The Power of Practicum in Science Education: An Analysis of the Role of Practical-Based Learning on Learning Satisfaction and Deep Learning
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| Title: | The Power of Practicum in Science Education: An Analysis of the Role of Practical-Based Learning on Learning Satisfaction and Deep Learning |
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| Language: | English |
| Authors: | Ismail Ismail (ORCID |
| Source: | Journal of Pedagogical Research. 2026 10(1):270-291. |
| Availability: | Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, Science Education, High School Students, Learning Activities, Electronic Learning, Learning Modules, Experiential Learning, Student Satisfaction, Teaching Styles, Educational Practices |
| Geographic Terms: | Malaysia, Indonesia |
| ISSN: | 2602-3717 |
| Abstract: | Despite growing demands for deeper scientific understanding and practical competence, empirical evidence on how microlearning and teaching style interact with practical-based learning to strengthen learning quality across ASEAN school contexts remains limited. This study analyzes the effects of microlearning, teacher teaching style, and practical-based learning on students' learning satisfaction and deep learning in science education contexts in Indonesia and Malaysia. Employing a quantitative approach with a descriptive-correlational design, the research involved 437 high school students who completed an online survey using instruments validated by experts and pilot-tested prior to data collection. Data were analyzed using PLS-SEM across two models: Model I, which incorporated practical-based learning as a mediating variable, and Model II, which excluded the mediator. Results show that microlearning is the strongest predictor of learning satisfaction and deep learning, followed by teacher teaching style and practical-based learning. Additionally, Model I demonstrates the highest predictive power for deep learning with no significant differences between Indonesia and Malaysia. The findings affirm that the integrated implementation of microlearning, teacher teaching style, and practical-based learning effectively enhances learning quality and promotes the development of deep learning in science education. These findings imply that educational institutions and teachers should institutionalize microlearning-supported practicum design alongside responsive teaching practices, while policymakers can prioritize guidance and infrastructure that scale such integrated models to improve science learning outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1511344 |
| Database: | ERIC |
| Abstract: | Despite growing demands for deeper scientific understanding and practical competence, empirical evidence on how microlearning and teaching style interact with practical-based learning to strengthen learning quality across ASEAN school contexts remains limited. This study analyzes the effects of microlearning, teacher teaching style, and practical-based learning on students' learning satisfaction and deep learning in science education contexts in Indonesia and Malaysia. Employing a quantitative approach with a descriptive-correlational design, the research involved 437 high school students who completed an online survey using instruments validated by experts and pilot-tested prior to data collection. Data were analyzed using PLS-SEM across two models: Model I, which incorporated practical-based learning as a mediating variable, and Model II, which excluded the mediator. Results show that microlearning is the strongest predictor of learning satisfaction and deep learning, followed by teacher teaching style and practical-based learning. Additionally, Model I demonstrates the highest predictive power for deep learning with no significant differences between Indonesia and Malaysia. The findings affirm that the integrated implementation of microlearning, teacher teaching style, and practical-based learning effectively enhances learning quality and promotes the development of deep learning in science education. These findings imply that educational institutions and teachers should institutionalize microlearning-supported practicum design alongside responsive teaching practices, while policymakers can prioritize guidance and infrastructure that scale such integrated models to improve science learning outcomes. |
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| ISSN: | 2602-3717 |
