开发基于数字素养的项目式学习评估模型,提高高中生的创造性思维能力

Eliaumra Eliaumra, Dewi Purwasih Samaela, Indri Novayanti Gala, Shelvy Ferawati Rurua
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引用次数: 0

摘要

在当今的数字时代,在学习中使用技术和互动媒体对于培养学生基本的信息技术和媒体技能,培养数字素养--有效和负责任地理解、使用、分析、评估和参与数字世界的能力--至关重要。 本研究旨在验证基于数字素养的项目式学习模式评估,提高高中生物学生的数字素养和创造性思维。本研究采用发展研究方法和 ADDIE 模型(分析、设计、开发、实施和评估),对波索县的 137 名高中生进行了抽样调查。评估工具包括观察表和评分标准,以及创造性思维测试,显示出有效性(sig 值小于 0.05)和可靠性(R > 0.60)。实施结果显示,学生的数字素养优秀(86%),创造性思维良好(75%),进步幅度适中(N-gain = 0.68)。专家和现场试验证实了该评估的有效性和可靠性,支持其在高中生物学习中的应用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Development of Digital Literacy-Based Project Based Learning Assessment Models to Improve High School Students' Creative Thinking Abilities
The use of technology and interactive media in learning is crucial for developing essential information technology and media skills in today's digital era, fostering digital literacy – the ability to understand, use, analyze, evaluate, and participate in the digital world effectively and responsibly.  The purposes of this research are to validating a digital literacy-based project-based learning model assessment and enhancing students' digital literacy and creative thinking in high school biology. Using a development research approach and the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), 137 high school students in Poso Regency were sampled. The assessment tools, including observation sheets and rubrics, along with creative thinking tests, demonstrated validity (sig value < 0.05) and reliability (R > 0.60). Implementation revealed excellent digital literacy (86%), good creative thinking (75%), and a moderate improvement (N-gain = 0.68). The assessment's validity and reliability, confirmed through expert and field trials, support its applicability in high school biology learning.
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