41.36 1.28 16 3.36 0.17 female 7 42.37 1.79 total 18 p<0.05 table 2 indicates that t (13) = 3.36, p = .17. this means that the stated null hypothesis was rejected. this was as a result of the t-value of 2.30 resulting in .17 significance value which was less than 0.05 alpha value. by implication, the stated null hypothesis was established thus: there is no significant difference between male and female experts’ evaluation of the video instructional package for junior secondary school students in basic technology. in other words, based on the both the male and female expert rated the effectiveness of instructional video package on the basic technology excellent. the findings of this study revealed that experts rated the video instructional package to be very effective and good for learning. this was facilitated by a study from bumia (2017) who worked on "comparative effectiveness of video and print instructional packages for teaching basic technology concepts in nigerian schools" and he reported that video instruction is one of the audio-visual media that could be used to facilitate instruction. he added that video instruction appeals to senses of hearing and sight. as reported by bumia (2017), recent advances in multimedia and communication technologies have resulted in powerful learning system with instructional video components. video is rich and powerful medium used in learning. it can present information in attractive and consistent manner. basic technology instructors should promote student engagement with educational videos by creating or packaging them in a way that conveys that the material is for these students in this class. one of the benefits for instructors in using educational videos can be the ability to reuse them for other classes and other semesters. when creating or choosing videos, however, it is important for teachers to consider whether they were created for the type of environment whether conventional or online in which they will be used. a video’s adaptability can be enhanced, however: when reusing videos, instructors should package them for a particular class using text outside the video to contextualize the relevance for that particular class and lesson. this will help in proper usage of video packages for effective teaching of basic technology. curriculum planners should emphasize the importance of using instructional video when teaching basic technology by the teachers in secondary schools. teachers in secondary schools should be encouraged by school administrators to use instructional video packages when teaching basic technology. this will go a long way in proper and efficient delivery of instruction. remove watermark wondershare pdfelement http://dx.doi.org/10.17509/xxxx.vxi http://cbs.wondershare.com/go.php?pid=5239&m=db obielodan omotayo olabo, et al., professionals’ verdict on video instructional package … | 52 doi: http://dx.doi.org/10. 17509/xxxxt.vxix pissn 2776-6152 eissn 2776-6101 4. conclusion expert rated the video instructional packages to be good in improving students’ performance and interest in basic technology than conventional teaching methods. this means that the performance of basic technology students did not depend on gender but on cognitive abilities and teaching strategy used by the teacher. these results therefore revealed that vip-based learning is a viable alternative to the conventional teaching methods in teaching basic technology. 5. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. authors confirmed that the paper was free of plagiarism. 7. references abidoye, j. a. (2015). effect of multimedia-based instructional package on secondary school students’ academic achievement in geography in oyo state, nigeria. journal of research in national development, 13(1), 21-25. achebe, a. e. (2008). effect of videotape instructional package on achievement and retention in food and nutrition at senior secondary school level in minna, niger state. journal of science teaching and mathematics education, 1(1), 33-39. aggarwal, v., and dutt, s. (2014). effectiveness of multimedia presentations in acquisition of biological concepts. international journal of education, 3(1), 74-83. bumia, w. (2017). emerging technologies for 21st century education─ strategies for the use of video mediated instruction. international journal of innovative technology integration in education, 1(2), 47-56. carroll, l. s. l. (2017). a comprehensive definition of technology from an ethological perspective. social sciences, 6(4), 126. halliru shuaibu and muhyideen muhammad (2018). effects of multimedia instructional strategies on academic performance of students in technical colleges in kano state. british journal of education, 6(9), 1-24. john, s., musa, a. a., and waziri, k. (2018). multimedia instructional strategy and secondary school students academic achievement in biology. journal of scientific and engineering research, 5(2), 73-80. madani, r. a. (2019). analysis of educational quality, a goal of education for all policy. higher education studies, 9(1), 100-109. odu, o. k. (2013). improvisation of instructional materials for introductory technology: the delta state experience. journal of research in education and society, 4(2), 9-16. okenjom, g. p., ogar, c. e., akoloh, l., and abidde, e. f. (2016). the status of basic technology in cross river state junior secondary schools, nigeria. african research review, 10(3), 124-131. satyaprakasha, c. v., and sudhanshu, y. (2014). effect of multimedia teaching on achievement in biology. international journal of education and psychological research (ijepr), 3(1), 43-45. remove watermark wondershare pdfelement http://dx.doi.org/10.%2017509/xxxxt.vxix http://cbs.wondershare.com/go.php?pid=5239&m=db database connection failed! 175 manipulatives in learning fraction for improving firstyear elementary students’ understanding ela asoy, edmarie boston, ivy mae madagmit, jovenil bacatan* university of mindanao peñaplata college, the philippines *correspondence: e-mail: jovenilbacatan@umindanao.edu.ph a b s t r a c t s a r t i c l e i n f o this study was led to decide the effect of utilizing manipulatives in learning fraction. the examination demonstrated the effects of those manipulatives on learning fraction. the information was gathered from the sum number of 62 respondents, 31 students from the experimental group and 31 students from the control group, with the guide of the approved and validated test questionnaire. information was investigated and translated utilizing the average weighted mean and t-test as statistical tools. a pre-test and post-test were utilized to decide the results of utilizing manipulatives in the learning area. data demonstrated that there was a significant difference in the utilization of manipulatives for learning fraction among first-year elementary students. some recommendations were also included in this study. © 2022 universitas pendidikan indonesia article history: received 05 jul 2022 revised 18 aug 2022 accepted 28 aug 2022 available online 29 aug 2022 ____________________ keyword: fraction, manipulatives, pupil, student. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 2(2) (2022) 175-182 ijotis http://ejournal.upi.edu/index.php/%20ijotis/ asoy et al., manipulatives in learning fraction for improving first-year … | 176 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction mathematics instruction is critical in students learning (gersten et al., 2009; piccolo et al., 2008; hiebert & grouws, 2007). mathematics skills are essential for functioning in today's world; mathematics abilities are necessary for school and daily life. there are many different approaches to teaching mathematics; we will focus on the use of manipulatives in mathematics education, specifically the common core. on an international scale, the theory implies that a concrete model may be similar for some students to understand a symbolic model (fosnot & perry, 1996; harrison & treagust, 2000; dori & barak, 2001). students who failed a symbolic algebra assessment scored 100% when using manipulatives. additionally, the concrete nature of manipulatives typically requires users to exert physical actions on the manipulatives. pouw et al. (2014) and dandashi et al. (2015) noted that incorporating physical activities has been shown to enhance memory and understanding. the national council of mathematics claims that learning in grade 3 to grade 5 should cultivate more than the students' abilities to make sense of mathematics; it should enhance their ability to solve problems (schoenfeld, 2016; stylianides, 2007). memorizing facts without understanding underlying concepts makes it increasingly difficult for students to acquire new mathematical skills. students need to be allowed to touch, manipulate, and construct their meaning and understanding. this can be achieved through the use of manipulative materials. according to carbonneau et al. (2013); carr (2012) and liggett (2017), simply incorporating manipulatives into math teaching may not be enough to increase achievement. it cannot be assumed that children will immediately see mathematical concepts or relationships by interacting with objects. therefore, manipulatives mustn't be used as an "add-on" but are explicitly explained and modeled to ensure understanding. this experimental research study aimed to examine how the use of manipulative in first grade will affect the students' experiences since during one of the field studies in the peñaplata central elementary school; it was observed that one of the learners' weaknesses is the fractions in mathematics, especially in grade one students. learning the concepts of fractions can be one of the most challenging skills to master for elementary-level students. it is crucial to examine how effective these teaching tools can be regarding student achievement. the hypotheses guided the study and tested at a 0.05 level of significance are: (i) ho1: there is no significant difference in the pre-test mean scores of the students in the control and experimental groups. (ii) ho2: there is no significant difference in the pre-test and post-test mean scores of the students in the control group. (iii) ho3: there is no significant difference in the pre-test and post-test mean scores of the students in the experimental group. (iv) ho4: there is no significant difference in the mean gain scores of students in the experimental group who used manipulative and the students in the control group who were exposed to the traditional approach. 2. methods this study utilized an experimental method. in the experimental method, researchers identify and define key variables, formulate a hypothesis, manipulate the variables, and collect the results. extraneous variables are carefully controlled to minimize a potential http://dx.doi.org/10.%2017509/xxxx.xxxx 177 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 175-182 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 impact on the experiment's outcome. the researchers conducted a pre-test to test the student's prior knowledge of fractions and a post-test to identify the effect of using manipulatives in learning fraction in grade i in peñaplata central elementary school. the result of the pre-test and post-test served as the main instrument in gathering and collecting the needed data for the study. this study was conducted at peñaplata central elementary school, island garden city of samal. this study considered two sections, the experimental and controlled groups. the experimental group consists of 30 students (11 male, 19 female), while the controlled group consists of 30 students (13 male, 17 female), a total of 60 respondents. the instrument that the researchers used in the data gathering processes in the study were a validated questionnaire to identify the effect of using manipulatives in learning fraction of grade i. the first instrument used in this study is a questionnaire for the pre-test that consists of 30 items. the same questionnaire was given to the respondents for the post-test to identify their overall knowledge further. data were analyzed using average weighted mean and ttest. shown in table 1 below is the descriptive interpretation of the score interval. table 1. descriptive interpretation of the score interval. range of test scores descriptive equivalent interpretation 16.80-20.00 outstanding the respondents display extremely high performance in the learning process in manipulative. 15.20-16.79 very satisfactory the respondents display high performance in the learning process in manipulative. 13.60-15.19 satisfactory the respondents display satisfactory performance learning procedural process on manipulative. 12.00-13.59 fairly satisfactory the respondents display unsatisfactory performance in learning procedural processes on manipulative. 0.00-11.59 did not meet expectations the respondents display a need for improvement in their performance in learning procedural processes on manipulative. 3. results and discussion 3.1. the pre-test means scores of the experimental and control group table 2 displays the pretest mean score of the experimental and control groups in the teaching fraction. thirty-one (30) respondents in the experimental group, the pretest mean score is 6.97 and has a descriptive equivalence of did not meet the expectation. this shows that the respondents display a need for improvement in the performance in the learning procedural process on manipulative and the pre-test mean score of the controlled group had gained 4.65 which also has a descriptive equivalence of did not meet the expectation during the test. the pretest mean scores of the experimental and control group signify their level of knowledge about fractions. the result shows that the students do not have any prior knowledge about fractions. table 2. pre-test mean scores of the experimental and control groups. groups n mean descriptive equivalent experimental 31 6.97 did not meet expectations control 31 4.65 did not meet expectations ttp://dx.doi.org/10.17509/xxxx.x asoy et al., manipulatives in learning fraction for improving first-year … | 178 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 3.2. the post-test mean scores of the experimental and control groups table 3 shows the post-test mean score of the experimental and controlled group in the fraction test after having delivered the instruction and actual discussion. the post-test mean score of the experimental group is 15.19. it has a descriptive equivalent of satisfactory, which means that respondents display satisfactory performance learning procedural processes on manipulatives. the post-test mean score of the control group is 8.42 and has a descriptive equivalent of did not meet expectation, which explains why the control group needs an improvement in learning fractions. table 3. post-test mean scores of the experimental and control groups. groups n mean descriptive equivalent experimental 31 15.19 satisfactory control 31 8.42 did not meet expectations 3.3. significant difference in the pre-test mean scores of the experimental and control groups table 4 below shows the significance of the difference between the pretest mean scores of the experimental and control groups that gain the mean difference. the experimental group had a pretest mean of 6.97, while the control group obtained 4.65. the computed tvalue of both groups is 3.30. this shows that the null hypothesis was rejected since the p value was less than the α = 0.05 level. it means that there is a significant difference between the pretest of experimental and control groups. table 4. significance of the difference in the pretest mean scores of the experimental and the control groups. pretest mean scores mean difference t-value p-value remark experimental control 6.97 4.65 2.32 3.30 0.002 significant 3.4 significant difference in the pretest and the post-test mean scores of the control group table 5 shows the significance of the difference in the control group's pretest and posttest mean scores. the control group gained a mean score of 4.65 on the pretest, and the posttest was 8.42. the mean difference of the control group is 3.77 and the p-value is .000. this shows that the hypothesis is rejected and implies a significant difference in the pretest and posttest of the control groups. table 5. significance of the difference in the pre-test and the post-test mean scores of the control group. mean scores of control group mean difference t-value p-value remark pretest posttest 4.65 8.42 3.77 5.35 0.000 significant 3.5. significant difference in the pre-test and the post-test mean scores of the experimental group table 6 below shows the significance of the difference in the pretest and the posttest in the experimental group. the experimental group gained a mean score of 6.97 in the pretest, and the posttest was 15.19. the experiment gained a mean difference of 8.22, and a p-value http://dx.doi.org/10.%2017509/xxxx.xxxx 179 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 175-182 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 of 0.000. this implies that the hypothesis is rejected. it shows that there was a significant increase in scores after using manipulatives in the class. table 6. significance of the difference in the pretest and the posttest mean scores of the experimental group. mean scores of experimental group mean difference t-value p-value remark pre-test post-test 6.97 15.19 8.22 11.26 0.000 significant 3.6. significant difference between the mean gain scores of the experimental and the control groups table 7 below shows the significance of the difference between the mean gain scores of the experimental and control groups. the mean gain score of the experimental is 8.62 and the control group is 1.00 with a mean difference of 7.62 with a p-value of .000. therefore, the null hypothesis was rejected, and there was a significant difference in the mean scores of the experimental and control groups. this result shows that using manipulatives can increase and improve students’ achievement in learning fractions. table 7. significance of the difference between the mean gain scores of the experimental and the control groups. mean gain scores mean difference t-value p-value remark experimental control 8.23 4.00 4.92 9.86 0.000 significant this study aimed to determine the effect of using manipulatives in learning fraction to grade-1 students in peñaplata central elementary school, district ii igacos. based on the results, it was found that the pretest means scores of the control and experimental groups have a descriptive equivalent of did not meet expectations, respectively. more specifically, it is at the primary level. many of these learners lacked experience and background knowledge, which led to misconceptions about understanding the concepts of fractions. moreover, rittle stated that learning basic fractions is not easy; it has many methods and operations to be used and followed. fractions for young learners also are challenging to understand, which can cause low esteem and fall their minds to confusion. in addition, the post-test means scores of the control group have a descriptive equivalent of did not meet expectations while the experimental group has a descriptive equivalence of satisfactory. as shown by stein and bovalino, (2001), manipulatives can be important tools in helping students to think and reason in more meaningful ways. by giving students concrete ways to compare and operate on quantities, such manipulatives as pattern blocks, tiles, and cubes can contribute to the development of well-grounded, interconnected understandings of mathematical ideas. suh and moyer-packenham (2007) stated that using manipulative skills can develop primary spatial skills. the study through block building activities can improve the learners' mental performance compared to special skills like visualization. golafshani (2013) mentioned in their research that using tools or handed materials can be symbols through the concrete object that comes from the learning using these manipulatives; it serves as motivation and a guiding practice all over learning opportunities. further, there is a significant difference between the pretest of experimental and control groups. individual differences in students are personal differences specific to each student. individual differences include variables such as physical characteristics (height, weight), ttp://dx.doi.org/10.17509/xxxx.x asoy et al., manipulatives in learning fraction for improving first-year … | 180 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 intelligence, interest, perception, gender, ability, learning styles, and personality traits. moreover, there is also a significant difference in the pre-test and post-test of the control groups. end observation, sufficient pacing, and classroom management just as clearness of introduction, all-around organized exercises, and educational and empowering criticism had been found in direct guidance with traditional encouraging techniques have appeared to positively affect students’ accomplishment. similarly, there is a significant difference between the pre-test and the post-test in the experimental group. shin and bryant (2015) cited that manipulatives are materials that serve as a guide and specific example. therefore manipulation is a useful motivational tool to strengthen their prior knowledge. initially, concrete materials are also an easy way to acquire knowledge, and it helps them build a strong foundation of ideas. besides, this kind of learning method can make your entire class lively, and learners are having fun while manipulating things. lastly, it was found that there is a significant difference between the mean gain scores of the experimental and control groups. as stated by jimenez and stanger (2017), using concrete manipulatives in teaching mathematics, fractions especially can make the lessons more understandable and reduce the dissatisfaction of teachers and students' understanding. this kind of method in teaching is active; learners can manipulate things/objects to discover new ideas and give them fun while manipulating things. 4. conclusion the purpose of this study was to determine the impact of using manipulatives when teaching fractions. the test showed how those manipulatives affected students' learning of fractions. the information was acquired using a total of 62 respondents, including 31 students from the experimental group and 31 students from the control group, under the direction of a test questionnaire that had been approved and validated. the average weighted mean and t-test statistical techniques were used to analyze and translate data. to evaluate the effectiveness of using manipulatives in the learning environment, preand post-tests were used. data showed that there was a substantial difference in how first-year primary kids used manipulatives to learn fractions. this research also gave some recommendations. 5. acknowledgment we would like to acknowledge the following persons for the assistance extended that made this endeavor possible: prof. geoffrey marfa, prof. marlon montaño, ivy pacaña, and brenda turtor. 6. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. authors confirmed that the paper was free of plagiarism. 7. references carbonneau, k. j., marley, s. c., and selig, j. p. (2013). a meta-analysis of the efficacy of teaching mathematics with concrete manipulatives. journal of educational psychology, 105(2), 380. http://dx.doi.org/10.%2017509/xxxx.xxxx 181 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 175-182 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 carr, j. m. (2012). does math achievement h’app’en when ipads and game-based learning are incorporated into fifth-grade mathematics instruction?. journal of information technology education: research, 11(1), 269-286. dandashi, a., karkar, a. g., saad, s., barhoumi, z., al-jaam, j., and el saddik, a. (2015). enhancing the cognitive and learning skills of children with intellectual disability through physical activity and edutainment games. international journal of distributed sensor networks, 11(6), 165165. dori, y. j., and barak, m. (2001). virtual and physical molecular modeling: fostering model perception and spatial understanding. journal of educational technology and society, 4(1), 61-74. fosnot, c. t., and perry, r. s. (1996). constructivism: a psychological theory of learning. constructivism: theory, perspectives, and practice, 2, 8-33. gersten, r., chard, d. j., jayanthi, m., baker, s. k., morphy, p., and flojo, j. (2009). mathematics instruction for students with learning disabilities: a meta-analysis of instructional components. review of educational research, 79(3), 1202-1242. golafshani, n. (2013). teachers' beliefs and teaching mathematics with manipulatives. canadian journal of education/revue canadienne de l'éducation, 36(3), 137-159. harrison, a. g., and treagust, d. f. (2000). learning about atoms, molecules, and chemical bonds: a case study of multiple‐model use in grade 11 chemistry. science education, 84(3), 352-381. hiebert, j., and grouws, d. a. (2007). the effects of classroom mathematics teaching on students’ learning. second handbook of research on mathematics teaching and learning, 1(1), 371-404. jimenez, b. a., and stanger, c. (2017). math manipulatives for students with severe intellectual disability: a survey of special education teachers. physical disabilities: education and related services, 36(1), 1-12. liggett, r. s. (2017). the impact of use of manipulatives on the math scores of grade 2 students. brock education: a journal of educational research and practice, 26(2), 87-101. piccolo, d. l., harbaugh, a. p., carter, t. a., capraro, m. m., and capraro, r. m. (2008). quality of instruction: examining discourse in middle schoo mathematics instruction. journal of advanced academics, 19(3), 376-410. pouw, w. t., van gog, t., and paas, f. (2014). an embedded and embodied cognition review of instructional manipulatives. educational psychology review, 26(1), 51-72. schoenfeld, a. h. (2016). learning to think mathematically: problem solving, metacognition, and sense making in mathematics (reprint). journal of education, 196(2), 31-38. shin, m., and bryant, d. p. (2015). a synthesis of mathematical and cognitive performances of students with mathematics learning disabilities. journal of learning disabilities, 48(1), 96-112. stein, m. k., and bovalino, j. w. (2001). reflections on practice: manipulatives: one piece of the puzzle. mathematics teaching in the middle school, 6(6), 356-359. ttp://dx.doi.org/10.17509/xxxx.x asoy et al., manipulatives in learning fraction for improving first-year … | 182 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 stylianides, a. l. (2007). proof and proving in school mathematics. journal for research in mathematics education, 38(3), 289-321. suh, j., and moyer-packenham, p. (2007). developing students’ representational fluency using virtual and physical algebra balances. journal of computers in mathematics and science teaching, 26(2), 155-173. http://dx.doi.org/10.%2017509/xxxx.xxxx database connection failed! 79 study of mathematical reasoning ability for mathematics learning in schools: a literature review rosida marasabessy1* 1departemen pendidikan matematika, universitas pendidikan indonesia, indonesia correspondence: e-mail: rosidamarasabessy@upi.edu a b s t r a c t s a r t i c l e i n f o this article aims to examine students' mathematical reasoning abilities. this study is in the form of using approaches and strategies for improving students’ abilities. differences in mathematical reasoning abilities were revealed from a gender perspective, teaching materials oriented towards mathematical reasoning, teacher perceptions, and design of teacher action characteristics to improve the process of students' mathematical reasoning. scientific articles are studied to collect information about students' mathematical reasoning. the study results indicate: 1) learning strategies such as open-ended, visual basic application for excel, adversity question, and argument-driven inquiry could be used to improve students' mathematical reasoning abilities. 2) the development of male students' mathematical reasoning was significantly better than female students. 3) teachers' perceptions of mathematical reasoning differ from the perceptions of experts. 4) the quality of students' mathematical reasoning is still dominated by imitative reasoning. 5) the ability to generalize and justify will emerge if the teacher designs a challenging lesson for students followed by activities to guide students. this research is expected to be helpful in education, especially mathematics learning in schools, where it can be used as a reference for choosing strategies and teacher reading materials to improve students' mathematical reasoning abilities. article history: received 15 apr 2021 revised 21 aug 20021 accepted 22 aug 2021 available online 22 aug 2021 ____________________ keyword: education, learning in school, mathematics, reasoning, teaching. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 1(2) (2021) 79-90 ijotis © 2021 universitas pendidikan indonesia http://ejournal.upi.edu/index.php/%20ijotis/ marasabessy, study of mathematical reasoning ability for … | 80 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction mathematics is a branch of science that has a very important role in the development of science and technology. the important role of mathematics is recognized by wijaya et al. (2020) which states that at every level of education, one of the most important subjects in mathematics. mathematics is important learning because it is always used in everyday life. mathematics is one of the disciplines that can improve the ability to think and argue so that it contributes to solving everyday problems. therefore, mathematics learning must be centered on the basic concepts of mathematics. so that students can apply the basic concepts of mathematics to everyday life. in the regulation of the minister of national education of the republic of indonesia number 20 of 2006 concerning content standards, it is stated that mathematics learning aims to make students have the following abilities: 1) understand mathematical concepts, explain the relationship between concepts and apply concepts or algorithms in a flexible manner, accurate, efficient, and precise in solving problems; 2) using reasoning on patterns and properties, performing mathematical manipulations in making generalizations, compiling evidence, or explaining mathematical ideas and statements; 3) solve problems which include the ability to understand problems, design mathematical models, solve models and interpret the solutions obtained; 4) communicating ideas with symbols, tables, diagrams, or other media to clarify the situation or problem; 5) have an attitude of appreciating the usefulness of mathematics in studying problems, as well as being resilient and confident in problem solving. mathematics learning includes five basic mathematical abilities: problem-solving, reasoning, communication, connection, and representation. if we look closely, the objectives of mathematics subjects from the 2006 national education ministerial regulation and grouws show that mathematics learning is structured to pay attention to aspects of developing students' mathematical reasoning abilities. however, the results of the program for international student assessment (pisa) in 2015 show that the reasoning ability of indonesian students is still below the average compared to 75 other countries. the results of the 2018 program for international student assessment (pisa) show that the quality of indonesian learning is ranked 75 out of 80 countries, with the pisa score in each field decreasing, for mathematics decreasing from 386 to 379. other results are also shown by trends in international mathematics and science study (timms), indonesia is ranked 44 out of 49 countries. the results of the 2015 timms on achievement in mathematics show 54% low, 15% moderate, and 6% high. from the pisa and timms results, it can be concluded that the quality of mathematics learning in indonesia is very low. the national center for education statistics, publishing the abilities of indonesian students referring to pisa in 2012 shows that almost all indonesian students only master subject matter up to level 4, while many other countries have reached levels 5 and 6. organization for economic cooperation and development (oecd) explained that in 2015 the ability to think at levels 5 and 6 indonesian students was only 0.8% of the participants. on the other hand, 20% of the participants are at level 2. this means that the thinking ability of indonesian students is still dominated by low-order thinking (lot). the low math scores in the results of the pisa, timms, and oecd surveys indicate that the objectives of mathematics have not been fully achieved. the low score of mathematics is related to students' reasoning abilities because one of the objectives of the mathematics subject, as stated by the 2006 ministry of national education, states that students can use reasoning on patterns and traits, perform mathematical manipulations in making generalizations, compile evidence, or explain mathematical ideas and statements. demeter http://dx.doi.org/10.%2017509/xxxx.xxxx 81 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 79-90 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 (2019) stated that mathematical reasoning is the foundation for the construction of mathematical knowledge. this means that mathematical reasoning skills are the foundation for gaining mathematical knowledge. reasoning is an activity, a process, a thinking activity to draw conclusions or make a statement whose truth has been previously proven or assumed. therefore, with good reasoning, a person will be able to make conclusions or decisions related to everyday life. a person with low reasoning abilities will always have difficulty in dealing with various problems because of the inability to relate facts to conclusions. thus, reasoning should be developed in each individual. broadly speaking, the structural aspects of mathematical reasoning consist of deductive reasoning, inductive reasoning, and abductive reasoning. meanwhile, aspects of the mathematical reasoning process are processes related to the search for similarities and differences and processes related to validation (marasabessy & hasanah, 2021). several studies on student reasoning have been conducted. sumartini (2015) found that students' ability in reasoning was not what was expected. many students still have difficulty in thinking. wahyudin’s research results found five weaknesses in students, among others: lack of good prerequisite knowledge, lack of ability to understand and recognize concepts (fuadi, et al., 2016). basic mathematical concepts (axioms, definitions, rules, theorems) related to the subject being discussed, lacks the ability and accuracy in listening to a problem or math problems related to a particular subject, cannot listen back to the answers obtained, and cannot reason logically in solving mathematical problems or problems. responding to the difficulties faced by students in learning, teachers tend to interpret it as a result of students' efforts that have not been maximal in learning or a limitation of students in learning teaching material. the difficulties experienced by students are the result of a learning process in which there is an interaction between teachers, students, and teaching materials. the difficulties faced by students in learning are not the result of the students themselves but can come from the way the teacher presents the material or teaching material used when learning occurs. this was expressed by bachelard and piaget (brousseau, 2006) that the difficulties faced by students were not only due to delays and changes as expressed by the views of empiricism and behaviorism but also the result of previous knowledge that was considered appropriate but now revealed as something wrong or not applicable in the present context. seeing that there are many learning barriers related to developing mathematical reasoning abilities, these learning barriers must be overcome immediately so that students' mathematical reasoning abilities develop properly. thus, researchers are interested in studying students' mathematical reasoning abilities for learning mathematics in schools. this study is in the form of tracing the results of research in 10 international journals. this research is expected to be helpful in the field of education, especially mathematics teaching, where follow-up and handling of problems related to student reasoning found in schools can be carried out. 2. methods literature study is a method used in writing this article. according to knopf (2006), literature review is a critical and in-depth evaluation of previous research. we can conclude that literature review does not only mean reading literature but instead leads to an in-depth and critical evaluation of previous research on a topic. meanwhile, according to creswell (2017), searching, selecting, weighing, and reading literature is the first job in any research project. the literature study is critical in conducting research; this is because research cannot be separated from the scientific literature. the method for reviewing journals is done by ttp://dx.doi.org/10.17509/xxxx.x marasabessy, study of mathematical reasoning ability for … | 82 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 searching and collecting literature studies with the keywords of reasoning, mathematical reasoning, and reasoning in school learning on google scholar, taylor, and francis, publish or perish 7, and international journal websites. the four criteria for selecting articles were access, completeness, novelty, and authenticity. a total of 100 articles were found according to these keywords and then screened, then 36 full-text articles were assessed for feasibility. at the end of the process, ten international articles constitute literature. the author examines the ideas, opinions, or findings contained in the literature to provide theoretical information regarding mathematical reasoning abilities in learning in schools. 3. results and discussion ten articles are collected in table 1. in articles 1, 2, 7, and 9 discuss the use of approaches and strategies to improve students' mathematical reasoning abilities. these articles explain that students are not proficient in mathematical concepts because they assume that learning mathematics only remembers formulas. therefore, an alternative is needed to improve students' mathematical skills. in addition, students need vital explanations to generalize some examples to be used in everyday life by enhancing students' mathematical reasoning abilities. to help improve mathematical reasoning skills, learning media such as 1 powerpoint with visual basic powerpoint are needed, assisted by an open-ended approach. learning with the open-ended approach ends with using the visual basic powerpoint application better than the class using the usual learning method. in contrast to 1, article 2 uses visual basic applications for excel to improve students' mathematical reasoning skills. table 1. articles about students' mathematical reasoning. no title / author result 1 improve student mathematic reasoning ability with an open-ended approach using vba for powerpoint (benard & chotimah, 2018) learning with the open-ended approach ends using the visual basic powerpoint application, which is better than the class using the usual way of learning. and the open-ended approach using the visual basic application for powerpoint can be used as an alternative to improve students' reasoning skills in mathematics learning, especially in the number theory course in solving theory proof problems and helping to explain definitions in number theory. 2 the contextual approach using vba learning media to improve students' mathematical displacement and disposition ability (chotimah, et al., 2018) the achievement and improvement of students' mathematical reasoning abilities and dispositions using a contextual approach supported by vba (visual basic application for excel) learning media are better than students who receive conventional learning 3 developing teaching material based on realistic mathematics and oriented to the mathematical reasoning and mathematical communication (habsah, 2017) that mathematics teaching materials with a communication-oriented realistic mathematics approach and students' mathematical reasoning abilities that have been developed are valid, practical, and effective in terms of mathematical reasoning and communication abilities. http://dx.doi.org/10.%2017509/xxxx.xxxx 83 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 79-90 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 1 (continue). articles about students' mathematical reasoning. no title / author result 4 gender and mathematical reasoning ability (kadarisma, et al., 2019) there is no significant difference in mathematical reasoning abilities between male and female students after using the problem-based learning approach in their learning, meaning that the problem-based learning approach can reduce differences in the mathematical reasoning abilities of male students and female students. 5 analysis of students’ mathematical reasoning (sukirwan, et al., 2018) the results showed that students in general still experienced problems in reasoning. students tend to use imitative reasoning, which means students tend to use routine procedures when dealing with reasoning. 6 a framework for primary teachers’ perceptions of mathematical reasoning (herberta, et al., 2015) teachers' perceptions of reasoning differ from those of mathematicians and curriculum writers. 7 improving students’ creative mathematical reasoning ability students through adversity quotient and argument-driven inquiry learning (hidayat, et al., 2018) (1) the increase in mathematical creative reasoning abilities of students who are prospective mathematics teachers receiving argument-driven inquiry (adi) learning is better than students who receive direct learning. (adi) and direct learning are reviewed based on the type of adversity quotient (low quitter / aq, champion / medium aq, and climber / high aq); (3) the learning factor and the type of adversity quotient (aq) affect the improvement of students' mathematical creative reasoning abilities. in addition, there is no interaction effect between learning and aq together in developing students' mathematical creative reasoning abilities; (4) the mathematical creative reasoning ability of prospective mathematics teacher students has not been achieved optimally in the novelty indicator. 8 enhancing students’ mathematical reasoning in the classroom: teacher actions facilitating generalization and justification (mata-pereira & da ponte, 2017) this article provides a set of design principles and characterization of teacher actions that enhance students' mathematical reasoning processes such as generalization and justification. 9 enhancing an ability mathematical reasoning through metacognitive strategies (lestari & jailani, 2018) the performance measure of reasoning ability consists of three parts: making assumptions, providing arguments, and observing patterns. the results showed that students who were exposed to metacognitive strategies in collaborative learning (colab + meta) significantly outperformed their peers who were exposed to collaborative learning without a metacognitive strategy (colab). this work provides evidence of the advantages of using metacognitive strategies to empower mathematical reasoning. furthermore, the findings indicate a positive effect of the colab + meta method in both higher and lower achievers. 