Integration of dynamic visualization technologies in the representation of chemical concepts can help students who are struggling to study and improve student performance. The purpose of this study is to ascertain how dynamic visualization affects the representation of electrochemical subjects. The experimental approach utilized in this work has a matching pretest-posttest control group design and a quasi-experimental design. The research sample consisted of 102 mechanical engineering students who were divided into two groups, namely the control group and the treatment group. While the control group was taught identical chemical ideas using text modules, the experimental group was taught electrochemical principles using text modules coupled with visualization technology. To ensure students' initial performance, a pretest was given to both the control group and the experimental group prior to therapy. A post-test was given to the experimental group and the control group after therapy. Test for differences between the control group and the treatment group using statistical analysis and an independent t test with a significance level of 95%. The analysis's findings revealed a significant difference (p<0.005) between the experimental group and the control group. The experimental group scored higher (82.04) than the control group (73.71) based on the post-test average value. It may be possible to address students' learning challenges and improve student accomplishment by using dynamic visualization technologies in the representation of chemical ideas.
| Published in | American Journal of Science, Engineering and Technology (Volume 8, Issue 2) |
| DOI | 10.11648/j.ajset.20230802.16 |
| Page(s) | 119-124 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Representation, Visualization, Technology, Dynamic, Chemistry Concept
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APA Style
I Made Rajendra, Ida Ayu Anom Arsani, M. Yusuf, I Made Sudana. (2023). Applied of Visualization Technology in Representation Levels on Vocational High Education. American Journal of Science, Engineering and Technology, 8(2), 119-124. https://doi.org/10.11648/j.ajset.20230802.16
ACS Style
I Made Rajendra; Ida Ayu Anom Arsani; M. Yusuf; I Made Sudana. Applied of Visualization Technology in Representation Levels on Vocational High Education. Am. J. Sci. Eng. Technol. 2023, 8(2), 119-124. doi: 10.11648/j.ajset.20230802.16
AMA Style
I Made Rajendra, Ida Ayu Anom Arsani, M. Yusuf, I Made Sudana. Applied of Visualization Technology in Representation Levels on Vocational High Education. Am J Sci Eng Technol. 2023;8(2):119-124. doi: 10.11648/j.ajset.20230802.16
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Download@article{10.11648/j.ajset.20230802.16,
author = {I Made Rajendra and Ida Ayu Anom Arsani and M. Yusuf and I Made Sudana},
title = {Applied of Visualization Technology in Representation Levels on Vocational High Education},
journal = {American Journal of Science, Engineering and Technology},
volume = {8},
number = {2},
pages = {119-124},
doi = {10.11648/j.ajset.20230802.16},
url = {https://doi.org/10.11648/j.ajset.20230802.16},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajset.20230802.16},
abstract = {Integration of dynamic visualization technologies in the representation of chemical concepts can help students who are struggling to study and improve student performance. The purpose of this study is to ascertain how dynamic visualization affects the representation of electrochemical subjects. The experimental approach utilized in this work has a matching pretest-posttest control group design and a quasi-experimental design. The research sample consisted of 102 mechanical engineering students who were divided into two groups, namely the control group and the treatment group. While the control group was taught identical chemical ideas using text modules, the experimental group was taught electrochemical principles using text modules coupled with visualization technology. To ensure students' initial performance, a pretest was given to both the control group and the experimental group prior to therapy. A post-test was given to the experimental group and the control group after therapy. Test for differences between the control group and the treatment group using statistical analysis and an independent t test with a significance level of 95%. The analysis's findings revealed a significant difference (p<0.005) between the experimental group and the control group. The experimental group scored higher (82.04) than the control group (73.71) based on the post-test average value. It may be possible to address students' learning challenges and improve student accomplishment by using dynamic visualization technologies in the representation of chemical ideas.},
year = {2023}
}
TY - JOUR T1 - Applied of Visualization Technology in Representation Levels on Vocational High Education AU - I Made Rajendra AU - Ida Ayu Anom Arsani AU - M. Yusuf AU - I Made Sudana Y1 - 2023/06/27 PY - 2023 N1 - https://doi.org/10.11648/j.ajset.20230802.16 DO - 10.11648/j.ajset.20230802.16 T2 - American Journal of Science, Engineering and Technology JF - American Journal of Science, Engineering and Technology JO - American Journal of Science, Engineering and Technology SP - 119 EP - 124 PB - Science Publishing Group SN - 2578-8353 UR - https://doi.org/10.11648/j.ajset.20230802.16 AB - Integration of dynamic visualization technologies in the representation of chemical concepts can help students who are struggling to study and improve student performance. The purpose of this study is to ascertain how dynamic visualization affects the representation of electrochemical subjects. The experimental approach utilized in this work has a matching pretest-posttest control group design and a quasi-experimental design. The research sample consisted of 102 mechanical engineering students who were divided into two groups, namely the control group and the treatment group. While the control group was taught identical chemical ideas using text modules, the experimental group was taught electrochemical principles using text modules coupled with visualization technology. To ensure students' initial performance, a pretest was given to both the control group and the experimental group prior to therapy. A post-test was given to the experimental group and the control group after therapy. Test for differences between the control group and the treatment group using statistical analysis and an independent t test with a significance level of 95%. The analysis's findings revealed a significant difference (p<0.005) between the experimental group and the control group. The experimental group scored higher (82.04) than the control group (73.71) based on the post-test average value. It may be possible to address students' learning challenges and improve student accomplishment by using dynamic visualization technologies in the representation of chemical ideas. VL - 8 IS - 2 ER -
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