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Journal of Innovative Science Education
Published by Universitas Negeri Semarang
ISSN : 22526412     EISSN : 25024523     DOI : -
Core Subject : Education,
Education
Journal of Innovative Science Education p-ISSN (Print) 2252-6412 | e-ISSN (Online) 2502-4523, an electronic journal, provides a forum for publishing the original research articles, short communications from contributors, and the novel technology news related to Innovative Science Education research. Published by Science Education Study Programe, Postgraduate Programe, Universitas Negeri Semarang.
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Articles 28 Documents
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Search results for , issue "Vol 6 No 1 (2017)" : 28 Documents clear
Pengembangan Bahan Ajar Sub Bab Antioksidan Berbasis Kajian Pola Konsumsi Masyarakat Pesisir Indramayu
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i1.17065

Abstract

Salah satu sub bab pada mata kuliah gizi dan kesehatan pada Jurusan Biologi UNNES adalah antioksidan. Pembelajaran antioksidan dalam pelaksanaanya belum disertai bahan ajar berdasarkan kehidupan nyata. Bahan ajar berbasis riset merupakan bahan ajar yang disusun berdasarkan hasil penelitian dalam kehidupan nyata. Penelitian ini bertujuan untuk mengkaji pola konsumsi masyarakat pesisir Indramayu, mengetahui sumber makanan antioksidan yang dikonsumsi, menganalisis kevalidan bahan ajar berbasis pola konsumsi, dan mengetahui kefektifan bahan ajar yang dikembangkan berdasarkan hasil belajar mahasiswa. Hasil penelitian menunjukkan bahwa pola konsumsi makanan pokok yaitu beras, pola konsumsi hewani cukup tinggi teruatama hasil laut dan tambak ikan, pola konsumsi buah-buahan masih rendah dengan frekuensi 0 dalam sehari sebanyak 75%, dan pola konsumsi sayuran cukup baik dengan frekuensi >3 kali dalam sehari sebanyak 43%; sumber makanan mengandung antioksidan yang dikonsumsi masyarakat pesisir Indramayu yaitu buah dukuh sebanyak 240 buah dalam sehari dengan kandungan antioksidan berupa vitamin A sebesar 13,0 IU/100g (USDA), dan terung sebanyak 20 buah dalam sehari dengan kandungan antioksidan berupa vitamin C sebesar 2,2 mg/100g, vitamin B sebesar 0,41 mgl100g, dan vitamin A sebesar 23 IU/100g; bahan ajar yang dikembangkan dinyatakan valid dengan rerata skor 3,9; dan bahan ajar dikatakan efektif berdasarkan perhitungan N-gain dengan kategori sedang. One of sub chapters on nutrition and health courses in Biology Department of UNNES is antioxidant. However, in learning process, the material about antioxidant is not accompanied by a real-life teaching materials. Research-based instructional material is teaching materials that created based on the results of research in real life. This research was aimed to examine the consumption patterns of Indramayu coastal society, know the antioxidant food sources that are consumed, analyze the validity of teaching materials based on consumption patterns, and determine the effectiveness of developed teaching materials based on student results. The results showed that consumption pattern of staple foods such as rice, consumption pattern of animal is high enough especially seafood and fish from ponds, the consumption pattern of fruits is low with a frequency of 0 in the day as much as 75%, and the consumptionpattern of vegetables is quite good with a frequency of > 3 times in a day as much as 43%; source foods containing antioxidants consumed by Indramayu coastal society is dukuh fruit as much as 240 pieces in a day with the content of antioxidants such as vitamin A at 13.0 IU / 100g (USDA), and eggplant as many as 20 pieces in a day with the content of antioxidants such as vitamin C by 2, 2 mg / 100g, 0,41 mgl100g vitamin B, and vitamin A by 23 IU / 100g; then, developed teaching material is stated valid with a mean score of 3.9; and effective as a teaching material based on the calculation of the N-gain in the medium category.
Pengembangan Perangkat Pembelajaran Kontekstual Berpendekatan Inkuiri Terbimbing Materi KSP
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i1.17066

