Multiple Representation Strategy through Team-Based Representational Activities with Creative Exploration via Learning through Video on Cell Fundamentals
https://doi.org/10.35877/454RI.daengku3906
Keywords:
Multiple_Representation, Project-Based_Learning, Video_Learning, Biochemistry_Education, Cell_Fundamentals.
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Abstract
In the era of digitalized science education, students’ ability to construct, connect, and communicate scientific ideas through multiple representations is increasingly vital. This study examined the effectiveness of a Multiple Representation Strategy via Team-Based Representational Activities with Creative Exploration through Learning via Video in improving representational abilities on cell fundamentals. The research involved 20 undergraduate students from a 2019 Chemistry Education cohort. Using a Project-Based Learning (PJBL) model, students collaboratively produced educational videos based on lecture subtopics. Representational ability was assessed through five essay items aligned with indicators: verbal, visual, symbolic, integrated, and creative. Descriptive results showed verbal representation scored highest (M=84), followed by visual (M=78), while symbolic (M=65) and integrated (M=68) scored lowest. Regression analysis revealed verbal, visual, and integrated representations significantly predicted overall performance (p < 0.05), with verbal being the strongest predictor (β = 0.421). These findings suggest that the PJBL-video approach supports expressive and visual learning well but needs enhancement in fostering symbolic and integrative skills. The study highlights the importance of instructional strategies that encourage communication, creativity, and abstract reasoning. Insights from this research can inform the development of science pedagogy and curriculum aimed at improving representational fluency, especially in biochemistry education and broader STEM learning contexts.
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Cunha, F., Perkusich, M., Guimaraes, E., Santos, R., Rique, T., Albuquerque, D., Perkusich, A., Almeida, H., & Gorgônio, K. C. (2024). An insight into the capabilities of professionals and teams in agile software development: An update of the systematic literature review. Journal of Communications Software and Systems, 20(1). https://doi.org/10.24138/jcomss-2023-0172
Frick Semmler, B. J., Bean, A., & Wagner, L. (2024). Examining core vocabulary with language development for early symbolic communicators. International Journal of Speech-Language Pathology, 26(1). https://doi.org/10.1080/17549507.2022.2162126
Gong, T., Shuai, L., & Mislevy, R. J. (2024). Sociocognitive Processes and Item Response Models: A Didactic Example. Journal of Educational Measurement, 61(1). https://doi.org/10.1111/jedm.12376
Harris, K. M., Stankovic, A., Thoolen, S., Strangman, G., Caldwell, B., & Robinson, S. K. (2024). Team Dynamics and Collaborative Problem-Solving for Lunar Construction: Lessons From Complex Construction Scenarios on Earth. Human Factors, 66(5). https://doi.org/10.1177/00187208221148610
Jabsheh, A.-A.-H. (2024). Behaviorism, Cognitivism, and Constructivism as the Theoretical Bases for Instructional Design. Technium Education and Humanities, 7. https://doi.org/10.47577/teh.v7i.10576
Jumde, G., Spanjaard, B., & Junker, J. P. (2024). Inference of differentiation trajectories by transfer learning across biological processes. Cell Systems, 15(1). https://doi.org/10.1016/j.cels.2023.12.002
Kitab, A. A. A. (2024). Individualism and the Symbolic Language of Imagination (Pablo Neruda as an Example). Journal of the College of Languages, 0(49). https://doi.org/10.36586/jcl.2.2024.0.49.0023
Lim, S. W., Jawaw, R., Jaidin, J. H., & Roslan, R. (2023). Learning history through project-based learning. Journal of Education and Learning, 17(1). https://doi.org/10.11591/edulearn.v17i1.20398
Liu, Q., Zhang, N., Chen, W., Wang, Q., Yuan, Y., & Xie, K. (2022). Categorizing teachers’ gestures in classroom teaching: from the perspective of multiple representations. Social Semiotics, 32(2). https://doi.org/10.1080/10350330.2020.1722368
Liu, Y., Tang, T., Ah, R., & Luo, L. (2024). Has digital technology promoted the restructuring of global value chains? Evidence from China. Economic Analysis and Policy, 81. https://doi.org/10.1016/j.eap.2023.11.012
Liu, Y., Wei, Y. S., Yan, H., Li, G. Bin, & Lin, L. (2022). Causal Reasoning Meets Visual Representation Learning: A Prospective Study. In Machine Intelligence Research (Vol. 19, Issue 6). https://doi.org/10.1007/s11633-022-1362-z
Lorello, L. S., & Lippi, M. (2023). The Challenge of Learning Symbolic Representations. CEUR Workshop Proceedings, 3432.
Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based learning and its effectiveness: evidence from Slovakia. Interactive Learning Environments, 31(7). https://doi.org/10.1080/10494820.2021.1954036
Ndari, W., Suyatno, Sukirman, & Mahmudah, F. N. (2023). Implementation of the Merdeka Curriculum and Its Challenges. European Journal of Education and Pedagogy, 4(3). https://doi.org/10.24018/ejedu.2023.4.3.648
Nurrahmawati, Sa’dijah, C., Sudirman, & Muksar, M. (2021). Assessing students’ errors in mathematical translation: From symbolic to verbal and graphic representations. International Journal of Evaluation and Research in Education, 10(1). https://doi.org/10.11591/ijere.v10i1.20819
Ondog, J. D., & Kilag, O. K. T. (2023). A Constructivist Framework for Early Grade Numeracy: Drawing on Jean Piaget’s Cognitive Development Theory. Excellencia Journal, 1(4).
Oreshkina, O. A., & Slitikov, P. V. (2022). The Experience of BMSTU’s Teachers on Remote Teaching Chemistry of Hearing Impaired Students in the Pandemic. European Journal of Contemporary Education, 11(4). https://doi.org/10.13187/ejced.2022.4.1176
Oteí¬za, T., & Franzani, P. (2023). Valoración del pueblo mapuche desde la evidencialidad histórica: un análisis crí¬tico y multimodal del discurso. Literatura y Lingüística, 46. https://doi.org/10.29344/0717621x.46.3082
Peng, A. Y., Whyke, T. W., & Gu, F. (2024). Coping with gender-critical voices from within: A sociocognitive approach to Sussex’s Twitter (X) crisis responses. Discourse and Communication, 18(3). https://doi.org/10.1177/17504813231219446
Ponce-Naranjo, D., Martínez-Giorgetti, J. E., Calderón-Gurubel, J. E., Rivera-Cerros, E. A., González-Díaz, K. A., Moreno, M. A. R., López-Andrade, A. D., & Ruiz-Ramirez, J. A. (2023). Evaluation of feature extraction methods using portable biometric sensors in entrepreneurial activities. 2023 IEEE IFEES World Engineering Education Forum and Global Engineering Deans Council: Convergence for a Better World: A Call to Action, WEEF-GEDC 2023 - Proceedings, Paart F195405. https://doi.org/10.1109/WEEF-GEDC59520.2023.10398282
Rizki, I. A., & Suprapto, N. (2024). Project-Oriented Problem-Based Learning Through SR-STEM to Foster Students’ Critical Thinking Skills in Renewable Energy Material. Journal of Science Education and Technology, 33(4). https://doi.org/10.1007/s10956-024-10102-2
Salajegheh, M., Sohrabpour, A. A., & Mohammadi, E. (2024). Exploring medical students’ perceptions of empathy after cinemeducation based on Vygotsky’s theory. BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-024-05084-z
Sargo Ferreira Lopes, S. F., de Azevedo Pereira Simões, J. M., Ronda Lourenço, J. M., & Pereira de Morais, J. C. (2024). The Flipped Classroom Optimized Through Gamification and Team-Based Learning. Open Education Studies, 6(1). https://doi.org/10.1515/edu-2022-0227
Tang, A. L. L., Walker-Gleaves, C., & Rattray, J. (2023). An exploratory study of university teachers’ conceptions and articulation of care amidst online teaching. Pastoral Care in Education, 41(4). https://doi.org/10.1080/02643944.2022.2109192
Wang, X. M., Hu, Q. N., Hwang, G. J., & Yu, X. H. (2023). Learning with digital technology-facilitated empathy: an augmented reality approach to enhancing students’ flow experience, motivation, and achievement in a biology program. Interactive Learning Environments, 31(10). https://doi.org/10.1080/10494820.2022.2057549
Widiastari, K., & Redhana, I. W. (2021). Multiple representation-based chemistry learning textbook of colloid topic. Journal of Physics: Conference Series, 1806(1). https://doi.org/10.1088/1742-6596/1806/1/012185
Xia, S., Gao, Y., & Zhang, B. (2024). Teaching Strategies of Biological Experiments in Middle Schools Based on VR Technology. IEEE Access. https://doi.org/10.1109/ACCESS.2020.3022525
Xing, Y., Williams, A., & Knight, A. (2024). Developing a biophilic behavioural change design framework - A scoping study. Urban Forestry and Urban Greening, 94. https://doi.org/10.1016/j.ufug.2024.128278
Yin, H., Zhu, H., Gu, J., Qin, H., Ding, W., Guo, N., Fu, J., & Yang, Y. (2024). Mobile-based ecological momentary assessment and intervention: bibliometric analysis. Frontiers in Psychiatry, 15. https://doi.org/10.3389/fpsyt.2024.1300739
Published
2025-04-30
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How to Cite
Ahmar, D. S., & Azzajjad, M. F. (2025). Multiple Representation Strategy through Team-Based Representational Activities with Creative Exploration via Learning through Video on Cell Fundamentals. Daengku: Journal of Humanities and Social Sciences Innovation, 5(2), 299-309. https://doi.org/10.35877/454RI.daengku3906
Copyright (c) 2025 Dewi Satria Ahmar, Muhammad Fath Azzajjad
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