10 ageand gender-related change in mathematical reasoning ability and some educational suggestions (erdem & soylu, 2017) the analysis shows that with increasing age mathematical reasoning develops and male students perform significantly better than female students in mathematical reasoning. it is imperative to (a) take encouraging steps to ensure that women are attracted to mathematics rather than hopeless in society, and (b) expose students to higher-level problems in an open format with no choice of answers to grades to increase their mathematical reasoning. ttp://dx.doi.org/10.17509/xxxx.x marasabessy, study of mathematical reasoning ability for … | 84 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 the results of 2 are not much different from 1, which explains an increase and achievement of mathematical reasoning abilities of students whose learning with a contextual approach is supported by visual basic application for excel learning media. this learning is better than students who get conventional education without assistance. vba for excel. in article 7, they are using adversity quotient (aq) and argument-driven inquiry (adi) learning to improve students' reasoning skills. the results of article 7 show that learning with adi is better than students who get direct learning; there is no difference in the increase in the mathematical reasoning ability of students who receive learning with adi and aq. what distinguishes articles 7 from 1 and 2 is the difference in research subjects, 1 and 2 using students in secondary schools while 7 using student teacher candidates. this contrasts with article 9 that compared the effects of collaborative learning with or without metacognitive strategies on higher and lower-achieving students in mathematical reasoning. 9 explained that the performance measure of reasoning ability consists of three parts, namely making assumptions, providing arguments, and observing patterns. the results showed that students who were exposed to metacognitive strategies in collaborative learning (colab + meta) significantly outperformed their peers who were exposed to collaborative learning without a metacognitive strategy (colab). this work provides evidence of the advantages of using metacognitive strategies to empower mathematical reasoning. furthermore, the findings indicate a positive effect of the colab + meta method in both higher and lower achievers. from articles 1, 2, 7, and 9, we can find strategies that can be used to improve students' mathematical reasoning abilities. articles 4 and 10 discuss differences in mathematical reasoning abilities seen from a gender perspective. 4 explained that there was no significant difference between the mathematical reasoning abilities of male and female students. this is different from the results obtained 10; the article explains that with increasing age, students' mathematical reasoning will increase, and male students perform significantly better than female students. furthermore, 10 demonstrated, with this result, it is hoped that teachers will take specific steps to ensure that female students are more interested in mathematics instead of showing a hopeless attitude, and it is expected that teachers will provide hots questions more often to improve mathematical reasoning skills. students. in connection with the difference in mathematical reasoning abilities between male and female students, article 4 provides a solution to using a problem-based learning approach in the learning process. this is because this approach is proven to reduce differences in mathematical reasoning abilities between male students and female students. article 3 produces teaching materials in mathematical textbooks based on realistic mathematics oriented towards mathematical reasoning. this article contributes to teaching materials that are valid, practical, and effective in improving students' reasoning abilities. 3 explained that teaching material is said to be useful if the expert's assessment is categorized as 'good,' teaching material is classified as practical if the minimum evaluation of teachers and students is classed as 'good.' meanwhile, teaching materials are said to be effective if at least 75% of the students' scores are categorized as good in the mathematical reasoning test. it was also explained that books/teaching materials developed as a result are more effective than e-books for schools from the government. this shows that directing students to realistic mathematics will affect students' reasoning abilities. in article 6, it describes teachers' perceptions of mathematical reasoning. in paper 6, it is shown that teachers' perceptions of mathematical reasoning differ from those of mathematicians and curriculum writers. according to the teacher, reasoning is considered a very private thought that is carried out independently. suppose sonya (10 years of experience teaching grades 3 and 4) states that reasoning is the process that children go through to solve problems and assignments. and http://dx.doi.org/10.%2017509/xxxx.xxxx 85 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 79-90 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 according to sonya, it is their thought process and how they solve it. similar to olive's opinion (8 years of experience, teaching grades 3 & 4), according to olive, the reasoning is thinking about thinking. so kids analyze what they think. from the opinions of the two teachers, i can conclude that they consider reasoning to be personal and involve making choices that affect personal analysis and reflection. this is different from reasoning, according to experts who state that reasoning is a process of concluding and a method of giving reasons. in this case, there is no indication that reasoning is something that can be shared with others. article 6 also provides suggestions for teachers to take part in professional learning to improve teachers' reasoning knowledge. if article 6 explains the teacher's perceptions of mathematical reasoning, paper 5 focuses on analyzing students' mathematical reasoning. the purpose of this article is to determine the quality of students' mathematical reasoning based on the lither perspective. lither see how the environment affects mathematical reasoning. in this connection, lither makes two perspectives, namely imitative reasoning and creative reasoning. 5 students still experience problems when dealing with the reasoning in general, and the quality of students' mathematical reasoning is still dominated by imitative reasoning, where the problematic situations faced by students are fixated on implementing routines from daily learning. this shows that students tend to use routine procedures when contending with reasoning problems. the research begins with giving a mathematical reasoning test. the test results in student answers are then analyzed and categorized using reasoning criteria, namely memorized reasoning, algorithmic reasoning, and creative reasoning. the next stage is to conduct interviews. the purpose of this interview is to confirm students' answers to verify the mathematical reasoning grouping carried out in the previous stage. article 8 discusses a set of design principles for characterizing teacher actions that improve students' mathematical reasoning processes, such as generalization and justification. in this article, consider inviting, informing/suggesting, supporting / guiding, and challenging students in group discussions. this article also provides interventions directed at dealing with the reasoning process. the results of this article show that the ability to generalize and justify will emerge if the teacher designs a challenging lesson for students, followed by guiding students. intervention activities that the teacher can carry out are that the teacher is involved in all student activities; in this case, the teacher invites questions that can direct students to solve mathematical reasoning problems. next, the teacher provides suggestions and guides students in discussions. familiarize students with conversations with their peers because this will indirectly improve students' reasoning abilities. then take advantage of the environment in the learning process or other words, every time you teach, it is always associated with the student's world of reality. the last is to provide challenging questions for students, followed by a process of guidance from the teacher. this will indirectly affect improving students' reasoning abilities. another thing that needs to be considered in the design of the learning flow. teachers must provide a systematic learning flow to make it easier for students to master mathematical concepts. this learning flow is a kind of concept map or another name for this process is learning trajectory, a topic that you want to teach. 3.1. reasoning in learning mathematics according to henningsen & stein (1997) in building reasoning and strategic thinking in mathematics learning, teachers must pay attention to which types of mathematical thinking suit students, for example, the kinds of teaching materials, class management, the role of teachers, and students' autonomy in thinking and move. the thinking characteristics ttp://dx.doi.org/10.17509/xxxx.x marasabessy, study of mathematical reasoning ability for … | 86 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 expressed by henningsen & stein (1997) can be used as a reference in compiling and developing teaching materials that are according to the curriculum's demands, student development, teacher abilities, and environmental conditions. bernard & chotimah (2018) underlined that to develop students' knowledge in reasoning, learning should be directed at open-ended, and the solution process given must be open; the final answer to the problem is available, and how to solve it is available. the research results conducted by shimizu (2000) revealed that teachers have a very central role in the learning process through disclosure, encouragement, and the development of students' thinking processes. in addition, the teacher's questions during learning activities can effectively lead students' thought processes towards correct completion. the leading questions given by the teacher will effectively help students' thinking activities and representations to reach the right answer. sumarmo shows that for students' mathematical reasoning and thinking abilities to develop optimally, students must have very open opportunities to think and be active in solving various problems. thus, giving the broadest possible autonomy to students in thinking to solve problems can develop students' abilities in reasoning and thinking optimally. in learning mathematics, teachers should pay attention to and develop deductive and adaptive reasoning skills. adaptive reasoning deals with the capacity to think logically about the relationship between concepts and situations. this reasoning process is declared accurate and valid if it is the result of careful observation of various alternatives and using knowledge to provide explanations and justification of conclusions. in mathematics, adaptive reasoning is the glue for the integration of different student abilities that are encouraged and as a learning guide. one uses adaptive reasoning to organize various facts, procedures, concepts, and ways and analyzes that they are all intertwined in a precise path. one of the manifestations of adaptive reasoning is to justify the process and results of a job. the justification here is intended as an instinct to provide sufficient reasons, for example, in a mathematical proof. not a few conceptions of mathematical reasoning are used as the basis for formal proof or other forms that require deductive reasoning. deductive reasoning in mathematics can be used to show the truth of uncertainty. an answer can be believed to be true because it is based on correct assumptions and through a series of logical analyzes. according to [29] the human ability to find analogical correspondences is a powerful reasoning mechanism. the definition of deductive reasoning not only concerns justification but also includes intuition and inductive reasoning based on patterns, analogies, and metaphors. this is in line with what was stated by english (2013) analogical reasoning, metaphors, and mental and physical representations are thinking tools that are often a source of inspiration for hypotheses, problem-solving, and learning aids. piaget (1964) stating that the reasoning ability of children under 12 years is still limited, including if they are asked how to add a fraction to arrive at an answer. however, this fact does not guarantee that children aged 12 and over will not have problems with their reasoning abilities. research results found by rosnawati (2013) show that the reasoning ability of indonesian junior high school students is very low. for example, students were asked to complete timss 2011 questions that measured the cognitive domain at the lowest level, namely knowledge related to the numeric content domain, namely 42.65 + 5.748. the problem involved the problem of adding the decimal number to two places and three decimal places. judging from the average correct answer of international students is 73% of the eighth-grade participants. in many countries, more than 80% of students answered correctly, http://dx.doi.org/10.%2017509/xxxx.xxxx 87 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 79-90 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 including six east asian countries, namely singapore, malaysia, hong kong, taiwan, korea, and japan. however, only 57% of indonesian students can answer correctly. this question is not classified as complicated, but the low percentage of indonesian students answering this problem is generally due to an inadequate understanding of place values. in the junior high school mathematics curriculum, the knowledge of place values are included in the topic of numbers, but the notion of numbers, especially decimal numbers such as place values, as a prerequisite for carrying out the operation of calculating decimal numbers is not getting enough attention, it can be shown that students often read 42.65 with 'forty-two. point sixty-five '. incorrect understanding of place values will result in errors in addition to operations. learning the topic of decimal numbers is often seen as a simple topic. the delivery of material tends to focus on developing skills for performing arithmetic operations that involve decimal numbers. usually, the rules for simplifying arithmetic operations in decimal numbers are given by relating the rules that apply to integer operations without being given a reason why the rule applies. most students (57%) chose the answer 100.13 to answer questions 42.65 + 5,748. arithmetic operations are basic skills that students must master to be able to master higher mathematical skills. therefore, if the student's potential for reasoning is not developed optimally, the students' reasoning abilities cannot develop properly. to become skilled problem solvers, students need to learn how to form mental representations of problems, detect mathematical relationships, and find new methods when needed. the fundamental characteristic required in the problem-solving process is flexibility. this flexibility develops through expanding and deepening the knowledge required to solve non-routine problems. because in solving routine problems, students already know how to solve them based on their experience. when faced with common problems, students only need to think reproductively because they only need to reproduce and apply known procedures to calculate 412 × 32. most junior high school students are used to this problem, so they can do it. another case, if students are faced with questions that are not routine. intermittent problems are problems that are not immediately known how to solve, require productive thinking because students must first understand the problem, find a way to get a solution, and solve it. examples of non-routine problems are as follows: 'at the time of the exam, ical was given 20 multiple-choice questions. if ical answered correctly, he was given a score of 5, if he answered incorrectly, he was given a score of -2, and if he did not answer, he was given a score of 0. if it is known that ical's score was 44 with some unanswered questions, how many questions did ical not answer?' one way of thinking to solve it is to do a trial (trial-error), if ical answered 10 correct questions then the score obtained by ical is 10 × 5 = 50, the possibility of the number of wrong questions is 3 questions so that 3 × -2 = 6, while the unanswered questions are 7 questions (20-13), thus the score on supposition i am 44. another way that students can think of is to suppose that 12 questions are correct so that the score obtained by ical is 12 × 5 = 60, the possibility of questions what is wrong is 8 questions so that 8 × -2 = -16, while the questions that are not answered are 0 questions (20(12 + 8)), thus the score obtained by ical in supposition ii is 44. based on this supposition, it is known that two possibilities can be used as the answer, namely the questions that ical did not answer, there were 7 questions or none of the questions were not answered. because in the questions it was stated that there were questions ical did not answer, so many questions ical did not answer, there were 7 questions. the wise way is of course using the algebraic approach, but if from the non-routine questions we assume there are three variables, namely questions that were answered correctly (x), questions that were answered but incorrectly (y), and questions that were not ttp://dx.doi.org/10.17509/xxxx.x marasabessy, study of mathematical reasoning ability for … | 88 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 answered (z), then by using the concept of algebra obtained x + y + z = 20 and 5x-2y + 0z = 44. generally, to solve the form of a three-variable equation, 3 linear equations are needed. however, we only have 2 equations, so we need another strategy to solve it (for example trialerror). the trial-error steps to solve the problem are 1) take the possibility where if the number of correct questions × 5 results in a score greater than 44. 2) determine the number of wrong questions × (-2) results in a score of 44, and 3) determine the number of questions that are not answered. students who have good strategic competence will be able to solve non-routine problems in various ways but must be able to have flexible abilities in choosing strategies, such as the trial-error method, using analogies, finding patterns, geometric forms, algebraic methods, or other methods. appropriate to answer the problem according to the request and the situation. the ability to use this flexible approach is a significant cognitive skill needed to solve non-routine problems. 4. conclusion learning strategies such as open-ended, visual basic application for excel, adversity quotient, and argument-driven inquiry can be used to improve students' mathematical reasoning abilities. seen from a gender perspective, male students' mathematical reasoning is significantly better than female students. teachers' perceptions of mathematical reasoning differ from those of experts. the quality of students' mathematical reasoning is still dominated by imitative reasoning. the ability to generalize and justify will emerge if the teacher designs a challenging lesson for students followed by activities. in learning mathematics, teachers should pay attention to and develop deductive and adaptive reasoning skills. adaptive reasoning is the glue for integrating various student abilities that are encouraged and as a learning guide. one uses adaptive reasoning to organize different facts, procedures, concepts, and ways and analyzes that they are all intertwined in a precise path. one of the manifestations of adaptive reasoning is to justify the process and results of a job. the justification here is intended as an instinct to provide sufficient reasons, for example, in a mathematical proof. meanwhile, deductive reasoning in mathematics can be used to show the truth of uncertainty. an answer can be believed to be true because it is based on correct assumptions and through a series of logical analyzes. to become skilled problem solvers, students need to learn how to form mental representations of problems, detect mathematical relationships, and find new methods when needed. the fundamental characteristic required in the problem-solving process is flexibility. this flexibility develops through expanding and deepening the knowledge needed to solve non-routine problems. because in solving routine problems, students already know how to solve them based on their experience. when faced with common problems, students only need to think reproductively because they only need to reproduce and apply known procedures. students who have good strategic competence will be able to solve non-routine problems in various ways but must be able to have flexible abilities in choosing strategies, such as the trial-error method, using analogies, finding patterns, geometric forms, algebraic methods, or other methods. appropriate to answer the problem according to the request and the situation. the ability to use this flexible approach is a significant cognitive skill needed to solve non-routine problems. http://dx.doi.org/10.%2017509/xxxx.xxxx 89 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 79-90 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 5. acknowledgment special thanks are given to all those who have assisted in the implementation of this research, especially the supervisor in the postgraduate department of mathematics education at universitas pendidikan indonesia who has provided suggestions and additions in writing this article. 6. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. the authors confirmed that the paper was free of plagiarism. 7. references bernard, m., and chotimah, s. 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(2000). an analysis of" make an organized list" strategy in problem solving process. pme conference, 4(2000), 4-145. sukirwan., darhim2 and t herman. (2018). analysis of students’ mathematical reasoning. journal of physics: conference series, 948(1), 012036. sumartini, t. s. (2015). peningkatan kemampuan penalaran matematis siswa melalui pembelajaran berbasis masalah. mosharafa: jurnal pendidikan matematika, 4(1), 1-10. wijaya, t. t., ying, z., and purnama, a. (2020). using hawgent dynamic mathematic software in teaching trigonometry. international journal of emerging technologies in learning (ijet), 15(10), 215-222. http://dx.doi.org/10.%2017509/xxxx.xxxx 105 online assessment of electric circuit based on machine learning during covid-19 pandemic situation kunanan thapwiroch, apisada kumlue, niradtapong saoyong, praparat taprasa, supachai puengsungewan* department of electrical technology education, faculty of industrial education and technology king mongkut’s university of technology thonburi, thailand correspondence: e-mail: supachai.pue@kmutt.ac.th a b s t r a c t s a r t i c l e i n f o due to the covid-19 pandemic crisis, educational institutions have to change their teaching styles because students cannot go to the school (on-site). therefore, online learning management is required, but the problem of online learning is that the assessment is difficult and not easy to realize based on standard assessment. to achieve the online assessment, machine learning has been applied as a powerful algorithm to realize the novel online assessment for electric circuit course of bachelor students at the department of electrical technology education, king mongkut’s university of technology thonburi, thailand. to achieve the data collection process, speech to text algorithm has been applied. next, feature extraction would be adopted as the main key to extracting the knowledge from the data from speech to text algorithm. the output of feature extraction is the dataset of the proposed system. finally, the clustering algorithm would be applied to set up the learning process of the proposed method. the accuracy of the proposed method can reach 100% when the word feature is appropriate. © 2021 universitas pendidikan indonesia article history: received 20 sep 2021 revised 18 oct 2021 accepted 27 nov 2021 available online 08 dec 2021 ____________________ keyword: covid-19 pandemic, machine learning, online assessment, online learning. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 1(2) (2021) 105-112 ijotis thapwiroch et al., online assessment of electric circuit based on … | 106 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction today, outcome based education (obe) teaching is proven by educators around the world as an education that produces high academic achievement. educators and researchers around the world have developed new lessons and teaching processes to make learners have a learning experience effectively. then this can lead to further creating value for learners and society. the most important educational response is learning outcomes (lo). lesson design instructors must design lessons in accordance with the learning outcomes set for the teaching goals (hussain et al., 2021; pardede and lyons, 2012; nafsi et al., 2021; estrellan et al., 2021; chen et al., 2007). in 2021, a 5e learning model is introduced to enhance learning outcomes for vocational students. from the study, it was found that teaching by applying the 5e model significantly higher student learning outcomes (rahmawati et al., 2021). the virtual classroom teaching was studied for a comparative analysis for junior high school. the study found that students' abilities in introductory physics increased by 54%. an analysis of the results showed that students' abilities were higher. in terms of measurements, because the teaching of the virtual experiment allows students to see the phenomenon that is close to the on-site experiment (azizah et al., 2021). not only teaching science only. the teaching and learning of linguistics have problems with learning outcomes. at present, learners have problems with a lack of motivation to study and are easily bored. the researcher presented problem-based learning (pbl) teaching method for english reading. with the assumption that learners will be more motivated to learn. from the results of the study, it was found that learners had higher reading proficiency than those who did not study pbl (sidik and masek, 2021). during the covid-19 outbreak, closing schools by allowing learners and teachers to engage in online educational activities had an impact on learning outcomes. teaching in video format has been used as part of the teaching and learning process in indonesia (hernawati et al., 2021). the goal of using video media in online teaching and learning is to increase student motivation for the lesson. online teaching in the old form resulted in a noticeable drop in student learning outcomes. the study found that after using video media to support online teaching, the learning ability of students increased by 12.9%. in the aspect of student assessment, an appraisal that applied fuzzy set methods was proposed to enhance student understanding. the evaluation process in the proposed fuzzy set consists of four sub-processes. from the experiments, it was found that besides the higher the efficiency of the student assessment, the proposed method allowed the student and the teacher to create a good agreement (jian and zhou, 2000). for improving teaching quality with a focus on the student learning experience, in the case of many students, machine learning (ml) was proposed to design instruction to meet the change of learners with relatively high differences. however, when designing instruction in a machine learning model, it is extremely important to analyze the data to select it as a lesson for the machine. the designer must understand the lesson very well (yanes et al, 2020). this research presents a lesson design for teaching in the process of artificial intelligence. the proposed process consists of 4 sub-processes including data, collection feature extraction, creating a dataset, and teaching process. to prove the design of the lesson for the presented machine. this research conducted a comparative experiment if the distinctive feature of the word has been modified to simulate that when the teacher has changed the nature of the lesson what happened to the abilities of the learners. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 107 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 105-112 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 2. methods the basic idea of evaluating learners, whether it is human learning or machine learning style of instruction, is that it is extremely important to extract the distinctive characteristics of the responses the students express. in addition, the convenience of answering questions is a matter of concern. while doing research on this subject, the world has been affected by the covid-19 outbreak. assessment of learners through audio data is therefore applied to the proposed machine learning system. the researcher is interested in the basic types of electrical engineering. introduction to electric circuits is the foundation of every subject. subjects in electrical engineering. to explain the proposed concepts, this section describes the whole system to have access to the functions of the proposed system as well. 2.1. the system overviews to design an assessment system using machine learning, extracted features in which students answer questions are extremely important. the system designer cannot select all the information from the student's answers to teach the machine at all. the proposed system consists of four main components: 1. data collection (speech to text) 2. feature extraction 3. dataset 4. clustering analysis. figure 1 shows an overview of the proposed system. the input of the integrated system is the learner's voice from answering the questions. figure 1. block diagram of the proposed machine learning system. 2.2 data collection process to assess the validity of the proposed machine learning system, we pooled 30 sample student responses to questions related to kirchoff's current law. because the teaching is in thai language courses, the audio-to-text conversion is done through an algorithm that supports thai language. the student responses were made via speech to text with the output of the data. this output of data collection will be passed on to the next step (feature extraction. an algorithm to convert the learner's responses from audio formats to text. this research was conducted through python programming. the choice of an algorithm for converting sound to text affects the validity of the assessment. therefore, analysing the accuracy of each part is extremely important. 2.3. feature extraction after the data collection step, the next step is to do feature extraction from student responses. the key features, of course, involve both matching words and non-conforming answers. for example, answers that contain the word "กระแส" (current) are more likely to be understood and correct by students. while student responses containing the word "แรงดนั" (voltage) were more likely to be wrong, features related to the number of words students answered were more likely to be wrong. it is important to be used as a feature in the machine teaching process. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank thapwiroch et al., online assessment of electric circuit based on … | 108 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 2.4. dataset after the data collection and feature extraction steps, the data is in the form of a dataset. compared to human learning teaching methods, the data in this dataset is like the lessons for general teaching and learning. whether or not learners will have additional capabilities depends on the design of this dataset is important. in this research, the researchers intend to study the relationship between the number of extracted features and the evaluation validity of machine learning. if cells are displayed in red indicates that it is in the wrong answer category. and if the cell shows green, it means that it is in the range of the correct answer. 2.5. data clustering once we have the appropriate dataset the next step is to analyze the data in the form of data clustering to analyze the clustering of the data in each cluster. this step helps system designers determine whether the selected extracted features are appropriate or not. however, data clustering was not able to determine the ability to assess learners. this is because the results of the assessment of learners using the machine learning method will be presented after taking the data in another dataset to test the system. 3. results and discussion 3.1. machine learning in proving the concept of applying machine learning to assess learners in the basic electrical circuits course, the researcher divided the dataset into 4 cases, 1) case 6 words, 2) case 7 words, 3) case 9 words, and 4) case 10 words. the research tested the proposed machine learning system by teaching and testing each case. figures 2-5 show the distribution of data for the 6-word, 7-word, and 10-word case trials, respectively. figure 6 shows the results of the student assessment using the proposed machine learning method. accuracy in evaluating learners is higher when increasing the number of words for feature extraction, like the addition of a lesson. more lessons. the abilities of the learners are even higher. the assessment accuracy of the proposed machine learning is 70% (6-word case), 90% (7-word case), 95% (9-word case), and 100% (10-word case). (i) experiment 1: 6 words feature after learning and testing processes, the accuracy of assessment is 70% (ii) experiment 2: 7 words feature after learning and testing processes, the accuracy of assessment is 90% (iii) experiment 3: 9 words feature after learning and testing processes, the accuracy of assessment is 95% (iv) experiment 4: 10 words feature after learning and testing processes, the accuracy of assessment is 100% http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 109 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 105-112 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 figure 2. data distribution of 6-word case. figure 3. data distribution of 7-word case. figure 4. data distribution of 9-word case. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank thapwiroch et al., online assessment of electric circuit based on … | 110 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 figure 5. data distribution of 10-word case. figure 6. comparison of the assessment accuracy for four cases in experiments. 4. conclusion this paper presents online learning to make students more comfortable by applying sound technology or speech to text and we have adopted speech to text in the online learning system. the system did teach machine learning 4 times. by changing the number of words, it can divide into comprehension criteria. results of the first experiment where the accuracy of assessment is 70%. results of the second experiment where the accuracy of assessment is 90%. results of the third experiment where the accuracy of assessment is 95%. finally results of the fourth experiment where the accuracy of assessment is 100%. this experiment can be concluded that the program will try to learn from the input samples. it gets smarter based on the amount of data entered. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 111 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 105-112 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 5. acknowledgment we would like to thank the department of electrical technology education, faculty of industrial education and technology, the king mongkut’s university of technology thonburi for allowing us to attend the conference. 6. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. authors confirmed that the paper was free of plagiarism. 7. references azizah, e. v., nandiyanto, a. b. d., kurniawan, t., and bilad, m. r. (2021). the effectiveness of using a virtual laboratory in distance learning on the measurement materials of the natural sciences of physics for junior high school students. asean journal of science and engineering education, 1(3), 175-182. chen, chih-ming, yi-yun chen, and chao-yu liu. (2007). learning performance assessment approach using web-based learning portfolios for e-learning systems. ieee transactions on systems, man, and cybernetics, part c (applications and reviews), 37(6), 1349-1359. estrellan, a., ferrariz, k. j., lazona, p. a., madres, v. e., and estrellan, j. c. (2021). e-learning amidst the pandemic: teachers’ perspective in the philippines. asean journal of science and engineering education, 1(2), 93-96. hernawati, d., nandiyanto, a. b. d., and muhammad, n. (2021). the use of learning videos in order to increase student motivation and learning outcomes during the covid-19 pandemic. asean journal of science and engineering education, 1(2), 77-80. hussain, w., spady, w. g., khan, s. z., khawaja, b. a., naqash, t., and conner, l. (2021). impact evaluations of engineering programs using abet student outcomes. ieee access, 9, 46166-46190. ma, j., and zhou, d. (2000). fuzzy set approach to the assessment of student-centered learning. ieee transactions on education, 43(2), 237-241. nafsi, n. r. r., maryanti, r., and wulandary, v. analysis of teacher skills in e-learning content development during distance learning during the covid-19 pandemic. indonesian journal of teaching in science, 2(1), 1-10. pardede, e., and lyons, j. (2012). redesigning the assessment of an entrepreneurship course in an information technology degree program: embedding assessment for learning practices. ieee transactions on education, 55(4), 566-572. rahmawati, f., achdiani, y., and maharani, s. (2021). improving students’ learning outcomes using 5e learning cycle model. asean journal of science and engineering education, 1(2), 97-100. sidik, h., and masek, a. (2021). the effects of problem-based learning in students reading comprehension for mastering the content and vocabulary acquisition. asean journal of science and engineering education, 1(2), 87-92. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank thapwiroch et al., online assessment of electric circuit based on … | 112 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 yanes, n., mostafa, a. m., ezz, m., and almuayqil, s. n. (2020). a machine learning-based recommender system for improving students learning experiences. ieee access, 8, 201218-201235. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx database connection failed! 137 saurabh phanse* a b s t r a c t s a r t i c l e i n f o the purpose of the study was to identify how online education impact students during the covid-19 pandemic, and to find the advantages and disadvantages of online education. this paper is also focused on changes in conducting exams and exam patterns. the data was taken from journals and my prior knowledge. qualitative and quantitative methods were used for this research. the reason behind the study is the research paper show how online education impact on students and changes in teaching method and changes in exam patterns. this study also considered: (i) why online education is mostly used? (ii) what advantages and disadvantages of online education? and (iii) how exams are conducted? the questionnaires were prepaid and circulated among students through email and whatsapp. the result of the study shows the merits and demerits of online education. the mode of conducting exams also changes and some exams are also postponed. the effect of covid-19 was very fast so it is very risky to conduct offline classes and therefore there is a change in teaching method. this article aims to provide a report on the impact of online education on students during a pandemic. impact this study is important for the government, students, and teachers. article history: received 29 sep 2021 revised 07 oct 2021 accepted 09 oct 2021 available online 11 oct 2021 ____________________ keyword: online education teaching, learning, pandemic. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 1(2) (2021) 137-140 ijotis 1 department of management studies, rajarambapu institute of technology, india *correspondence: e-mail: saurabhphanse97@gmail.com the online education impact on students during covid19 pandemic © 2021 universitas pendidikan indonesia http://ejournal.upi.edu/index.php/%20ijotis/ phanse, the online education impact on students during … | 138 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction due to the coronavirus, the world is facing crises. the pandemic also impacts the education sector, we know education is the backbone of any country's development. due to covid-19, the student needs to stay in their homes. if the schools and colleges were to run during the pandemic there is a risk of spreading coronavirus. it is not possible to stop education, so all schools and colleges, universities shifted to online mode to teach and run the day to operations. during pandemic and after pandemic there is a massive demand for online education. further development has happened in the increasing popularity of pre-recorded or on-demand access online courses made available by platforms such as coursera, unacademy, and udemy (priyankapanditakoul, 2020). therefore, new online course providers have emerged as well as online meeting and conferencing software’s also get popularity like zoom, microsoft teams, google meet, skype, cisco webex. as a result, the covid-19 pandemic has made an opportunity for introducing digital learning. the purpose of this research is to provide a report on the impact of the covid-19 pandemic on the education system. 186 countries have implemented nationwide closures, affecting about 73.3 % of the total enrolled learners. however, the advent of e-learning via apps, college-owned learning portals, collaborations with mooc and online course providers can be used as a way to make up for the loss of revenue, caused by the lockdown (priyankapanditakoul, 2020). during the pandemic and after the pandemic, online classes have been conducted on this massive scale, previously, elearning, distance education, and correspondence courses were popularly considered as part of non-formal education, but they replace the formal education system. some of the most popular online communication platforms that would change the destination and direction of the whole education system across the world in post-covid-19 circumstances are coursera, google classroom, blackboard learn, udemy, adobe captivate, seesaw, edx, goguardian, and elucidat (mishra et al., 2020). the objective of the study is to affect of covid-19 pandemic on teaching and learning as well as how teaching mode is shifted from offline to online. the results of the study are important for educational institutes, schools, colleges. there is uncertainty for the pandemic and chances of reinfections. therefore all colleges online teaching mode and design a curriculum that. the commencement of online classes led to various difficulties for both teaching and learning communities, though, the internet is a major technological advancement reshaping society and universities worldwide(volery & lord, 2000). 2. methods the purpose of the study was to identify how the covid-19 pandemic affected the indian education system and to find the advantages and disadvantages of online education. in this study, we used a questionnaire as a quantitative method. questions were prepaid and circulated through email and whatsapp. these questions are multiple-choice questions. to give a response, google forms were created. 