MJFAS template 296 Handayani et al. | JPBI (Jurnal Pendidikan Biologi Indonesia), Vol. 8 Issue 3, 2022, 296-301 RESEARCH ARTICLE Implementation of the student facilitator and explaining model assisted by media game on the students’ explaining skills Prathini Khafifah Handayania,1,*, Asep Ginanjar Aripa,2, Sofyan Hasanuddin Nura,3 a Department of Biology Education, Postgraduate, Universitas Kuningan, Jl. Cut Nyak Dhien No.36A, Cijoho, Kuningan, Kuningan Regency, West Java 45513, Indonesia 1khafifahphandayani@gmail.com*; 2asepginanjar@uniku.ac.id; 3sofyan.hasanuddin@uniku.ac.id Abstract: The students' explaining skill is interrelated with their conceptual understanding. This study aimed to determine the effect of the implementation of the student facilitator and explaining model assisted by the media game on the students' explaining skills related to environmental pollution. This quasi-experimental research was using a pre-test post-test control group design. The population was 120 seventh graders of state junior high schools in West Java, Indonesia. The simple random sampling technique has resulted in two groups (control and experiment) samples, consisting of 32 students for each group. The data were analyzed using the paired sample t-test. This study found that the student facilitator and explaining model assisted by the media game can significantly improve students' explaining skills (p-value 0.001 < 0.05). The students in the experimental group had a better understanding of the concept of environmental pollution. This study concludes that the student facilitator and explaining model assisted by the media games can improve students' explaining skills and understanding of environmental pollution. Keywords: explaining skills; media game; student facilitator and explaining model Introduction The development of science and technology affected various fields of human life, including education. Education requires a more innovative and creative way of delivering materials in the in-class learning process (Corkin et al., 2017; Mora et al., 2020; Sanchez-Muñoz et al., 2020; Smyrnaiou et al., 2020). Technological developments push teachers to become creators and facilitators in the learning process (Afandi et al., 2019; Bond, 2020; Casanoves et al., 2017; Criollo-C & Luján-Mora, 2019; Iftene & Trandabăț, 2018; Samsudin et al., 2019). The learning process must create a situation in that students can improve their abilities. Teachers must understand the student's characteristics and conditions related to their readiness. Students' success in mastering the subject in class depends on the student's ability to understand, as in biology subject. In biology, students learn with hands-on and minds-on activities, in which students must carry out activities that hone their practical and thinking skills (Husna et al., 2017; Sirajudin et al., 2021; Watkins & Elby, 2013; Wyner & Blatt, 2019). With these two activities, students can be active in thinking activities, allowing them to find new concepts from learning activities. In some cases, in state junior high schools in West Java, Indonesia, biology learning only aims to improve the cognitive or knowledge domain. As a result, the affective or attitude aspects of the students, especially psychomotor aspects or skills, are still poor. The observation results show that student needs to improve clarity in their explanation. Students are poor at using examples and illustrations in their demonstration. The previous study also discovered an average score of 2.20 concerning the skill to explain during the learning process. Based on the preliminary survey conducted at SMPN 2 Lebakwangi (Sekolah Menengah Pertama Negeri – state junior high school) on the subject of Biology, seventh graders students' understanding of concepts was still poor. Students have difficulty restating a concept that has been taught. They have *For correspondence: khafifahphandayani@gmail.com Article history: Received: 13 July 2021 Revised: 02 March 2022 Accepted: 09 September 2022 Published: 30 November 2022 10.22219/jpbi.v8i3.17360 © Copyright Handayani et al. This article is distributed under the terms of the Creative Commons Attribution License p-ISSN: 2442-3750 e-ISSN: 2537-6204 mailto:dominggus_amq@yahoo.co.id* https://doi.org/10.22219/jpbi.v8i3.17360 https://doi.org/10.22219/jpbi.v8i3.17360 http://creativecommons.org/licenses/by/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://u.lipi.go.id/1422867894 http://u.lipi.go.id/1460300524 297 Handayani et al. | JPBI (Jurnal Pendidikan Biologi Indonesia), Vol. 8 Issue 3, 2022, 296-301 difficulty in explaining while making presentations, as well as difficulty