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The motivation impact of open educational resources utilization on physics learning using Quipper school app

TitleThe motivation impact of open educational resources utilization on physics learning using Quipper school app
Publication TypeJournal Article
Year of Publication2017
AuthorsSULISWORO, D., Sulistyo E. N., & Akhsa R. N.
PublisherTurkish Online Journal of Distance Education
Volume18
Start Page120
Issue4
Pagination120 - 128
Date Published10/2017
Place PublishedEski┼čehir, Turkey
ISSN1302-6488
KeywordsARCS model, blended learning, education, mobile technology, motivation, OER
Abstract

The distribution of the education quality in Indonesia is relatively uneven. This affects the quality of secondary school graduates. On the other hand, the national growth of Information Communication Technology usage in Indonesia is very high, including the use of mobile technology. This is an opportunity for the application of OER (Open Educational Resources) in learning. This study aims to look at the impact of the application of the concept of blended learning OER to motivate students, especially in learning physics. The LMS used is Quipper School. This research is the quasy experiment using post test only for control group design. ARCS (Attention, Relevance, Confidence, and Satisfaction) models used in this study to observe the attention factor, relevance, confidence, and satisfaction. The analysis technique used is the analysis of variance (ANOVA). From this research, it is known that the application of the concept of OER in learning, will increase the motivation on the aspects of attention, relevance, and the confidence of the students. Meanwhile, the aspect of satisfaction on learning tends to be the same between applying the concept of OER when compared to the conventional learning face-to-face in the classroom. These findings indicate a positive impact of the application of the concept of OER in learning to student motivation.

URLhttp://tojde.anadolu.edu.tr/makale_goster.php?id=1496
DOI10.17718/tojde.340399
Rights

Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)

Short TitleTOJDE
Refereed DesignationRefereed
AttachmentSize
1496-published.pdf404.9 KB
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