34 samples were taken for this research; those are management students, engineering students. the management department and engineering department are in the same institute and required data is easily available so this study selected the two-stream method. all the responses were collected in an excel sheet, visualized with the help of pie charts. http://dx.doi.org/10.%2017509/xxxx.xxxx 139 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 137-140 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 3. results and discussion the questionnaire was circulated among respondents, most of these respondents are students of management studies and engineering. there are 35 students were give their responses out of which 40% are female and 60% are male. most of the students were used microsoft teams for attending their class (figure 1). 65.7% of students chose an offline mode for learning and 34.3% online mode for learning (figure 2). the level of comfort is measure by mental stress, refreshment time, and duration of online class, interaction between teacher and students, understanding of all concepts. 65.7% of students don’t have any stress and fear when attending any class (figure 3). 82.9% of students can interact with the teacher. 58.6% of students can grasp all concepts. 57.1% of students can concentrate during lectures. 62.9% of students are preferred to give online exams. 80% of students are like to attend multiple choice questions rather than descriptive. 60% of students can think that online exams can have the potential to replace offline exams (figure 4). figure 1 students were used microsoft teams for attending their class. figure 2 which method do you like for learning? figure 3 stress or fear while attending online classes ttp://dx.doi.org/10.17509/xxxx.x phanse, the online education impact on students during … | 140 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 figure 4 what is your opinion about online exams, it can replace offline exams in the future? advantages of online education are (i) online education is save traveling time, (ii) online education is cost-efficient as compare to offline learning, and (iii) online education can have the potential to replace offline education. then, disadvantages of online education are (i) online education most students are not able to concentrate on online education, (ii) online education most students are comfortable for offline as compare to online, and (iii) when accessing online classes, students face issues like data problem, electricity. 4. conclusion the paper aims to show the impact of online education on students. from this research paper we concluded that most of the responses in favor of offline education, students also understand all concepts in online classes, and students able to interact with the teacher. online learning and online exam can have the potential to replace offline learning and offline exam, students like to give the online exam as compare to offline exams and multiple-choice questions they like rather than descriptive type questions. students don’t have any stress while attending online classes but still students think that offline education is better than online education. online education is cost-efficient and it saves time also as compared to offline education. 5. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. the authors confirmed that the paper was free of plagiarism. 6. references mishra, l., gupta, t., and shree, a. (2020). online teaching-learning in higher education during lockdown period of covid-19 pandemic. international journal of educational research open, 1, 100012. priyankapanditakoul, p., and bapat, o. (2020). impact of covid-19 on education sector in india. journal of critical reviews, 7(11), 3919-3930. volery, t., and lord, d. (2000). critical success factors in online education. international journal of educational management, 14(5), 216-223. http://dx.doi.org/10.%2017509/xxxx.xxxx 51 information communication technology (ict)-based instructional software and its effectiveness in teaching high school geometry ramil m. arciosa college of teacher education (cte), sultan kudarat state university, the philippines correspondence: e-mail: mcmaril2017@gmail.com a b s t r a c t s a r t i c l e i n f o the study aimed at developing and testing an ict-based instructional software called ubdgeomesys, to facilitate students’ learning of selected topics in mathematics. it is a researcher-created program that uses a language known as microsoft visual basic. the respondents of the study included 2 groups of second-year special class students of koronadal national comprehensive high school (knchs). data for analyses were the scores from tests administered before and after the instruction. validity and reliability activities were done to ensure the quality of the tool. the evaluation showed that the ict-based material was of good quality along with its content, technical and instructional value. the analysis also indicated that the learning achievement of students exposed to the instructional software (r2 = 0.284) was reasonably higher than those who utilized the traditional way (r2=0.05). © 2022 universitas pendidikan indonesia article history: received 01 mar 2022 revised 27 mar 2022 accepted 01 apr 2022 available online 07 apr 2022 ____________________ keyword: high school, ict, instructional, teaching. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 2(1) (2022) 51-60 ijotis arciosa, information communication technology (ict)-based instructional … | 52 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction mathematics is the mainframe and backbone of civilization. it determines the lifecycle of man and one of its branches is geometry. it was considered for its complexity in the twentyfirst century, where the evolution of technologies became the decay of past, present, and future gadgets. the invention of the computer as man’s best friend machine becomes the basic needs in daily life and it makes work easier in respect of time and place. the continuity of civilization in the modern world where mathematics and machines, which are dual have progressively advanced due to the major help of education. education responds to the development of human nature as it continues to cater to the challenges in the effectiveness and usefulness in the habitat of a human being. today our world becomes complicated and the only answer is to become free from ignorance through education, where philosophies mold and glow at the highest peak. mathematics education is the major translation of numbers into the real world that enables technological processes to become the weapons of industrialization of civilization (squier & jenkins, 2003). the usefulness of instructional materials and the fluidity of language that fit students’ interest have a great impact on the students’ achievement and performances. the langu age of computers known as ict has a major role in teaching and learning mathematics. the intervention of something to do in the classroom instructions makes students understand and keeps learning in a better position. this motivated and challenged the researcher in the creation of ictinstructional materials for youth-oriented language that enable students to learn a lot about mathematics, especially geometry. ict in teaching and learning geometry makes this researcher develop a computer system. an ict instructional tool enhances the visualization and interactive capacity of students. however, the increase of ict tools and multimedia computer programs in enhancing student learning available in the market still is not suited to filipino students. this researcher developed the computer program names: instructional software, encoded, programmed, and execute in microsoft visual studio version 2010. instructional software as an ict tool in teaching selected topics in geometry will determine its effectiveness in the achievement of students. the innovation in teaching and learning geometry may propel new industries in education like an electronic blackboard. the development of modern society is based on the peripherals of the computer’s system. in this field where the civilization of mankind arises from the tip of mechanical machines into superpower machines. computers affect every aspect of human life, mostly in the part of education, through a toddler’s development going to the adult’s life, computers stray on his basic necessity. information communication technology (ict) integration in the teaching and learning process has been overdue since the computer has been discovered. before the covid 19 pandemic hit the education, system there’s called computer-aided instruction (cai), computer–assisted learning (cal), and now the proponent faces it is a new name called information communication technology (ict). ict in education has been flex as effective in the teaching and learning process for both teachers and learners in different field of disciplines. historically, ict-based is already part and parcel of education, since pre-covid 19 pandemic era, the gap now is widening as this new normal education hit the hierarchy of the education system from preschool to university level where no face-to-face instruction happened. according to flor (2008) that there are four major policy gaps in the implementation of ict particularly in the department of education: http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 53 | indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 51-60 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 (i) an expanded definition of ict. taking a cue from un agencies, the ict for education in the philippines should adopt an expanded liberal definition of ict inclusive of both low end and high-end technologies, digital and analog devices. (ii) an appropriate use policy with the adoption of the above definition, what logically follows is an appropriate use policy that sets efficient and effective utilization guidelines for icts with due consideration given to technological, ethical, proprietary, and humanistic issues. the policy should be considerate of the primary, secondary, and higherorder impact of specific technologies to be employed on individual stakeholder groups as well as communities. the use of technology should be guided by practicality, costeffectiveness, and sustainability. (iii) donor coordination and harmonization -with the variety and diversity of ict for education initiatives and donors, with their attendant interests, donor coordination and harmonization policy may be in order. this policy begins with the tacit agreement that one unified framework should be adopted and that ict initiatives in the education sector should be guided and situated accordingly by and within this framework. lastly the fourth gap (iv) public-private sector financing a policy on public-private sector partnerships for the ict4e movement should be enforced. the private sector should be sensitized to the fact that supporting ict4e would pump prime the ict industry. tomaro (2018) discussed fully integrating ict in education in the case of the philippines such as added training for teachers, provision of computer infrastructures, integration of ict in the curriculum in a strategized manner, and lastly strong leadership. integrating information and communication technology (ict) into teaching and learning has become a great concern for many educators in developing countries like the philippines and must be used, taught in meaningful ways, with its rapid development, educators should find ways to integrate technology in the learning process. further, he elaborated that ict should not drive education, rather, educational goals and needs must drive its use in schools, and targeting holistic growth for learners is a crucial factor in realizing the need to develop ict curriculum standards for k-12 schools in the philippines. preclaro-ongtengco (2019) and plowman and stephen (2003) cited that ict should have a different format of presenting text, but rather considered it with instructional design in mind and an initial review of an existing digital enhancement of the lesson plans, a digital (animated) version of each lesson was created to help increase interest and attention of its young viewers. further, she discussed that what was missing however from this innovation was the instructional design component that directs the use of ict towards creating a more engaging learning environment. due to this proponent’s creative mind, the ubdgeomesys has developed’ a combination of understand by design (ubd) strategy and geometry lessons a second-year mathematics subject in the basic education curriculum (bec), the academic year 2013-2014. this ubdgeomesys is an ict-based instructional software that enhances interaction and students’ learning activities. lee (2018) and hou et al. (2020) cited that modern society has evolved to extent that computer technology has become part of various fields, creating new and superior value to society. he reiterates that education on computer literacy, including the ability to design and build software, is now becoming a universal education that must be acquired by everyone, regardless of the field of study about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank arciosa, information communication technology (ict)-based instructional … | 54 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 2. methods this is developmental and experimental research. the creation of the instructional software by the author itself using a window-based programming language called visual basic version 6.0. the content of the instructional software is in ubd (understand by design) format that is used in (bec) basic education curriculum. the developed instructional software called ubdgeomesys focuses on the second-year mathematics lessons as the main contained knowledge. the following five main topics are (i) ration and proportion; (ii) proportional segment; (iii) proportional segment; (iv) basic similarity theorem in triangles; and (v) similarity in right triangles. the author created the instructional software that is not purely text, simply read and solved by the users (respondents) instead there are interactive features embedded in the ubdgeomesys. the ubdgeomesys as an ict-based teaching strategy is compared to the chalk and talk methods/ traditional approach in the same subject and lessons. survey and pre-post-test quasi-experimental designs are the main statistical data to be used and gathered between the ict and non-ict teaching strategies. there are fifty validated multiple-choice questions made by the author which are composed of 10 questions per topic, a topic of five with a total number of fifty objective type tests. further, these fifty objective type tests, particularly a multiple-choice type was used as the main data for the pre and post-test designs in determining the effectiveness of ubdgeomesys in teaching selected topics in high school geometry. in the comparison of the results with the traditional way of teaching, this study also gets the data from the control group. the data gathered is analyzed using the spss software to determine the descriptive and inferential results of the study. 3. results and discussion this section presents the analysis and interprets the data generated from the study. tabular, graphical information, and regression analysis are presented to reveal significant points useful in pursuing the main concern of this study – to answer the research questions by testing the hypothesis earlier formulated. 3.1. descriptive perceptions (overall perceptions for qualities (content, technical & instructional) of ubdgeomesys by the respondents and ict teachers) table 1 shows the overall perceptions of the ubdgeomesys's three qualities, namely: content, technical, and instructional. their overall weighted mean is 4.05. the ubdgeomesys was rated as “very good” which means that the integration of ict is “very agreeable” to the experimental group. among the three qualities, only the technical quality had a lower rating to means that the computer laboratories should update their software and hardware components. table 1. overall perceptions of the ubdgeomesys. quality components mean interpretation content quality 4.13 very good technical quality 3.77 very good instructional quality 4.24 excellent overall mean 4.05 very good http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 55 | indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 51-60 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 2 presented the perceptions of content quality in the ubdgeomesys. it has nine properties which earned the mean of 4.13 and the interpretation of “very good”. among the nine properties, numbers 1, 4, and 9 have “excellent” descriptions. the flow of lessons in the ubdgeomesys received the most attention from the respondents, to show that they liked the content. the ubdgeomesys created vibrant, well-diversified, and substantial topics which translated into simplified and relevant lessons as perceived by respondents. table 2. perceptions for content quality of the developed ubdgeomesys by the respondents. no content mean interpretation 1 the content is scientifically adequate and accurate. 4.33 excellent 2 it emphasizes active learning. 4.18 very good 3 it is well organized. 4.18 very good 4 it is relevant to learning objectives. 4.36 excellent 5 it reaches powerful ideas. 4.18 very good 6 it evaluates student learning as stated in the objectives. 3.67 very good 7 it allows the development of multiple intelligences 3.67 very good 8 the topics are interesting. 4.15 very good 9 the content is free of ethnic, gender, and other stereotypes 4.46 excellent mean 4.13 very good table 3 revealed that all respondents rated the technical quality of ubdgeomesys as “very good”. the nine properties earned the average weighted mean of 3.77. among the nine properties, numbers 4 and 7 had a lower value of weighted mean and received “good” descriptions. only number 6 received an “excellent” description. however, it also shows the poor quality of the sounds and the capacity of the computer to run, indicating that the problems are more on the computer peripherals. the computers in the computer laboratory are not complete in terms of accessories like the speaker, and, the models are old. table 3. perceptions of the technical quality of the developed ubdgeomesys by the respondents. no technical mean interpretation 1 the system is easy to navigate. 3.82 very good 2 it allows the learner to control the pace of learning. 4.15 very good 3 it is well organized. 3.67 very good 4 the sounds are clear. 3.23 good 5 the layout and design are attractive. 4.33 excellent 6 the user support materials are comprehensive and directive. 4.00 very good 7 runs quickly, with minimum waiting. 3.00 good 8 intended users can easily and independently use the system. 4.00 very good 9 the system is aesthetically pleasing. 3.70 very good mean 3.77 very good table 4 shows that the assessment on instructional quality had an “excellent” description and the nine properties earned the average weighted mean of 4.24. among the nine properties, numbers 2, 3, 4, 5, 7, and 8 had “excellent” descriptions. the interactions between the students and the lessons on the computers created a relevant value in teaching and learning as experienced by respondents. the interactive ubdgeomesys which caters to the about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank arciosa, information communication technology (ict)-based instructional … | 56 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 needs of the students in the teaching and learning of the five topics described the respondents' response as “strongly agree” indicating that the ubdgeomesys is needed in current styles of the learning process. table 4. perceptions for instructional quality of the developed ubdgeomesys by the respondents. no instructional mean interpretation 1 it provides appropriate feedback on the accuracy of students’ answers. 4.18 very good 2 it is of high educational value. 4.28 excellent 3 it is a good supplement to the curriculum. 4.33 excellent 4 it addresses the needs and concerns of students 4.23 excellent 5 the instructional material facilities collaborative and interactive learning. 4.36 excellent 6 it integrates students’ previous experiences. 3.95 very good 7 the test items are constructed appropriately to the level of the lessons. 4.23 excellent 8 it reflects the current trend in mathematics education. 4.46 excellent 9 the graphics, and colors, used are appropriate for instructional objectives. 4.15 very good mean 4.24 excellent 3.2. graphical perceptions the results for the graphical perceptions are shown in table 5. through the summary results of graphical perceptions. there is enough evidence to claim that the students in the ict-based approach performed better in the post-test with their main gain score of 19.06. it implies that ict based approach was better prepared and got higher scores in the post-test compared to their pre-test. using the ubdgeomesys was effective in students’ achievement. the mean gain score difference of 19.06 reveals that the scores of the ict-based approach in the post-test were higher than those in the pre-test. the ubdgeomesys as researchers’ masterpiece and innovative teaching strategy in teaching geometry was proven to be effective in students’ achievement. the immersion of students in ict activities like computer programs, education software, and courseware particularly in a core subject area like math is revealed to cause high standards of achievement and creates homogenous results. moreover, in non-ict-based approach, showed that the students in the non lct group performed better in the post-test with the main gain score of 10.55. it implies that the control group was better prepared and got a higher score in the post-test compared to the pre-test. after the treatment, using the traditional method was more effective in students’ achievement. in summary, ict based approach gain a mean score of 8.51 from non-ict based approach (chalk and talk method) in teaching high school geometry with five selected topics: (i) ratio and proportion; (ii) proportional segment; (iii) proportional theorem; (iv) basic similarity theorem in a triangle; and (v) similarity in right triangles. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 57 | indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 51-60 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 5. graphical perceptions. non-ict approach ict approach pretest post-test pretest post-test proportional segment proportional theorem bas sim theorem in tri sim in right triangles 3.3. inferential perceptions the results are shown in figures 1 and 2. figure 1 shows the regression analysis (r2 = 0.05, 0.05 significant value) of the non-ict base group on five topics regarding their raw scores. it shows slightly inclined in response to the effectiveness of the non-ict group. figure 2 shows the regression analysis (r2 = 0.284, 0.05 significant value) of the non-ict base group on five about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank arciosa, information communication technology (ict)-based instructional … | 58 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 (5) topics regarding their raw scores. the graph shows a higher inclined position compared to the non-ict group. figure 1. the regression analysis (r2 = 0.05, 0.05 significant value) of non-ict base group in five (5) topics regarding their raw scores. it shows slightly inclined in response to the effectiveness of the non-ict group. figure 2. the regression analysis (r2 = 0.284, 0.05 significant value) of the non-ict base group in five (5) topics regarding their raw scores. the graph shows a higher inclined position compared to the non-ict group http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 59 | indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 51-60 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 4. conclusion the ubdgeomesys was assessed as very good in its qualities for teaching selected topics in high school geometry. after the experimental group was exposed to ubdgeomesys, it registered “above average” performance which is far better compared to that of the control group which garnered only an average rating. considering all tests administered before the conduct of the study like the achievements during the second grading period in geometry and pre-tests, the respondents exhibited comparable learning performances at the start of the experiment as confirmed by the t-test results. the summary of the finding showed no significant difference and shows that the two groups had no idea about the lessons. after the treatment, the experimental group had a higher value. the analysis also indicated that the learning achievement of students exposed to the instructional software (r2 = 0.284) was reasonably higher than those who utilized the traditional way (r2=0.05). the action-reaction of the ubdgeomesys triggers a big momentum in the academic performances of students and it shows that students needed a new style of teaching in the field of mathematics. the development of ubdgeoemesys depends on the pedagogical and philosophical values of students-teacher, teacher-school, and school –communities. the learning style of students changes due to vast development in information and communications technologies (ict). concerning that development, teachers also need improvement and innovation in new things in teaching mathematics. the traditional approach is embedded in the human mind and taking it in gradual actions, basic routine in imparting the lessons makes students bored and not interested anymore in the subject matters. the reinvention of teaching strategy gives a new standard, a new wave in the field of education. this study is concerned with recent innovations in the methods of teaching and learning geometry using the developed and created computer system named ubdgeomesys by visual basic version 6. further, the author suggested, a database for learners and probably a benchmark for education version 4.0 for future research. 5. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. authors confirmed that the paper was free of plagiarism. 6. references flor, a. (2008). a policy and planning framework on information and communication technology for basic education in the philippines. international journal of education and development using ict, 4(3), 19-44. hou, r., kong, y., cai, b., and liu, h. (2020). unstructured big data analysis algorithm and simulation of internet of things based on machine learning. neural computing and applications, 32(10), 5399-5407. lee, y. (2018). python-based software education model for non-computer majors. journal of the korea convergence society, 9(3), 73-78. plowman, l., and stephen, c. (2003). a ‘benign addition’? research on ict and pre‐school children. journal of computer assisted learning, 19(2), 149-164. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank arciosa, information communication technology (ict)-based instructional … | 60 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 preclaro-ongtengco, m. h. (2019). basic education curriculum, assessment, and corresponding ict. curriculum, assessment, and ict in basic education, 41, 41-52. squire, k., and jenkins, h. (2003). harnessing the power of games in education. insight, 3(1), 5-33. tomaro, q. p. v. (2018). ict integration in the educational system of philippines. journal of governance and public policy, 5(3), 259-282. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 9 unveiling the formation of political identities of the filipino youth in tacurong city, the philippines lynsey faye d. daanoy, eau haiana d. dela cruz, paul asi c. hitalia *, wendelyn joyce p. sumpo, adonis s. besa sultan kudarat state university laboratory high school, tacurong city, 9800 sultan kudarat, the philippines correspondence: e-mail: paulasihitalia@sksu.edu.ph a b s t r a c t s a r t i c l e i n f o the purpose of this study was to investigate the filipino youth’s participation in politics regarding how their political identities were formed. the novelties in this study are (1) political identities of the filipino youth, and (2) factors affecting the political identity formation of the filipino youth. a qualitative case study approach was used to analyze the different statements of the filipino youth towards the factors that made them be involved in politics, their political identities, and their political identity. six filipino youths residing in tacurong city participants were purposively chosen and interviewed via google meet due to covid-19 restrictions. as revealed by the data gathered, issues in the society, the availability of information to the public, their relationship circle, and their respective school’s influence was found to play an essential role in making the filipino youth participate in politics. the same factors such as the issues in the society, availability of information to the public, relationship circle, and the influence of school were also responsible for the formation of their current political identity. it is concluded that the filipino youth’s political participation and identity were the results of the significant influence of the society. this study has a major impact in contributing to the knowledge on how the youth behave and why they have different perspectives and preferences of sides specifically in politics. article history: received 02 jan 2021 revised 10 feb 2021 accepted 20 feb 2021 available online 29 feb 2021 ____________________ keyword: filipino youth, formation, government, political engagement, political identity, political issues politically active, politics, indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ijotis/ indonesian journal of teaching in science 1 (1) (2021) 9-12 ijotis © 2021 universitas pendidikan indonesia http://ejournal.upi.edu/index.php/ijotis/ daanoy et al, unveiling the formation of political identities of filipino youth ... | 10 doi: http://dx.doi.org/10. 17509/xxxxt.vxix p issn 2276-6152 e issn 2276-6101 1. introduction youth had always been in the front of social movements, figuring as one of the most active political groups for social change as they are always practicing their political right (elliott and earl, 2018; saud et al., 2020). youths have a major role to play for the present and future societies, and in this regard, their independent adulthood transition is very crucial (anyon et al., 2018). recent studies has reported on how the political perception of youth were heading to (tamanna, 2018), the youth participation in local governance (gökçe-kızılkaya & onursalbeşgül, 2017), political identities as the missing link in the study of populism (meléndez & kaltwasser, 2019), the youth participation as voices and themes from democracy project (sprague martinez et al., 2018), and political ideologies and identity in newspaper discourse (van dijk, 2006). however, there is no study about the political identities of the youth living in the philippines, but only their participation in politics as a whole. 2. methods the study had employed the qualitative case study method (baskarada, 2014); where phenomenon investigated was the formation of political identities of filipino youths. explanatory type of case study had been used and six (6) filipino youth were purposely chosen. the following criteria were used to identify the participants. he or she must (a) be a filipino citizen, (b) aging from 15-24 years old following the definition of youth of the united nations general assembly, (c) politically active in social media which can be determined as individuals who voice out their opinions regarding the government, (d) a resident of tacurong city, and (e) has the confidence to share thoughts, ideas regarding how their political identities were formed. the study had been conducted online due to covid-19 restrictions and was interviewed via google meet. semi-structured interviews were used to gather the data. thematic analysis (ta) was used in data gathering. 3. results and discussion the study dealt with the filipino youth’s participation in politics regarding how their political identities were formed. it also covered the factors that made them participate in politics and the different political identities of the filipino youth. in filipino youth’s engagement in politics, their political engagement was linked to the following: issues in the society; availability of information to the public; relationship circle; and school influence (kahne et al., 2013; pelevin et al., 2018; banks & roker, 1994). important findings showed that the primary factor that made the filipino youth’s political engagement were the questionable actions of the government especially during the pandemic, and the present social issues in the country (vallejo jr & ong, 2020). then, the availability of information to the public, the news, and social media (holt et al., 2013). media helps the filipino youth to keep themselves updated and act when seeing news that triggers them. next, the family being always involved in politics (jennings et al., 2009) and peer pressure made the filipino youth open up and talk about politics (cabrera et al., 2017). lastly, the schools of the youth make the children participate in various school activities where the youth can use it as a platform to express their views. as to factors shaping the political identity of the filipino youth, four (4) factors were identified. they are also categorized as issues in society, availability of information to the public, school influence, and relationship circle. http://dx.doi.org/10.%2017509/xxxxt.vxix 11 | indonesian journal of teaching in science, volume 1 issue 1, march 2021 hal 9-12 salient findings showed that the filipino youth has been critical towards the issues present in the country, and these events trigger the youth, thus affecting their views towards politics (farthing, 2010). then, the availability of information to the public, specifically the media and books, are being used as a medium for the youth to have enlightenment and assessments toward their opinions. next, the school, concretely the political activities happening in their chosen strand, helps them in balancing out their opinions. lastly, their relationship within their family and friends. the beliefs of the youth’s family and friends also reflect them and influence their views regarding politics. the political identities of the filipino youth have been categorized into partisans, nonpartisans and politically neutral (lorch, 2021). salient findings show that there are filipino youths who are siding a certain political affiliation. specifically, they are called as dds (duterte diehard supporters), supporters of the current administration, and dilawans which support the liberal party. there are also filipino youths that are non-partisans people who don’t support a certain political party, but rather choose the side in which they think benefits the people more. lastly are the politically neutral, otherwise known as apolitical, are those people that are considered inactive in terms of political involvement. 4. conclusion based on the findings, the following conclusions were drawn: 1. the reasons behind why the filipino youth has been politically active is the result of significant influence of the society, mainly: the issues in the society, availability of information to the public, the filipino youth’s relationship circle, and the school influence. 2. the filipino youth’s political identity has been identified and categorized into three (3): partisans (dds or the diehard duterte supporters, dilawans or the liberal party supporters), non-partisans, and politically neutral. the development of these identified political identities of the filipino youth has been influenced by the issues in society, availability of information to the public, school influence, and relationship circle. 5. acknowledgements we thank to our research advisers, panel of examiners, participants of the study, the institution sultan kudarat state university laboratory science high school, the researchers’ families, and above all, the god almighty. 5. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. authors confirmed that the paper was free of plagiarism. 6. references anyon, y., bender, k., kennedy, h., and dechants, j. (2018). a systematic review of youth participatory action research (ypar) in the united states: methodologies, youth outcomes, and future directions. health education and behavior, 45(6), 865-878. banks, m. h., and roker, d. (1994). the political socialization of youth: exploring the influence of school experience. journal of adolescence, 17(1), 3-15. doi: http://dx.doi.org/10. 17509/xxxxt.vxix pissn 2276-6152 eissn 2276-6101 http://dx.doi.org/10.17509/xxxx.v6i daanoy et al, unveiling the formation of political identities of filipino youth ... | 12 baskarada, s. (2014). qualitative case study guidelines. baškarada, s.(2014). qualitative case studies guidelines. the qualitative report, 19(40), 1-25. cabrera, n. l., matias, c. e., and montoya, r. (2017). activism or slacktivism? the potential and pitfalls of social media in contemporary student activism. journal of diversity in higher education, 10(4), 400. elliott, t., and earl, j. (2018). organizing the next generation: youth engagement with activism inside and outside of organizations. social media+ society, 4(1), 1-14. farthing, r. (2010). the politics of youthful antipolitics: representing the ‘issue’of youth participation in politics. journal of youth studies, 13(2), 181-195. gökçe-kızılkaya, s., and onursal-beşgül, ö. (2017). youth participation in local politics: city councils and youth assemblies in turkey. southeast european and black sea studies, 17(1), 97-112. holt, k., shehata, a., strömbäck, j., and ljungberg, e. (2013). age and the effects of news media attention and social media use on political interest and participation: do social media function as leveller?. european journal of communication, 28(1), 19-34. jennings, m. k., stoker, l., and bowers, j. (2009). politics across generations: family transmission reexamined. the journal of politics, 71(3), 782-799. kahne, j., crow, d., and lee, n. j. (2013). different pedagogy, different politics: high school learning opportunities and youth political engagement. political psychology, 34(3), 419-441. lorch, j. (2021). elite capture, civil society and democratic backsliding in bangladesh, thailand and the philippines. democratization, 28(1), 81-102. meléndez, c., and rovira kaltwasser, c. (2019). political identities: the missing link in the study of populism. party politics, 25(4), 520-533. pelevin, s., taubaev, b., tileubergenov, y., and vasiliev, a. (2018). the participation of youth of western countries in political life of the society the youth in the political life of the society. journal of advanced research in law and economics, 9, 761. saud, m., ida, r., and mashud, m. i. (2020). democratic practices and youth in political participation: a doctoral study. international journal of adolescence and youth, 25(1), 800-808. sprague martinez, l., richards-schuster, k., teixeira, s., and augsberger, a. (2018). the power of prevention and youth voice: a strategy for social work to ensure youths’ healthy development. social work, 63(2), 135-143. tamanna, m. (2018). the political perception of youth: where are we heading to?. jurnal akta, 5(3), 743-750. vallejo jr, b. m., and ong, r. a. c. (2020). policy responses and government science advice for the covid 19 pandemic in the philippines: january to april 2020. progress in disaster science, 7, 100115. van dijk, t. a. (2006). ideology and discourse analysis. journal of political ideologies, 11(2), 115-140. doi: http://dx.doi.org/10. 17509/xxxxt.vxix pissn 2276-6152 eissn 2276-6101 http://dx.doi.org/10.%2017509/xxxxt.vxix database connection failed! 75 rural-urban migration among women farmers: science education, survey, and implication for food crop production in cross river state, nigeria j. b. effiong*, c. f. aya department of agricultural extension and rural sociology, faculty of agriculture, forestry and wildlife resources management university of calabar, calabar, nigeria correspondence: e-mail: johneffiong090@gmail.com a b s t r a c t s a r t i c l e i n f o the main objectives of the study were to: identify the socioeconomic characteristics of the respondents, assess factors influencing women’s food production activities and identify measures for reducing rural-urban migration among women farmers in the study area. a sample size of 200 farmers was randomly selected for the study. data were collected using a set of structured questionnaires and interview schedules. the result obtained showed that most of the farmers were between the ages of 51-60 years (50.0%). farmers’ levels of education were the non-formal level of education (45.0%), primary level of education (35.0%), and secondary level of education (15%). farming was their major occupation (52.5%) and trading (40.0%). 8-10 household size was the highest which promotes labour within the family (40.0%), 11 and above (30.0%). family labour was the main source of labour supply (75.0%), and exchange labour (22.5%). factors influencing women’s crop production activities were lack of fertile farmland, old age, active engagement in domestic activities, and high cost of farm inputs, which were 22.5, 17.5, 13.5, and 11.5%, respectively. the findings showed that mechanization can reduce migration among women farmers. the study recommended that government should mechanise agriculture, loans should be given to corporative farmers while land tenure system should be reviewed to favour farming which will also help to reduce rural-urban migration among women farmers in cross river state, nigeria. © 2022 kantor jurnal dan publikasi upi article history: received 19 dec 2021 revised 02 jan 2022 accepted 20 jan 2022 available online 30 jan 2022 ____________________ keyword: cross river state, food crop, migration, rural-urban, women farmers. