Utilizing Ice-Breaking and Animation Media to Apply Non-Classical Learning Model on Learning Concept Mastery in Networks

Abstract

To reduce student boredom during the learning process, this study attempts to apply subject mastery in non-classical learning models employing ice-breaking and animation media. Students struggle because it might be difficult for teachers to comprehend lecture material in non-classical learning environments. An experimental strategy using a descriptive methodology and a posttest-only control design was used to perform this study. Students enrolled in the chemical education study program's fifth and seventh semesters made up the research sample. Results demonstrated that applying non-classical learning models to master non-classical learning concepts through Ice Breaking and animation media produced means in cycles I and II for the control class (not utilizing Ice Breaking) 62.61 and 78.56, respectively, while in cycles I and II for the experimental class (using Ice Breaking) the mean of cycles I and II are 67.24 and 84 respectively.  The findings of the analysis demonstrate that the use of non-classical learning models that incorporate ice-breaking and animation media is superior to non-classical learning models that use animated videos without ice-breaking activities for the mastery of non-classical learning concepts. This is particularly true when it comes to recognizing and addressing learning misconceptions and lowering student learning saturation during non-classical learning