Suritno Fayanto, Dedi Kuswandi, Monamorn Precharattana, La Tahang, Erniwati, Hunaidah
The purpose of this study was to introduce technology-based EIGEC models and implement these models into the learning process in the classroom. This research was quasi-experimental, using a pre-test-post-test control group design. The research sample consisted of two classes with different treatments. Each course was selected randomly, with the number of students who were the object of the trial being as many as 36 in each class. The data collection technique used an instrument test and was analyzed descriptively and inferentially. The T-test was used in inferential analysis to determine how the model’s implementation and impact on learning outcomes were affected. The analysis found that the technology-based EIGEC model contributed 0.59 to improving learning outcomes compared to conventional models (0.39), based on the results of the N-gain value. The five stages of the technology-based EIGEC were (1) engagement, (2) introduction, (3) guidance, (4) execution, and (5) conclusion. From the analysis results, the technology-based EIGEC model can be an example of a model used to support learning in the classroom. © 2023 International Council of Associations for Science Education (ICASE). All rights reserved.
Department of Education Technology, State University of Malang, Indonesia; Department of Science and Technology Education, Institute of Innovative Learning, Mahidol University, Thailand; Department of Physics Education, Halu Oleo University, Indonesia
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