Abstract

Penerapan ilmu pengetahuan perlu dilakukan secara bijaksana untuk menjaga dan melestarikan lingkungan, membuat pelajaran sains tidak hanya fokus pada peningkatan pengembangan kognitif, tetapi juga pengembangan sikap ilmiah siswa. Penelitian ini bertujuan untuk menemukan perangkat pembelajaran yang dapat meningkatkan keterampilan berpikir kritis dan sikap ilmiah siswa, sehingga diperoleh perangkat pembelajaran yang valid dan efektif. Desain penelitian yang digunakan merupakan penelitian Research and Development. Berdasarkan hasil validasi oleh validator, perangkat pembelajaran yang dikembangkan layak digunakan dengan rata-rata skor validitas sebesar 3,66. Hasil keterlaksanaan perangkat pembelajaran melalui angket respon yang diberikan kepada siswa memberikan respon positif dengan rata-rata persentase 78,13%, serta pada kelas uji skala luas memberi respon positif 76,25%. Efektivitas perangkat pembelajaran dalam meningkatkan keterampilan berpikir kritis siswa ditunjukkan oleh perbedaan n-gain antara kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan rata-rata n-gain pencapaian kompetensi untuk kelas eksperimen dan kontrol masing-masing sebesar 0,57 dan 0,48. Peningkatan keterampilan berpikir kritis siswa 53,16% dan sikap ilmiah 79,38%. Pengaruh keterampilan berpikir kritis dan sikap ilmiah terhadap hasil belajar siswa masing-masing sebesar 39,7% dan 44,1%. The application of science needs to be done soberly to maintain and preserve the environment, thus making learning science does not only focus on increasing cognitive development, but also the development of a scientific attitude of students. This study aims to find a learning device that can improve critical thinking skills and scientific attitude of students, in order to obtain the valid and effective learning. The study design used is a design called “Research and Development”, which includes defining, designing, and developing products, then proceed with the test product. Based on the results of the validation by the validator, learning tools developed fit for use with an average score of validity of 3.66. Results of implementing learning device through the questionnaire responses given to students respond favorably with the average percentage of 78.13%, and on a wide scale test class 76.25% gave a positive response. Effectiveness of learning tools in improving students' critical thinking skills demonstrated by the significant difference of n-gain between experimental class and control class. The results showed an average n-gain in achievement of competencies for the experimental and control classes respectively 0.57 and 0.48. Increasing students' critical thinking skills 53.16% and scientific attitude 79.38%. Effect of critical thinking skills and scientific attitudes towards learning outcomes of students respectively by 39.7% and 44.1%.
Pengembangan Bahan Ajar Kimia Berbasis Pendekatan Investigasi untuk Meningkatkan Kompetensi Siswa pada Materi Koloid
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i1.17067

