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All Journal Edunesia : jurnal Ilmiah Pendidikan Jurnal Ilmiah Ilmu Pengetahuan Sosial Indonesia (JIIPSI)
Nurul Azmi
Universitas Mulawarman
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Impact of Interactive E-Modules on Students’ Understanding of Basic Map Knowledge in Geography Learning Muhammad Ario Sya’bani; Nurul Azmi; Aisyah Trees Sandy; Yulian Widya Saputra
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 2 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i2.1734

Abstract

This study examined the effectiveness of interactive e-modules in improving Grade X students’ learning outcomes in basic map knowledge at SMAN 2 Tenggarong Seberang. The research used a quantitative pre-experimental one-group pretest–posttest design involving 22 students. Data were collected through a 10-item multiple-choice test and analyzed using descriptive statistics, Shapiro–Wilk normality testing, paired sample t-test, and Cohen’s d. The mean pretest score was 63.82, while the posttest mean increased to 77.73. The paired sample t-test showed a significant difference between pretest and posttest scores (p = 0.006), and the effect size indicated a moderate impact (d = 0.657). These findings show that interactive e-modules are effective in supporting student-centered geography learning and improving students’ conceptual understanding of map symbols, scale, orientation, and interpretation. The study contributes evidence for developing digital geography instruction that is more interactive, flexible, and conceptually meaningful in secondary education. It also supports wider use of e-modules in visual geography topics strategically.
ANALISIS PENERAPAN MODEL PEMBELAJARAN KONTEKSTUAL (CTL) DI KELAS VII SMP NEGERI 1 SAMARINDA Iwil Trisanty; Juwari; Debby Ilromaitun; Nurul azmi; Aisyah Trees Sandy
JIIPSI: Jurnal Ilmiah Ilmu Pengetahuan Sosial Indonesia Vol. 6 No. 2 (2026)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/jiipsi.v6i2.5844

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran kontekstual (CTL) serta mengidentifikasi faktor pendukung dan penghambat dalam penerapannya. Penelitian ini merupakan penelitian deskriptif kualitatif. Populasi penelitian meliputi seluruh siswa kelas VII-K yang berjumlah 32 siswa serta 2 guru mata pelajaran IPS. Teknik pengumpulan data dilakukan melalui observasi, wawancara, kuesioner, dan dokumentasi. Hasil penelitian terhadap penerapan model pembelajaran (CTL) di kelas VII-K menunjukkan peningkatan keterlibatan, minat, dan pemahaman siswa, terutama dalam mengaitkan materi dengan kehidupan sehari-hari. Hal ini terlihat dari antusiasme siswa dan hasil pengerjaan LKPD yang cukup baik. Penerapan model pembelajaran kontekstual (CTL) memiliki faktor pendukung dan penghambat dalam penerapannya. Berdasarkan tingkat minat belajar siswa serta kemampuan siswa dalam mengaplikasikan materi ke dalam konteks kehidupan nyata, dapat disimpulkan bahwa model pembelajaran ini relevan untuk diterapkan dalam pembelajaran IPS.
Students’ Conceptual Difficulties in Understanding Maps and Scales: An Exploratory Descriptive Study Rahma Aulia Fithri; Najma Nur Mawaddah; Nurul Azmi; Mei Vita Romadon Ningrum
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1567

Abstract

This study aims to describe students' conceptual difficulties in understanding maps and scales in geography learning. The study uses a qualitative approach with an exploratory descriptive model. Data were collected through in-depth interviews, classroom learning observations, and analysis of student work documents. The Research subjects consisted of ten Year 10 students from Samarinda State Senior High School 8, who were purposively selected to represent variations in academic ability and learning characteristics. The study's results showed three main categories: difficulties understanding the concept of scale, difficulties converting distance units, and difficulties interpreting and reading maps. These difficulties were influenced by the weak connection between conceptual understanding, spatial representation, and students' real experiences. The findings emphasise the need for visual-based contextual learning supported by interactive digital media. Implicitly, this study provides a basis for teachers and curriculum developers to sustainably strengthen students' spatial literacy and geospatial thinking skills. These results are relevant for further Research examining the relationship between conceptual difficulties and innovative learning strategies in the secondary school context.
Co-Authors Aisyah Trees Sandy Debby Ilromaitun Iwil Trisanty Juwari Mei Vita Romadon Ningrum Muhammad Ario Sya’bani Najma Nur Mawaddah Rahma Aulia Fithri Yulian Widya Saputra