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 2(1) (2022) 75-80 ijotis http://ejournal.upi.edu/index.php/%20ijotis/ effiong and aya, rural-urban migration among women farmers: science education, survey, and … | 76 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction agriculture has been the major economic base that has sustained livelihood in nigeria over the years (ugwu & kanu, 2012). before the discovery of petroleum products in commercial quantities in the country the agricultural sector was contributing between 70% and 80% of the total value of the country’s export. the production of food and other by-products of agriculture is mostly carried out in the rural communities where farming is a major occupation. rural communities equally have an abundance of farmland and fertile land for farming which encourages the production of food in commercial quantities (kremen, 2015). farming activities are carried out by both gender (male and female) but one basic challenge of production is rural-urban migration. according to okpo and eze (2012), the need for better lives, economic reasons, cultural practices, and negligence on the part of government towards agriculture have contributed to the reduction of food supply in cross river state in particular and in nigeria in general. the migration of young women from rural to urban areas has drastically affected food supplies to urban centres and for export. yue et al. (2010) included an attempt to raise one’s social status as one of the reasons for rural-urban migration. the process of rural-urban migration has affected the rural economy by creating market changes in gender households since farming activities can only be carried out by healthy young men and women in the society. ye (2018), noted that migrants are considered to be pulled out of the rural areas because of a lack of transformation in the agricultural sector, into the urban areas to take advantage of expanding non-agricultural economics. socio-economic inequality between the rural and urban dwellers is another cause of drifting from a rural area to the cities. other reasons for migration include; violence, political instability, natural disasters such as famine, flood, war, poor infrastructural service supplies, and lack of access to quality education among others have contributed to rural-urban migration. however, the following measures were suggested to reduce rural-urban migration, including; creating appropriate rural-urban economic balance, expanding small scale labour-intensive industries and eliminating factor price distortion, the establishing industries, provision of social amenities, creating employment opportunities for youths and women in the rural centres to occupy government establishment, especially agriculture. notably, rural-urban migration both temporary and permanently has a positive and negative impact on the origin of a particular food production initiative. some negative impacts of migration are; migration impoverishes rural areas because those that would have engaged in food production tend to leave for white-collar jobs, it creates labour shortage at a peak period and leads to a vicious circle of degradation as it generates smaller markets for local activities. also, migration could also have a positive impact on food crop production when migrants send remittances in cash or food items to their loved ones to alleviate financial constraints faced while producing food also, it is obvious that migration, reduces the population of rural areas thus decreases the supply of labour which leads to low agricultural production. it is on this premise that the researchers deem it necessary to assess the effect of rural-urban migration on women’s crop production capacity in cross river state, nigeria. the following are the specific objectives of the study: (i) to identify the socio-economic characteristics of the respondents in the study area. (ii) assess factors that influence women’s food production activities in cross river state, nigeria. (iii) identify measures for reducing rural-urban migration among women farmers in the study area. http://dx.doi.org/10.%2017509/xxxx.xxxx 77 | indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 75-80 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 the following are the hypothesis of the study: ho1 (there is no significant relationship between some socioeconomic attributes of the migrant women farmers and food crop production in the study area). 2. methods the study was carried out in cross river state, nigeria. the state is located in the southsouth region of nigeria and has eighteen (18) local government areas. the state shares a common boundary with akwa ibom state, ebonyi state, benue state and the republic of cameroon. the major occupation of the people in this area is farming, civil service and the mining of query. however, agriculture dominates other occupations as most rural dwellers are peasant farmers. two local government areas were randomly selected for the study, namely; odukpani and ogoja local government areas, representing the northern and southern cross river state. a multi-stage sampling technique was used for the study. at stage one, two agricultural zones, southern and northern zones were randomly selected. at stage two, two local government areas odukpani and ogoja were purposively selected for the study based on their geographical location and involvement in agricultural activities. the third stage was the random selection of 200 farmers with 100 each from odukpani and ogoja local government areas in cross river state. data were collected from both primary and secondary sources. the primary source was obtained from the field while secondary sources were obtained from the internet, journals and articles, among others. 3. results and discussion table 1 shows that majority of women farmers were between the ages of 51-60years, 4150years and 31-40years representing (50%), (28%) and (12.5%) respectively. the result further reveals that most of the women farmers were married (50.0%), (35.0%) divorced and (12.5%) widowed. farming was recorded as the highest occupation of the rural women (52.5%), civil service (2.5%) and teaching (5.0%). 8-10 persons per household were recorded as the highest household size with (40.0%), 11 and above was (30.0%) while 5-7 person was (20.0%). the major source of farm labour was family labour (75.0%), exchange labour (22.5%) and hired labour (2.5%). the majority of the women farmer had no formal education (45.0%), primary education (35.0%) and secondary education (2.25%). also, farmers’ low level of education in sub-saharan africa has reduced agricultural production. the results also show that old age, unmarried people, higher educational qualifications, civil servants and mechanized farming were low-level socioeconomic factors affecting women farmers’ food crop production in the study area. table 1. distribution of respondents by socio-economic characteristics. variable frequency percentage (%) age: 20-30 31-40 41-50 51-60 61 and above 7 25 56 100 12 3.5 12.5 28.0 50.0 6.0 total 200 100 ttp://dx.doi.org/10.17509/xxxx.x effiong and aya, rural-urban migration among women farmers: science education, survey, and … | 78 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 1 (continue). distribution of respondents by socio-economic characteristics. variable frequency percentage (%) marital status: single married divorced widowed 5 100 70 25 2.5 50.0 35.0 12.5 total 200 100 level of education: non-formal primary secondary higher education 90 70 30 10 45.0 35.0 15.0 5.0 total 200 100 occupation: farming trading civil servant teaching 105 80 5 10 52.5 40.0 2.5 5.0 total 200 100 household size: 1-4 5-7 8-10 10 and above 20 40 80 60 10.0 20.0 40.0 30.0 total 200 100 labour supply: family hired labour mechanized exchange labour 150 5 0 45 75.0 2.5 0.0 22.5 total 200 100 table 2 shows the result of factors affecting women’s crop production activities in the study and from the result, the major factors influencing women's crop production capacity were lack of access to fertile and productive land, old age of women farmers, active engagement in daily domestic activities, high cost of farm inputs and insufficient access to agricultural extension workers. these items were (22.5%), (17.5%), (13.5%), (11.5%) and (10.0%) respectively. the world of physical work and agriculture, women perform nearly twothirds of the farm work if they have access to land, finance and labour supply. the access to extension agents would help to influence the adoption of farming innovations to increase food production capacity in any given environment. the results also showed that factors such as lack of agricultural innovations, lack of farmers' access to credit facilities, unavailability of cheap labour supply, expensive cost of hiring labour and poor interest of the rural dwellers in farming were low factors responsible for influencing women food crop farming in cross river state, nigeria. table 3 shows the distribution of respondents based on ways of reducing rural-urban migration in the study area. these results showed that increasing farm mechanization to reduce drudgery x=4 was (ranked-1st), adequate extension service delivery x=3.06 (ranked2nd), review of land tenure system of 1978 x=2.72 (ranked-3rd), provision of basic social infrastructural amenities such as pipe-borne water, electricity, access roads, x=2.56 (ranked4th) respectively. http://dx.doi.org/10.%2017509/xxxx.xxxx 79 | indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 75-80 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 2. distribution of respondents based on factors influencing women’s crop production activities in the study areas. s/n variables frequency percentage (%) mean (x) rank 1 there is no access to credit facilities 12 16.0 0.96 7th 2. i have insufficient access to extension services/workers 20 10.0 1.00 5th 3. there is no fertile and productive land 45 22.5 5.06 1st 4. the cost of hiring labour is very expensive 9 4.5 0.20 9th 5. labour is not readily available 10 5.0 0.25 8th 6. there is no interest in farming 6 3.0 0.09 10th 7. i am actively engaged in domestic activities 27 13.5 1.82 3rd 8. i am too old to continue with farm work 35 17.5 3.06 2nd 9. no agric innovations to improve yield and productivity 13 6.5 0.42 6th 10. farm inputs are very expensive 23 11.5 1.32 4th total 200 100 this result agrees with effiong and effiong (2015) who opined that availability, accessibility of arable, fertile and productive land access to finance by women farmers is a way forward for increasing food production. concurrently, the provision of financial incentives, machines, electricity, a good road network, and quality water supply to the rural people will help reduce rural-urban migration thereby increasing the food production capacities of rural women farmers' workforce. this result also shows that; job-creating opportunities, the establishment of industries and improved access to credit facilities were low-level ways of reducing ruralurban migration in the study area. table 3. distribution of respondents based on ways of reducing rural-urban migration in the study area. s/n variables frequency percentage (%) mean (x) rank 1. creation of job opportunities 27 13.5 1.82 5th 2. improved access to credit facilities 15 7.5 0.56 7th 3. provision of basic social infrastructural amenities e.g pipe-borne water, electricity, accessible roads 32 16.0 2.56 4th 4. establishment of industries 18 9.0 0.81 6th 5. review of the land tenure system of 1978 to allow women to have access to arable land 33 16.5 2.72 3rd 6. adequate extension services delivery system 35 17.5 3.06 2nd 7 increased farm mechanization to reduce drudgery and fatigue associated with subsistence and local farming 40 20.0 4.00 1st total 200 100 source: field survey data, 2021 table 4 show relationship between some socioeconomic attributes of migrant women farmers and food crop production: results showed that there was no significant relationship between many years spent at the primary level of education and food crop production among migrant women farmers in the study area (r=0.76). however, age and number of years spent as women farmers have a significant relationship (r=0.52), with computed r of 0.762 and 0.520 respectively at a critical r-value of 0.4. older women crop farmers tend to migrate from rural to urban centres mostly because they need to visit their children in the cities, particularly ttp://dx.doi.org/10.17509/xxxx.x effiong and aya, rural-urban migration among women farmers: science education, survey, and … | 80 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 during childbirth to the detriment of their crop production ventures. on the contrary, however, women crop farmers with a higher level of education are more likely to reduce migration habits because most of them prefer to be visited at home. table 4. relationship between some socioeconomic attributes of migrant women farmers and food crop production. socioeconomic attributes of mwf modalities used computed r 51-60 years of age years spent as a farmer years spent in primary level education 0.762 0.520 0.485 4. conclusion the findings of this study indicated that rural-urban migration has negative implications on women's crop production capacity in cross river state, nigeria. the study, therefore, concluded that the state agricultural activities should be made attractive through the provision of social amenities, the review of the land tenure system, provision of loan facilities and labour reduction through mechanization, women will be encouraged to do better in farming to sustain food production and food security initiatives in the study area. this study, therefore, made the following recommendations: (i) efforts should be made to invest in agricultural mechanization as a way forward to checkmate the supply of labour in agricultural activities among women farmers; (ii) financial institutions should grant loans to women farmers with little or no collateral securities and at a low-interest rate to boost food production capacity in cross river state in particular and nigeria in general. this, therefore, is a sure way of increasing food production; (iii) the land act decree of 1978 should be reviewed to ensure equal distribution and availability of agricultural land for farming. this is because as land becomes fragmented crop production becomes low. this will also help to solve the problem of the tenure system in the state and nigeria in general. 5. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. authors confirmed that the paper was free of plagiarism. 6. references kremen, c. (2015). reframing the land‐sparing/land‐sharing debate for biodiversity conservation. annals of the new york academy of sciences, 1355(1), 52-76. okpo, o. c., and eze, r. c. (2012). vandalization of oil pipelines in the niger delta region of nigeria and poverty: an overview. studies in sociology of science, 3(2), 13-21. ugwu, d. s., and kanu, i. o. (2012). effects of agricultural reforms on the agricultural sector in nigeria. journal of african studies and development, 4(2), 51-59. ye, j. (2018). stayers in china's “hollowed‐out” villages: a counter narrative on massive rural– urban migration. population, space and place, 24(4), e2128. yue, z., li, s., feldman, m. w., and du, h. (2010). floating choices: a generational perspective on intentions of rural–urban migrants in china. environment and planning a, 42(3), 545562. http://dx.doi.org/10.%2017509/xxxx.xxxx 147 students’ learning experiences and preference in performing science experiments using hands-on and virtual laboratory john marc s. bugarso, ramel e. cabantugan, que-ann d. tapiculin*, amera c. malaco sultan kudarat state university-student, the philippines correspondence: e-mail: que-anntapiculin@sksu.edu.ph a b s t r a c t s a r t i c l e i n f o this study investigated the hands-on and virtual laboratory learning experiences and laboratory preference of 91 students in performing science experiments. this study utilized a descriptive-correlation research design. the study revealed that students had positive learning experiences towards hands-on laboratory in terms of thinking, understanding, performing, and reasoning than in the virtual laboratory. moreover, most of them highly preferred handson laboratories in terms of learning environment, motivation and enjoyment, stimulation of active learning, comfort, and convenience. the students’ preferences in the different laboratory settings were significantly different. hence, there was a moderate correlation between students’ learning experiences and their laboratory preference in the hands-on laboratory. meanwhile, there was a strong correlation between these two variables in a virtual laboratory. it is recommended to the educational institutions to enhance and strengthen their supports through providing complete laboratory facilities to the schools. additionally, the teachers should continuously integrate laboratories to support the theoretical understanding of students in various science lessons. importantly, the teachers and students should be innovative in performing experiments especially due to the limited instructional resources in this time of new normal. © 2021 universitas pendidikan indonesia article history: received 20 sep 2021 revised 18 oct 2021 accepted 27 nov 2021 available online 07 dec 2021 ____________________ keyword: hands-on laboratory, learning experiences, learning preference, science experiments, virtual laboratory. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 1(2) (2021) 147-152 ijotis bugarso et al., students’ learning experiences and preference in … | 148 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction laboratory experiments have been part of science education for more than a century, and are considered as an essential component of science teaching (isozaki, 2017). in the present time, laboratory experiments continue to play a substantial role in supporting scientific learning to students by obtaining practical skills through experiments (aljuhani et al., 2018). it offers conceptual and theoretical knowledge to learn scientific concepts and methods in the nature of science (ottander and grelsson, 2006). on the other hand, laboratory experiences provide opportunities for students to express themselves explicitly with the material world utilizing instruments, data processing methods, models, and science theories. over the years, laboratory experiences are constantly changing and this affects the students' perceptions towards performing laboratory experiments. the traditional laboratory is the first known type of laboratory setting that has been widely used particularly in science education until it was equipped with technological tools resulting in the development of an accessible virtual laboratory. in a traditional laboratory setting, it involves experiments dealing with hands-on experiments that incorporate physical laboratory equipment in integrating scientific phenomena. however, with the recent advancement in information technology, science education in the 21st century was also integrated with various technological innovations. science instructors have a positive impression of technologies as teaching tools. moreover, in another context, it was suggested among other things, that primary school teachers adopt the habit of utilizing a mobile application to teach their students to improve teaching and learning in nigerian primary schools (omolafe, 2021). these innovations lead us to the creation of virtual laboratories which provide simulated versions of traditional laboratories with objects that are virtual representations of real objects (ayoubi and faour, 2017). pupils viewed and took direct measurements through virtual laboratory media, allowing the material offered to be easily grasped by students. based on the findings, distance learning via virtual laboratory media could be one approach for implementing learning such that the spirit of learning is maintained even when learning is done remotely (azizah et al., 2021). thus, some educational institutions are now equipping their learners with this type of laboratory setting which fulfills the lacking in the traditional laboratory. concerning this, teachers are now using virtual laboratories to support the students' theoretical understanding of science concepts. after they were exposed to this new type of laboratory, students perceived that it is “stimulating” and “satisfying” compared to traditional labs (chan and fok, 2009). in the philippines, the common problem of many schools is that they do not have the essential equipment in their science laboratories. this result is to limit the student to perform a simple laboratory activity. in addition, due to lack of laboratory or insufficient instruments hands-on is rarely performed, instead, virtual labs are explored (tüysüz, 2010). concerning the aforementioned studies, the researchers formulated a study that aimed to determine the learning experiences and laboratory preference of bsed major in science students in performing science experiments using hands-on and virtual laboratories. also, to determine if there is a significant difference in their preference in both laboratory settings. lastly, to determine the relationships of the variables. the results of this study provide a supplemental discovery to the basic and higher education teaching, particularly in science education. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 149 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 147-152 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 2. methods descriptive-correlation design and purposive sampling were used in this study. the sampling focuses on one particular subgroup in which all the sample members are similar, such as students who should have experience utilizing both hands-on and virtual laboratories during their science (biology, chemistry, and physics) experiments. it involved the purposively selected 91 bachelor of secondary education major in science students. specifically, there were 19 first-year students, 34 second-year students, and 38 third-year students of the college of teacher education in sultan kudarat state university for academic year 2020-2021. the researchers designed two (2) sets of 5-point likert’s scale survey questionnaires composed of 88 questions. the first set of the survey questionnaire consists of 40 items referring to the learning experiences of the student in performing hands-on laboratory and virtual laboratory experiments. on the second set, the 48 items refer to the students’ laboratory preference in conducting the laboratory experiments. in this setting, the researchers administered an online survey through google form to its respondents to gather the data needed. frequency counts, percentages, means, overall mean and standard deviation were the statistical tools used in analyzing the students’ learning experiences of science students in hands-on and virtual laboratories. the pearson’s r correlation was used in analyzing the correlations between the variables of the study. then, analysis of variance (anova) for regression and t-test for significant differences of correlated samples were used. 3. results and discussion 3.1. presentation of the significant difference in students’ laboratory preference the significant difference in students’ laboratory preference is shown in table 1. table 1. significant difference in students’ laboratory preferences. group n mean sd df t p interpretation hands-on 91 4.01 0.43 180 10.75 0.00001 significant* virtual 91 3.20 0.57 note: n – number of respondents, sd – standard deviation, t – t-value, p – significance value independent samples t-test was conducted to determine the significant difference in students' laboratory preference on two different laboratory settings; hands-on and virtual laboratory. it is evident in table 1 that based on the perceived learning experiences of bsed science major students the result shows that there is a significant difference between the two laboratory settings in terms of their laboratory preference. this interpretation was taken from the computed value of p (0.00001) which is lesser than 0.05 probability value from t =10.75 and the degree of freedom of 180 in scores for hands-on laboratory (m=4.01, sd=0.43) and virtual laboratory (m=3.20, sd=0.57). consequently, these values and interpretations rejected the first hypothesis; there is no significant difference between a hands-on and virtual laboratory in terms of students’ laboratory preference in performing science experiments. hence, it cannot be assumed that the two variables are equal. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank bugarso et al., students’ learning experiences and preference in … | 150 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 3.2 correlation of students’ learning experiences and their laboratory preference in the hands-on laboratory. the result of the test of correlation between the learning experiences of the students and their laboratory preference towards performing hands-on and virtual laboratory experiments is shown in table 2. table 2. correlation of students’ learning experiences and their laboratory preference in the hands-on laboratory. group f df p r interpretation learning experience x preference (hands-on) 20.57 90 0.00002 0.43 moderate or substantial correlation/positive relationship/ significant* *at .05 level of significance note: f – f-test value, df – degrees of freedom, p – probability value, r – pearson’s r-value 3.3. correlation of students’ learning experiences and their laboratory preference in a virtual laboratory. the result in table 3 reveals that the correlation is moderate or substantial since the computed r-value is +0.43. according to ratner (2009), this r value belongs to the range between ± 0.41 to ± 0.70 which is interpreted as a “moderate or substantial correlation”. results of anova showed a significant difference between the learning experience and preference in the hands-on laboratory of the students; f (1, 89) =20.57, p<0.001. thus, the learning experience and preference in hands-on laboratories are significantly different from each other. the null hypothesis that there is no significant difference between the two variables mentioned attained would be rejected. table 3. correlation of students’ learning experiences and their laboratory preference on virtual laboratory. group f df p r interpretation learning experience x preference (virtual) 127.13 90 < 0.00001 0.77 strong or high correlation/ positive relationship/ significant* *at .05 level of significance note: f – f-test value, df – degrees of freedom, p – probability value, r – pearson’s r-value therefore, that the students’ learning experiences in the hands-on laboratory are significantly correlated to their preference in terms of the learning environment, motivation, cognitive, skills processes they can acquire. the result was supported by the findings of tüysüz (2010), where he found out that there is a significant relationship between the learning experiences of students in perceiving knowledge towards performing science experiment and their preference in performing hands-on laboratory experiments. also, his study suggested that there is a statistically significant relationship with the attitude of the students when performing experiments in hands-on laboratory settings. additionally, the findings of pyatt and sims (2012), also support the results that there is a significant relationship on the learner’s performance using expository/hands-on laboratory to their laboratory preference, which students indicated between the scales of often and sometimes. moreover, they also http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 151 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 147-152 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 concluded that there is a significant relationship between students’ attitudes as consequences of their learning experiences and preference towards performing in an expository/hands-on laboratory. 4. conclusion hands-on and virtual laboratories are learning environments that are viewed by the students differently. based on the results, the students were confident that they learned things in a hands-on laboratory. it includes the skills, process, concept, and knowledge of science in doing an experiment. moreover, students were agreed that they can also learn these in a virtual laboratory. therefore, hands-on laboratory and virtual was viewed by the students as a good learning environment in which they acquire various knowledge, skills, understanding, and process. in terms of preference, a hands-on laboratory is highly preferred than a virtual laboratory since it gives the students the different satisfaction that stimulates their learning that this setting provides. thus, there is a significant difference in students’ preference in both hands-on and virtual laboratories. it was also revealed that the learning experiences of the students are moderately correlated to their laboratory preference in the hands-on laboratory, while it is strongly correlated in the virtual laboratory. therefore, there is a significant relationship between the learning experience and laboratory preference in both laboratory settings. 5. acknowledgment we would like to express their warmest and deepest gratitude to the asean symposium for science, engineering, economic, and education (asseee) for this wonderful opportunity to showcase this significant study that will give a contribution to the development of science education in the 21st-century learning not only in southeast asia but in other regions around the globe. 6. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. authors confirmed that the paper was free of plagiarism. 7. references abou faour, m., and ayoubi, z. 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(2021) the effectiveness of using a virtual laboratory in distance learning on the measurement materials of the natural sciences of physics for junior high school students. asean journal of science and engineering education, 1(3), 175-182. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank bugarso et al., students’ learning experiences and preference in … | 152 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 chan, c., and fok, w. (2009). evaluating learning experiences in virtual laboratory training through student perceptions: a case study in electrical and electronic engineering at the university of hong kong. engineering education, 4(2), 70-75. isozaki, t. (2017). laboratory work as a teaching method: a historical case study of the institutionalization of laboratory science in japan. espacio, tiempo y educación, 4(2), 101-120. omolafe, e. v. (2021). primary educators experts’ validation of the developed mathematics mobile application to enhance the teaching of mathematics in nigeria primary schools. asean journal of science and engineering education, 1(3), 157-166. ottander, c., and grelsson, g. (2006). laboratory work: the teachers' perspective. journal of biological education, 40(3), 113-118. pyatt, k., and sims, r. (2012). virtual and physical experimentation in inquiry-based science labs: attitudes, performance and access. journal of science education and technology, 21(1), 133-147. ratner, b. (2009). the correlation coefficient: its values range between+ 1/− 1, or do they?. journal of targeting, measurement and analysis for marketing, 17, (2), 139-142. tüysüz, c. (2010). the effect of the virtual laboratory on students' achievement and attitude in chemistry. international online journal of educational sciences, 2(1), 37-53. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx database connection failed! 47 the attitude of distance learners towards the utilization of learning management system (a case study of national open university of nigeria) esther m. ajijola, oyeronke olufunmilola ogunlade, gboyega ayodeji aladesusi* department of educational technology, faculty of education, university of ilorin, ilorin, nigeria. *correspondence: e-mail: aladesusigboyega@gmail.com a b s t r a c t s a r t i c l e i n f o one significant innovative technology to expand teaching and learning mostly in distance education is learning management system (lms). lms allow learning institutions to offer a larger number of courses online whether full or blended, by providing institutions with a digital space for numerous purpose which includes documentation, tracking and online training. however, for the relevance of lms within an education context, distance learners’ attitudes towards the use of lms must be investigated. the study therefore aimed at examining the attitude of distance learners towards the utilization of lms (a case study of the national open university of nigeria). data were collected from 697 respondents using a research adapted questionnaire. data collected for the study were analyzed using mean and standard deviation to answer research question one while hypotheses one and two were tested using independent ttest and anova respectively. the findings indicated that there was a significant difference between male and female distance learners on their attitude toward the use of lms. thus, no significant difference existed among science, arts, and social science distance learners’ attitude towards the use of lms. it was therefore recommended that efforts should be made to ensure that distance learners do not just have a positive attitude towards the use of lms but should be taught the value of lms to ensure its effective utilization. ____________________ keyword: attitude, distance learners’, learning management system, noun. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ ijotis © 2021 universitas pendidikan indonesia indonesian journal of teaching in science 1(1) (2021) 53-62 article history: received 30 jan 2021 revised 02 feb 2021 accepted 04 feb 2021 available online 06 feb 2021 http://ejournal.upi.edu/index.php/%20ijotis/ doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6152 eissn 2776-6101 1. introduction learners’ attitudes are a very good indicator of students’ approach to the technologies and the approaches differentiate the user from each other. mcgill and klobas (2008) opined that it is important to measure attitude towards the use of an object rather than the object itself. attitudes refer to one’s positive or negative judgment about a concrete subject which is determined by the study of the facts concerning the result of an action and by the optimistic or undesirable appraisal of these results. if using a new form of technology fits a person desires and characteristics, then it is stated to be positive, and when a person cannot adapt to the new system because he/she does not have the set of characteristics required then it is said to be negative. marshall & taylor (2008) stated that the integration of ict into the educational curriculum has been endorsed as a key step in bridging the digital divide. icts make curriculum implementation centered-learner with a self-learning atmosphere that enables the student to customize his/her own learning experiences. wong & li (2011) opined that ict has the potential to support certain changes in learning. researches have shown that the appropriate use of ict can catalyze the paradigmatic shift in both content and pedagogy that is at the heart of education reform in this 21st century. dawes (2001) was of the view that new technologies can support education across the curriculum and provide opportunities for active communication between lecturers and students in ways that have not been possible before. kadel (2005) observed that having ict in schools will not guarantee their effective use, irrespective of the amount and worth of technology placed in classrooms, operators must be having the ability and right attitude towards its utilization. zaid et al. (2012) asserted that with the advent of computer technology in the field of education, creating and sustaining change in academia learning style can only be proficient if those academia’s successfully move from one point of equilibrium to another. this movement can be eased by changing tutors’ attitudes towards e-learning tools. attitudes refer to one’s positive or negative judgment about a concrete subject. attitudes are determined by the study of the facts concerning the result of an action and by the optimistic or undesirable appraisal of these. noted that if userperceived a proposed technology as satisfying their needs, it is most probable to use. attitudes are typically measured using two main types of scales: either likert scales, where five response groups are ranging between two extreme positions, for example, strongly agree and strongly disagree, or using semantic differential questions, containing a set of converses. concerning learners’ attitudes towards the use of learning management system (lms), numerous studies were carried out by different scholars in relation to lms and lms tools; for example, govender (2010), opined that the attitude shown by students towards a mixed learning model of instruction is a positive trend towards the acceptance of lms. mcgill & klobas (2009) opined that application of lms drive users’ attitude toward lms. in the same perspective, adewole-odeshi (2014) concluded in his study (attitude of students towards e-learning in selected south-west nigerian universities, concentrating more on the connection between attitude and e-learning with the application of tam) that students have an optimistic attitude towards e-learning. govender et al. (2014) also concluded in their study that learners had a positive attitude towards the use of the lms to support teaching and learning and were ready for its implementation in other subjects in the topic (perceptions of learners of an lms to support teaching and learning using the diffusion of innovation theory). mcgill & klobas (2009) opined that application of lms drive users’ attitude toward lms. in the same perspective, adewole-odeshi (2014) concluded in his study (attitude of students towards e-learning in selected south-west nigerian universities, concentrating more on the ajijola, the attitude of distance learners towards the utilization of … | 54 http://dx.doi.org/10.%2017509/xxxx.xxxx doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 connection between attitude and e-learning with the application of tam) that students have an optimistic attitude towards e-learning. govender et al. (2014) also concluded in their study that learners had a positive attitude towards the use of the lms to support teaching and learning and were ready for its implementation in other subjects in the topic (perceptions of learners of an lms to support teaching and learning using the diffusion of innovation theory). mcgill & klobas (2008) opined that attitude towards the use of lms influences the level of lms utilization. and a positive attitude towards its utilization will lead the students to continue usage which will make the system useful and usable. also, examined the attitude of students when using lms. the result of the study discovered that perceived usefulness and perceived ease of use have significant effects on attitude towards the use of lms. as stated by derouza & fleming (2003) if the attitude of students towards the lms is positive, it will reflect in their level of security and confidence. mcgill & klobas (2008) opined that attitude towards the use of lms influences the level of lms utilization. and a positive attitude towards its utilization will lead the students to continue usage which will make the system useful and usable. also, examined the attitude of students when using lms. the result of the study discovered that perceived usefulness and perceived ease of use have significant effects on attitude towards the use of lms. as stated by derouza & fleming (2003) if the attitude of students towards the lms is positive, it will reflect in their level of security and confidence. some researchers reported that females established negative attitudes and less confidence in using technology (anderson & haddad, 2005; dhindsa & shahrizal-emran, 2011; li & kirkup, 2007). arbaugh (2000); wong & hanafi (2007) on the other hand, observed that male students encountered more trouble when learning technology compared to their female counterparts, that is, female participants possessed a higher level of confidence and improved attitude after undergoing a technology training course. olivia (2009), also researched concerning gender, finding indicate that male uses the internet than their female counterpart in the use of ict which indicate a gender barrier. several studies discovered that male students had more positive attitudes towards elearning than female students (papaioannou & charalambous, 2011). wong & fong (2014) conducted a study on student attitudes to traditional and online methods of delivery, finding revealed that there is no significant gender imbalance. when these attitudes were further analyzed based on preference for online learning technology, the pearson’s r correlation test revealed both gender groups preferring using online learning technology. but it should be noted that the successful usage of any technology (such as lms) depends on some human factors (kukulska-hulme, 2007). hence, this study aims to examine the attitude of learners towards the utilization of the lms. lms is an online digital environment that provides a comprehensive set of tools for both tutors and students to interact together. some instructors opined that because of evolving web 2.0 applications, students can be better served by an lms alternative which makes learning content easily accessible and managed. in addition, it helps instructors to provide their students with learning materials and manage student registration, a toolbox of web resources that might include social bookmarking tools, document sharing applications, and social networking (obadara, 2014; okron & koko, 2009). however, it has been discovered over time that most of the distance learners are not motivated, those with poor study habits lag in its utilization, some courses can be difficult to simulate, instructors may not be available at the expected time and there may be epilithic internet connectivity. obadara (2014) noted that to come to terms with these complexities, learners need to embrace the use of lms for better academic performance at any level of education. and the success of any technology integration into the instructional process 55 | indonesian journal of teaching in science, volume 1 issue 1 march 2021 hal 53-62 ttp://dx.doi.org/10.17509/xxxx.x doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6152 eissn 2776-6101 depends highly on users’ acceptance of the system rather than the system itself. in nigeria, not much research has been conducted concerning lms usage most especially in distance education (single mode universities) in south-west nigeria. it is on this note that this study examines distance learners’ attitudes towards the utilization of lms for undergraduate programs in south-west, nigeria, focusing on some moderating variables of gender and field of study. the main purpose of this study was to examine the attitude of learners towards the utilization of learning management specifically, the study: (i) examined distance learners’ attitude towards the use of lms, (ii) determined the significant difference between male and female distance learners’ attitudes towards the use of lms, (iii) investigated the influence of distance learners’ field of study on their attitude towards the use of lms, the following research questions were answered in the study (i) what is the attitude of distance learners towards using lms? (ii) what is the difference between male and female distance learners’ attitudes towards the use of lms? (iii) what is the influence of distance learners’ field of study on their attitude towards the use of lms? hypotheses used in this study are (i) ho1: there is no significant difference between male and female distance learners on their attitude towards the use of lms. (ii) ho2: there is no significant difference among science, arts, and social science distance learners’ attitude towards the use of lms. 2. methodology this chapter presents the methods and techniques that were used in the process of collecting and analyzing necessary and useful data for this research. it was presented under the following sub-headings: research design, sample and sampling technique, research instrument, validation of research instrument, procedures for data collection, and data analysis techniques. 2.1. research design the study adopted descriptive research of survey method. descriptive research of survey method was chosen for the study because it enables the researcher to gather a large amount of information on distance learners’ perception, attitude, and utilization of lms through the use of a questionnaire. 2.2. population, sample, and sampling techniques the study adopted descriptive research of survey method. descriptive research of survey method was chosen for the study because it enables the researcher to gather a large amount of information on distance learners’ perception, attitude, and utilization of lms through the use of a questionnaire. 