Abstract

Penelitian pengembangan ini bertujuan: (1) memperoleh bahan ajar kimia berbasis pendekatan investigasi pada materi koloid yang valid, (2) memperoleh bahan ajar kimia berbasis pendekatan investigasi pada materi koloid yang efektif digunakan dalam proses pembelajaran, (3) memperoleh respon siswa terhadap bahan ajar kimia berbasis pendekatan investigasi pada materi koloid yang dikembangkan. Model pengembangan yang dilakukan adalah model 4-D oleh Thiagarajan, Semmel & Semmel yang telah dimodifikasi dari empat tahap menjadi tiga tahap, yaitu: (1) Define (pendefinisian), (2) Design (perancangan), dan (3) Develop (pengembangan). Hasil studi pendahuluan menunjukkan bahwa siswa perlu diberikan suatu pembelajaran aktif yang dapat meningkatkan aspek kognitif, afektif, dan psikomotorik. Hasil pengembangan bahan ajar memperoleh nilai kevalidan untuk penilaian materi dan keterbacaan masing-masing 0,80 dan 0,81 dari nilai maksimal 1 dengan kriteria valid. Uji coba produk dilaksanakan di SMA Negeri 5 Semarang dengan hasil: (1) bahan ajar efektif meningkatkan kompetensi siswa pada materi koloid dengan hasil untuk aspek kognitif adalah 31 siswa mendapat nilai di atas KKM 75 atau ketuntasan klasikalnya 91,18%, untuk aspek afektif 31 siswa atau 91% mendapat kriteria “Baik”, dan untuk aspek psikomotorik 29 siswa atau 85% mendapat kriteria “Baik”, (2) bahan ajar mendapatkan respon positif sebesar 100% dari 34 siswa setelah digunakan dalam proses pembelajaran. This development research aims to: (1) obtain the valid chemical learning materials based on investigation approach on colloidal materials, (2) obtain chemical Teaching materials based on investigation approach on colloidal materials that effectively used in the teaching-learning process, (3) obtain the students' response towards chemical learning materials based on investigation approach on the developed colloidal materials. The development model used in this research is a modified 4-D model by Thiagarajan, Semmel & Semmel that has been modified from the four steps into three steps, namely: (1) Define, (2) Design, and (3) Develop. Preliminary study results show that students should be given an active learning that can improve the cognitive, affective and psychomotor aspects. The results of development product received grades of validity for assessing the validity of the material the value of 0.80 to 0.81 legibility of the maximum value 1 with a valid criteria. Product trials was conducted in SMA 5 Semarang with results showing that: (1) The teaching material is effective in improving students' competence of colloids material with the results for cognitive aspects are as many as 31 students scored above the minimum score 75 or 91,18% classical completeness, the results for the affective aspect is as many as 31 students or 91% got the criteria of "Good", and the results for psychomotor aspect is as many as 29 or 85% got the good criteria, (2) teaching materials get a positive response by 100% of 34 students after having used in the teaching-learning process.
Pembentukan Keterampilan Berpikir Kritis dan Karakter Peduli Lingkungan Berbantuan Scaffolding
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i1.17068

Abstract

Tujuan penelitian adalah untuk menganalisis karakter peduli lingkungan, keterampilan berpikir kritis, dan kemampuan pemecahan masalah peserta didik melalui pembelajaran pencemaran lingkungan berbantuan scaffolding. Penelitian ini adalah penelitian kualitatif kolaboratif. Penentuan subjek penelitian secara purposive. Peneliti sebagai instrumen kunci dilengkapi lembar pengamatan, soal tes kemampuan pemecahan masalah, pedoman wawancara, dan alat perekam. Analisis data menggunakan deskripsi kualitatif. Hasil penelitian menunjukkan bahwa kelima subjek penelitian (P1, P2, P3, P4, dan P5) terjadi peningkatan karakter peduli lingkungan. Akan tetapi pembentukan keterampilan berpikir kritis P5 belum berhasil. Subjek penelitian dapat mencapai KKM yang ditentukan. Kemampuan pemecahan masalah subjek penelitian dapat meningkat dari tingkatan kelas kognitif mereka berasal kecuali P5. Skor kemampuan pemecahan masalah subjek penelitian secara berturut-turut adalah 94, 100, 88, 82, dan 60. Hal ini menunjukkan bahwa karakter peduli lingkungan, keterampilan berpikir kritis dapat terbentuk serta kemampuan pemecahan masalah peserta didik dapat mencapai KKM melalui pembelajaran pencemaran lingkungan berbantuan scaffolding. Diharapkan dengan hasil penelitian ini, bisa menjadi masukan bagi guru maupun sekolah agar melaksanakan pembelajaran yang memfasilitasi peserta didik sehingga karakter peduli lingkungan dan berpikir kritis peserta didik dapat terbentuk, salah satunya dengan pembelajaran berbantuan scaffolding. The purpose of this research are to analyze the character of environmental awareness, critical thinking skill, and problem solving ability of student through the learning of environmental pollution assisted by scaffolding. This research is collaborative qualitative research. The determination of research subjects is purposively. Researcher as key instrument is equipped with observation papers, test of problem solving ability, interview guide, and recorder. Analyze of data is using qualitative descriptions. The result is fifth research subjects (P1, P2, P3, P4, and P5) showed increasing of their character of environmental awareness. But the formation of P5’s critical thinking skills has not been succeeded. Research subjects can achieve determined MCC (minimum completeness criteria). Problem solving ability of research subjects is increase from grade level cognitive they come from, except P5. Score of problem solving ability of research subjects respectively are 94, 100, 88, 82, and 60. This indicates that the character of environmental awareness, critical thinking skills can be formed and problem solving ability of students can achieve determined MMC through learning of environmental pollution assisted by scaffolding. Expected with this result, it can be input for teachers and schools to carry out learning that facilitate students so that the character of environmental awareness and the critical thinking skill of students can be formed,one of them with the learning assisted by scaffolding.
Persepsi Guru dan Siswa Terhadap Pembelajaran IPA Terpadu Serta Implikasinya di SMP
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i1.17069

