O. Saputra, M.Z.A. Aziz, R. Septi, S.K. Dewi, N.R. Ramadhania, D.A.P. Sari
The trend of teaching using media, especially PowerPoint, in this era is very popular among educators, as it facilitates the delivery of materials by providing easy visualization, making the learning process more interactive. However, it is undeniable that students will feel facilitated by this technology, leading them to think they do not need to take notes on the material. This can cause a decrease in students' cognitive levels during the learning process, resulting in a decline in the quality of their understanding. From these problems, this study was developed, which aims to explore the comparison of learning outcomes between prospective teacher students who use PowerPoint and those who learn using media and re-record the material that has been taught. Additionally, this study aims to investigate the responses of prospective teacher students to the implementation of the two learning methods. This study employed a pre-experimental method using Intact-Group Comparison, involving 20 students who were randomly divided into two groups: 10 students used PPT, and the other 10 recorded the material manually. The results showed that the group that took notes obtained an average post-test score of 96.67, which was higher than the PPT group's average of 84.67. Learning through manual note-taking encourages cognitive engagement, increased conceptual understanding, and analytical skills, particularly in complex problem-solving situations. This finding is supported by interview analysis, which reveals that note-taking enhances the understanding of abstract material. This study can make new contributions to the utilization of active learning strategies relevant to pre-service teacher education, laying the groundwork for the development of hybrid learning models that combine technology and cognitive engagement in the future, thereby deepening the understanding of physics concepts. © Published under licence by IOP Publishing Ltd.
Physaics Education Study Program, Universitas Negeri Surabaya, Surabaya, Indonesia; Biology Education Study Program, Universitas Negeri Surabaya, Surabaya, Indonesia; Chemistry Study Program, Universitas Negeri Surabaya, Surabaya, Indonesia; Science Education Study Program, Universitas Negeri Surabaya, Surabaya, Indonesia
