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Quick Response (QR) Code Assisted Learning Media on System Materials for Distance Learning Sky Coordinates
To cite this article: Vina Serevina et al 2022 J. Phys.: Conf. Ser. 2309 012039
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Quick Response (QR) Code Assisted Learning Media on System Materials for Distance Learning Sky Coordinates
Vina Serevina*, Dewi Nurhasanah, and Shaladsha
Physics Education Study Program, State University of Jakarta, Jakarta, Indonesia
Abstract. This study discusses whether there is an increase in learning carried out by students on the use of multimedia assisted by QR code on the material eye of the sky coordinate system which in its implementation uses the google meet platform. This study used experimental research methods by pretest and posttest. Based on the results of the evaluation that had been carried out on 10 students of Senior High School 51 Jakarta, Indonesia using the pretest and posttest, the average pretest results were 78.00 and the average posttest results were 87.12 using the Paired sample T-test. It can be concluded that there is a difference in the average learning outcomes between the pretest and posttest, meaning that there is an increase in learning in the material of the sky coordinate system after using multimedia assisted by QR code. This online learning tool can be said to be very good and suitable for use in the material of the sky coordinate system. So, multimedia assisted by QR code is effective and suitable for the learning process of the sky coordinate system.
1. Introduction
The first case of the Covid-19 pandemic detected in Indonesia occurred in early March 2020. As a result of the pandemic, the Indonesia government imposed restrictions on activities and other public spaces, one of which was school closures [1]. Based on this, there was a distance learning system or also called distance learning. Distance learning is carried out remotely using various learning resources through current technology, one of which is the use of laptops or smartphones for each student.
In the current era, the education system is developing very quickly, one of which is in the field of Physics where in studying physics material on the celestial coordinate system for students during distance learning as it is today, it must be balanced with various learning media, namely by take advantage of existing technology [2]. To be able to study the celestial coordinate system remotely, educators can easily use media in the form of multimedia with the help of a QR code. In the use of multimedia, it can allow students to learn independently [3]. The celestial coordinate system is a system for determining the positions of satellites, planets, stars, galaxies, and other celestial bodies in relation to physical reference points available to the observer. In the coordinate system, you can determine the position of an object in three-dimensional space or just map its direction on the celestial sphere. Therefore, a learning media in the form of QR code-based multimedia can be used for the implementation of IPBA (Earth and Space Sciences) learning, where the use of QR code-assisted media itself can be a solution in supporting the distance learning process.
QR code is a two-dimensional encoding of information and it is also called matrix code. This matrix code is machine-readable that consists of black and white squares. It can store information in
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the form of URL (Uniform Resource Locator), contact information, link to videos or photos, plain text and much more [4]. The integration of Quick Response (QR) codes in classrooms have been identified as an important tool in promoting active as well as distributed learning, especially in higher education [5]. QR or Quick Response code is notably a form of 2D (two-dimensional) bar codes that can be read by a scanner and capable of storing and encoding a variety of content such as texts, URLs, automatic messages, pictures, audios, videos and communication information [6].
Learning media that is utilized appropriately in the learning process will become a more effective and efficient support tool in achieving the learning objectives [7]. Learning media is a tools or equipment to implement processes that enable educators and learners to carry out learning activities, whereas according to Permendikbud [8]. Learning contains educational values so that students are able to develop intellectually, taste, ability, and social stability [1]. The application of art in teaching can be done in various ways, for example by using several methods and learning media that support the learning process [9].
2. Implementation and Methods
This research method uses experimental methods to collect student data related to actual conditions.
However, up until now, there is no systematic experimental method developed for determining the diagenesis coefficient [10]. The data collection technique used is by giving a pretest and posttest to find out whether students already know multimedia-based learning media with the help of a QR code on the celestial coordinate system material in distance learning or distance learning. The questions given consist of 10 multiple choice questions (pretest and posttest). The analysis used in this study using Paired sample T-test to determine whether there is an increase in learning carried out by students in the use of QR code-assisted multimedia media. The decision making, namely:
H0 : There is no increase in learning made by students on the use of QR code-assisted multimedia media
H1: There is an increase in learning made by students on the use of multimedia media assisted by QR code.
The basis for decision making is as follows:
i) If the value of Sig. < alpha (0.05), then H0 is rejected.
ii) If the value of Sig. > alpha (0.05), then H0 is accepted.
Figure 1. Initial view of multimedia for distance learning
The implementation of this research was carried out through online meetings using the google meet platform, which was attended by 10 students at Senior High School51 Jakarta as shown in Figure 1.
This study uses experimental research methods using pretest and posttest to determine whether there is an increase in learning in the celestial coordinate system material in distance learning before and
after using QR code-assisted multimedia. The implementation of this research can be described as shown below:
Figure 2. Experimental method flowchart
3. Results and Discussion
The distance learning process on the celestial coordinate system material is carried out in one meeting, where students will be given questions that are already available in the QR code-assisted multimedia learning media, related to the celestial coordinate system material during distance learning. Based on the results obtained, it shows that the posttest value is 87.12 > the pretest value is 78.00. So there is a difference in the average learning outcomes between the pretest and posttest.