2.3. research instruments the study adopted descriptive research of survey method. descriptive research of survey method was chosen for the study because it enables the researcher to gather a large amount ajijola, the attitude of distance learners towards the utilization of … | 56 http://dx.doi.org/10.%2017509/xxxx.xxxx doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 of information on distance learners’ perception, attitude, and utilization of lms through the use of a questionnaire. 2.4. data analysis techniques the analysis and interpretation of data obtained were done using descriptive and inferential statistics. frequencies, mean, standard deviation, and bar charts were used to analyze the research questions. hypothesis 1 was tested using an independent t-test while hypothesis 2 was tested using analysis of variance (anova). all hypotheses were tested at a 0.05 level of significance. 3. results and discussion 3.1. demographic information of respondent the demographic status of respondents by gender was presented in table 1. it showed that respondents of male gender were 299 with 42.9% while 398 (57.1%) were female. figure 1 presents a bar chart of the respondent by gender. table 1. percentage distribution of respondents by gender. gender no of respondents percentage male 299 42.9 female 398 57.1 total 697 100.0 figure 1. presents a bar chart of the respondent by gender. table 2 represents the demographic status of respondents by their field of study. it was revealed from table 2 that the majority of the respondents in sciences were 284 (40.7%) arts were 149 (21.4%) while social sciences were 264 (37.9%). a chart better presents the illustration of respondents based on their field of study as shown in figure 2. 57 | indonesian journal of teaching in science, volume 1 issue 1 march 2021 hal 53-62 ttp://dx.doi.org/10.17509/xxxx.x doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6152 eissn 2776-6101 table 2. percentage distribution of respondents by field of study. field of study no of respondents percentage science 284 40.7 arts 149 21.4 social science 264 37.9 figure 2. presents a bar chart of respondents by their field of study. figure 2 presents a bar chart of respondents by their field of study. the bar showed that science respondents had the highest bar more than arts and social science respondents. 3.2. analysis of research question: what is the attitude of distance learners towards using lms? table 3, it was revealed that item 1 had the highest mean value of 3.19. it implies that using lms is a positive innovation, so i prefer learning with it and that lms is a fast and efficient way of getting information because of its means value of 3.16. moreover, the analysis further showed that participants look forward to learning more through lms with a mean score of 3.16 and they prefer using lms to find out about marks and progress report with a mean score of 3.13. also, they will get more confident as they use the lms over time with a mean score of 3.12, using the lms increases interaction with the subject content with a mean score of 3.09. the lowest mean scores are 3.08, 3.08, 3.05, and 3.05 with the statement that lms is compatible with the way i like to learn, lms does not intimidate me, so i prefer using it for learning, i am eager to respond to the discussion group on the lms and i am eager to read notification given by lecturers when using lms. however, the grand mean score for distance learners towards using lms was found to be 3.11 with this result it is inferred that distance learners have a positive attitude towards using lms. ajijola, the attitude of distance learners towards the utilization of … | 58 http://dx.doi.org/10.%2017509/xxxx.xxxx doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 3. attitude towards the use of lms. s/n statements mean std. dev 1 using lms is a positive innovation, so i prefer learning with it 3.19 0.71 2 i am eager to respond to the discussion group on the lms 3.05 0.69 3 the lms is compatible with the way i like to learn 3.08 0.76 4 the lms does not intimidate me, so i prefer using it for learning 3.08 0.69 5 i prefer using lms to find out about my marks and progress report 3.13 0.73 6 the lms is a fast and efficient way of getting information 3.17 0.73 7 using the lms increases my interaction with the subject content 3.09 0.72 8 i am eager to read notifications given by my lecturers when using lms 3.05 0.78 9 i would get more confident as i use the lms over time 3.12 0.73 10 i look forward to learning more through lms 3.16 0.72 grand mean 3.11 0.48 3.3. hypotheses testing 3.3.1. hypothesis one: ho1 : there is no significant difference between male and female distance learners on their attitude toward the use of lms. table 4 displayed the result on the significant difference between male and female distance learners on their attitude toward the use of lms. the result showed that, t (695) = 3.02, p<0.05. the null hypothesis was rejected. this was because the result of the t-value of 3.02 resulting in 0.003 significance value was less than 0.05 alpha value. this implies that the null hypothesis, there is no significant difference between male and female distance learners on their attitude toward the use of lms was rejected. it can therefore be concluded that there was a significant difference between male and female distance learners on their attitude toward the use of lms. table 4. t-test summary for significant difference between male and female distance learners attitude toward the use of lms. gender no mean std. deviation df t sig. (2 tailed) remarks male 299 3.18 0.45 695 3.02 0.003 sig. female 398 3.07 0.49 total 697 3.3.2. hypothesis two: ho2: there is no significant difference among science, arts, and social science distance learners’ attitudes towards the use of lms. table 5 revealed that there was no significant difference among sciences, arts, and social sciences distance learners on their attitude towards the use of lms. f (2, 694) = .256, p = .774. this, therefore, means that the null hypothesis was not rejected because the significant value (.774) was greater than the 0.05 alpha level. by implication, the null hypothesis was established thus, no significant difference existed among sciences, arts, and social science distance learners’ attitudes towards the use of lms. 59 | indonesian journal of teaching in science, volume 1 issue 1 march 2021 hal 53-62 ttp://dx.doi.org/10.17509/xxxx.x doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6152 eissn 2776-6101 table 5. anova summary for significant difference among sciences, arts and social science distance learners’ attitude towards the use of lms. sum of square df means square f sig. remarks between groups 0.118 2 0.059 0.256 0.774 not sig. within groups 159.693 694 0.230 total 159.811 696 3.4. discussion of findings from the research carried out it was discovered that the attitude of learners towards the use of lms was positive. the findings indicated that there was a positive response to all the statements for relative advantage. this is supported by derouza & fleming (2003) who reported that if the attitude of the students towards lms is positive, it will reflect in their level of security and confidence. study confirms that the students had positive attitudes towards the use of the lms. it was in the same vein that murphy & lindner (2001); cleary & marcusquinn (2008) noted that the response of student attitude towards the use of lms was positive. this implies that a positive attitude will lead to students' continued utilization of lms, which will make the system to be viable and usable for a better experience. furthermore, the influence of learners’ gender on their attitude towards the use of lms was examined. the result of the t-test established that there existed a significant difference between male and female distance learners on their attitude towards the use of lms. however, the finding contradicts the finding of saovapa (2015) which established that there was no significant difference in the respondents’ attitude toward lms based on gender and subject area. also, these findings disagreed with india, suri & sharm (2013) who concluded that no gender difference exists in attitudes towards e-learning. finally, in the distance field of study, the result established that there was no significant difference among sciences, arts, and social science distance learners on their attitude towards the use of lms. 4. conclusion the study concluded that students have an optimistic attitude towards lms since they find the system easy to use and valuable for their coursework. however, gender was found to have a strong influence attitude towards the use of lms, that is attitude towards the use of lms between male and female distance learners differed in favor of males. this infers that males were more conversant with lms and might probably help when engaging in it. however, this study found out that distance learners’ field of study does not influence their attitude towards the use of lms. based on the findings and conclusions of the study, it was recommended that efforts should be made to ensure that distance learners do not just have a positive attitude towards the use of lms but should be taught the value of lms to ensure its effective utilization. 5. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. authors confirmed that the paper was free of plagiarism. ajijola, the attitude of distance learners towards the utilization of … | 60 http://dx.doi.org/10.%2017509/xxxx.xxxx doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 6. references adewole-odeshi, e. 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(2007). gender and cultural differences in internet use: a study of china and the uk. computers and education, 48(2), 301-308. mcgill, t. j., and klobas j. e. (2008). a task-technology fit view of learning management system impact. computers and education, 52(2), 496-508. mcgill, t. j., and klobas, j. e. (2009). a task–technology fit view of learning management system impact. computers and education, 52, 496–508. obadara, o. e. (2014). effect of learning management system (lms) on students’ academic performance in university of lagos, nigeria. international journal of educational foundations and management, 2(1), 25-33. okron, o. and koko, e. (2009). students’ perception of the national open university of nigeria scheme: a case study of calabar centre an international multi-disciplinary journal, ethiopial. 3(2), 347-35 olivia, a. t. (2009). comparing knowledge and usage of ict among male and female distance learners of an endowed and deprived area in a developing country in africa. journal of information technology education, 8, 1-17. 61 | indonesian journal of teaching in science, volume 1 issue 1 march 2021 hal 53-62 ttp://dx.doi.org/10.17509/xxxx.x doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6152 eissn 2776-6101 papaioannou, p., and charalambous, k. (2011). principals’ attitudes towards ict and their perceptions about the factors that facilitate or inhibit ict integration in primary schools of cyprus. journal of informa-tion technology education, 10, 349-369. wong, e. and li, s. (2011). framing ict implementation in a context of educational change: a structural equation modelling analysis. australian journal of educational technology, 27 (2), 361-379. wong, l., and fong, m. (2014). student attitudes to traditional and online methods of delivery. journal of information technology education: research, 13, 1-13. wong, s. l., and hanafi, a. (2007). gender differences in attitudes towards information technology among malaysian student teachers: a case study at university putra malaysia. educational technology and society, 10(2), 158-169. zaid, b., jamaludin, r., and abas, m. (2012). investigate the self-efficacy and attitudes of teachers towards e-learning in saudi arabia. international journal of scientific & engineering research, 3(6), 1-4. ajijola, the attitude of distance learners towards the utilization of … | 62 http://dx.doi.org/10.%2017509/xxxx.xxxx 93 requirement, dietary sources, and efficiency of absorption of major minerals by farm animals: from an educational perspective janet chinwe olowoyeye department of agricultural science and technology, bamidele olumilua university of education, science, and technology, ikere, ekiti state correspondence: e-mail: olowoyeye.janet@bouesti.edu.ng a b s t r a c t s a r t i c l e i n f o the necessity of the inclusion of major minerals in the diet of farm animals cannot be overemphasized. the production of the much-needed animal protein can be severely hampered when unrecognized conditions of deficiency, oversupply, or in-balance of minerals exist and interfere with the intensification of livestock production. here, the purpose of this study was to explain this matter based on an educational perspective. this paper is a literature survey. this paper is important to make farmers understand the requirement, dietary sources, and efficiency of absorption of major minerals by farm animals. for the best production of any livestock, the requirement for each mineral must be known. lack of adequate minerals in the diet of farm animals is associated with late maturity, prolonged breeding period, reproductive disorders, poor growth, anemia, and a high rate of mortality. © 2022 universitas pendidikan indonesia article history: received 03 feb 2022 revised 15 mar 2022 accepted 26 mar 2022 available online 28 mar 2022 ____________________ keyword: absorption, dietary, efficiency, major mineral, requirement. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 2(1) (2022) 93-98 ijotis olowoyeye, requirement, dietary sources, and efficiency of absorption … | 94 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction minerals are elemental nutrients required in small amounts or minute traces. they are essential components of the body of an animal. according to patra, and lalhriatpuii (2020), all body cells, tissues, and fluids contain minerals in variable amounts and different chemical farms. minerals have many functions relating directly or indirectly to animal growth. they contribute to the rigidity of bones and teeth and are an important part of the protein and lipid fraction of the animal. in addition, they preserve cellular integrity by osmotic pressures and are a component of many enzyme systems, which catalyze metabolic reactions in biological systems (guindani et.al, 2022). deficiency, excess, or a lack of any of the mineral elements in an animal’s diet, leads to well-defined symptoms. this paper looked at the requirement and dietary sources of the major minerals by farm animals in nigeria from an educational perspective from a literature survey. 2. method this paper is a literature survey. this paper analyzed data based on articles published in several journals. detailed information on how to get data for the literature survey is explained elsewhere (azizah et al., 2021). 3. results and discussion 3.1. requirement and utilization of major minerals by farm animals the major mineral ions required in animal nutrition are phosphorus p) and calcium (ca). magnesium (mg), sodium (na), sulphur ($) and potassium (k) some levels of these minerals occur naturally in most feedstuff. in addition, they are added as supplements to feeds to balance dietary requirements humer et al., (2018). the requirement for a mineral may be defined as the amount of that mineral that must be supplied in the diet to meet the needs of a normal healthy animal given a completely adequate diet lack of adequate minerals in the diet of farm animals has been associated with late maturity, prolonged breeding period, reproductive disorders, poor growth, anemia, and high rate of mortality (christian and smith, 2018). for the various life processes, not only must there be sufficient supplies of the various essential minerals but also, they must not be in excess. the mineral needs of farm livestock vary widely. the relative requirements of each type of stock depend to a greater extent on the relative magnitude of the digestive organs and chiefly on the nature of its product. the goat for instance has an outstanding mineral requirement due to its small body size, which has a high metabolic rate, a large digestive system, and produces milk richer in minerals than cows and greater in volume than sheep. therefore, feeding adequate minerals for other stock is liable to be deficient for the goat. the requirement by goats weighing 45kg to be 6.69g and 3.269 for calcium and phosphorus respectively. these requirements are somewhat higher than those for sheep but provide about onethird of calcium and half of phosphorus. requirements of the various minerals by cattle are well documented as shown in table 1. available evidence showed that differences exist in the utilization of minerals by various classes within a species of ruminants. the calcium and phosphorus are utilized by three classes of wad goats viz, the adult castrated buck, the adult female goat, and the young male goat obtained different values for each class of goat. he observed that the adult castrated bucks weighing 16 kg required daily for maintenance and growth of 4.09 and 2.77 g of calcium and phosphorus respectively. for the adult female wad goat, he obtained 3.90 g per day and 2.40g per day as the calcium and phosphorus requirements for the maintenance and growth while the young goat weighing an average of http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 95 | indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 93-98 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 10kg required daily, 0.37g and 0.31g of calcium and phosphorus for growth and maintenance while an adequate supply of calcium and phosphorus is essential, they are more efficient when they are present in a certain ratio. table 1. mineral requirements of beef cows. mineral for lactating cows for pregnant cows for growing cattle calcium (%) 0.45 0.30 0.45 phosphorus (%) 0.20 0.20 0.30 potassium (%) 0.70 0.60 0.60 magnesium (%) 0.20 0.12 0.10 sodium (%) 0.10 0.08 0.08 copper (ppm) 10.00 10.00 10.00 selenium (ppm) 0.20 0.20 0.20 the desirable calcium: phosphorus ratio is often defined as one lying between 2:1 and 1:1. to tolerate a wide range of calcium: and phosphorus ratios. wise et al. (1963) reported no significant difference in calf growth rates at ratios between 1:1 and 7:1. ricketts et al. (1970) in their experiment on the effect of three calcium; phosphorus ratios on the performance of growing holstein steers, reported that animals receiving an 8:1 calcium/phosphorus ratio diet gained less daily than the 1:1 and 4:1 group. there was no difference in daily gain between the 1:1 and 4:1 group. the 4:1 group showed no adverse effect on average daily gain and feed efficiency. leuker and lofgreen (1961) reported the adverse effect of ca: p ratios between 0.8:1 and 6.0:1 on phosphorus and calcium absorption in growing lambs. the decrease in the average daily gain of swine when the dietary ca: p was widened from 1:1 to 2.9:1. when sows were fed a diet containing excess calcium, adverse effects on reproduction occurred and most of their piglets died at birth. excess calcium had been observed to depress gains by interfering with digestibility and or absorption of nutrients other than phosphorus. this confirmed the findings of newland et al. (1958) who reported that high levels of ca interfere with zinc metabolism. the magnesium, potassium, and sodium requirement for growing animals have been given as 0.06, 0.2-0.6, and 0.1-0.2% of the dry ratio, respectively. high intakes of macroelement can increase the dilution rate in the rumen with possible effects on voluntary intake. for example, increasing phosphorus intake from 1.5 g/day by a ruminal infusion of phosphorus salts increased the flow of rumen liquor from 10 l/day. 3.2. dietary sources of major minerals as stated earlier, animals have two primary sources of inorganic elements: natural feeds or supplementation in form of concentrates. many feedstuffs provide livestock with an inadequate amount of improper proportions of minerals. thus, mineral supplements are required to correct mineral deficiencies in animal diets. in the tropics, there’s often a shortage of minerals in the diet. this is because many forages, soils, and pastures are low in mineral content, especially calcium and phosphorus. the natural grassland of the west african region seldom supplies sufficient phosphorus to maintain animals in good health for more than a few weeks at the beginning of the rainy season. for most of the year, they observed that phosphorus levels were extremely low and frequently below safety levels. the southern gamba grass (andropogon, tectorum, schum) a common constituent of bush fallow in the south and middle belts of nigeria contained a rather low amount of magnesium and very low amounts of phosphorus. he showed that samples cut every 3 weeks contained 0.39% phosphorus. this value according to him, fell to 0.34% for grass cut every 12 weeks. nonfertilized forages taken between june (dry season) and november (wet season). they found about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank olowoyeye, requirement, dietary sources, and efficiency of absorption … | 96 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 that majority of soil and forage analyses indicated inadequacy concerning requirements. forage magnesium, sodium, copper, and zinc concentrations were deficient during both seasons while protein and potassium were low only during the dry season. tropical forages contain low mineral contents especially during the extended dry season because the nutrients are translocated from the plant to the root (tergas & blue 1971). that phosphorus deficiency was pronounced and widespread in extensive grazing areas of the tropics. he also observed that phosphorus was a major limiting factor in the unit of ruminant livestock in west africa. this was supported by judson and mcfarlane, (1998) who stated that phosphorus deficiency is the most widespread and economically important of all mineral disabilities affecting grazing livestock. dairy cows according to becker et al. (1934) depend upon grains and milling byproducts for most of the phosphorus. peeler (1972) in his review of the biological availability of major mineral ions in feeds stated that a required nutrient can be of nutritional value only if it is in a form that can be digested, absorbed, and transported to the part of the body where it is utilized for essential functions. the soluble phosphates including sodium phosphate, and phosphoric acid is more biologically available to animals than the phytate form of phosphorus. lofgreen and kleiber (1953) found that 91% of the phosphorus in alfalfa hay was utilized by the sheep. for the ruminants, bone meal, and monocalcium phosphate are high sources of calcium while the hay is a low source of calcium (peeler, 1972). becker et al. (1934) observed that dairy cows depend on roughages as their main natural source of calcium. the most important source of minerals for beef cows comes from the pasture and forages they are grazing since these feeds contribute the highest percentage of the diet. these feeds are, in fact, good sources of most of the required minerals . an important factor that limits the availability of calcium and phosphorus in tropical forage crops is the crude fiber content of the crops. it is found that the crude fiber content generally ranges from 25% for young forages (at 3 weeks old) to 40% for mature forages at 25 weeks old. the absorption of ca and p from feed can be reduced by high fiber content. goats, however, with their wide browsing habits may often avoid mineral deficiencies that affect other species. magnesium deficiency is rare in west africa. the availability of magnesium in forages ranges from 10% to 25% and that in grains and concentrates from 30% to 40% (peeler, 1972). protein concentrates of plant origin like cottonseed, palm kernel, groundnut, and coconut meals are rich in magnesium with values ranging from 0.3 to 0.6% (judson & mcfarlane, 1998). animals consuming high grain diets often do not ingest enough potassium (telle et al. 1964). however, the potassium intake of ruminants is greatly increased when they consume a large quantity of hay or pasture. animals under intensive management get most or all these minerals included in their concentrate ration. 3.3. factors enhancing the efficiency of absorption of the major minerals the absorption of minerals is dependent upon many factors including the level of the element ingested, age of the animal, ph of the intestinal contents, state of the animal concerning deficiency of adequacy of the element, and the presence of other antagonistic minerals or nutrients. the solubility of minerals is another important factor affecting absorption. for example, the absorption of calcium and phosphorus is dependent upon their solubility at the point of contact with the absorbing membrane. ben ghedala et al. (1975) noted that a rise in ph as the digesta advanced along the intestine of the sheep was accompanied by a decrease in the solubility of the minerals, hence a reduction in its absorbability. the level of dietary calcium influences calcium absorption as high dietary levels depresses absorption efficiency (this does not follow for phosphorus). at a given intake, http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 97 | indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 93-98 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 therefore, absorption of dietary calcium depends on the net requirements of the animal and at a given net requirement, the coefficient of absorption varies inversely with feed calcium. therefore, to meet the calcium requirement, the diet must contain sufficient calcium in a form that can be absorbed. the coefficient of absorption of calcium in cattle and sheep is 0.68. the calcium from milk is known to be efficiently absorbed by unweaned lamb, but the precise proportion absorbed was not known. the absorption of calcium varies with age. as age increased calcium absorption decreased. the estimates for phosphorus absorption in sheep were 0.73 for lambs up to 1 year of age and 0.60 for more mature sheep. milk-fed lambs were observed to have a coefficient of absorption of phosphorus in milk to be greater than 0.95. as can be seen from the estimate for phosphorus, there is a significant linear relationship within each age class between absorption and intake. using the tracer technique, the coefficient of absorption of dietary magnesium has been obtained. in calves and lambs receiving milk diets, the coefficient of absorption of dietary magnesium is high at a very young but falls away rapidly with age. values ranging from 0.20 to 0.70 were adopted as the coefficient of magnesium absorption for various cattle with different live weights. the absorption of several minerals is dependent on the levels of the other elements present in the diet. a great excess of dietary calcium and phosphorus interferes with the absorption of the other. a magnesium deficiency is also observed to increase the elimination of potassium. 3.4. the educational purpose of diet for animal diet is important for animals. farmers need information about the importance of diet. therefore, we need to provide education to farmers. mineral needs of each animal vary. for the best livestock production, the requirements of each mineral must be known. lack of sufficient minerals in the diet of farm animals is associated with late maturity, prolonged breeding period, impaired reproduction, poor growth, anemia, and high mortality rates, especially in young animals (adeloye & akinsoyinu, 1984). 4. conclusion the mineral could either be obtained from concentrates or natural feeds. once the feed is taken in or ingested, it needs to be absorbed to be useful to the animal. certain factors, such as level of element ingested, age of the animal, ph of intestinal contents, state of animal concerning deficiency or adequacy of the element, and presence of either antagonistic minerals or nutrients, affect the absorption of any mineral. 5. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. the authors confirmed that the paper was free of plagiarism. 6. references adeloye, a. a., and akinsoyinu, a. o. (1984). calcium requirement of the young west african dwarf (fouta djallon) goat for maintenance and growth. east african agricultural and forestry journal, 50(1-4), 28-31. azizah, n. n., maryanti, r., and nandiyanto, a. b. d. (2021). how to search and manage references with a specific referencing style using google scholar: from step-by-step processing for users to the practical examples in the referencing education. indonesian journal of multidiciplinary research, 1(2), 267-294. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank olowoyeye, requirement, dietary sources, and efficiency of absorption … | 98 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 becker r.b. neal w.m. and shealy a.l. (1934). effect of calcium deficient roughages upon milk yield and bone strength in cattle. journal of dairy science, 17, 1-10. ben ghedalla, d., tagari, h., zanwe, s., and bondi a. (1975). solubility and net exchange of calcium, magnesium, and phosphorus in digesta flowing along the gut of the sheep. british journal of nutrition, 33(1), 87-94 christian, p., and smith, e. r. (2018). adolescent undernutrition: global burden, physiology, and nutritional risks. annals of nutrition and metabolism, 72(4), 316-328. guindani, c., da silva, l. c., cao, s., ivanov, t., and landfester, k. (2022). synthetic cells: from simple bio‐inspired modules to sophisticated integrate systems. angewandte chemie, 134(16), e202110855. humer, e., petri, r. m., aschenbach, j. r., bradford, b. j., penner, g. b., tafaj, m., and zebeli, q. (2018). invited review: practical feeding management recommendations to mitigate the risk of subacute ruminal acidosis in dairy cattle. journal of dairy science, 101(2), 872888. judson, g. j., and mcfarlane, j. d. (1998). mineral disorders in grazing livestock and the usefulness of soil and plant analysis in the assessment of these disorders. australian journal of experimental agriculture, 38(7), 707-723. lofgreen, g. p., and klelber, m. (1953). the availability of the phosphorus in alfalfa hay. journal of animal science, 12, 366-371. lueker, c. e., and lofgreen, g. p. (1961). effects of intake and calcium to phosphorus ratio on absorption of these elements by sheep. the journal of nutrition, 74(3), 233-238. newland, h. w., ullrey, d. e., hoefer, j. a., and luecke, r. w. (1958). the relationship of dietary calcium to zinc metabolism in pigs. journal of animal science, 17(3), 886-892. patra, a., and lalhriatpuii, m. (2020). progress and prospect of essential mineral nanoparticles in poultry nutrition and feeding—a review. biological trace element research, 197(1), 233-253. peeler, h. t. (1972). biological availability of nutrients in feeds: availability of major mineral ions. journal of animal science, 35(3), 695-712. ricketts, r.e. campbell j.r. weinman d.e. and tumbleson m.e. (1970). effect of 3ca:p ratio on performance of growing holstein steers. journal of dairy science, 53(7), 898. telle, p. p., preston, r. l., kintner, l. d., and pfander, w. h. (1964). definition of the ovine potassium requirement. journal of animal science, 23(1), 59-66. tergas, l. e., and blue, w. g. (1971). nitrogen and phosphorus in jaraguagrass (hyparrhenia rufa (nees) stapf) during the dry season in a tropical savanna as affected by nitrogen fertilization 1. agronomy journal, 63(1), 6-9. wise, m. b., ordoveza, a. l., and barrick, e. r. (1963). influence of variations in dietary calcium: phosphorus ratio on performance and blood constituents of calves. the journal of nutrition, 79(1), 79-84. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx database connection failed! database connection failed! database connection failed! database connection failed! 193 indonesian public response to online learnings during the covid-19 pandemic: an analysis of social media thoriq tri prabowo1,*, dwi joko suroso2 1 progam studi ilmu perpustakaan, fakultas adab dan ilmu budaya, uin sunan kalijaga yogyakarta, indonesia 2 departemen teknik nuklir dan teknik fisika, fakultas teknik, universitas gadjah mada, indonesia *correspondence: e-mail: toriq.prabowo@uin-suka.ac.id a b s t r a c t s a r t i c l e i n f o online learnings that were implemented during the covid19 pandemic invited pros and cons, especially on social media, that could be directly observed by the public. when analyzed properly, the pros and cons contain valuable information that the authorities can use to evaluate online learning policies. this study describes the narrative developed on social media twitter related to online learning during the covid-19 pandemic. this research includes the social network analysis (sna) research with a descriptive qualitative approach. the platform used to collect data is drone emprit academic (dea), an sna tool. the data analyzed relates to the number of tweets, influential actors, narrative sentiments, and robots that tweet the topic. this research does not contribute justification for right and wrong but attempts to present reliable data exposure. based on online learning tweets collected on july 22-29, 2020, there were 2,903 tweets. the tweets are classified as organic because the influential actors come from personal accounts, not accounts of famous figures. criticism of online learning administration is the dominant response because there is still an economic and digital divide among the public. the government needs to evaluate online learning policies and reconsider just education during the covid-19 pandemic. © 2022 universitas pendidikan indonesia article history: received 03 jul 2022 revised 16 aug 2022 accepted 28 aug 2022 available online 29 aug 2022 ____________________ keyword: covid-19, drone emprit academic, indonesia, online learning, social media. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 2(2) (2022) 193-206 ijotis http://ejournal.upi.edu/index.php/%20ijotis/ prabowo and suroso, indonesian public response to online learnings during … | 194 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction the covid-19 pandemic that began in early 2020 in wuhan, china, and began to spread throughout the world has changed almost the entire order of human life (sciortino & saini, 2020; mizumoto et al., 2020). based on the official who covid-19 website, on july 28, 2020, it is confirmed that to date, there have been 16,341,920 cases with 650,805 deaths due to them. this figure was obtained from the cumulation of data on covid-19 cases in more than 200 countries. in indonesia, based on the official website of the covid-19 task force, there were 102,051 positive cases as of july 28, 2020. the increasing number of the spread of covid19 has made the public need to be more accustomed to a new, clean, and healthy lifestyle (habibi, 2020). the application of health protocols in indonesia is regulated in the decree of the minister of health of the republic of indonesia no hk.01.07 / menkes / 382/2020 concerning health protocols for communities in places and public facilities in the context of prevention and control of corona virus disease 2019 (covid-19). based on this document, the health protocol includes efforts to prevent and control covid-19 in public places and facilities by taking into account the aspects of individual health protection and critical points in public health protection, involving managers, administrators, or people in charge of public places and facilities and the user community. the public has begun to adapt to new habits such as wearing masks when going out of the house, washing hands diligently, not hanging out with many people, and other activities that comply with other health protocols. in addition, many of what was initially done through physical meetings are now reoriented to virtual spaces. for example, learning in schools and colleges is now almost entirely done online. in indonesia, the implementation of online learning refers to circular number 4 of 2020 concerning the implementation of education in the emergency coronavirus disease (covid-19). this online learning becomes the solution for learning during a pandemic as well as a means of suppressing the spread of the virus, which is still tending to increase. policies regarding the learning process during the pandemic cover various aspects, not only problems of teaching and learning methods but also learning evaluation issues such as grade promotion and graduation examinations (mcnamara & brown, 2009; zapalska & brozik, 2006). the national exam, which had been the concentration of students and schools during the pandemic, was later canceled. this policy is also based on the circular of the minister of education and culture of the republic of indonesia number 4 of 2020 concerning the implementation of education in the coronavirus disease (covid-19) emergency period. online learning has become the new normal in the world of education in indonesia in response to the spread of covid-19, which has yet to predict the end time. only the public with compliance with health protocols can accelerate the end of the pandemic period in indonesia. the transition from face-to-face schools to online learning is not only related to the locus of the learning process. various problems accompany this adaptation process. the gap between the economy and digital infrastructure is one of them (cullen, 2001; zhao, 2009). it is common knowledge that there are still many indonesians who send their children to school below the poverty line (rahmat, 2014). this transition indeed had a very serious shock effect. not only because they think about school fees and buy internet quotas, but many people have also lost their jobs because of covid-19 (pakpahan, 2020). the story of dimas ibnu, a student of smp negeri 1 rembang who came to school alone because he did not have a device to study online, went viral instantly. of course, there are many other dimas-dimas in this country that are not highlighted by the media (ahmad, 2019; http://dx.doi.org/10.%2017509/xxxx.xxxx 195 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 193-206 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 hadiyat, 2014). online learnings, which are indeed a response to covid-19, leave many issues that need to be of mutual concern as well as to the government, schools, teachers, students, and parents of students. on the one hand, it is very well understood that the policy taken is a tactical step by the government in responding to crisis situations. on the other hand, it also proves that there is no crisis mitigation roadmap in the education sector (lee et al., 2008; liou, 2015). this discourse will increasingly find the solution if policymakers can absorb the aspirations of the public through credible channels. conventional analyzing data on social media will confuse the public because the data is too large, varied, and grows rapidly. another case is data analysis on social media using tools based on big data technology such as dea, a social network analysis platform provided by the islamic university of indonesia (uii) (suharso, 2019). through this dea, the public will have the opportunity to know objective facts. post-truth often infects social media users. this posttruth symptom is characterized when objective facts are no more trusted than private-public assumptions. this symptom is, of course, very dangerous for indonesia, which based on the we are social hootsuite research in january 2020 alone, has more than 160 million active social media users. the discourses of online learning had enlivened the virtual society, especially on the twitter platform, which made it possible to quantify tweets. based on the dea portal, it is known that on july 22 to 29, 2020 alone, there were 5,414 tweets related to online learning, which were taken from social media twitter. these tweets on social media are attached to sentiments that represent the public's reaction to the phenomenon being highlighted. the portrait of the public reaction can be used by various parties as a reflection of the implementation of online learning during the covid-19 pandemic, as well as reading trends using the social network analysis method (suharso, 2019). online learning-related policies that are taken based on objective data and public aspirations are highly anticipated by the community. instead of formulating an effective and efficient learning system policy, malpractice in reading social situation data can have detrimental or even harmful implications. during a crisis due to this pandemic, all policies must be aligned with health protocols established by the government, including policies regarding the learning process. this study aims to analyze the public's response to online learning on social media. the analysis will be carried out using the drone emprit academic (dea). this platform will help researchers determine the size of tweets, influential actors, influential media, and public sentiment towards online learning. the results of this study will broaden the perspective of the reader regarding online learning discourse on social media so that it can produce a proportional reaction. this paper consists of several parts. the first part is the introduction. in this section, the researcher will describe the overview of the phenomenon of online learning during the pandemic, which is widely discussed on social media to the point that this research is relevant to do now. the second part is the literature review and the theoretical framework. this section contains descriptions of previous research and relevant theories that can be used to photograph the phenomena that will be studied in this study. the third part is the research methodology. this section contains operational descriptions of the research methods carried out in this study. the next part of this paper is the discussion section that contains the results of the data analysis from this study. the last part of this section is the conclusions and suggestions. ttp://dx.doi.org/10.17509/xxxx.x prabowo and suroso, indonesian public response to online learnings during … | 196 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 2. literature reviews and theories there have been a lot of discourses about online learning in this pandemic. like playing puzzles, the previous studies and this research are parts of the puzzle. reading this research, as well as previous research, will provide a comprehensive understanding of the phenomenon of online learning. from the researcher's search, several relevant studies are almost close to this research. the first research that has been found by the researcher is conducted by zaharah et al. (2020) with the title impact of corona virus outbreak towards teaching and learning activities in indonesia. research using the literature study approach aims to explain the various effects of the coronavirus on teaching and learning activities, which include social, cultural, and economic aspects. the literature borrowed to reveal this phenomenon is generally related to the disciplines of education, sociology, and anthropology. this research does answer the normative problem that the solution to learning during a pandemic is online learning (zaharah et al., 2020). however, this study has not directly answered how the public responds to the online learning policy. in addition, the interpretation of this literature is prone to be subjective. thus, there may be a distortion of information in the rewriting process. second, a research conducted by basilaia and kvavadze (2020) with the title transition to online education in schools during a sars-cov-2 coronavirus (covid-19) pandemic in georgia. this research is qualitative research with a case study approach. this study aims to determine the success of a learning transition from face-to-face to online. from the results of research involving a private school in georgia, it is known that through the google meet platform, the transition from face-to-face learning to online learning is said to be successful (basilaia & kvavadze, 2020). the two researchers suggested that the learning transition method could be followed by other schools in georgia and other countries. this research, which was conducted only at one private school, is very far from being used to capture the phenomenon of online learning as a whole. the research will be better if it can obtain opinion data from the wider public. third, a research conducted by lancker and parolin (2020) with the title covid-19, school closures, and child poverty: a social crisis in the making. the study aims to explain the impact of school closings for poor students during the covid-19 pandemic in america and europe. research conducted with this literature study explains that school closure has implications not only for the learning process but also for other things, such as economic problems. it is written in the literature that poor children struggle more during school holidays. this is because, in america and europe, it is customary for schools to provide lunch for children, so when school is off, their families have to add to the cost of children's lunches. in addition, according to other literature, it is stated that there are social and economic gaps during online learning (lancker & parolin, 2020). this study puts literature as key data to reveal facts about online learning from a sociological perspective. this study portrays a pretty good social situation, but the data presented is still limited to data that comes from scientific works only. meanwhile, spontaneous data from the public, such as tweets on social media, are not used as additional data. of the three studies that discuss the phenomenon of online learning above, it is dominated by literature research. this is understandable because, during the covid-19 pandemic, it was indeed risky to take data directly into the field. unfortunately, social media, which is currently said to represent a human presence in virtual space, has not been discussed optimally. this research will fill that gap. http://dx.doi.org/10.