in classifying objects and giving examples related to the concepts. One way to overcome the problems above is to use the “student facilitator and explaining” model assisted by games as media. In line with Masjudin and Arini (2014), the cooperative learning model, like the student facilitator and explaining model based on interactive multimedia can improve student learning outcomes. It also enhances the students' critical thinking skills (Hajar & Sukma, 2020; Isnaini & Sari, 2022). Rahayu (2020) explain that the student facilitator and explaining model can increase student involvement in class. Students become active in explaining the subject matter, discussing and gaining knowledge, and generating self-confidence (Hajar & Sukma, 2020; Ikram et al., 2022; Masjudin & Arini, 2014; Mawarsih et al., 2016; Rahayu, 2020). Students can act as assistants to help other students in a group. The learning model can increase students' cooperation and communication. Students can develop the ability to ask questions and express opinions related to the subject matter (Hajar & Sukma, 2020; Isnaini & Sari, 2022; Masjudin & Arini, 2014; Rahayu, 2020). Games in the learning process generate students' motivation to explain the concept. The use of games can keep students motivated and make learning more fun (Criollo-C & Luján-Mora, 2019; Liao et al., 2019; Nanang et al., 2017; Vitianingsih, 2016). One of the advantages of learning games over conventional media is the depiction of an existing problem. The results of a study conducted by Nanang et al. (2017) showed that using games in teaching and learning activities can improve student learning outcomes. Media games in learning are also closely related to the context of the material (Arifah et al., 2021; Firdausi et al., 2017; Liao et al., 2019; Vitianingsih, 2016). Materials related to problems around students will be more attractive, such as environmental pollution. Media games related to environmental pollution make abstract concepts become concrete. In addition, the presentation of information can be more attractive to students so that their enthusiasm for learning is high, and the quality of receiving information becomes more effective and allows individual learning processes to occur. As a result, students try to observe the polluted environment in games. They can classify the types of pollution based on the games seen. They can make estimate pollution that occurs in the surrounding environment and applicate the concepts obtained to prevent it. Method This study was carried out at SMPN 2 Lebakwangi, Kuningan Regency, West Java, Indonesia in December 2020. The sample of this study was class seventh graders. The simple random sampling technique has resulted in two groups (control and experiment) samples, consisting of 30 students for each group. This study used a quasi-experimental design with a pre-test and post-test control group design. The research design is presented in Table 1. In this study, data collection was carried out using several data collection techniques, namely observation techniques, tasks and rubrics, essay tests, and questionnaires. The treatment in the control group used the TGT (Team Games Tournament) model, while the experimental group used a student facilitator and explaining model assisted by the media games. Table 1. The quasi-experimental design Group Pre-test and post-test control group design Pre-test Treatment Post-test A (Control) O1 X1 O2 B (Experimental) O1 X2 O2 where: A = Control group with TGT model; B = Experimental group with student facilitator and explaining model assisted by the media games; O1 = Pre-test given to the experimental and control groups; O2 = Post-test given to the experimental and control groups; X1 = Treatment of TGT model; and X2 = The treatment of student facilitator and explaining model assisted by the media games. The learning syntax consists of six steps (Hajar & Sukma, 2020; Isnaini & Sari, 2022; Masjudin & Arini, 2014; Rahayu, 2020). In the first (1) stage, the teacher conveys the achieved competencies to students. In the second (2) stage, the teacher demonstrates or presents outlines of learning material. Next, in the third (3) stage, the teacher allows students to explain to others by using charts or concept maps. In the fourth (4) stage, the teacher concludes with students' ideas or opinions. In the fifth (5) stage, the teacher explains all the material presented at that time. The last (6) stage is closing. In the third syntax, there is game integration by students. The research variable measured in both groups was students' explaining skills. The observed explaining skills include showing clarity, stating