Wednesday Onsite Presentation Session 1

Innovation and Technology in Education

Session Chair: Zahrun Awal

09:30-09:55

67857 | The Development and Evaluation of Laboratory Simulation-Based Modules for High School Biology

Aiza Yang, Don Bosco High School Paranaque, Philippines

Catherine Genevieve Lagunzad, Ateneo De Manila University, Philippines

The Laboratory Simulation-based Module is a teaching tool that includes online simulation activities that can help meet the practical laboratory work needs of online learners in the Science: Living Things and Their Environment field. The online simulation tool provides a realistic learning environment for learners to conduct experiments. This study aims to develop and evaluate the acceptability of instructional modules incorporating online laboratory simulation-based activities in biology that are aligned with Department of Education K–12 competencies in terms of learning standards, instructional quality, instructional design and organization, online simulation activities' accessibility, engagement, technicality, and assessment, and to revise them based on the feedback of the experts. This descriptive-developmental study comprises six expert evaluators. The five developed modules were assessed using a validated researcher-made questionnaire. Based on the findings, the five developed laboratory simulation-based modules for high school biology achieved an overall evaluation of "very acceptable" as valid instructional materials in terms of the specified learning areas. On an overall weighted mean, 3.86 out of 4 were given to the module "The Use of Microscope." For the lesson, "Plant and Animal Cells" were 3.97, "Cell Division" was 3.97, "Photosynthesis" was 3.99, and "Protein Synthesis" was 3.98. This implies that the developed modules have all been given a high overall weighted mean and can be used for instructional purposes, that may potentially promote learner competence. The modules that the researchers developed are distinct from other instructional materials because they include online simulation activities that are similar to those in real life.

09:55-10:20

67499 | Meta-Analysis of Knowledge Management Process: Learning, Absorptive Capacity, and Innovation As

SK Tasthekur Hossain Kowshik, Monash University Malaysia, Malaysia

Shaun Wen Huey Lee, Monash University Malaysia, Malaysia

Elaine Y. T. Chew, Monash University Malaysia, Malaysia

Outcomes for

the International Development of Multinationals Corporation

Knowledge is considered a prime resource in any organization. Well-managed knowledge enhances international development and competitive advantage of any organization. The creation and accessibility of new and existing knowledge provide organizations with an immense challenge. Past literature contains limited information about Knowledge management process (KMP). KMP combines four interrelated terms: knowledge creation and acquisition, knowledge storage, knowledge transfer or sharing, and knowledge application. A meta-analysis of 111 empirical studies was conducted to quantitatively summarize the past literature to understand how KMP affects different organizational and employee factors. To build a foundational understanding of the knowledge management field, we systematically reviewed articles from 33 leading international business and management journals published between 2001 and 2020. The preliminary result of this study reveals that knowledge transfer has an overall positive correlation with learning and absorptive capacity (weighted mean difference (WMD): 0.16% -[0.13-0.18]). Similarly, knowledge transfer is associated with innovation (WMD: 0.27% [0.23-0.32]). One of the observations is that past research tends to examine the predictors and outcomes of respective components in isolation without accounting for the inter-relatedness of KMP components. This observation may imply limitations in research scope or organizational practice in KMP. Further studies are needed to identify the impact of the processual nature of KMP. Finally, we identified some insights that future knowledge management researchers might want to explore further.

10:20-10:45

68768 | Evaluation of

the Implementation of Cocurricular Projects for Strengthening Profile of Pancasila Students at Private Vocational School YPLP PGRI 1

Zahrun Awal, Universitas Pendidikan Indonesia, Indonesia

Zainal Arifin, Universitas Pendidikan Indonesia, Indonesia

Deni Kurniawan, Universitas Pendidikan Indonesia, Indonesia

The purpose of this research is to evaluate co-curriculars, namely the Project to Strengthen Pancasila Student Profiles (P5) at YPLP PGRI Private Vocational High School, Makassar City. In this phase the school carries out activities using the themes of sustainable lifestyle, local wisdom and employment. This research was carried out using the Context, Input, Process, and Product (CIPP) evaluation model. The research approach uses the Mixed Method. The type of research used is Explanatory sequential design. The population in this study were all members of the school and the students used the slovin formula to determine the sample. Data collection techniques used are questionnaires, documentation studies and interviews. Data analysis was carried out in a quantitative descriptive manner, then descriptive interview analysis was carried out as a complement. The results of the study show that co-curricular implementation is in the good category with several deficiencies in the process and product aspects. As for them, the implementation of activities is still in a hurry and there is still a lack of awareness of students in maintaining the cleanliness of the school environment. It is recommended for education units to improve teacher competency in terms of planning, implementation and assessment. Then with this evaluation it can be used as a consideration for co-curricular implementation in the next even semester.

10:45-11:10

68996

| Promoting Teamwork Skills Among Thai Pre-Service Teachers Through Gamification on Cloud Technology

Siripon Saenboonsong, Phranakhon Si Ayutthaya Rajabhat University, Thailand

Akarapon Poonsawad, Phra In Sueksa (Klom Sakun Uthit) School, Thailand

Given that gamification has been applied in the classroom to stimulate students’ participation for successful learning, this study investigates the extent to which cloud-based gamification promotes undergraduate students’ teamwork skills. Thirty-one first-year pre-service teachers majoring in physical education at Phranakhon Si Ayutthaya Rajabhat University in Thailand worked in groups of three or four to produce instructional media in physical education using cloud-based gamification and graphic design in a semester-long educational innovation course. At the end of the course, teacher-, peer-, and self-assessments of student teamwork skills were conducted using a holistic teamwork skills evaluation covering five evaluation categories, i.e. participation, task achievement, peer interaction, responsibility, and students’ use of resources. In addition, teamwork skills were also assessed by the researcher through classroom observation. Results showed that the scores of the participants’ teamwork skills were over 75%, showing a high level of student participation while completing the assigned tasks. Further results revealed that learning activities integrating gamification on cloud technology promote not only teamwork skills among students but also student-teacher interaction and student learning achievement. It can be concluded from the present study that gamification is a useful tool for teachers to design innovative learning activities that promote students’ innovation, cooperation and problem-solving in the classroom.