Abstract

Penerapan pembelajaran IPA Terpadu di SMP menimbulkan persepsi guru yang berbeda. Hal ini dikarenakan guru harus menguasai ketiga bidang ilmu sekaligus (Fisika, Kimia, dan Biologi). Penerapan Pembelajaran IPA di dalam kelas oleh guru akan membentuk persepsi siswa terhadap pembelajaran IPA Terpadu. Tujuan dari penelitian ini adalah untuk 1. Menganalisis persepsi guru dan siswa terhadap pembelajaran IPA Terpadu, 2. Mengajukan suatu desain pembelajaran IPA Terpadu sesuai dengan analisis persepsi yang valid, praktis, dan efektif. Metode yang digunakan pada penelitian ini adalah mixed method diawali penelitian kualitatif untuk mendapatkan data persepsi guru dan siswa dilanjutkan dengan penelitian kuantitatif berupa pengujian desain pembelajaran yang diajukan. Hasil penelitian menunjukkan bahwa menurut persepsi guru penerapan pembelajaran IPA Terpadu belum mendapatkan dukungan yang memadai, diantaranya bahan ajar yang belum sepenuhnya terpadu, guru yang belum menguasai materi ketiga bidang ilmu, serta keterbatasan waktu. Di sisi lain, siswa mempersepsikan pembelajaran IPA Terpadu sudah cukup baik. Berdasarkan persepsi tersebut, diajukan desain pembelajaran Discovery Learning. Berdasarkan analisis secara kuantitatif, hasil uji coba desain pembelajaran tersebut menunjukkan valid, praktis, dan efektif. Application of integrated science teaching in junior high school caused teacher raises a different perception. It is associated with having mastered the three disciplines as well (Physics, Chemistry, and Biology) by teachers. As well as the application of learning in the classroom by the teacher will shape students' perceptions.The objectives of this research are to 1. analyze the perceptions of teachers and students, toward the integrated science learning, 2. develop the design of integrated science learning as the implication of the perceptions of teachers and students. The method that is used in this research is mixed method, which is started with a qualitative research, and then followed by a quantitative research. The result of teachers perceptions is has not been any well integrated teaching material that connect two or three subjects in science. Teachers still find difficult to deliver the integrated materials and also the limitation of time in delivering integrated science material. In other to, the students' perception toward the integrated science learning has already been good. Whereas the suggested learning design is discovery learning. The results of trials of the learning design show its validity, practicality, and effectiveness.
Satesik (Sains, Teknologi & Musik) untuk Meningkatkan Minat Belajar dan Pemahaman Konsep Sains
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i1.17070