emphasis, and using examples. The data were analyzed using the paired sample t-test. 298 Handayani et al. | JPBI (Jurnal Pendidikan Biologi Indonesia), Vol. 8 Issue 3, 2022, 296-301 Results and Discussion The results shows that there were differences in explaining skills between the control class and the experimental class, which can be seen in Figure 1. The average score showing clarity in the experimental group is 2.90, which was better than the control class (2.20). It proves that students in the experimental group were more actively involved in learning and understanding the topic they read. According to Hajar and Sukma (2020) student tend to be more focused on studying the material assigned by the teacher to improve their understanding of the subject matter. Furthermore, the average score for using examples in the experimental group (2.63) was also higher than the control group (1.76). The students in the experimental group can express their opinions and discuss to get the most appropriate argument to improve their ability to provide examples and illustrations. The average score of the last indicator, stating emphasis, also shows the same result. The experimental group can reach 2.75, while the control group only has a 1.83 score (Figure 1). It reveals that students in the experimental group were actively involved in their group to discuss and present their best understanding to increase their ability to emphasize the topics discussed. Likewise, the students who took turns explaining to others will increase their concept understanding related to ecosystem material. Figure 1. Recapitulation of each indicator of explaining skills in both groups In line with the results of a study by Chen et al. (2019), which shows that the learning process of biology concepts is more effective when using the visual cartoon-based media than the conventional model. The media is important in the learning process for student development. Media can improve the interaction between teachers and students, thus increasing student participation (Arifah et al., 2021; Firdausi et al., 2017; Liao et al., 2019). The study of Chen et al. (2019) also demonstrates similar results, in which one of the challenges for instructors is getting students to connect with the subject in a way that encourages them to learn. The visual design of developmental biology cartoons will encourage deeper connections between students and the material (Chen et al., 2019; Resmol & Leasa, 2022). This approach will create a community of scientific practice. Students can focus on investigating material and are informed by popular and scientific media, students' questions, and their instructors. The goal is to engage students in a meaningful way with the materials, to develop students' science process skills, and to enhance students' understanding of the broad principles of developmental biology. Although significant challenges arise when implemented, this approach successfully impacts the student's learning achievement. Afterward, the pre-test score in the control group (58.80) is lower than the experimental group (61.55). The distribution data of pre-test scores are presented in Table 2. It proves that the understanding concepts in both the control group and the experimental group are not significantly different. However, based on the analysis and processing of the post-test average value of the control group with the application of the team games tournament model, it obtained an average score of 67.68 (Table 3). Meanwhile, the experimental group, using the application of the student facilitator and explaining model assisted by media games reached an average score of 83.15 (Table 3). It reveals that the understanding of concepts between the control group and the experimental group is different. The student facilitator and explaining model assisted by media games can improve students' understanding of concepts in environmental pollution learning. 2,2 1,76 1,82 2,9 2,63 2,75 0 0,5 1 1,5 2 2,5 3 3,5 Showing clarity Using examples Stating emphasis Control group Experimental group 299 Handayani et al. | JPBI (Jurnal Pendidikan Biologi Indonesia), Vol. 8 Issue 3, 2022, 296-301 Table 2. The pre-test result in control group and experimental group Group N Mean Std. Deviation Minimum Maximum A (Control) 32 61,55 7,299 50 73 B (Experimental) 32 58,80 8,653 47 70 Table 3. The post-test result in control group and experimental group Group N Mean Std. Deviation Minimum Maximum A (Control) 32 67.68 7.119 60 83 B (Experimental) 32 83.15 7.471 70 93 Some studies show that the more complex animations are the most effective in fostering students' understanding of the events depicted (Islam et al., 2014; Lawson et al., 2018; Soika et al., 2010). The preliminary research suggests that increasing complex representations may be more desirable to convey (Lindner et al., 2019). The students gained an understanding of concepts after the teacher used the student facilitator and explaining model in classroom learning. The students' explaining skills in the experimental group, which showed a high post-test score, is also supported by the student response questionnaires result (Table 4). Based on the student response questionnaire analysis, the lowest score was 54, while the highest was 86. The average score was 77.08 with a standard deviation of 7.509. It conveys that the experimental group has a positive response to the implementation of the student facilitator and explaining model assisted by the media game. The positive response from the experimental results proves that the media game has various advantages for the learning environment. Games can provide self-motivation to students (Arifah et al., 2021; Chen et al., 2019; Criollo-C & Luján- Mora, 2019; Iftene & Trandabăț, 2018). In some cases, encourage students to learn and make learning more enjoyable. Table 4. The students’ response to the student facilitator and explaining model assisted by media game N Range Minimum Maximum Sum Mean Std. Deviation Student response 32 32 54 86 3083 77.08 7.509 Valid N (listwise) 32 The student facilitator and explaining model assisted by the media games in learning environmental pollution can facilitate explaining skills. The ability to explain in the experimental group is higher than in the control group. The results of hypothesis testing show the p-value 0.001 < 0.05. It means that the student facilitator and explaining model assisted by the media of games can significantly improve the skills to explain the concept of environmental pollution. The explaining skills of the student in the experimental class are better than the control group. The learning model can improve students’ explaining skills. There is an opportunity for students to give explanations in their groups to practice their explaining skills (Hajar & Sukma, 2020; Isnaini & Sari, 2022; Masjudin & Arini, 2014; Rahayu, 2020). Students become trained to be able to explain concepts clearly. In addition, students will also be accustomed to giving examples to facilitate explanations to other students. The discussion in the group makes students know the concepts that need emphasis. Emphasizing the information is also influenced by the teacher as a facilitator in the classroom. Students accustomed to expressing their opinions will be more fluent in explaining information. Using the media of learning games is more fun than conventional learning (Arifah et al., 2021; Iftene & Trandabăț, 2018). The student facilitator and explaining model assisted by the media games in learning environmental pollution also can facilitate understanding of the concept. The concept understanding in the experimental class is also higher than in the control class. The results of this study indicate a significant effect of the student facilitator and explaining model on students' understanding of concepts. The existence of games integrated into learning motivates students to be active (Arifah et al., 2021; Casanoves et al., 2017). They will be actively involved in group discussions. Activities in this group also play a role in improving their skills in explaining information. Conclusion The conclusion of this study reveals that there is significant differences in students’ explaining skill between experimental group and control group (p-value 0.001 < 0.05). The student facilitator and explaining model assisted by the media games in learning environmental pollution can facilitate explaining skills. The learning model can significantly improve the skills to explain the concept of 300 Handayani et al. | JPBI (Jurnal Pendidikan Biologi Indonesia), Vol. 8 Issue 3, 2022, 296-301 environmental pollution. The learning model also can improve students' understanding of concepts in environmental pollution. Acknowledgment The author would like to thank the Department of Biology Education, Postgraduate, Universitas Kuningan for providing extensive personal and professional guidance on the research. Conflicts of Interest The authors declare that there is no conflict of interest regarding the publication of this paper. Author Contributions P. K. H.: methodology; A. G. A. and S. H. N.: validation; P. K. H.: analysis and writing—original draft preparation; and P. K. H., A. G. A., and S. H. N.: review and editing. References Afandi, A., Hidayat, S., & Syahri, I. (2019). Developing interactive