%2017509/xxxx.xxxx 197 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 193-206 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 this study will analyze tweets on social media twitter related to public comments on online learnings. research that uses a social network analysis approach is expected to find objective facts related to issues that develop in public. the picture of the real situation is expected to be one of the considerations for policymakers to formulate the right online learning policy, which is following public conditions. online learning existed long before the covid-19 pandemic hit, one of which was driven by the rapid development of information technology (hoi et al., 2018; panigrahi et al., 2018). however, its use is seriously and includes holistic education aspects during this pandemic. once online learning has become the new normal of the learning process during a pandemic, discussing inclusiveness issues in online learning finds its relevance. this online learning was initially a distance learning solution offering flexibility in terms of where and when to study as a result of globalization. the idea of inclusive online learning emerged soon because the learning involved various parties with ethnic, religious, racial, cultural, capability, nationality, and other diverse backgrounds. the demographic composition that contains a variety of diversity is an aspect that must be considered to create inclusive online learning (rutherford & kerr, 2008). the activities of preparation for learning, implementation, and evaluation of learning are carried out by upholding the principles of inclusion. this online learning involves several key instruments. one of the key instruments in online learning is technology. this technology is related to infrastructure and the ability to use it. online learning itself, in terms of loci, can be said to be inclusive because it can be accessed by anyone. in this case, online learning is a symbol of the fading of the different entities that previously always seemed to be carried everywhere during face-to-face learning. inclusive learning will be announced to be successful if learning is implemented evenly, closes the existing gaps, and creates harmony amid diversity. the success of this education is indicated by the birth of learners who do not judge the differences around them. on the center for teaching and learning website, to create inclusive learning, at least five principles need to be considered. the five principles include: (i) fostering a sense of collective belonging (ii) explicitly know the expectations of students (iii) learning content that recognizes the s diversity and is open to criticism and suggestions (iv) followable learning design with various accessibility (v) reflect on the commitment to online learning that is oriented towards inclusion values 3. methods this research was conducted using social network analysis (sna). the sna used is the drone emprit academic (dea) provided by the indonesian islamic university (uii). the dea portal can be accessed after membership registration is verified by the admin. dea is one of the snas created by the nation's children, ismail fahmi, through his company called media kernels. this portal collects various tweet data on social media (twitter) following projects proposed by members. the proposed topics are based on sustainable development goals (sdgs) (suharso, 2019). the data is then made public and free for members to use. members then contribute by sharing the results of their writings or research involving the dea. the topic of online learning is a project that is still active today. the project began collecting social media data on 22-29 july 2020. from the data collected by dea, the author will then analyze it by highlighting several important things, namely related to the number of tweets, actors, hashtags, robot accounts, and public sentiment that discuss online learning topics. the ttp://dx.doi.org/10.17509/xxxx.x prabowo and suroso, indonesian public response to online learnings during … | 198 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 data will be critically described by the author so that readers will get a comprehensive understanding. figure 1 is a flow chart of the implementation of this research. figure 1. research methods. 4. results and discussion this online learning analysis on social media will be discussed based on several discussion clusters, including; the number of tweets, the hashtag, the robot account, and public sentiment. all data was taken from the dea social network analysis platform. 4.1. tweets statistics the online learning project is included in the category of quality education sdgs. all data is taken from tweets on twitter. the peak of his tweet was on july 27, 2020, when "online http://dx.doi.org/10.%2017509/xxxx.xxxx 199 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 193-206 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 learning" was mentioned 2,903 times. figure 2 shows the total online learning topic on twitter by time and figure 3 shows the map of public distribution discussing about online learnings on twitter by location. figure 2. total “online learning” tweets on twitter by time. based on the location of the buzzer, the tweet is indeed dominated by the island of java. it can also be found on the islands of sumatra, kalimantan, sulawesi, nusa tenggara, and maluku. the 10 cities that produced the most tweets are; jakarta, bandung, yogyakarta, surabaya, tangerang, semarang, malang, bogor, bekasi, and tasikmalaya. cities outside java, which were initially believed to be the most affected by the online learning policy due to the lack of infrastructure, were not included in the cities that tweeted most of the topic. figure 3. map of public distribution discussing online learnings on twitter by location (province). 4.2. actors these tweets do not just appear without the contribution of the actor as the buzzer of this online learning topic. figure 4 shows the actors and the number of retweet or reply interaction. the top 10 accounts with the highest levels of interaction are as follows. what is interesting is that the twitter account that gets the most interaction is not the elite. the @sumpagatau account only has 3,749 followers. meanwhile, an account, namely @tsamaradki, that comes from the elite, has political careers, and has a verified account by twitter, is only at number four. whereas @tsmaradki has as many as 283,9000 followers. ttp://dx.doi.org/10.17509/xxxx.x prabowo and suroso, indonesian public response to online learnings during … | 200 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 this shows that this online learning topic is not based on the ideology of character even though what they both voiced was almost the same, which is the nuances of criticism of online learning policies. figures 5 and 6 are showing the related tweet by online learning that it achieved the highest engagement. figure 4. actors and the number of retweet or reply interactions. figure 5. tweet of @sumpagatau account related to “online learning” that achieved the highest engagement. the tweet from the @sumpagatau account reads, "sorry government, online learnings are not suitable for my brain hehe:)." the tweet has nuances of criticism of the government for organizing online learnings but is delivered humorously. even though it was written in the non-standard language, even with typos, the message conveyed was understandable. this reflection can be seen from the total replies and retweets that tend to have the same sentiment as the @sumpagatau account. the @sumpagatau account tweeted the highest engagement, which was 2526 retweets and replies in writing. this achievement beats the tweet of the @tsamaradki account, which is a popular figure. figure 7 shows the visual social network analysis drones emprit related to online learnings on 22-29 july 2020. in the sna image of the dea, it is clear that the @sumpagatau account dominates the discourse about online learning on twitter. the tweet from the @sumpagatau account is associated with the @blrrypeaxch_ account tweet, which reads "online learning: negative covid, positive stupid". http://dx.doi.org/10.%2017509/xxxx.xxxx 201 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 193-206 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 figure 6. twitter username @tsamaradki account tweet related to "online learning". figure 7. visual social network analysis drones emprit related to "online learnings" on 22-29 july 2020. ttp://dx.doi.org/10.17509/xxxx.x prabowo and suroso, indonesian public response to online learnings during … | 202 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 the criticism nuanced tweet was almost the same as @sumpagatau. this can be seen from the slice of the public who interacted in the two tweets. the alternative clusters that also have criticism nuances, when sorted according to the number of interactions in a row, are tweeted by @selphieusagi; @tsamaradki; @lhnhn; @irmanputrasidin; @detikcom; @ oannnn28; @myname_may; and @ _jkt48teamkiii. 4.3. hashtags the hashtag that has become a symbol of the mass movement also accompanies this topic. figure 8 is the top10 hashtags with the highest total mentions. the highlight of the hashtag #sekolah (#school) is not that surprising. the hashtag #rembang (name of the place) became immensely popular because many people responded to dimas's story, a student at smp negeri 1 rembang, who went to school alone because his father did not have the money to buy a gadget. this news is widely circulating in online media and social media, so it is natural to fuel discussions about this online learning. another hashtag that is getting enough attention is the emergence of a political movement that also piggybacks on this online learning's topic even though the numbers are insignificant, namely #lindungianakdarihtidancovid and #jokowiturun (nonrelated topics). figure 8. hashtags and total mentions in tweets related to "online learning." 4.4. robot accounts the hashtag that has become a symbol of the mass movement also accompanies this topic. figure 9 shows the tweet related to online learning by the bot. figure 9 is the top10 hashtags with the highest total mentions. the ten accounts with the most bot users include: @haedinaa; @sofian_tampu; @tempodotco; @ 99christmas; @goldenrulesjong; @julius @compastv; @ tatatatu99; @devianggrainil; and @rido_lizze. of the ten accounts, several online media accounts use bots, namely @tempodotco and @kompastv. using bots for this topic tends not to master the narrative, but rather to raise back tweets that have been buried with tweets again so as not to lose attention. http://dx.doi.org/10.%2017509/xxxx.xxxx 203 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 193-206 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 figure 9. tweet related to “online learning” by the bot. 4.5. sentiments figure 10 shows the analysis of public sentiment towards online learnings. through this sentiment analysis, public emotions regarding online learning can be presented. based on dea data analysis results, which analyze language, it is known that negative sentiments dominate sentiment toward online learning. the percentage of public sentiment, starting from neutral, positive, and negative, was 3.65%, 19.28%, and 73.59%. figure 10. analysis of public sentiment towards online learnings. public emotions related to this online learning vary among the three most, namely trust, anger, and sadness by figure 11. this trust is filled with the belief that online learnings that suddenly started because of covid-19 are certainly not free from shortages. anger is filled with sharp criticism of online learning that often contains diction. meanwhile, sadness is filled with narratives about the sad story of online learning's difficulties amid economic disparities among student families. ttp://dx.doi.org/10.17509/xxxx.x prabowo and suroso, indonesian public response to online learnings during … | 204 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 figure 11. analysis of public emotions towards online learnings. 5. conclusion based on online learning tweets collected on july 22-29, 2020, there are 2,903 tweets related to online learnings. online learning as an issue on twitter was highlighted based on the accounts' character and background which shrank it. this data makes online learning highlighted from different perspectives both as a social issue and as a policy. almost all people voice their aspirations regarding online learning on twitter. the tweets can be entirely organic, even though political players want to take up the issue, although the numbers are also insignificant. the main idea that was carried out was criticism from various parties regarding online learning during the pandemic period due to economic disparities at the grassroots level. instead of getting a proper education, online learning makes it difficult for the inadequate public. calls for assistance in the form of internet access and the provision of free gadgets for poor students appear naturally at each criticism with a different narrative. on the other hand, this online learning, which seems to be implemented without preparation, actually makes students confused. the public assesses that learning preparation, implementation, and evaluation of learning still do not pay attention to the principle of inclusion. when looking at the results of this research, policymakers need to review online learning policies. public tweets dominated by criticism with various variants said that this online learning needed to be formulated regarding economic disparities between student families. besides, there needs to be a road map for inclusive online learning to be agreed upon at the national level so that the students from sabang to merauke have the same understanding. transferring learning from face-to-face to online and transferring knowledge and character is also guaranteed to be carried out well in this online learning. 6. acknowledgment we thank ismail fahmi, ph.d and dea universitas islam indonesia (uii) for provide the data. http://dx.doi.org/10.%2017509/xxxx.xxxx 205 | indonesian journal of teaching in science, volume 2 issue 2 september 2022 hal 193-206 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 7. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. the authors confirmed that the paper was free of plagiarism. 8. references ahmad, n. k. 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(2009). parental education and children’s online health information seeking: beyond the digital divide debate. social science and medicine, 69(10), 1501–1505. http://dx.doi.org/10.%2017509/xxxx.xxxx database connection failed! 21 self-learning activity package in occupation skills development for primary education students (grade 6) wat samuha rat bamrung school thanyathorn dulklang *, thosporn sangsawang department of educational technology and communications, rajamangala university of technology thunyaburi, thailand correspondence: e-mail: thanyathorn_d@mail.rmutt.ac.th a b s t r a c t s a r t i c l e i n f o the purposes of this study were to: (1) find efficacy of selflearning activity package in occupation skills development for primary education students, (2) understand effectiveness of students’ learning skills before and after learning, and (3) know students’ satisfaction self-learning activity package in occupation skills development for primary education students towards self-learning activity package in professional skills development. the study tested 30 sixthgrade students in career and technology education course during the first semester of 2020 at wat samuha rat bamrung school, thailand. research instruments comprised self-learning activity package in occupation skills development, completed with pre-test, post-test, and satisfaction survey. the findings indicated that self-directed learning activity package in professional skills development met the standard for effectiveness at 81.25/80.56. students’ learning skills were significantly improved after training as evidenced by the mean and the standard deviation scores. additionally, the result of the t-test analysis between precourse and post-course was 4.80 with the statistically significant difference of 0.05 level. the level of students’ satisfaction on self-learning activity package in occupation skills development for primary education students appeared at the highest with the mean score of 4.90. article history: received 05 jan 2021 revised 28 jan 2021 accepted 03 feb 2021 available online 12 feb 2021 ____________________ keyword: activity package, elementary education, self-directed learning, professional skill indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 1 (1) (2021) 21-26 ijotis © 2021 universitas pendidikan indonesia http://ejournal.upi.edu/index.php/%20ijotis/ dulklang and sangsawang, self-learning activity package in occupation skills... | 22 doi: http://dx.doi.org/10. 17509/xxxxt.vxix p issn 2276-6152 e issn 2276-6101 1. introduction national strategy 2018-2037 defines the national strategy for development. moreover, empower human resources as a school-age and adolescence by cultivating good people, discipline, developing skills, learning abilities in line with 21st-century skills to be creative, and working with others. include the foundation for life planning and financial planning appropriate for each age and put it into practice. professional skills are essential skills in the 21st century, there are concepts and principles that emphasize the ability of individuals to analyze themselves and choose a career based on their own needs. emphasis is placed on enabling individuals to analyze themselves and choose a career to meet their own needs (rubens et al., 2018). skill assessment and development are most effective at the age of 13-15 years of students will be able to assess their abilities. they can also consider their career choices and assess their interests and abilities in which career they should choose (wang & wanberg, 2017). strengthening vocational skills learning is required from primary, secondary, tertiary education. moreover, education throughout life learning style activities is tailored according to the development of learning competencies for each age group and the development of learning skills. teaching methods are used according to individual differences for the formation of processes and methods to encourage and facilitate student learning. the importance of learning management for career development at the elementary level provides learners with the meaning and importance of careers to the different professions available in the community. the ability to learn basic skills in the workplace they have the skills to deal with, solve problems, and work with others. there are several forms of suitable learning activities, especially teaching using a series of tutorials. the teaching set, multimedia set, learning set, and self-learning series are all teaching that focuses on the media (manca, 2020). teachers are responsible for providing equipment and teaching kits and keep waiting for reports of results periodically and give advice when there is a problem. teachers must learn how to design learning to foster interest in the subjects studied (cho et al., 2019). this makes it possible to understand the content from practice and become the knowledge applicable to future careers. from the background and importance of the above problem, the researcher realized the importance of a series of self-learning activities. therefore, interested in researching a set of self-learning activity package in occupation skills development for primary education students (grade 6) wat samuha rat bamrung school to enable students to develop professional skills for daily living and to be able to generate income, support themselves happily in life. bring knowledge to work independently and study and review by themselvesalso, a set of self-study activities in developing professional abilities (mironowicz & schretzenmayr, 2020). moreover, to prepare for a self-reliant life in the future, learning various expert skills and a set of self-learning activity package in occupation skills development for primary education students (grade 6) wat samuha rat bamrung school. this research was appropriate, practical, and a model for other subjects. this further application is a guideline for developing self-study activities in vocational skills development for other primary school students in the future. http://dx.doi.org/10.%2017509/xxxxt.vxix 23 | indonesian journal of teaching in science, volume 1 issue 1, march 2021 hal 21-26 2. methods the population used in this research was primary education students (grade 6) wat samuha rat bamrung school, who studied the subject group, learning, occupation, and technology, semester 2, 2020, 30 people of primary education students (grade 6) wat samuha rat bamrung school. the research tools consisted of the career development self-study series. the pre-study and post-study test are parallel exam with multiple choices, four choices, and 20 observations. behavioral observations of primary education students (grade 6) wat samuha rat bamrung school learned through a series of self-learning activities in occupational skill development that shown in figure 1. moreover, a questionnaire on the satisfaction of primary education students (grade 6) wat samuha rat bamrung school, who learned from the self-study activity set in occupational skill development was carried out. the statistics used in this research was percentage, mean, standard deviation and, t-test of the independent sample. figure 1. invention of tie-dye cloth. doi: http://dx.doi.org/10. 17509/xxxxt.vxix pissn 2276-6152 eissn 2276-6101 http://dx.doi.org/10.17509/xxxx.vxi dulklang and sangsawang, self-learning activity package in occupation skills... | 24 3. results and discussion table 1 shows a set of self-learning activities for vocational skills development for primary education students (grade 6) wat samuha rat bamrung school. the result of the score from doing the learning activity sheet of 30 students in primary education students (grade 6) wat samuha rat bamrung school was an average of 81.25%, and the average percentage of posttest scores was 80.56. learning results from self-study activity development in occupational skills for primary education students (grade 6) wat samuha rat bamrung school. the efficiency criteria are 80/80, that is, e1 / e2 is equal to 81.25 / 80.56, so it follows the assumption. table 2 shows that the results of the pre-study test the average score was 14.44, and the sd. value was .88 after primary education students (grade 6) wat samuha rat bamrung school learned through a series of self-study activities in occupational skills development for primary education sixth-grade students at wat samuharat school. the post-study test of primary education students (grade 6) wat samuha rat bamrung school had a higher mean score, mean score of 16.11 and sd value was 1.05. the t-test analysis during pre-post-test was 4.80 and there was a significant difference. statistical significance at the. 05. the results of the analysis showed that the total of 30 students in primary education students (grade 6) wat samuha rat bamrung school was satisfied at the highest level with a total average of 4.90. the content of the study is appropriate for the learners, the content of the lesson increases the knowledge and understanding of tie-dye work, even more, the duration of the study is appropriate, the teacher uses the media. appropriate equipment, teachers intend to teach and guide learners in doing activities; learners gain knowledge and experience and the knowledge gained was able to apply for the highest level of professional training with an average of 5.00 and did not find the item that the students had the least satisfaction. table 1. showing the comparison of the mean score between pretest-posttest of primary education students (grade 6) wat samuha rat bamrung school. list full score average percentage standard e1/e2 points during study 80 65.000 81.25 80 81.25 smooth backtest score 20 17.11 80.56 80 80.56 table 2. showing the comparison of the mean score between pretest-posttest-school of primary education students (grade 6) wat samuha rat bamrung school. full score average score cost sd. t sig (2 tailed) pre-study test 20 14.44 .88 4.08 .0035 post-study test 20 16.11 1.05 doi: http://dx.doi.org/10. 17509/xxxxt.vxix pissn 2276-6152 eissn 2276-6101 http://dx.doi.org/10.%2017509/xxxxt.vxix 25 | indonesian journal of teaching in science, volume 1 issue 1, march 2021 hal 21-26 4. conclusion from the research, the researcher has summarized the research results according to the objectives as follows: (1) efficacy of self-learning activity package in occupation skills development for primary education students (grade 6) wat samuha rat bamrung school that has been created and developed to be practical following the criteria 80/80, that is, by finding the efficiency, the percentage of the score during the study was 81.25 (e1), and the percentage of the score from the posttest was 80.56 (e2). (2) the achievement before and after a study showed that scores after learning from the self-learning activity package in occupation skills development for primary education students (grade 6) wat samuha rat bamrung school. it is higher than the score before studying at a statistically significant level of .05. (3) results of the satisfaction of primary education students (grade 6) wat samuha rat bamrung school towards the self-learning activity set in vocational skills development for primary education sixth-grade students wat samuha rat bamrung school sample group were found that they were satisfied at the highest level. seft-learning make student enhance to self-directed learning : sdl, which a process takes the initiative of others, learning needs, setting learning goals, identifying human resources, materials for learning, selecting and implementing appropriate learning strategies, and evaluating self-learning learning outcomes. (knowles, 1975) self-learning promotion activities lead to lifelong learning in every semester through excellent research with a four-step self-guided learning activity process: (1) create motivation teachers show their work and let students learn how to create a work with video clips to help increase knowledge. by allowing students to learn by themselves and can also transfer the knowledge to others or bring the knowledge you get into your daily life or create a career and earn money. (2) set goals that the students learn for themselves. the knowledge can be utilized both in theory and practice and can be learned throughout life. (3) make a plan to create a self-study activity package. the creator plans the creation of a selfstudy activity series. step by step study and collect information related planning a sequence of steps in creating a series of activities, bringing media and technology to help them be upto-date and interesting so that the learners who have learned through the activity series generate the most knowledge. (4) learn to create knowledge and understand both theory and practice. can bring various knowledge put into practice in daily life to become proficient lead to professional development and generate income in the future. the result of the selflearning activity package in occupation skills development for primary education students (grade 6) wat samuha rat bamrung school, this research will encourage to development up skills of the learner in occupations and get income, appropriate in 21st century for lifelong learning, moreover up attitude for all learners. 5. acknowledgements the researcher would like to thank you to prof. dr. pichet limsuwan, for improved in english, and the rajamangala university of technology, thanyaburi for supporting all academics. 6. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. the authors confirmed that the paper was free of plagiarism. doi: http://dx.doi.org/10. 17509/xxxxt.vxix pissn 2276-6152 eissn 2276-6101 http://dx.doi.org/10.17509/xxxx.vxi dulklang and sangsawang, self-learning activity package in occupation skills... | 26 7. references cho, h., wang, x. c., and christ, t. (2019). social-emotional learning of refugee english language learners in early elementary grades: teachers’ perspectives. journal of research in childhood education, 33(1), 40-55. manca, s. (2020). snapping, pinning, liking or texting: investigating social media in higher education beyond facebook. the internet and higher education, 44, 100707. mironowicz, i., and schretzenmayr, m. (2020). is this distance teaching planning that bad?. disp-the planning review, 56(4), 107-121. rubens, a., schoenfeld, g. a., schaffer, b. s., and leah, j. s. (2018). self-awareness and leadership: developing an individual strategic professional development plan in an mba leadership course. the international journal of management education, 16(1), 1-13. wang, m., and wanberg, c. r. (2017). one hundred years of applied psychology research on individual careers: from career management to retirement. journal of applied psychology, 102(3), 546. doi: http://dx.doi.org/10. 17509/xxxxt.vxix pissn 2276-6152 eissn 2276-6101 http://dx.doi.org/10.%2017509/xxxxt.vxix 1 bibliometric analysis of educational research in 2017 to 2021 using vosviewer: google scholar indexed research dwi fitria al husaeni, asep bayu dani nandiyanto*, rina maryanti universitas pendidikan indonesia, indonesia correspondence: e-mail: nandiyanto@upi.edu a b s t r a c t s a r t i c l e i n f o education is the study of a group of people's knowledge, abilities, and habits, which is passed down from generation to generation through teaching, training, or research. the goal of this study is to combine mapping analysis with vosviewer software to undertake a bibliometric analysis of research in the field of education. to acquire research data, the reference manager application is employed. the information gathered is based on search results for the term "education." from the search results, we found 993 articles that were published between 2017 and 2021. according to the findings, the number of studies in 2017 was 232, grew to 263 in 2018, and then continued to fall from 2019 to 2021. in 2021, there will be 39 education-related research publications published in google scholar indexed journals. the fundamental reason is that the covid-19 pandemic has had a significant impact on educational research, as practically everything is focused on covid-19. the value of bibliometric analysis in providing analytical data about what happens is demonstrated in this work. this study is meant to assist and serve as a resource for researchers in researching and identifying research themes. © 2022 universitas pendidikan indonesia article history: received 25 nov 2021 revised 20 des 2021 accepted 13 jan 2022 available online 14 jan 2022 ____________________ keyword: bibliometric, education, google scholar, vosviewer. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 3(1) (2023) 1-8 ijotis al husaeni et al., bibliometric analysis of educational research in 2017 to 2021 using vosviewer …| 2 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction bibliometrics data analysis has been done a lot lately. analysis of bibliometric data that can be visualized is needed in line with the development of existing research. visualizing data is called mapping. several mapping tools can be used, one of which is vosviewer. vosviewer is a software that can be used in mapping bibliometric data analysis (al husaeni & nandiyanto, 2022; hamidah et al., 2020; mulyawati & ramadhan, 2021). several types of bibliometric mapping can be done with vosviewer including co-authorship maps, citation maps, co-citation maps, bibliographic coupling maps, and co-occurrence maps (van & waltman, 2013; nandiyanto et al., 2021). one of the areas of research that requires bibliometric analysis is education. education is a very important factor in life (bhardwaj, 2016; sullivan et al., 2003). education can grow educated people who can build developed countries. education is one of the directions that can guide humans to navigate life in the world. education is a conscious and systematic effort to achieve a standard of living or for better progress. education is a learning process for students to be able to understand, understand, and make people more critical in thinking. there have been many studies on education including research conducted by shaturaev on financing and management of islamic education (shaturaev, 2021), research on the development of education during the covid-19 period (chakraborty et al., 2021; bergdahl & nouri, 2021; chang et al., 2021), education research conducted by szymkowiak et al. (2021) regarding the determination of how technology and the internet affect the acquisition of education by generation z. educational research on the social field (duanxian, 2021) and many other studies in the field of education. however, from these previous studies, there has been no research that discusses bibliometric analysis with the mapping analysis method in research in the field of education for the last 5 years using vosviewer to obtain information on the development and novelty of research on education that has been carried out. therefore, this research was conducted with the aim of reviewing the development of research from the field of education for the last 5 years (2017 to 2021) using the vosviewer software mapping tool. by doing this research, it is hoped that this will be the starting point for determining the research theme, especially those related to research. 2. methods the article data used in this study is based on research from publications that have been published in google scholar-indexed journals. the google scholar database is used in this study since it is free to access. to collect research data, the publish or perish 7 reference manager tool was employed. data collection was carried out in january 2022. in doing a literature review on the chosen theme, the phrase "publish or perish" is employed. each article's data must be indexed by google scholar and in the format of journal articles, as well as comply with the search for the theme needed in this study, which must be backed up into the vosviewer file. in our earlier study, we provided detailed information about vosviewer and library search (al husaeni & nandiyanto, 2022). http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 3 | indonesian journal of teaching in science, volume 3 issue 1 march 2023 hal 1-8 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 each article was examined for this study, and articles linked to education were chosen. we looked for publish or perish data using the keyword "education" and filtering by title and abstract. as a result, 993 articles were gathered and evaluated based on the chosen topic. the articles used in this study were published between 2017 and 2021. after that, the articles are stored in *.ris format. then, in the form of a bibliometric map, we use the vosviewer tool to visualize and analyze trends. we filter the terms that will be included in the vosviewer network mapping visualization. the article data was mapped using the database sources that had been generated. there are three forms of data mapping: network visualization, density, and overlay. 3. results and discussion the growth curve for research on education from 2017 to 2021 is shown in figure 1. according to figure 1, the number of publications published in educational research has increased from 232 to 263 in the last five years, i.e. from 2017 to 2021. the year with the highest total was 2018. in 2019 there were 242 articles. in the year 2020, there were 217 articles, which was a decrease from the previous year. in 2021, the number of articles dropped dramatically to 39. figure 1. level of development of education research. mapping analysis was carried out in this study. mapping analysis was carried out to show the relationship between the terms contained in education research (al husaeni & nandiyanto, 2023a). each connection is described in the network visualization (nandiyanto & al husaeni, 2021; al husaeni & nandiyanto, 2023b). we also determine some provisions in the screening of terms in research in the field of education. the minimum number of occurrences of a term is 10 times. thus, from the 6441 terms found, only 171 terms will be used in visualizing publication data. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank al husaeni et al., bibliometric analysis of educational research in 2017 to 2021 using vosviewer …| 4 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 the visualization network showed the relationship between the terms that have been shown (al husaeni & nandiyanto, 2023c). the link between the concepts is depicted in figure 2. in the network visualization, relationships are represented by networks or lines that connect terms. the clusters of terms in education research are depicted in figure 2. figure 2. network visualization of education research. this study's network visualization is separated into several clusters (see figure 3): (i) cluster 1 has 32 items, the items are access, area, case, college, concept, data, decade, education policy, educator, end, experience, fact, field, future, goal, idea, issue, opportunity, perception, perspective, pharmacy education, policy practice, program, quality, research, researcher, state, teacher, teacher education, teacher education program, and university. (ii) cluster 2 has 29 items, the items are analysis, application, approach, article, benefit, chemistry education, context, development, effort, english, example, focus, framework, influence, integration, interest, learner, model, principle, social medium, stem education, system, theory, tool, trend, united states, use, way, and year. (iii) cluster 3 has 27 items, the items are attitude, country, difference, disability, education, effect, entrepreneurship education, form, gender, inclusion, inclusive education, individual, instruction, nature, need, paper, person, problem, relation, http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 5 | indonesian journal of teaching in science, volume 3 issue 1 march 2023 hal 1-8 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 relationship, special education, student, support, tertiary education, view, vocational education, and woman. (iv) cluster 4 has 24 items, the items are activity, china, covid, dental education, distance education, education institution, education sector, history, impact, implication, innovation, institution, learning, medical education, ministry, online education, ministry, online education pandemic, part, response, science, teaching, technology, time, and training. (v) cluster 5 has 24 items, the items are character education, child, community, education program, education system, engagement, evaluation, factor, family, implementation, improvement, indonesia, level, motivation, order, participant, primary education, role, school, secondary education, skill, study, value, and work. (vi) cluster 6 has 18 items, the items are author, case study, challenge, change, comparison, higher education, higher education institution, importance, knowledge, lesson, number, present study, process, strategy, sustainability, sustainable development, understanding, and world. (vii) cluster 7 has 17 items, the items are assessment, care, effectiveness, evidence, faculty, growth, interprofessional education, intervention, literature, nurse, nursing education, outcome, patient, review, systematic review, term, and type. figure 3. network visualization of education term. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank al husaeni et al., bibliometric analysis of educational research in 2017 to 2021 using vosviewer …| 6 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 from the network visualization data, it is known that education is related to many terms. the education term is included in cluster 3 with a total of 7453 links and a total link strength of 21219. figure 4 shows the 10 highest terms connected to the education term, namely quality, approach, impact, development, learning, practice, effect, higher education, student, and study. the highest correlation is found in the relationship between education and study with a total link strength of 143. education and student term have a total link strength of 137, education and higher education is 112 total link strength, education and effect is 68 total link strength, education and practice is 64 total link strength is the same as the relationship between education and learning. total link strength education and development is 61 total link strength, education and impact is 53 total link strength and education and approaches 51 total link strength. the lowest relationship is the relationship between education and quality, which has a total link strength of 40. figure 4. total link strength term education and the other terms. 