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Table 1. Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 Pretest 78.00 10 1.020 0.211
Postest 87.12 10 4.727 0.400
Table 2. Paired Samples Correlations N Correlation Sig.
Pair 1 Pretest&Postest 10 1.600 0.000
The output results show the results of the correlation test between the pretest and posttest variables. Based on the data, it is known that the correlation value is 1,600 with a significance value of 0.000. Because the significance value is 0.000 <0.05, it can be said that there is a relationship between the pretest and posttest variables.
4. Relevant Research
Mustakim Sartika, et al. 2013. The Use of Qr Code in the Study of the Periodic System of Elements in Class X SMA Labschool Untad. Palu: Tadulako University. The form of this research is a quasi- experimental research with a pretest-posttest design using a control group from a certain population.
The experimental class was given treatment using a guided inquiry-based module, while the control class was not treated or did not use a guided inquiry-based module. The data collection technique is purposive sampling, namely by taking two classes that have an average daily test value of almost the same atomic structure. Hypothesis testing using normality test and homogeneity test with a significance level of 0.05. Based on the results of the research Because 𝑥𝑐𝑜𝑢𝑛𝑡2 < 𝑥𝑡𝑎𝑏𝑙𝑒2 for the experimental class and control class with dk = 2 significance level = 0.05 so that H0 is accepted. Thus, it can be concluded that the data obtained are normally distributed. Because the test criteria are Fcount
< Ftable (1.31 < 2.09), the sample used in this study is homogeneous between the control class and the experimental class. It can be concluded that the learning outcomes of students who received learning with QR Code were better than the learning outcomes of students who received conventional learning, with an average score of student learning outcomes in the experimental class of 80.86 and the control class of 75.40. This can also be seen in the results of data analysis, based on the data from hypothesis testing using the t-test, where the value of tcount is in the rejection area of H0 or in other words there is a positive effect of learning with the use of QR Code on the chemistry learning outcomes of class X students. The results of student chemistry learning who are taught by using QR Code are better than those taught by conventional learning.
Firmansyah Guntur and Didik Hariyanto. 2019. The use of QR codes in the world of education:
research on the development of teaching materials. SPORTIVE Journal: Journal of Learning Research Volume 5 Number 2. The form of this research is development research. This development is a 4D model developed by Thiagarajan, et al. The 4D stage consists of the define, design, develop, and disseminate stages. In summary, the data that can be presented is at the needs analysis stage, data obtained 79.2% of students agree if a QR Code-based table tennis teaching material is developed. At the development stage through the validation test stage carried out by 3 experts including learning media experts 75%, material experts 85.2% and linguists 75% while at the trial stage 77.01% obtained so that conclusions can be drawn from the data that has been described The above are QR Code-based teaching materials that are feasible and can be used.
Saenab Sitti, et al. 2017. Student Responses to the Use of QuickResponse Code (Qr Code) in Higher Plant Botany Courses. Bionature Journal, Volume 17, Number 1 This research is included in descriptive research.This study will present an overview of student responses or responses after the use of QR Code in Higher Plant Botany learning. The subjects of this study were students of the
Department of Biology at UNM which consisted of 2 classes which werewhile programming the Higher Plant Botany course for the 2015/2016 academic year. The data obtained in this study in the form of student responses obtained froma questionnaire that is circulated to students after learning by using a QR Code. The results show that for positive statement items, most of the students arein the agree category while for negative statements, most of the students are in the disagree category. This shows that the application of QR Code in Botanical learning Tall Plants responded positively by biology students.
While in this study, researchers used experimental research methods metode using pretest and posttest to determine whether there is an increase learning on the celestial coordinate system material in distance learning before and after using QR code-assisted multimedia. Based on the evaluation results that have been conducted on 10 students of Senior High School 51 Jakarta using pretest and posttest, the average pretest result is 78.00 and the average posttest result is 87.12 using Pairedsample T-test. It can be concluded that there is a difference in the average learning outcomes between the pretest and posttest, meaning that there is an increase in learning in the celestial coordinate system material after using QR code-assisted multimedia. This online learning tool can be said to be very good and suitable for use at schoolcelestial coordinate system material. So that QR code-assisted multimedia is effective and suitable for learning the celestial coordinate system.
5. Conclusion
Conclusion Based on the results that have been carried out on 10 students of Public Senior High School 51 Jakarta by using pretest and posttest, it was found that there were influence or relationship between pretest and posttest variables on the material of the celestial coordinate system in distance learning or distance learning. The distance learning process on the celestial coordinate system material is carried out in one meeting, where students will be given questions that are already available in the QR code- assisted multimedia learning media, related to the celestial coordinate system material during distance learning. The results of student chemistry learning who are taught by using QR Code are better than those taught by conventional learning.
References
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[4] International standard ISO/IEC 18004, “Information technology Automatic identification and data capture techniques Bar code symbology QR Code”, Reference number - ISO/IEC 18004:2000(E), First edition 2000-06- 15.
[5] Abas, H. , Yahya, F. H., & Kamaruddin, M. (2015). User readiness evaluation of QR Codes in mobile learning (m-Learning). Proceeding of IC-ITS 2015 e-ISBN:978–967–0850-07-8 International Conference on Information Technology & Society 8–9 June 2015, Kuala Lumpur, MALAYSIA 126.
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