questions to measure the higher- order thinking skills of senior high schools’ students. JPBI (Jurnal Pendidikan Biologi Indonesia) , 5(2), 313–324. https://doi.org/10.22219/JPBI.V5I2.7747 Arifah, M., Rofieq, A., & Pantiwati, Y. (2021). Development of monopoly mite game as a health promotion media to increase knowledge and understanding about house dust mites in student boarding house. Research and Development in Education, 1(1), 18–25. https://doi.org/10.22219/RADEN.V1I1.18492 Bond, M. (2020). Facilitating student engagement through the flipped classroom approach in K-12: A systematic review. Computers & Education, 103819. https://doi.org/10.1016/j.compedu.2020.103819 Casanoves, M., Salvadó, Z., González, Á., Valls, C., & Novo, M. T. (2017). Learning genetics through a scientific inquiry game. Journal of Biological Education, 51(2), 99–106. https://doi.org/10.1080/00219266.2016.1177569 Chen, S. W., Yang, C. H., Huang, K. S., & Fu, S. L. (2019). Digital games for learning energy conservation: A study of impacts on motivation, attention, and learning outcomes. Innovations in Education and Teaching International, 56(1), 66–76. https://doi.org/10.1080/14703297.2017.1348960 Corkin, D. M., Horn, C., & Pattison, D. (2017). The effects of an active learning intervention in biology on college students’ classroom motivational climate perceptions, motivation, and achievement. Educational Psychology, 37(9), 1106–1124. https://doi.org/10.1080/01443410.2017.1324128 Criollo-C, S., & Luján-Mora, S. (2019). Encouraging student motivation through gamification in engineering education. In M. E. Auer & T. Tsiatsos (Eds.), Mobile Technologies and Applications for the Internet of Things (pp. 204–211). Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-030-11434-3_24 Firdausi, N., Prabawa, H. . ., & Sutarno, H. (2017). Improve student understanding ability through gamification in instructional media based explicit instruction. Journal of Physics: Conference Series, 812. https://doi.org/doi:10.1088/1742-6596/812/1/012069 Hajar, S., & Sukma, E. (2020). Implementasi model student facilitator and explaining pada pembelajaran tematik terpadu di SD. E-Journal Pembelajaran Inovasi, Jurnal Ilmiah Pendidikan Dasar, 8(10), 115–130. http://ejournal.unp.ac.id/students/index.php/pgsd/article/view/10587 Husna, F. R., Sukaesih, S., & Setiati, N. (2017). The influences of problem based learning accompanying analyze case study toward scientific literacy of students. Journal of Biology Education, 6(3), 357–367. https://doi.org/10.15294/jbe.v6i3.21091 Iftene, A., & Trandabăț, D. (2018). Enhancing the attractiveness of learning through augmented reality. Procedia Computer Science, 126, 166–175. https://doi.org/10.1016/J.PROCS.2018.07.220 Ikram, M., Umar, M., & Haikal, M. (2022). Penerapan model pembelajaran student facilitator and explaining berbantu media catur dalam meningkatkan keaktifan belajar siswa pada pembelajaran sejarah di SMAN 1 Ingin Jaya. JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah, 7(3), 129–133. https://doi.org/10.24815/JIMPS.V7I3.20984 Islam, M. B., Ahmed, A., Islam, M. K., & Shamsuddin, A. K. (2014). Child education through animation: An experimental study. International Journal of Computer Graphics & Animation, 4(4), 43–52. https://doi.org/10.22219/JPBI.V5I2.7747 https://doi.org/10.22219/RADEN.V1I1.18492 https://doi.org/10.1016/j.compedu.2020.103819 https://doi.org/10.1080/00219266.2016.1177569 https://doi.org/10.1080/14703297.2017.1348960 https://doi.org/10.1080/01443410.2017.1324128 https://link.springer.com/chapter/10.1007/978-3-030-11434-3_24 https://doi.org/doi:10.1088/1742-6596/812/1/012069 http://ejournal.unp.ac.id/students/index.php/pgsd/article/view/10587 https://doi.org/10.15294/jbe.v6i3.21091 https://doi.org/10.1016/J.PROCS.2018.07.220 https://doi.org/10.24815/JIMPS.V7I3.20984 301 Handayani et al. | JPBI (Jurnal Pendidikan Biologi Indonesia), Vol. 8 Issue 3, 2022, 296-301 https://doi.org/http://dx.doi.org/10.5121/ijcga.2014.4404 Isnaini, N., & Sari, M. (2022). Penerapan model pembelajaran kooperatif tipe student facilitator and explaining (SFAE) berbantuan media powerpoint pada materi statistika di Kelas VIII MTs Darul Ulum Karang Pandan. Allimna: Jurnal Pendidikan Profesi Guru, 01(2), 10–20. https://doi.org/10.30762/allimna.v1i2.643 Lawson, C. A., Cook, M., Dorn, J., & Pariso, B. (2018). A STEAM-focused program to facilitate teacher engagement before, during, and after a fieldtrip visit to a children’s museum. Journal of Museum Education, 43(3), 236–244. https://doi.org/10.1080/10598650.2018.1474421 Liao, C. W., Chen, C. H., & Shih, S. J. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers and Education, 133, 43–55. https://doi.org/10.1016/j.compedu.2019.01.013 Lindner, C., Rienow, A., & Jürgens, C. (2019). Augmented Reality applications as digital experiments for education – An example in the Earth-Moon System. Acta Astronautica, 161, 66–74. https://doi.org/10.1016/J.ACTAASTRO.2019.05.025 Masjudin, M., & Arini, N. K. R. (2014). Penerapan metode pembelajaran student facilitator and explaining berbasis peta konsep untuk meningkatkan aktivitas dan hasil belajar siswa. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA, 2(2), 94–100. https://doi.org/10.33394/j-ps.v2i2.1064 Mawarsih, M., Syamsu, S., & Kamaluddin, H. (2016). Penerapan model pembelajaran kooperatife student facilitator and explaining untuk meningkatkan pemahaman konsep fisika pada siswa Kelas X SMA Negeri 5 Palu. JPFT (Jurnal Pendidikan Fisika Tadulako Online), 4(3), 22–25. http://jurnal.untad.ac.id/jurnal/index.php/EPFT/article/view/6218 Mora, H., Signes-Pont, M. T., Fuster-Guilló, A., & Pertegal-Felices, M. L. (2020). A collaborative working model for enhancing the learning process of science & engineering students. Computers in Human Behavior, 103, 140–150. https://doi.org/10.1016/j.chb.2019.09.008 Nanang, Surya, M., & Hamdani, N. A. (2017). Pengaruh pembelajaran tutorial berbasis multimedia interaktif terhadap peningkatan motivasi dan hasil belajar siswa pada pokok bahasan statistika. Teknologi Pembelajaran, 2(1), 189–197. https://journal.institutpendidikan.ac.id/index.php/tekp/article/view/109/133 Rahayu, M. (2020). Penerapan model pembelajaran student facilitator and eplaining untuk meningkatkan hasil belajar siswa sekolah menengah kejuruan. Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan, 4(2), 269–274. https://doi.org/10.17977/UM019V4I2P269-274 Resmol, K., & Leasa, M. (2022). The effect of learning cycle 5E+Powtoon on students’ motivation: The concept of animal metamorphosis. JPBI (Jurnal Pendidikan Biologi Indonesia), 8(2), 121–128. https://doi.org/10.22219/JPBI.V8I2.18540 Samsudin, S., Irawan, M. D., & Harahap, A. H. (2019). Mobile app education gangguan pencernaan manusia berbasis multimedia menggunakan Adobe Animate CC. Jurnal Teknologi Informasi, 3(2), 141. https://doi.org/10.36294/jurti.v3i2.1009 Sanchez-Muñoz, R., Carrió, M., Rodríguez, G., Pérez, N., & Moyano, E. (2020). A hybrid strategy to develop real-life competences combining flipped classroom, jigsaw method and project-based learning. Journal of Biological Education. https://doi.org/10.1080/00219266.2020.1858928 Sirajudin, N., Suratno, J., & Pamuti. (2021). Developing creativity through STEM education. Journal of Physics: Conference Series, 1806(1). https://doi.org/10.1088/1742-6596/1806/1/012211 Smyrnaiou, Z., Georgakopoulou, E., & Sotiriou, S. (2020). Promoting a mixed-design model of scientific creativity through digital storytelling—the CCQ model for creativity. International Journal of STEM Education, 7(1). https://doi.org/10.1186/S40594-020-00223-6 Soika, K., Reiska, P., & Mikser, R. (2010). The importance of animation as a visual method in learning chemistry. Concept Maps: Making Learning Meaningful, 3(10), 9. http://cmc.ihmc.us/cmc2010papers/cmc2010-b12.pdf Vitianingsih, A. V. (2016). Game Edukasi Sebagai Media Pembelajaran PAUD. Jurnal INFORM, 1(1), 1–8. https://ejournal.unitomo.ac.id/index.php/inform/article/view/220 Watkins, J., & Elby, A. (2013). Context dependence of students’ views about the role of equations in understanding biology. CBE Life Sciences Education, 12(2), 274–286. https://doi.org/10.1187/cbe.12-11-0185 Wyner, Y., & Blatt, E. (2019). Connecting ecology to daily life: how students and teachers relate food webs to the food they eat. Journal of Biological Education, 53(2), 128–149. https://doi.org/10.1080/00219266.2018.1447005 https://doi.org/http:/dx.doi.org/10.5121/ijcga.2014.4404 https://doi.org/10.30762/allimna.v1i2.643 https://doi.org/10.1080/10598650.2018.1474421 https://doi.org/10.1016/j.compedu.2019.01.013 https://doi.org/10.1016/J.ACTAASTRO.2019.05.025 https://doi.org/10.33394/j-ps.v2i2.1064 http://jurnal.untad.ac.id/jurnal/index.php/EPFT/article/view/6218 https://doi.org/10.1016/j.chb.2019.09.008 https://journal.institutpendidikan.ac.id/index.php/tekp/article/view/109/133 https://doi.org/10.17977/UM019V4I2P269-274 https://doi.org/10.22219/JPBI.V8I2.18540 https://doi.org/10.36294/jurti.v3i2.1009 https://doi.org/10.1080/00219266.2020.1858928 https://doi.org/10.1088/1742-6596/1806/1/012211 https://doi.org/10.1186/S40594-020-00223-6 http://cmc.ihmc.us/cmc2010papers/cmc2010-b12.pdf https://ejournal.unitomo.ac.id/index.php/inform/article/view/220 https://doi.org/10.1187/cbe.12-11-0185 https://doi.org/10.1080/00219266.2018.1447005