4. conclusion the purpose of this study was to conduct a bibliometric analysis of research in the field of education using mapping analysis and vosviewer software. the reference manager application is used to collect research data. data was compiled using search results for the phrase "education". we identified 993 items in search results published between 2017 and 2021. according to our findings, there were 232 studies in 2017, 263 in 2018, and then a steady decline from 2019 to 2021. research on education was divided into 7 clusters. the term education is included in cluster 3. there are several terms related to education, namely study, student, high education, effect, practice, learning, development, impact, approach, and quality. the term "education" has the highest relationship with the term "study". http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx 7 | indonesian journal of teaching in science, volume 3 issue 1 march 2023 hal 1-8 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 5. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. the authors confirmed that the paper was free of plagiarism. 6. references al husaeni, d. f., and nandiyanto, a. b. d. (2022). bibliometric using vosviewer with publish or perish (using google scholar data): from step-by-step processing for users to the practical examples in the analysis of digital learning articles in pre and po st covid-19 pandemic. asean journal of science and engineering, 2(1), 19-46. al husaeni, d. f., and nandiyanto, a. b. d. (2023a). mapping visualization analysis of computer science research data in 2017-2021 on the google scholar database with vosviewer. international journal of informatics information system and computer engineering, 3(1), 1-18. al husaeni, d. n., and nandiyanto, a. b. d. (2023b). a bibliometric analysis of vocational school keywords using vosviewer. asean journal of science and engineering education, 3(1), 1-10. al husaeni, d. n., and nandiyanto, a. b. d. (2023c). bibliometric analysis of high school keyword using vosviewer indexed by google scholar. indonesian journal of educational research and technology, 3(1), 1-12. bergdahl, n., and nouri, j. (2021). covid-19 and crisis-prompted distance education in sweden. technology, knowledge and learning, 26(3), 443-459. bhardwaj, a. (2016). importance of education in human life: a holistic approach. international journal of science and consciousness, 2(2), 23-28. chakraborty, p., mittal, p., gupta, m. s., yadav, s., and arora, a. (2021). opinion of students on online education during the covid‐19 pandemic. human behavior and emerging technologies, 3(3), 357-365. chang, t. y., hong, g., paganelli, c., phantumvanit, p., chang, w. j., shieh, y. s., and hsu, m. l. (2021). innovation of dental education during covid-19 pandemic. journal of dental sciences, 16(1), 15-20. duanxian, w. (2021). the internal examination of ideology and politics education in colleges and universities under the perspective of social subject research method. journal of educational theory and management, 5(2), 96-98. hamidah, i., sriyono, s., and hudha, m. n. (2020). a bibliometric analysis of covid-19 research using vosviewer. indonesian journal of science and technology, 5(2), 209-216. mulyawati, i. b., and ramadhan, d. f. (2021). bibliometric and visualized analysis of scientific publications on geotechnics fields. asean journal of science and engineering education, 1(1), 37-46. nandiyanto, a. b. d., al husaeni, d. n., and al husaeni, d. f. (2021). a bibliometric analysis of chemical engineering research using vosviewer and its correlation with covid-19 pandemic condition. journal of engineering science and technology, 16(6), 4414-4422. about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank about:blank al husaeni et al., bibliometric analysis of educational research in 2017 to 2021 using vosviewer …| 8 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 nandiyanto, a. b. d., and al husaeni, d. f. (2021). a bibliometric analysis of materials research in indonesian journal using vosviewer. journal of engineering research. 9(asseee special issue), 1-16. shaturaev, j. (2021). financing and management of islamic (madrasah) education in indonesia. zeszyty naukowe politechniki częstochowskiej zarządzanie, 42(1), 57-65. sullivan, a. m., lakoma, m. d., and block, s. d. (2003). the status of medical education in endof-life care. journal of general internal medicine, 18(9), 685-695. van eck, n. j., and waltman, l. (2013). vosviewer manual. leiden: univeristeit leiden, 1(1), 1-53. http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx http://dx.doi.org/10.%2017509/xxxx.xxxx design and development of 3-dimensional model of human circulatory system to teach a concept of biology in senior secondary schools ebenezer omolafe babalola* department of educational technology, university of ilorin, ilorin nigeria. *correspondence: e-mail: babalolaebenezer196@gmail.com a b s t r a c t s a r t i c l e i n f o instructional resources guarantee maximum value and effectiveness in the teaching and learning process. the instrument of instruction is communication which must be skillfully designed and developed if the objective of the instruction is to be accomplished. models are a direct replica of real objects or figures. they are made in place of the original figure or object and used as such in place of the original. inability to have access to mammalian internal organs is one of the challenges in teaching some concepts in biology. hence, the need to develop a 3-dimensional model of the human circulatory system to teach a concept in biology . the findings revealed that the 3dimensional automated model of the human circulatory system was successfully developed with materials sourced from the environment . such materials include plaster of paris (pop ), top gum , white cement , car paint (white ), acrylic paint ( blue and red ), tissue paper , binding wire , painting brush , silicon gum , sandpaper . this study recommended among others that management of secondary schools should make provision for the local 3-d model to be used as teaching aids for effective instructional delivery in their respective schools. article history: received 12 aug 2021 revised 16 sep 2021 accepted 18 sep 2021 available online 20 sep 2021 ____________________ keyword: 3-dimensional model, design, development, human circulatory system. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 2(1) (2022) 17-28 ijotis © 2021 universitas pendidikan indonesia 17 http://ejournal.upi.edu/index.php/%20ijotis/ babalola, design and development of 3-dimensional model of human … | 18 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6152 eissn 2776-6101 1. introduction instructional resources guarantee maximum value and effectiveness in the teaching and learning process. the instrument of instruction is communication which must be skillfully designed and developed if the objective of the instruction is to be accomplished. this requires the utilization of explicitly produced material used to make the process of instruction to be more pleasant and enjoyable. materials that are utilized during the process of instruction to make instruction more meaningful and pleasurable are called instructional materials. instructional materials in its most straightforward term are those materials that help the teachers to teach easily and the students to learn without pressure. instructional materials incorporate projected, non-projected, printed, and others, such as object/relic, 3-dimensional objects that are created through nearby source materials, program instruction, instructional package, and so on (olumorin et al., 2010). instructional materials are resources for transmitting information, ideas, and notes that can help in facilitating learning. they help in making students comprehend, retain, and recall concepts, principles or theories and acquire professional skills (ogunlade & amosa, 2015). the role of instructional materials if thoroughly considered cannot be completely detached from the teaching and learning process. for any meaningful educational program to be accomplished in terms of its implementation, the part of instructional materials must be given genuine need. instructional materials perform such work as the expansion of the range of experience accessible to students, enhancement and complement the instructor's verbal explanations, therefore, making the learning experience richer and giving the teacher enthusiasm into a wide collection of learning exercises. to help the attainment of objectives of teaching a subject matter, it acts on the teacher to help his teaching with suitable instructional material that will empower him to accomplish his objectives and this improves the academic achievement of the students taught (awolaju, 2016). instructional materials are those materials that are purposely used to attain improvement in instruction. they are those materials and equipment utilized by the teacher during teaching to improve student’s learning, capacity, and skills, to monitor their assimilation of information, and to add to their general advancement and upbringing. a key component of successful teaching is the choice of instructional materials that address the issues of students and fit the limitations of the teaching and learning condition. a common statement that is true in teaching is that, if you have not learned, i have not instructed. a sensible end at that point is that the significance of instructional materials in educating and learning science is most successfully outlined through student accomplishment results. the teacher and student interactions in numerous scientific studies are not beneficial on account of adequate resources. the inquiry-focused science teaching showing requests a ton of exercises concerning the student that requires scientific materials and equipment (omorogbe & ewansiha, 2013). availability of textbooks, laboratory apparatus, and other learning resources contribute significantly to the performance of students in science subjects. science education, which has a distinct place in the educational system with its content, consists of three main disciplines named biology, chemistry, and physics. being one of these three main disciplines, the science of biology contains lots of abstract concepts that cause frequent problems in conceptual instruction in biology lessons. many students have difficulties in embodying abstract concepts therefore they also have difficulties in chemistry lessons that contain so many abstract concepts. poor academic performance has been linked to several factors which include high teacher-student ratio, shortage of good teaching staff, poor quality of education leadership, political instability and politicization of educational http://dx.doi.org/10.%2017509/xxxx.xxxx |19 indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 17-28 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 programs, automatic promotion, age of the learners, and inadequate essential physical facilities and equipment (ewetan & ewetan, 2015). students’ achievement in biology in senior secondary certificates examination (ssce) has been unsatisfactory over many years. various factors can influence students in academic performance whether negative or positive. the total of the problems arising from conducive environment, teacher qualification, adequacy, and professional development, remuneration and working conditions of teachers, inequality in the provision of teachers, monitoring and evaluation, the politicization of education, diversion of funds, and inadequate funds for equipment and materials for fruitful practical work; especially in view of large class size in most schools. the circulatory system is an organ system that permits blood to circulate and transport nutrients (such as amino acids and electrolytes), oxygen, carbon dioxide, hormones, and blood cells to and from the cells in the body to provide nourishment and help in fighting diseases, stabilize temperature and ph, and maintain homeostasis. the circulatory system is one of the most important systems in the human body. it acts as a highway or delivery system that transports oxygen, water, and nutrients to all of your body cells. on the way back, it carries the wastes such as carbon dioxide. the delivery man, or carrier, of these substances, is blood. blood vessels are the roads that circulate your entire body all leading back to the heart. the heart is a muscle that pumps blood throughout the body. the circulatory system aids in the ability of a human to carry out many life functions. first, it aids in the process of nutrition. blood is the carrier of nutrients and brings them to the body cells providing the necessary energy for them to carry out life functions themselves. it also helps in the process of excretion by removing wastes from the cells to the blood and carrying them to tissues that can rid of them properly. 2. statement of the problem biology is a fundamental subject in sciences offered in senior secondary schools, it is an integral science subject that centers on the understanding of living things. it is a primary requirement that needs to be passed by students who want to study biology related courses such as science, medicine, anatomy, agricultural science, microbiology, medicine, nursing, pharmacy, forestry, and fisheries in higher institutions of learning. observed the factor that could be responsible for the failure of students in biology as inadequate instructional materials which definitely must have a significant role to play in teaching and learning processes. as classroom teachers, we must become conversant with the type of instructional materials, which can be used in any teaching/ learning situation. instructional materials as it is said are synonymous with what we call 'teaching aids' here in nigeria. instructional materials constitute alternative channels of communication, which a teacher can use to convey more vividly instructional information to learners. they represent a range of materials that can be used to 'extend the range of vicarious experience' of learners in a teachinglearning situation (amadioha, 2019). opined that lack of practical experience in the teaching and learning of science leading to poor mastery of important scientific skills and concepts. other problems are the inability of teachers to diversify by using modern technology for teaching and learning (muyoyeta et al., 2017). to solve this problem, this study is a concern with the integration of technology for instruction in the classroom which would motivate students to learn and thereby making learning to real and concrete. ttp://dx.doi.org/10.17509/xxxx.x babalola, design and development of 3-dimensional model of human … | 20 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6152 eissn 2776-6101 3. methodology this study, design, and production of a 3-dimensional model of the human circulatory system to teach a concept of biology in senior secondary schools was a production-oriented type of research. it involves the design and production of a model of the human circulatory system. this type is appropriate because it allows researchers to express themselves in terms of design and construction in the teaching and learning process. the 3-dimensional model of the human circulatory system was designed and produced by us. materials sourced from the environment were used to produce the model. such materials include plaster of paris (pop), top gum, white cement, car paint (white), acrylic paint (blue and red), tissue paper, binding wire, painting brush, silicon gum, sandpaper. 4. results production of the 3-dimensional model of human circulatory system centered on a material called “papercrete”. papercrete is a medium most commonly utilized in the creation of earthships. this is an alternative construction material constituted of paper pulp, cement, hardener, top bond, and pop. the biggest advantage of papercrete is that it’s lightweight but strong enough. it also has excellent insulating properties with an r-value of r2 per inch. design is a plan or drawing produced to show the look and function or workings of a project or other object before it is made. the activity began with coming up with the idea and later proceeded to scriptwriting with a draft and sketch of the task and content coverage of the model. this gave definite directions to the researchers on how to effectively carry out those activities in the production stage. an armature was made as a framework around which the human circulatory system was built. the armature is made of iron, chicken net, and aluminum wire (which is stiff but was bent and twisted into the shape of the human circulatory system). the wire is affixed to a base that was also made of iron. tissue paper was soaked in water and then pulverized to a pulp using a bowl. plaster of paris (pop), hardener, top bond was proportionally mixed using trowel and spatula. together with the pulp, white cement was used as a binder in a smaller proportion than the paper pulp. at this stage, those actions in the designing stage were transmitted to concrete. papercrete was used to mold the figure of the human circulatory system which require reinforcement materials that included an iron rod, banding wire, and chicken net to make the model stand solid on the base. since the armature already forms the desired shape, papercrete was applied respectively. with the help of a spatula, researchers were able to plaster the armature with papercrete and shape it to the desired shape. the first layer lasted for about 20 minutes before we added another layer and also the final layer after which the model was left to dry for a period of two weeks. after which sandpaper was used as a smoother to smooth the surface of the model. this prepares the model for the painting stage. this stage is known as the painting stage, the finished work was coated with white car paint. this was done to modify the surface property of the model such as abrasion, wear or corrosion resistance, and aesthetic quality. acrylic paints (red and blue) were used for the finishing of the model. acrylic paints are water-resistant when dry. acrylic paint is one of the most versatile mediums, and one of the least toxic. it is water-soluble when wet and yet because it is a plastic polymer, dries into a flexible, water-resistant, and durable surface to which subsequent layers of paint can be added without disturbing the underlying layers. this was applied on the surface of the model to aid the actual resemblance of the human circulatory system. the labeling of the model was done on a flex banner after which stickers were printed and pasted on the model according to the number on the flex banner. http://dx.doi.org/10.%2017509/xxxx.xxxx |21 indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 17-28 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 detailed photograph images are shown in figures 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, and 11. figure 1. materials and tools for the production of the 3-dimensional model of human circulatory system. figure 2. materials and tools. ttp://dx.doi.org/10.17509/xxxx.x babalola, design and development of 3-dimensional model of human … | 22 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6152 eissn 2776-6101 figure 3. sketch of human circulatory system. figure 4. welding of the armature. http://dx.doi.org/10.%2017509/xxxx.xxxx |23 indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 17-28 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 figure 5. armature (reinforcement). figure 6. addictive stage. ttp://dx.doi.org/10.17509/xxxx.x babalola, design and development of 3-dimensional model of human … | 24 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6152 eissn 2776-6101 figure 7. complete formwork before painting. figure 8. coating with car paint. http://dx.doi.org/10.%2017509/xxxx.xxxx |25 indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 17-28 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 figure 9. painting with acrylic in progress. figure 10. complete painting with acrylic colour. ttp://dx.doi.org/10.17509/xxxx.x babalola, design and development of 3-dimensional model of human … | 26 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6152 eissn 2776-6101 figure 11. finishing stage. 5. discussion this study design and produce a 3-dimensional model of the human circulatory system to teach a concept of biology. the 3-dimensional model of the human circulatory system is a direct replica image of the human circulatory system. the production was successfully done with materials sourced from the environment. such materials include plaster of paris (pop), top gum, white cement, car paint (white), acrylic paint (blue and red), tissue paper, binding wire, painting brush, silicon gum, sandpaper. the most important attribute of the 3http://dx.doi.org/10.%2017509/xxxx.xxxx |27 indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 17-28 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 dimensional model is making learning real, immediate, and permanent. the increase of students’ participation in the learning activities that allow students to learn by observation and demonstration would have accounted for the better performance of students. generally, the position of biology in the education of secondary school students is to allow the students to manipulate and experiment with suitable equipment and materials. this will prepare them for acquiring adequate laboratory and field skills in biology. 6. conclusion the instructional value of the 3-dimensional model has been established in this research. this is because students will perform better when been taught using 3-dimensional instructional materials. teaching and learning could be enhanced when the teacher exposes learners through innovations in addition to conventional approaches of teacher-dominated classes. the use of a 3-dimensional model in teaching the human circulatory system is a step in this direction in which the students would be actively engaged in the instructional activity when taught using the developed 3-dimensional model of the human circulatory system. this study concluded that the developed 3-d model would improve students' performance on the topic human circulatory system. 7. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. authors confirmed that the paper was free of plagiarism. 8. references amadioha, s. w. (2009). the importance of instructional materials in our schools an overview. new era research journal of human, educational and sustainable development, 2(3), 49. awolaju, b. a. (2016). instructional materials as correlates of students’ academic performance in biology in senior secondary schools in osun state. international journal of information and education technology, 6(9), 705-709. ewetan, t. o., and ewetan, o. o. (2015). teachers' teaching experience and academic performance in mathematics and english language in public secondary schools in ogun state, nigeria. international journal of humanities social sciences and education , 2(2), 123-134. muyoyeta, n. k., abah, j., and denuga, d. (2017). school based factors affecting grade 12 learners' academic performance in namibia senior secondary certificate ordinary level biology in the khomas educational region, namibia. international journal of education, learning and development , 5(7), 9-22. ogunlade, o. o., and amosa, a. (2015). effect of audio instructional package on basic pupils' performance in english pronunciation skills in ilorin, kwara state, nigeria. global media journal: pakistan edition, 8(1), 33-40. olumorin, c. o., yusuf, a., ajidagba, u. a., and jekayinfa, a. a. (2010). development of instructional materials from local resources for art-based courses. asian journal of information technology , 9(2), 107-110. ttp://dx.doi.org/10.17509/xxxx.x babalola, design and development of 3-dimensional model of human … | 28 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6152 eissn 2776-6101 omorogbe, e., and ewansiha, j. c. (2013). the challenge of effective science teaching in nigerian secondary schools. academic journal of interdisciplinary studies , 2(7), 181-188. http://dx.doi.org/10.%2017509/xxxx.xxxx 69 accessibility of google classroom by undergraduates for learning onojah adenike aderogba, adedokun-shittu, nafisat afolake, onojah amos ochayi*, aderoju adekola musiliu department od educational technology, faculty of education, university of ilorin, ilorin, nigeria correspondence: e-mail: haymoresonojah@gmail.com a b s t r a c t s a r t i c l e i n f o availability that lacks accessibility is nothing different from unavailability. the aftermath of covid19 had forced most schools to employ several learning technologies with google classroom inclusive. this study thus investigates undergraduate access to google classroom for learning. this study employs the survey method and 250 undergraduates were purposively sampled. the findings established that undergraduate students have adequate access to google classroom for learning vocational and entrepreneurship courses and there was significant relationship between undergraduate access and utilization of google classroom for learning. the study concluded that access to google classroom was directly proportional to its utilization. it was however recommended that lecturers should use the google classroom to facilitate their instructional process. article history: received 29 jun 2021 revised 01 aug 2021 accepted 12 aug 2021 available online 17 aug 2021 ____________________ keyword: accessibility, google classroom, learning, undergraduates, utilization. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 1(2) (2021) 69-78 ijotis © 2021 universitas pendidikan indonesia http://ejournal.upi.edu/index.php/%20ijotis/ aderogba et al., accessibility of google classroom by undergraduates for learning | 70 doi: http://dx.doi.org/10. 17509/xxxxt.vxix pissn 2776-6101 eissn 2776-6152 1. introduction the adoption of e-learning has led to the changing demands of learning to be more flexible, for the extension of educational services to national and international levels, and for more cost-effective delivery of education. learning materials from various sources are easily accessible and this make it easy for students to plan and implement learning (sandi, 2012). the benefits of e-learning are not only felt by students, lecturers use it to share learning materials, assignments, and information related to learning in accordance with the area of expertise taught (negara, 2018). another advantage gained by lecturers is that, it allows them to evaluate every activity that has been done by students in monitoring activities in order to solve problems and make learning more effective and efficient. several e-learning applications are being deployed for educational purposes and one of them is google classroom which is the focus of this study. according to nwana, (2012), e-learning in education is the wholesome integration of modern telecommunication equipment, particularly the internet into the education system. this further indicated the main purpose of e-learning is to transform the old methods and approaches of curriculum implementation in order to bring about certain changes in the behavior of the learners and the extent to which the changes take place. obodoegbulam and ogbonnaya in ezeugbo & asiegbu, (2011) enumerated e-learning facilities needed for effective teaching to include computer, internet, e-mail, satellite, multi-media, network, telephone, wireless technology, mobile phone and cd-rom. e learning can be classified in diverse ways, there have been some classifications based on the extent of their engagement in education. some classifications are also based on the timing of interaction. the success of the use of google classroom also depends on the learner’s personal characteristics, in previous studies, scholars opined that personal features such as attitude, perception may influence an individual’s use of the technology. in a study conducted by negara, (2018), 70% of the students believed that the use of google classroom can improve their productivity while the rest believed otherwise. in the same study students believed that google classroom is easy to use. also the influence of gender on the use of google classroom cannot be overlooked. different results have been provided by diffeent scholars on the influence of gender on the use of an instructional resources such as google classroom. islahi & nasrin, (2018) found out that there is no significance difference in individual’s use of information technology in relation to their gender while yushau & nannim, (2020) reported that there is a significant difference in male and females use of ict facilities. it is normal to have different results as people’s opinion varies from place to place due to difference in cultural background, political laws etc. vocational education is an instrument necessary for uplifting and promoting a sustainable development. it involves the necessary skill that would be needed for economic growth. invariably, in nigeria today, vocational education is yet to be accorded with the required attention and this is due to poor policy implementation (oyetunde et al., 2016). according to otuaga, (2012) advancement and sustainable development is a very vital issue in a global world. he further stated that vocational education is focused on acquisition of individual skills and capability for occupation. vocational education has been an integral part of national development strategies in many societies because of the impact on human resource development, productivity and economic growth (oguejiofor & ezeabasili, 2014). the scholars further stated that vocational education entails the enrichment of the capabilities that influence the effective psychomotor or cognitive domains of individual in readiness for entry into the world of work in order to satisfy their intrinsic and extrinsic values, http://dx.doi.org/10.%2017509/xxxxt.vxix 71 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 69-78 doi: http://dx.doi.org/10.17509/xxxx.vxix pissn 2776-6101 eissn 2776-6152 work, and aspirations such that local and national needs would be met. indeed, vocational education in nigeria must emphasize entrepreneurship awareness for it to be relevant in achieving economic growth of any nation (oyetunde et al., 2016). vocational education combines human and material resources for the promotion of sustainable occupational development and this can also be linked to entrepreneurship education. this study will therefore investigate the accessibility of google classroom to undergraduates in university of ilorin. 1.1. statement of the problem education has moved on from the past time where classes are held directly (face to face) in a teacher centered environment to a more enhanced and virtual environment where learning can take place without the teacher and students having to be in the same geographical location. the teacher or instructor can simply send learning contents, the students then access it and give feedback to the teacher on the learning contents. apart from this, students can also access learning content anywhere without having to be in physical contact with the students. online learning further gained popularity globally during the ongoing covid 19 pandemic which led to the closure of schools through out the world. educators had to adapt online learning on a full scale to ensure continuity of learning. children are not allowed to go to schools and educational institutions, this is to ensure that their lives and families are not endangered. the global crisis caused by the outbreak of the covid-19 did not only cause conventional teaching and learning to be delayed, but also made teacher assignments more challenging when they needed to adapt to the new norms that required the teaching and learning process to be implemented online. this study thus investigated undergraduates’ accessibility of google classroom for learning vocational and entrepreneurship courses. 1.2. purpose of the study this study: 1. examined undergraduates’ access to google classroom for learning vocational and entrepreneurship courses. 2. investigate the relationship between undergraduate access and utilization of google classroom for learning. 1.3. research questions 1. do students have access to google classroom for learning vocational and entrepreneurship courses? 2. what relationship exist between undergraduate access and utilization of google classroom for learning vocational and entrepreneurship courses? 1.4. research hypotheses the following null hypothesis was tested in the study: ho1: there is no significant relationship between undergraduate access and utilization of google classroom for learning vocational and entrepreneurship courses. 1.5. literature review on access and utilization of google classroom by undergraduates for learning. the covid 19 pandemic affected universities and schools at large worldwide in the early 2020. schools were closed as curfews and lockdowns were imposed in respect to each http://dx.doi.org/10.17509/xxxx.vxi aderogba et al., accessibility of google classroom by undergraduates for learning | 72 doi: http://dx.doi.org/10. 17509/xxxxt.vxix pissn 2776-6101 eissn 2776-6152 nation’s legislation. the modes and methods of education had to fold up offline as face to face interaction between stakeholders were highly forbidden, teaching and learning took off online and different online platforms were adopted by educators for educational purposes. online platforms used by the researcher’s institution includes edmodo, canvass, google meet, moodle and also google classroom which will be the focus of this study. although google classroom has been used previously by schools before the pandemic but not at this scale and magnitude. google classroom is a free application designed to assist students and teachers connect, work together, organize and create assignments, it enables learning to be paperless. google classroom is considered one of the best platforms to improve lecturer workflow. this application provides a set of advanced features that make it the ideal tool for use with students (negara, 2018). as a digital tool, google classroom is accessible only to users with google apps for education (gafe). this is a free collaborative set of tools, these tools include web tools like google docs, google drive, gmail, and more. all users will gafe account, have access to these web tools. google classroom can be used at any grade (basic, post basic and tertiary) levels, but this depends on the teachers’ and students’ competence. google classroom can therefore be defined as a digital tool that enable students to attend classes online. the primary purpose of google classroom is to streamline the process of sharing files between teachers and students. teachers work together with their students without meeting face to face. google classroom enables teachers to create an online classroom area in which they can manage all the documents that their students need. documents are stored on google drive and can be edited in drive’s apps, such as google docs, sheets, and so on (okmawati, 2020). teachers can post materials for their students through this medium, they can also make announcements and create assignments and quizzes for students to complete, submit and save online either in a web browser or on google classroom app (hussaini et al., 2020). digital tools stresses on learners continuing learning activities through digital tools, which include desktop computers, notebook computers, tablet computers, and smart phones (keane, 2012). these tools allow learning to take place without teachers and students meeting face to face. effective education should therefore go beyond mere literacy and ability to read and write. it should incorporate ability to do and apply that is, it should equip the learners with some form of technical know-how. the number of unemployed graduates in nigeria suggests that most of them do not possess relevant, saleable, employable or even entrepreneurial skills that are needed in the society. this partly explains why the nation has remained economically dependent till date. this is because most nations who are economic giants today, started by equipping their citizens with the right type of education which will enable them use both their heads and hands (olanipekun et al., 2015). the type of education that equips its recipients with such abilities to think is generally described to work as vocational education and entrepreneurship education which is aimed at equipping individuals to use their heads and hands in order to survive in a world that is essentially work-oriented. with the use of google classroom, teachers can create an online classroom, invite students to the class then create and distribute assignments. students and teachers can also have conversations about the assignments and teachers can track the student's progress (belaya, 2018). this helps to facilitate the interaction of a professor or teacher with a student or students in the virtual world. also when a teacher post teaching materials, assign tasks for students, the teachers can upload students’ grades so that they can immediately see the scores obtained in the course. google classroom also minimizes the costs incurred due to the use of more affordable stationery and other materials and can minimize time-released http://dx.doi.org/10.%2017509/xxxxt.vxix 73 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 69-78 doi: http://dx.doi.org/10.17509/xxxx.vxix pissn 2776-6101 eissn 2776-6152 energy. in short, the time and energy spent by google classroom users will be lesser than the usual. the google classroom platform proved to be a solution to complete the teachinglearning process while schools were still closed. it allows students to be independent, engaged and motivated because most of young learners tend to use technology in their daily life. akinola (2012) opined that the need for vocational and entrepreneurship education cannot be overstressed in nigeria because unemployment, poverty and the corresponding social problems are on the increase. nigeria adopted entrepreneurship education to accelerate economic growth and development. this reflect in nigeria’s national policy on education which states that education is the most important instrument for propelling change, as no fundamental change can occur in any society except through educational revolution that impact on the intellects (federal government of nigeria, 1998). the google classroom is not only beneficial during pandemics, it can also be deployed in a regular and normal classroom situation to aid teaching and learning. results from various studies have backed up this fact as scholars (mafa, 2018; shaharanee et al., 2016) posited that google classroom is fascinating in educating and learning, students taught indicated satisfaction towards the learning activities in google classroom. furthermore, conducted a study to determine the requirements for the development of learning that is exciting, active, autonomous and effective. the results of the study show that integrated learning design based on google classroom is needed to improve student digital literacy. rahmad et al., (2019) stated that google classroom application is interesting by considering that this media allows various alternative learning resources for students outside of the material that has been given by the lecturer through the use of information technology and can be used to support the lack of traditional learning, the availability of wifis in school allows free use of the google classroom by all parties in the campus, it can be lecturers, students or staff, google classroom is also easy to use as laptops, computers, and androidbased mobile devices that are mostly owned by students and lecturers is used for its operation. the above considerations show that there is technical support available to bridge the implementation of learning by applying the google classroom application media, while the alternative means to learning provided by google classroom is expected to be one of the means of triggering students' learning independence and critical thinking. additionally, due to the growing number of undergraduates, especially in faculty of education, managing students records is easy with google classroom, students records about their assessments conducted online is easily accessed and can always be retrieved, issues of missing grades can be sorted easily by referring to the students account (hussaini et al., 2020). with online quizzes and assignments, students are not limited to what they are taught, they can explore other resources about the particular topic through online mediums, hence having a deeper understanding of the topic discussed in the class. google classroom can easily track students that miss assessments or students that submit their assessments late, so teachers can explore using google classroom as an additional means of communicating with their students to complement the face to face teaching and learning. 2. method this is a descriptive research designed to examine undergraduates’ access to google classroom for learning vocational and entrepreneurship in university of ilorin. the research used questionnaire to elicit information from respondents. survey research employs questionnaire in this regard to gather necessary and meaningful information from the respondents. the population for this study comprised all students of university of ilorin, http://dx.doi.org/10.17509/xxxx.vxi aderogba et al., accessibility of google classroom by undergraduates for learning | 74 doi: http://dx.doi.org/10. 17509/xxxxt.vxix pissn 2776-6101 eissn 2776-6152 kwara state. simple random sampling technique were used to select 250 respondents. the research instrument for this study was a researcher-designed. the questionnaire will consist of two sections that is, a and b. section a consist of various questions on the respondents’ demographic data that include faculty, gender, level and age. section b comprised of structured questions which is in scale response mode. the questionnaire will be based on using four point acting scale. the formats of response are: strongly agree (sa), agree (a), strongly disagree (sd), disagree (d). the instrument was validated by four experts in educational technology their comments observation and corrections were used to produce the final draft of the questionnaire. the data collected for the study were analysed using frequency counts, percentages, mean scores. multiple regression was used to test hypothesis one at 0.05 level of significance. 3. data analysis and results this chapter presents the analysis on the undergraduates’ accessibility of google classroom for learning vocational and entrepreneurship courses in university of ilorin, nigeria and the interpretation of the data through the analysis of the questionnaire items after the administration of the research instrument were done. the chapter presents the description of the research subjects, statistical analyses and results based on research questions and research hypotheses stated earlier in chapter one. the demographic information of the respondents and the results of the analyses are also presented both in tables and figures. a total of 250 undergraduate students from university of ilorin, ilorin, nigeria, comprising of 120 male students and 130 female students made up the sample for this study. the 250 respondents were given the research instrument with the items, and eventually were available and responses from 250 undergraduate students were properly filled and returned amounting to 100% response rate. the sample size for this research was sufficient and representative. 