Media Timeline Development with the Focusky Application to Improve Chronological Thinking Skills
Media Timeline Development with the Focusky Application to Improve Chronological Thinking Skills
复制标题
使用 Focusky 应用程序开发媒体时间线以提高时间思维能力
DOI：
10.26803/ijlter.21.4.7
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发表时间：
2022
影响因子：
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通讯作者：
Marni Marni
中科院分区：
文献类型：
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作者：
Ofianto Ofianto;A. Aman;S. Sariyatun;Bunari Bunari;Tri Zahra;Marni Marni
学习历史的学生必须具备时间顺序思维能力，以确定时间顺序，计算日历时间，理解时间线，并揭示历史的连续性和变化。需要广泛的工具和媒体来支持这些技能的发展。本研究旨在建立媒体时间轴，以帮助学生提高他们的时间顺序思维能力。所采用的研究技术是研究与发展（R & D）和ADDIE发展模式。ADDIE阶段分为三个部分，即分析、开发和实施。样本受试者包括专家团队作为专家验证者，历史教师和第十一类学生，以评估产品的实用性和确定开发的媒体的有效性。专家验证问卷表，学生和教师的回答问卷表，和描述考试收集数据。描述性分析方法被用来定义媒体的有效性和实用性的水平，而N-增益方法被用来确定媒体的有效性。专家验证的结果显示，在非常好的类别中，平均得分为4.44。教师和学生的反应测试的平均得分分别为4.97和4.31，表明媒体时间轴对历史学习是实用的。68%的N-Gain值进一步表明，学生按时间顺序思考的能力有所提高。显然，在历史课上使用媒体时间轴来培养时间顺序解释技能是可行的、实用的、有益的。
Students studying history must possess chronological thinking skills to identify time order, calculate calendar time, understand timelines, and reveal historical continuity and change. A wide range of instruments and media is required to support the development of these skills. This research aims to create media timelines to help students enhance their chronological thinking skills. The research techniques employed were Research and Development (R & D) and the ADDIE development model. The ADDIE stage is broken down into three parts, namely, analysis, development, and implementation. The sample subjects consisted of expert teams as expert validators, history teachers, and Class XI students to assess the product's practicality and determine the effectiveness of the developed media. Expert validation questionnaire sheets, student and teacher response questionnaire sheets, and description exams were used to collect data. The descriptive analysis approach was used to define the level of media validity and practicality, while the N-Gain approach was used to determine the effectiveness of the media. The results of expert validation showed an average score of 4.44 in the very good category. The teachers’ and students’ response tests yielded average scores of 4.97 and 4.31, showing that the media timeline is practical for learning history. The N-Gain value of 68% further indicates that the students' capacity to think chronologically improved. Clearly, using the media timeline in history class to develop chronological explanation skills is feasible, practical, and beneficial.