Muhamad Aris Burhanudin
Graduate of Graduate Institute of Digital Learning and Education of National Taiwan University of
Science and Technology
Email：burhanudinaris@gmail.com
Chia-Yu Wang
Professor of Graduate Institute of Digital Learning and Education of National Taiwan University of
Science and Technology
Email：*chiayuwang@gapps.ntust.edu.tw
Su-fen Chen
Professor of Graduate Institute of Digital Learning and Education of National Taiwan University of
Science and Technology
摘要
This study aimed to investigate the effect of error-based problem-solving instruction on students’ disaster management knowledge, problem solving skill and learning engagement. The participants were high school students in Indonesia utilizing an ill-structured problem-solving game, namely: Stop Disaster. Students of the experimental group (n=27) were placed in the error-based problem-solving (EPS) instruction condition and their cohorts of the control group (n=25) received the conventional problem-solving (CPS) instruction.
To examine students’ disaster management knowledge, a set of multiple-choice question and its relatedreason were administrated as pre, immediate and delay test. For students’ problem-solving skill, the sample t-test was used to compare the students’ worksheet score before and after intervention. At last, multiple validations, such as professional and statistical validation, were used to validate the learning engagement questionnaires and a non-parametric test was used to examine the different learning engagement betweenexperiment and control group.
The result indicated that the main time effect on the students’ disaster management knowledge (immediatedelay test) was not significant but the knowledge improvement of students in experimental group was significantly higher than students in the control group. After evaluating the students’ worksheet, the EPS did give higher effect on students’ problem-solving skill than CPS. Moreover, both groups had same level of the learning engagement. Our finding on this learning model integration which was supported by quantitative evidence might suggest a more effective way to use the ill-structured problem-solving game in learning disaster educations.
Keywords— disaster education, learning engagement, error-based instruction, game-based learning, ill-structured
problem-solving.