3.1. results research question one: do students have access to google classroom for learning vocational and entrepreneurship courses? in other to establish the google classroom for learning vocational and entrepreneurship courses which undergraduate students have access to, mean and standard deviation were used. the result on undergraduate’ access to google classroom for learning vocational and entrepreneurship courses were revealed in table 1. in indicated that most of the undergraduate students can accessed google classroom from any computer via google chrome or from any mobile device regardless of platform and it is harder to find older messages as more and more posts to the stream are made, which can necessitate a lot of scrolling for students with grand mean scores of 3.68 and 3.38 respectively. furthermore, most respondents claimed it is easy to access given assignment on the google classroom platform. the grand mean score of 3.45 which was greater than the benchmark of 2.50 established that undergraduate students have adequate access to google classroom for learning vocational and entrepreneurship courses. hypothesis one there is no significant relationship between undergraduate access and utilization of google classroom for learning vocational and entrepreneurship courses http://dx.doi.org/10.%2017509/xxxxt.vxix 75 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 69-78 doi: http://dx.doi.org/10.17509/xxxx.vxix pissn 2776-6101 eissn 2776-6152 in other to ascertain the significance relationship between undergraduate access and utilization of google classroom for learning vocational and entrepreneurship courses, linear regression statistical tool was employed. from the results in table 2, the adjusted r square (.354) has good fit. this revealed that the constructed multiple regression model of the independent variable of accessibility account for 36% variance in the dependent variable utilization. the results on the analysis of variance (anova) for the model are as shown in table 3. the result on the analysis of variance (anova) on independent variable of utilization was reviewed and presented in table 3. the result showed that f (1, 249) = 137.50, p<0.05. this indicated a statistically significant relationship since the p-value is less than 0.05. the result is as shown in table 4. the standardized coefficient in table 4 revealed that the independent variable, accessibility has strong positive influence on the utilization of google classroom for learning vocational and entrepreneurial courses because the beta (b=0.6, 0.00) shows statistically relationship value was less than 0.05 alpha value. table 1. undergraduates’ access to google classroom for learning vocational and entrepreneurship courses. s/n items mean sd 1 google classroom can be accessed from any computer via google chrome or from any mobile device regardless of platform 3.68 .483 2 it is harder to find older messages as more and more posts to the stream are made, which can necessitate a lot of scrolling for students. 3.38 .661 3 it is easy to access given assignment on the google classroom platform 3.61 .550 4 individual track results and number of times each student contribute to the lesson content is easily accessible using google classroom 3.44 .544 5 students can easily access and give feedback to learning content posted by the instructor 3.43 .564 6 google classroom provides a seamless way for special students (blind) to access their materials and assignments electronically using their assistive technology of choice 3.27 .650 7. google classroom features such as visual aids, closed captioning and real time collaboration help overcome barriers to learning for all students. 3.36 .627 8. students can access classroom anytime and anywhere 3.44 .651 grand mean on accessibility to gc by for learning 3.45 table 2. model summary on regression of the variables. model r r square adjusted r square std. error of the estimate 1 .597a .357 .354 .26355 a. predictors: (constant), accessibility of google classroom by undergraduates for learning table 3. anova on the independent variables of utilization. model sum of squares df mean square f sig. 1 regression 9.551 1 9.551 137.504 .000b residual 17.226 248 .069 total 26.778 249 a. dependent variable: for what purpose do undergraduates utilize google classroom b. predictors: (constant), accessibility of google classroom by undergraduates for learning http://dx.doi.org/10.17509/xxxx.vxi aderogba et al., accessibility of google classroom by undergraduates for learning | 76 doi: http://dx.doi.org/10. 17509/xxxxt.vxix pissn 2776-6101 eissn 2776-6152 table 4. coefficient of independent variables on utilization. model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 1.111 .197 5.650 .000 accessibility of google classroom by undergraduates for learning .665 .057 .597 11.726 .000 a. dependent variable: for what purpose do undergraduates utilize google classroom 4. discussions this study investigated accessibility of google classroom by undergraduates for learning. the result from the study indicated that undergraduate students have adequate access to google classroom for learning vocational and entrepreneurship courses. google classroom is a free applcation that is accesble to all users only to users with google apps for education (gafe), users also have access to free collaborative set of tools which include web tools like google docs, google drive, gmail, and more. this study also showed that there was significant relationship between undergraduate access and utilization of google classroom for learning vocational and entrepreneurship courses. the less accessible the use of google classroom for learning is, the lesser undergraduates makes use of it for learning. 5. conclusion the results gathered at the end of this research work shows that when google classroom is easily accessible to undergraduate students, this could increase their adoption and utilozation for learning which could in turn offer various benefits to both the lecturers and the students as teachers can easily upload lesson contents and students can easily access them and give prompt and timely feedback. 6. recommendations based on the results drawn from this research, the recommendations below have been made: 1. policy makers’/ curriculum developers must be well-informed and see the importance of such integration in the school curriculum because it may affect everyone beyond the classroom environment. 2. government should endeavor to provide the necessary assistance to school in terms of funds and necessary facilities such as electricity and ict resources to foster the integration of google classroom in schools. 7. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. the authors confirmed that the paper was free of plagiarism. http://dx.doi.org/10.%2017509/xxxxt.vxix 77 | indonesian journal of teaching in science, volume 1 issue 2 september 2021 hal 69-78 doi: http://dx.doi.org/10.17509/xxxx.vxix pissn 2776-6101 eissn 2776-6152 8. references akinola, d. 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(2012). pengaruh blended learning terhadap hasil belajar kimia ditinjau dari http://dx.doi.org/10.17509/xxxx.vxi aderogba et al., accessibility of google classroom by undergraduates for learning | 78 doi: http://dx.doi.org/10. 17509/xxxxt.vxix pissn 2776-6101 eissn 2776-6152 kemandirian siswa. jurnal pendidikan dan pengajaran, 45(3), 241-251. shaharanee, i. n. m., jamil, j. m., and rodzi, s. s. m. (2016). the application of google classroom as a tool for teaching and learning. journal of telecommunication, electronic and computer engineering (jtec), 8(10), 5-8. yushau, b., and nannim, f. a. (2020). investigation into the utilization of ict facilities for teaching purposes among university lecturers: influence of gender, age, qualification and years of teaching experience. pedagogical research, 5(2), 1-9. http://dx.doi.org/10.%2017509/xxxxt.vxix 61 learning mathematics formulas by listening and reading worked examples wahyuni eka maryati1, endah retnowati1*, ng khar thoe2 1department of mathematic education, universitas negeri yogyakarta, indonesia 2seameo recsam, malaysia *correspondence: e-mail: e.retno@uny.ac.id a b s t r a c t s a r t i c l e i n f o this study aims to examine whether there is a significant difference between the effectiveness of worked examples with voice notes and worked examples without voice notes and their relations with computational thinking skills. both learning strategies were implemented in the derivative of polynomial algebraic function learning. this quasiexperimental study involved 62 students and employed a pre-test and post-test non-equivalent control group design via whatsapp group. data were analyzed using ancova with student initial ability measured during the pretest as the covariate. the study empirically proved that there is a significant difference in terms of the effectiveness of both learning strategies viewed from student cognitive load. worked example without voice notes was more effective and makes students have less cognitive load during learning. in addition, there was no significant difference in the effectiveness of learning strategies in terms of computational thinking skills. this study showed that adding voice notes may lead to redundancy effects, hence the use voice notes with worked examples should be thoroughly considerated. © 2022 universitas pendidikan indonesia article history: received 15 jan 2022 revised 20 feb 2022 accepted 04 mar 2022 available online 07 mar 2022 ____________________ keyword: cognitive load, computational thinking skill, voice note, whatsapp group, worked example. indonesian journal of teaching in science journal homepage: http://ejournal.upi.edu/index.php/ ijotis/ indonesian journal of teaching in science 2(1) (2022) 61-74 ijotis http://ejournal.upi.edu/index.php/%20ijotis/ maryati et al., learning math formulas by listening and reading | 62 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 1. introduction the spread of the covid-19 virus in all countries in the world has an impact on many aspects including education. the distance learning has become the best mode of learning during the pandemic, and though it has ended, the learning mode is still applied using many choices of online platforms. online learning is conducted using certain learning methods that are under the conditions and situations where the students live albeit in distance. several examples of online learning have been reported. alaby (2020) suggested online learning applications and platforms support teaching-learning processes, such as whatsapp, edmodo, google meet, zoom, google classroom, etc. sahidillah and miftahurrisqi (2019) stated that whatsapp groups are one of the main choices used by several schools to carry out effective and affordable learning activities. this application provides various features that support online learning activities such as group discussions and chat features that allow us to send voice recordings. in the whatsapp application, users may send texts, pictures, videos, messages, voice messages, and documents in several formats (pptx, docx, xlsx, pdf). fauziah and sukasno (2015) pointed out that the changes in paradigms in the learning process provide opportunities for teachers to use and develop various approaches with the orientation of developing students' abilities and skills. the learning activities are expected to involve students actively. it also should be oriented to the core of the learning process and the acquisition of the mathematics concepts. evenmore, varied activities should be provided to improve students' higher-order thinking skills. it is widely agreed that the understanding of concepts in the cognitive aspects is one of the aims of the mathematics teaching-learning process. students should have a meaningful understanding of concepts and be active in gaining new knowledge from experiences and knowledge possessed (sweller, 2020). the indicators of understanding are students' abilities to restate the concepts of a series of words, identify or give examples of a concept, and apply/use the right concept in various conditions. worked examples efficiently provide problem-solving schemes that might not be stored yet in student’s long-term memory and thus, have a significant impact on lowering cognitive load. nurazizah et al. (2020), chen et al. (2020), and retnowati et al. (2010) indicate that worked examples strategy may reduce the difficulties in learning mathematics as this strategy may support initial cognitive acquisitions and give a preview of concept implementation and mathematics theories. in addition, mufidah (2019) states that during teaching-learning processes using worked examples, mathematics understanding ability may improve and be in the high category as students get used to solve their problems independently, have initiative, and be not dependent on other people. worked example is a cognitive load theory-based learning design that can be applied to teach problem-solving (sweller, 2020). students' mathematical understanding ability in worked example learning is higher than their ability when taught using guided discovery and scientific learning. worked examples may provide opportunities for early learners to improve the quality of knowledge obtained from the examples. this is in line with azizah et al. (2020) who stated that in work examples, students do not need to do trial-error activities because guided discovery and scientific learning trial-error activity cause a massive cognitive load on the working memory. moreover, sweller (2020) stated that cognitive load theory emphasizes instructional design to reduce the complexity of unnecessary information to reduce the load on working memory when acquiring new knowledge. sweller explained that the total cognitive load, consisting of intrinsic and extraneous cognitive content, should not exceed the http://dx.doi.org/10.%2017509/xxxx.xxxx 63 | indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 61-74 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 capacity of working memory. if the total cognitive load is too high, information processing lags, and learning may stop. if the intrinsic cognitive load is high, the level of extraneous cognitive load can be critical. working memory storage and processing capabilities alternate with each other. when the memory load increases above the limit, one's performance may decrease. understanding a concept is not merely understanding information, but students can interpret and then change and manage the information received into a series of words or other forms so that students are supported in solving problems that are considered difficult. however, according to khotimah et al. (2016), there were found still many students who find difficulties in understanding mathematical concepts. furthermore, agustin et al. (2022) analysed that there were many students who has lack of transfer ability of their pre-acquired mathematics concepts. these students are not only failed able to redefine concepts with their own set of words and understand the mathematical concept but also to use them into different contexts. apriliyanto (2019) stated that conceptual errors in problem-solving are very dominant as students tend to memorize rather than comprehensively understand the concepts to relate them with previously owned concepts. hasanah (2019) stated that the factors that cause difficulties in understanding and solving advanced problems such as in derivative algebraic functions. this topic is related to arithmetic mastering however many students are not easily able to analyze algebraic function derivation techniques, because do not use the basic concepts of derivatives, and the flow of solving algorithms correctly, make mistakes in completing the reduction procedure, and rush in working out the tasks. then, some further skills are difficult to possess because students do not understand the mathematics operations well, and there might also mistakes in counting numbers and variables. moreover, students’ lack of information is caused by mistakes when reading and interpreting questions, making mathematics models properly or manipulating algebraic, and implementing the concepts of the correct derivative. some mistakes made students might be unable to get into the algorithm level in computational thinking. supiarmo et al. (2021) argued that scaffolding can help the computational thinking process through questions, instructions, reminders, directions, or encouragement. the worked examples might be seen as scaffolding since theyprovides an overview of possible ways of solving problems in complete, algorithmic, and logical structure. the worked example instruction askes students to study the worked example first, and then to solve the pair problems independently. however, most worked example studies, the learning mode is conducted face-to-face. such modification in the activity which in this present study is examined is that when the worked examples are studied online through a popular chatting platform, namely whatsapp group. in this platform, a voice note tool is avaliable and being frequently used among students. the current study compared the worked examples with or without voice notes. with voice nore, students receive learning materials both written a worked example and the verbalised version of the worked example. moreno and mayer (2002) stated that verbal redundancy is the simultaneous presentation of texts and narratives containing the same information in different modes of presentation. multimedia design should provide verbal explanation via text, audio (voice recorder), or both. an effective technique for presenting learning material is to use auditory and visual media simultaneously. then, according to moreno and mayer, both unrequired musical and voice effects may interfere with the auditory canal and reduce effective working memory capacity, thus leading to core material acquisition. this also leads to less working memory to be built to develop coherent verbal representation and connect with other representations. ttp://dx.doi.org/10.17509/xxxx.x maryati et al., learning math formulas by listening and reading | 64 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 therefore, learning materials should complement each other. specifically, they focused on relevant words from presented texts and narratives, as well as relevant pictures and illustration. they also covered some activities, such as arranging words into coherent verbal coherently, arranging pictures into coherent coherently, and integrating figures and words with possessed knowledge to eliminate redundancy. voice notes may become a choice to present materials to students through whatsapp groups as the voice note feature may help students focus on one screen display that contains learning media, such as pictures, file handouts, and student worksheets. this feature may avoid split attention. sweller (2020) mentioned the effect of split attention occurs when two or more information sources are processed simultaneously to understand the information presented. although mathematics formulas might be difficult, when the formulas read by teachers, it is hypithesised that then the formulasmight be easily understood. moreover, voice notes in the learning platform may help students during learning, as the recording can be replayed in their own time. indeed the whatsapp group also provides a video call tool for more interactive communication between teacher and students, however students may have problems with unstable connection and more quota for online learning (yulistyanti et al., 2021). as a result, the teaching-learning processes may not be optimally conducted. this study aims to examine whether there is a significant difference in terms of the effectiveness of worked examples without voice notes and worked examples with voice notes viewed from students' cognitive load and computational thinking skills. after the difference between worked examples with or without voice, notes is revealed, teachers may decide which strategy is better applied. it is important that teachers are informed empirical data of the right strategy to be implemented in classes by considering both cognitive load and computational thinking skills. 2. methods 2.1. research design this quasi-experimental research used an authentic classroom that had used whatsapp platform for the main communication during the study was conducted. this study was conducted in one public senior high schools in yogyakarta, indonesia (. the teaching schedule and number of participanst is presented in table 1. table 1. learning schedule. phase day/date time class number of participants 1. introductory friday, 5 february 2021 07.30-09.00 xi mipa 1 xi mipa 2 36 26 2. acquisition friday, 19 february 2021 07.30-09.00 xi mipa 1 xi mipa 2 36 34 2.3. research subject the participating school in this study had six classes consisting of four mathematics and natural sciences and two social studies classes. as many as 210 students were in the school, and by the expected error rate is 10%, the number of samples calculated using the slovin formula is presented in equation [1]. http://dx.doi.org/10.%2017509/xxxx.xxxx 65 | indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 61-74 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 𝑛 = 210 210(0.1)2+1 = 67.74193 ≈ 70 (1) based on the calculations, the expected number of participants is 70. using a random sampling, two among six classes was recruited. as many as 36 students were selected from xi mipa 1, and they were taught without voice notes, and 34 students selected from xi mipa 2 were taught using worked examples with voice notes. however, eight students from xi mipa 2 did not participate in all learning phases, so there were only 26 students. the number of participants in this study was 62. 2.4. research procedure this study went through three stages, namely preparation, implementation, and report development. in terms of operation, this study made use of the pre-test – post-test nonequivalent control group design (see table 2). description for table 2 is in table 3. this research was conducted following the lesson plan designed. we carried out the pretest to recall students’ knowledge of the limits of polynomial algebra function material. the experiment was initially conducted for only six hours, but then the school provided four hours for assignments done at home. the first meeting was held in 2 meeting hours [2×45 minutes] for the pre-test, learning prerequisite material (limits of polynomial algebraic functions) and presenting definitions of derivatives of polynomial algebraic functions, as well as assignments to finish home [2×45 minutes]. the second meeting was held in 2 hours [2×45 minutes] to discuss derivative properties of polynomial algebraic functions, second derivatives of polynomial algebraic functions, and enrichment material to be completed at home [2×45 minutes]. these materials were provided in a worksheet consisting of worked examples and paired problem solvings, and a handout consisting of some explanations abouth the concepts with figures, and video links on youtube. these materials were sent through the whatsapp groups, either only in written messages or with voice notes. the third meeting was a post-test on the derivatives of polynomial algebraic functions conducted in 2 hours [2×45 minutes]. table 2. the experiment design. class treatment pre-test post-test 𝐸𝐴 𝐴 𝑌𝐴1 𝑌𝐴2 𝐸𝐵 𝐵 𝑌𝐵1 𝑌𝐵2 table 3. description of the symbol used in table 2. symbol note 𝐸𝐴 the experimental class taught using worked examples without voice notes [xi mipa 1] 𝐸𝐵 the experimental class taught using worked examples with voice notes [xi mipa 2] 𝐴 worked example learning strategy without voice note 𝐵 worked example learning strategy without voice note 𝑌𝐴1 pre-test of basic of polynomial algebra function material [xi mipa 1] 𝑌𝐵1 pre-test of basic of polynomial algebra function material [xi mipa 2] 𝑌𝐴2 post-test on computational thinking skills in limits of polynomial algebra function material [xi mipa 1] 𝑌𝐵2 post-test on computational thinking skills in limits of polynomial algebra function material [xi mipa 2] ttp://dx.doi.org/10.17509/xxxx.x maryati et al., learning math formulas by listening and reading | 66 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 learning activities were carried out through two different whatsapp groups. in experimental class 1 whatsapp group and online chat features were used. then, experimental class 2 was taught using whatsapp group and voice notes, in which the online chat and voice notes were sent to students in the form of instructions and explanations. each experimental class focused on one learning media only:experimental class 1 used the online written chat while experimental class 2 used voice notes only. this was done to make students stay focused on the messages. in addition, because learning activities in both classes were carried out at the same time, there were two instructors who monitored the teaching-learning process and sent the learning instructions in sequence as prepared by the researchers including that the voice notes were recorded in advanced prior the experiment was conducted. when a student asked a question in experimental class, the instructors would provide an answer or explanation of the material that will be sent back to the student in the form of written only or voice notes. the chart of the learning procedure is presented in figure 1. figure 1. the scheme of research procedure . 2.5. data collection technique the instruments to collect the data in this study are explained below. (i) observation sheets were made and distributed to each mathematics teachers during learning. this instrument included several statements on teacher activity and students during the class, including the introduction, core, and closing activities. the observation data was used to oversee whether the learning procedure is applied as planned. (ii) the test contained essay questions about the limits of polynomial algebraic functions (for the pre-test) and the derivatives of polynomial algebraic functions (for the post-test). http://dx.doi.org/10.%2017509/xxxx.xxxx 67 | indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 61-74 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 the hypothesis testing was performed using ancova and when interaction effects are found, independent samples t-test was used. the decisions taken based on ancova results are explained as follows. h0 is rejected if the value of sig. learning strategy is less or equal than 0.05, meaning there is a significant difference in the effectiveness of the two types of learning strategies. when there are significant differences, the means and standard of deviation scores were used to determine which learning strategies are more effective. there were two dependant variables measured: (i) cognitive load. a subjective rating (asking the level of difficulty) in a 9-point likert’s scale was given on every problem solving during the tests. if the mean value of the cognitive load is lower and the standard deviation is lower in one experimental class, the class implements a more effective learning strategy. the low value of cognitive load indicates that students do not experience any cognitive overload. (ii) computational thinking skill. all questions in the computational thinking test may be categorised as higher cognitive level than those given during the acquisition phase. six components in each answer were scored: includes (i) problem formulation by utilizing technology to solve it, (ii) logically compiling and analyzing data, (iii) abstraction through data representation, models, and simulation, (iv) automation of algorithms, (v) improving planning through efficient steps, and (vi) generalizing the problem-solving process. if the mean value of computational thinking skills measured in the post-test is higher and the standard deviation is smaller in one of the experimental classes, then that class has a more effective learning strategy. h0 is accepted if the value of sig. learning strategy is greater than 0.05 so there is no significant difference in the effectiveness of the two types of learning strategies. since there is no significant difference, it is not necessary to review the mean and standard deviation of the results of descriptive cognitive load analysis and computational thinking ability tests. a partial eta squared (η_p^2) which has a great influence on student cognitive load and computational thinking skills were calculated by controlling the students' pretest learning achievement. table 4 is the category of the effect size as suggested by cohen (lakens, 2013). assumptions tests were also run using the levene's test for equality of variance. table 4. the category of effect size. interval category 0.01 ≥ 𝜂2 > 0.06 low 0.06 ≥ 𝜂2 > 0.14 intermediate 𝜂2 ≥ 0.14 high 3. results the observation informed that learning implementation using the worked example strategy with whatsapp voice note in the xi mipa 1 class and learning implementation using the worked example strategy without whatsapp voice notes in the xi mipa 2 class was 100% met the lesson planning. the percentages show that all learning activities in both experimental classes have been done following the plan. 3.1. the cognitive load levels there is a difference in the average cognitive load score, in which worked example strategy without voice note (m = 3.244; sd = 0.797) is lower than the worked example with voice note ttp://dx.doi.org/10.17509/xxxx.x maryati et al., learning math formulas by listening and reading | 68 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 (m = 3.831; sd = 1.250). then, to test whether the difference in the average cognitive load is significant, a statistical test is performed using ancova. the following is a table of ibm spss statistics 26 output results (see table 5). based on table 5, the sig. value for strategy is 0.037. it is smaller than 0.05. this means that h0 is rejected, so it can be concluded that there is a significant difference in the effectiveness of the two types of learning strategies in terms of cognitive load with an effect of 7.1% in the intermediate category. because there is a significant difference, determining a more effective learning strategy may be done by comparing the results of descriptive analysis of cognitive load in terms of the mean and standard deviation values between the two experimental classes. table 5. test of between-subjects effects cognitive load. source type iii sum of square df mean square f sig. partial eta squared corrected model 5.379 2 2.690 2.598 0.083 0.081 strategi 4.702 1 4.702 4.542 0.037 0.071 the mean value of cognitive load scores of students learning using the worked example without voice note (m = 3.244; sd = 0.797) is lower than the mean value of the cognitive load of students learning using worked example with voice note (m = 3.831, sd = 1.250). therefore, the worked example strategy without voice notes tends to be more effective. the smaller mean value of the cognitive load score means that students do not experience cognitive overload and are easy to follow in learning activities. then, to show whether pre-test data have an effect or not, an independent samples t-test is carried out. in levene's test for equality of variance, the sig value obtained is 0.094, which is greater than 0.05. it indicates that the variance of the pre-test data in the two experimental classes is homogeneous. based on the independent samples t-test, the value of t-count is -1.361. this shows that the t-count is negative because the average value of the pre-test strategy of worked example without voice note (84.72) is lower than the average value of the pre-test strategy of worked example with voice note (87.92). then, the obtained value of sig. (2-tailed) is 0.178 > 0.05; it means that h0 is accepted. therefore, there is no significant difference between the average value of the strategy class worked example without voice notes and worked example with voice notes. thus, it can be said that the pre-test data independently does not affect the results of the ancova cognitive load test. the "significant difference" obtained from the results of the ancova cognitive load test is not due to the difference in the pre-test score scale (1-100) with the cognitive load scale (1-9), but it is due to the original treatments of cognitive load data with no influence of pre-test data. 3.2. the computational thinking skills levels to test whether the difference in the mean value of the computational thinking ability test was significant, a statistical test was conducted using ancova. the following is a table of ibm spss statistics 26 output results (see table 6). based on table 6, the pretest data function as the covariate, and it is found that the sig. pre-test value is 0.111 (greater than 0.05). this means that h0 is accepted, and it can be concluded that there is no linear relationship between the results of the pretest and computational thinking skills. then, it is obtained that the value of sig. strategy is 0.298 (greater than 0.05). http://dx.doi.org/10.%2017509/xxxx.xxxx 69 | indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 61-74 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 this means that h0 is accepted, and there is no significant difference in the effectiveness of the two types of learning strategies in terms of computational thinking ability with an effect size of 1.8% (low). since there is no significant difference, it is not necessary to review the mean and standard deviation of the results of the descriptive analysis of the computational thinking ability test. table 6. test of between-subjects effects of computational thinking skills. source type iii sum of square df mean square f sig. partial eta squared corrected model 114.584 2 57.292 1.617 0.207 0.052 pre-test 92.968 1 92.968 2.624 0.111 0.043 strategi 30.039 1 30.039 1.102 0.298 0.018 4. discussion the ancova tests revealed a significant difference in the effectiveness of the two types of learning strategies in terms of cognitive load with an effect size of 7.1% (intermediate). because there was a significant difference, determining the effective strategy can be done by comparing the results of descriptive analysis of cognitive load (mean and standard deviation) between the two experimental classes. the average cognitive load of worked examples without voice notes was smaller than the same strategy with voice notes added. therefore, worked examples without voice notes are considered more effective. the initial ability of students regarding the limit of polynomial algebraic functions is stored in long-term memory. when students processed new information about the derivatives of polynomial algebraic functions, which was more complex, the working memory will automatically recall or retrieve the possessed knowledge related to the derivatives of polynomial algebraic functions including the basic limits of polynomial algebraic functions, algebraic arithmetic operations, factoring, elimination, and substitution steps. then, with the knowledge they already have, students recognize and construct new schema between existing knowledge and new knowledge received. the initial ability in the form of prerequisite knowledge has an important role for students to build new knowledge. if students do not able to remember, connect or do not have any initial knowledge which is now a prerequisite, working memory will use random search to try the problem solutions and even struggle in making meaning of new concepts being acquired, and consequently students might experience cognitive overload. this study prooved that the worked example strategy with online written chat only was more effective because it can minimize redundancy and split attention so that students do not experience cognitive overload. worked examples provide a significant difference when online learning activities using written media was used in terms of the cognitive load. students are motivated to pay attention to written messages and instructions. the worked example helps them prepare for the assigned followed-up problem solving activities. students are more active in thinking since the worked examples direct their way of constructing the new concepts. this process encourages students to understand the content of problemsolving acccordingly, the learning activities become more directed and effective. the worked example with voice notes seems likely requires visual senses to read the worked examples and auditory to listen to voice notes. these two psychological aspects were proposed so that the worked example works more effectively. however, the data indicated ttp://dx.doi.org/10.17509/xxxx.x maryati et al., learning math formulas by listening and reading | 70 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 that students who use voice notes experience a higher cognitive load than students who do not use voice notes. it might possibly due to redundancy where students need to think twice to match both media used. as suggested, redundancy hinders learning (moreno & mayer, 2002; sweller, 2020). the voice notes were given along with the sections in the student worksheets and handouts for derivatives of polynomial algebraic functions.. students need to press the play button and listen to the voice note first, and then they should match the information provided by us in the voice note with the parts on the student worksheets so that they can follow the learning activities properly. this activity somehow makes the students put less focus on the lesson, but perhaps, more on activities irrelevant to learning, such as matching the content between the given learning resources. besides, there is a possibility that mathematics symbols and formulas for derivatives are very interactive yet abstract, causing higher complexity. this might have added that the voice notes provided not better than mere written texts which was prepared systematically presented to be easily understood. another technical aspects, though not surveyed during the experiment, some students might have insufficient storage space in their cellphones, thus the voice notes might not be downlowded in full. this study suggets that teachers should be careful when deciding the use of voice notes with worked examples in learning on the derivative material of polynomial algebraic functions using online chat platforms. the ancova test results indicated no significant difference in the effectiveness of the two types of learning strategies in terms of computational thinking ability in line with the results of this study, sung et al. (2017) stated that there is no difference in the initial knowledge of students who do not have previous experience with programming tools or those who know programming concepts. cahdriyana and rido (2020) stated that in learning mathematics, computational thinking skills can be applied by giving questions to students for practice. by doing so, students are used to thinking logically and coherently with clear steps and procedures (algorithms) to implement. moreover, they may become familiar with calculations (computing) as well as determining the right strategy, and they are oriented to problem-solving. the ability to think computationally in solving problems requires systematic coherence so that no steps are missed in the compiled algorithm. wing (2008) stated that computational thinking skills refer to the use of an approach to solve problems, design systems, and understand the behavior of students by referring to the basic concepts of computing. the current study informed that the computational skills might be developed using both learning strategies, worked examples with or without voice notes. guidelines for classifying computational thinking skills by lestari & annizar (2020) are presented in table 7.based on the results of the descriptive analysis, the average score of the pretest in the class taught using voice notes is 87.92, and the class's computational thinking skill average score is 91.69 (high). then, based on the descriptive analysis, it is found that the average score of pretest in the class taught using chat only is 84.72 and its’ computational thinking skill average score is 92.89 (high). based on the score category in the pretest and computational thinking skills in each experimental class, there is a significant improvement in terms of computational thinking skills when worked examples strategy is used either with or without voice notes. noorfitriani and rosyid (2020) stated that there is an increase in students' understanding ability in the high category. when taught using worked examples figure 2 shows the students’ works in each experimental class. http://dx.doi.org/10.%2017509/xxxx.xxxx 71 | indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 61-74 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 table 7. the classification of computational thinking skills. range classification 66.7 ≤ 𝑁𝑖𝑙𝑎𝑖 ≤ 100 high 33.4 ≤ 𝑁𝑖𝑙𝑎𝑖 ≤ 66.6 moderate 0 ≤ 𝑁𝑖𝑙𝑎𝑖 ≤ 33.3 low it was found that the students can break down the problem into a simpler form. the students can identify the function of f(x) and f(x+h) from the questions presented as a source of searching for the first derivative by the definition given. then, the students can distinguish how to determine the first derivative of a polynomial algebraic function from its’ definition and the way the derivative properties of polynomial algebraic functions are marked by writing the first derivative formula. the students also show the right steps to solve the problem. they are also able to use previous knowledge by limiting polynomial algebraic functions, breaking down the form of algebraic factors, completing calculations to final results, and making conclusions. this shows that students solve problems coherently, and the algorithm used is clear. these has added more empirical data to those previously found (sweller, 2020) that the worked example based instructions, particularly for studying advanced mathematics material, could assist students to construct new computational skills. figure 2. the result of the post-test conducted in the experimental class (class without voice notes). ttp://dx.doi.org/10.17509/xxxx.x maryati et al., learning math formulas by listening and reading | 72 doi: http://dx.doi.org/10. 17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 figure 3. the result of the post-test conducted in the experimental class (class with voice notes). 5. conclusion worked examples without voice notes may improve learning an advanced mathematics. in this case, learning by reading the mathematics worked examples and listening to the voice notes simultaneousy may cause redundancy and significant higher cognitive load. although the long display of chat may result in split attention as students are required to frequently scroll the information up to reread the information given, the instructions, worked example and paired problem solving, assist students in learning. this study suggests us to be more considerable when adding verbal notes to written worked examples, particularly when the learning material is full of mathematics symbols and operations. nevertheless, the study might direct an important followed-up research to be done that is how should advanced mathematics material could be learned more effectively when students and the teacher is in distance. 6. authors’ note the authors declare that there is no conflict of interest regarding the publication of this article. the authors confirmed that the paper was free of plagiarism. http://dx.doi.org/10.%2017509/xxxx.xxxx 73 | indonesian journal of teaching in science, volume 2 issue 1 march 2022 hal 61-74 doi: http://dx.doi.org/10.17509/xxxx.xxxx pissn 2776-6101 eissn 2776-6152 7. references agustin, a., retnowati, e., and ng, k. 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