Abstract

Satesik merupakan akronim dari Sains, Teknologi, dan Musik yang berlandaskan pada strategi pembelajaran quantum teaching. Quantum teaching adalah strategi pembelajaran yang membantu guru untuk menyampaikan materi melalui seni, sedangkan satesik adalah pembelajaran yang didalamnya menggunakan teknologi dan musik sebagai media untuk membantu guru dalam proses belajar mengajar sehingga pesan ataupun materi yang hendak disampaikan guru kepada siswa benar-benar sampai tanpa adanya perbedaan konsep antara siswa dengan guru. Satesik diterapkan pada materi pokok koloid untuk meningkatkan minat belajar dan pemahaman konsep sains siswa. Penelitian ini menggunakan Control Group Pre Test-Post Test Design. Minat belajar siswa diukur melalui angket tanggapan siswa kelas eksperimen yang menerapkan pendekatan Satesik, sedangkan pemahaman konsep sains siswa diukur melalui hasil belajar kognitif materi koloid, baik siswa kelas eksperimen maupun kontrol. Hasil analisis gain score minat belajar menunjukkan hasil sebesar 0,72 dengan kategori tinggi, sedangkan gain score untuk pemahaman konsep kelas eksperimen dan kontrol berturut-turut sebesar 0,65 dan 0,56 dengan kategori sedang. Hasil tersebut menunjukkan bahwa satesik mampu meningkatkan minat belajar siswa dan pemahaman konsep sains siswa. Simpulan dalam penelitian ini adalah pembelajaran dengan satesik dapat meningkatkan minat belajar dan pemahaman konsep sains siswa. Satesik is an acronym of Science, Technology, and Music, which is based on quantum teaching. Quantum teaching is a learning strategy that helps teachers to convey the material through art, while Satesik is learning that includes technology and music as a media to assist the teacher in the learning process, so that messages and material to be submitted by teachers to students is really up without any distinction concept among students and teachers. Satesik in the subject matter colloids to increase interest in science learning and the understanding of scientific concepts students. Experimental design of this research is Control Group Pre Test-Post Test Design. Interest in science learning evaluated by questionnaire for experimental class, while the understanding of scientific concepts students evaluated by cognitive learning outcomes. The analysis of gain score is 0.72 in a high category for interest in science learning, 0,65 for understanding of scientific concepts students of experimental class, and 0,56 for understanding of scientific concepts students of control class. It showed that Satesik can increase both, interest in science learning of students and understanding of scientific concepts students. The conclusion of this research is the learning Satesik can increase interest in science learning and the understanding of scientific concepts students.
Pengembangan Model Pembelajaran IPA Terintegrasi Etnosains untuk Meningkatkan Hasil Belajar dan Kemampuan Berpikir Kreatif
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i1.17071

Abstract

Penelitian ini bertujuan untuk mengetahui (1) karakteristik model pembelajaran IPA terintegrasi etnosains yang dikembangkan, (2) kelayakan model pembelajaran IPA terintegrasi etnosains dan (3) keefektifan penerapan model pembelajaran IPA terintegrasi etnosains dalam peningkatan hasil belajar dan kemampuan berpikir kreatif siswa. Penelitian ini menggunakan rancangan pengembangan Four-D Model. Teknik analisis data yang digunakan meliputi analisis data deskriptif terkait kevalidan model pembelajaran, sedangkan untuk mengetahui keefektifan model pembelajaran digunakan uji banding dua sampel T-test dan uji N gain. Penelitian ini menghasilkan model pembelajaran IPA terintegrasi etnosains yang terdiri atas delapan komponen yaitu tujuan, sintaks, fondasi, sistem sosial, prinsip reaksi, sistem pendukung, dampak instruksional dan pengiring. Hasil penelitian menunjukkan bahwa model pembelajaran yang dikembangkan valid dan layak digunakan. Keefektifan penerapan model pembelajaran terlihat dari jumlah siswa yang mencapai nilai ketuntasan lebih dari 70%. Uji banding dua sampel T-test menunjukkan kelas eksperimen memperoleh rataan hasil belajar lebih baik dari pada kelas kontrol. Berdasarkan analisis N gain, persentase siswa di kelas eksperimen yang memperoleh kategori “tinggi” lebih banyak dari pada persentase siswa di kelas kontrol. Dengan demikian dapat disimpulkan bahwa model pembelajaran IPA terintegrasi etnosains layak digunakan pada proses pembelajaran, serta dapat meningkatkan hasil belajar siswa dan kemampuan berpikir kreatif siswa. This study aims to determine (1) the characteristics of science learning model etnosains integrated was developed, (2) the feasibility of science learning model etnosains integrated and (3) the effectiveness of the implementation of science learning model etnosains integrated on the improvement learning result and student creative thinking ability. In this research Four-D Model developmental design was used. The data analysis techniques used was descriptive data analysis related to the validity of the learning model, whereas independent T-test and N gain was used to determine the effectiveness of the learning model. The results of this research were science learning model etnosains integrated consists of eight components: purpose, syntaxs, foundations, social systems, principles of reaction, support systems, instructional and nurturant effects. Validation showed that science learning model etnosains integrated is valid and suitable as learning model. The effectiveness of this learning model was seen from more than 70% of students who passed mastery learning. Independent T-test showed the learning outcomes average of experiment class better than the control class. N gain analysis showed that the high level of category was higher in experimental than those in control class. It can be concluded that the science learning model etnosains integrated is effective in applying in the learning process, and can increase student’s learning result and creative thinking ability.
Problem Based Learning Berbasis Socio-Scientific Issue untuk Mengembangkan Kemampuan Berpikir Kritis dan Komunikasi Siswa
Journal of Innovative Science Education Vol 6 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v6i1.17072

Abstract

Pembelajaran pada umumnya masih berpusat pada guru dengan menggunakan metode ceramah yang mengakibatkan kemampuan berpikir kritis dan komunikasi siswa kurang berkembang. Model Problem Based Learning membantu siswa untuk mengembangkan keterampilan berpikir kritis dan berkomunikasi. Pembelajaran PBL sangat tepat apabila didasarkan pada Socio-Scientific Issue (SSI) yang berkaitan dengan kehidupan sehari-hari siswa. Penelitian ini bertujuan untuk mendeskripsikan pengaruh penerapan PBL berbasis SSI terhadap pengembangan kemampuan berpikir kritis, komunikasi, dan hasil belajar kognitif pada konsep keanekaragaman hayati kelas X-MIPA SMAN 1 Ciawigebang. Penelitian quasi eksperimental ini menggunakan desain posttest only control group design dengan populasi sebanyak 4 kelas. Sampel sebanyak 2 kelas menggunakan teknik probability sampling jenis cluster random sampling. Kelas X-MIPA I sebagai kelas eksperimen dan kelas X-MIPA II sebagai kelas kontrol. Data berupa kemampuan berpikir kritis, komunikasi tertulis dan verbal serta hasil belajar kognitif. Teknik analisis data menggunakan uji independent sample t test. Berdasarkan hasil analisis data dapat disimpulkan bahwa penerapan model PBL berbasis SSI berpengaruh terhadap pengembangan kemampuan berpikir kritis, komunikasi tertulis dan verbal serta hasil belajar kognitif. Penerapan model PBL berbasis SSI dapat dikembangkan lebih baik lagi dengan merancang LKS minimal satu minggu sebelum pelaksanaan disertai lebih dari satu media pembelajaran serta hasil belajar mencakup aspek afektif dan psikomotor. Learning is still centered on the teacher by using lecture method that resulted in not developed enough to critical thinking skills and communication students. PBL helps students develop critical thinking and communication skills. PBL learning is based on SSI associated with the student's daily life. This study aims to determine the effect of the implementation of PBL based SSI to develop critical thinking, communication, and cognitive learning outcomes on biodiversity concept of X-MIPA SMAN 1 Ciawigebang. This quasi experimental study design using posttest only control group design with 4 class population. Samples were 2 classes using probability sampling techniques types of cluster random sampling. X-MIPA was an experimental class and X-MIPA II was the control class. Data was in the form of critical thinking skills, written and verbal communication and cognitive learning outcomes. Data analysis used the independent sample t test. Based on the result can be concluded that the application of the PBL based SSI influence on the development of critical thinking skills, written and verbal communication and cognitive learning outcomes. PBL based SSI application can develop be better by designing LKS at least one weeks earlier using more than instructional media and learning outcomes include affective and psychomotor.

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