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All Journal JURNAL PENDIDIKAN MIPA Didaktik : Jurnal Ilmiah PGSD STKIP Subang ihyaulum
Farida Febrianti
Universitas Negeri Makassar
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh E-Modul berbasis Etnofisika dalam Meningkatkan Kemampuan Literasi Digital Peserta Didik Ahmad Muwafiq Abdillah; Ummu Kalsum; Hajrah Hajrah; Farida Febrianti; Abdul Hakim
JURNAL PENDIDIKAN MIPA Vol. 16 No. 3 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i3.4329

Abstract

Tujuan penelitian ini adalah untuk menjelaskan pengaruh E-Modul Etnofisika pada mata pelajaran Gelombang Bunyi untuk Meningkatkan Keterampilan Literasi Digital di SMAN 9 Makassar. Dalam pelaksanaannya, penelitian ini menggunakan teknik desain kuasi-eksperimental yang menggunakan kelompok yang sudah ada, bukan kelompok acak. Instrumen yang digunakan adalah modul pembelajaran fisika berbasis web bernama LOMPO (Local Wisdom Physics Module) dan tes keterampilan literasi digital siswa. Penelitian ini menggunakan desain kelompok kontrol pretest-posttest. Terdapat tiga kelompok dalam desain penelitian ini, yaitu kelompok eksperimen 1, kelompok eksperimen 2, dan kelompok kontrol. Siswa kelas XI MIPA dibagi menjadi tiga kelompok dalam penelitian ini, yaitu kelas XI MIPA 1 sebagai kelompok eksperimen 1, kelas XI MIPA 2 sebagai kelompok eksperimen 2, dan kelas XI MIPA 3 sebagai kelompok kontrol. E-Modul Etnofisika dinyatakan efektif dan dapat digunakan untuk meningkatkan keterampilan literasi digital siswa berdasarkan hasil uji ANOVA dengan data yang telah diuji Homogenitas dan Normalitasnya menggunakan uji independen.
Deep Learning-Based Daily Activity Storybook for Early Childhood Literacy Skills Nur Alim Amri; Nurhidayat Nurhidayat; Abdul Muhsin; Abdul Hakim; Farida Febrianti
Ihya Ulum: Early Childhood Education Journal Vol 4 No 2 (2026): ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i2.817

Abstract

This study aims to examine the effectiveness of a deep learning–based daily activity storybook in enhancing early literacy skills among children aged 5–6 years. Employing a quantitative approach with a pre-experimental one-group pretest–posttest design, the research involved 22 children selected through purposive sampling. Data were collected using a validated and reliable literacy observation sheet (Aiken’s V = 0.84–0.95; a = 0.91; ICC = 0.84) measuring children’s ability to comprehend symbols, use vocabulary, and express ideas meaningfully. Statistical analysis using the Paired Sample t-test revealed a significant difference between pretest (M = 52.14, SD = 4.38) and posttest (M = 74.27, SD = 5.16) scores, t (21) = 13.42, p < 0.001, with a very large effect size (Cohen’s d = 2.86). The findings demonstrate that integrating deep learning principles into contextual storybooks substantially improves children’s functional and expressive literacy. The study’s novelty lies in combining literacy, communication, and experiential learning through a child-centered storytelling model. Practically, it offers teachers an innovative pedagogical tool aligned with the Merdeka Curriculum, fostering joyful and meaningful learning. This research contributes to strengthening the theoretical and practical foundation of deep learning–based literacy education in early childhood contexts.
Analisis Kebutuhan Siswa Terhadap Penggunaan LKPD Interaktif Berbasis Gamifikasi dalam Pembelajaran Matematika SMP SATAP 3 Ponre : Perspektif Psikologi Pendidikan Mila Karmila; Farida Febrianti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 02, Juni 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13787

Abstract

This study aims to analyze students' needs for interactive gamification-based worksheets (LKPD) in mathematics at SMP SATAP 3 Ponre. Based on an educational psychology perspective, the study used a qualitative descriptive approach with a case study method through clinical observations over two meetings. The focus of the observations included the subject teacher's activities, student responses, and interactions in the learning environment. The observations indicated that the teacher implemented the learning process quite well through a structured opening, conveying learning objectives, providing stimuli, and using simple media. Students demonstrated quite good engagement, characterized by enthusiasm, participation in answering questions, and the ability to follow each instruction. The learning environment was also quite conducive and supportive of the learning process. However, the educational psychology analysis indicates that learning still has the potential to be optimized through more interactive media to increase intrinsic motivation, active engagement, and a more meaningful learning experience. Therefore, interactive gamification-based LKPD is recommended as an educational technology innovation that meets student needs.
ANALISIS BEBAN KOGNITIF SISWA DALAM PROSES PEMBELAJARAN KELAS VII SMP DITINJAU DARI COGNITIVE LOAD THEORY Dwi Evayanti Hamrullah; Farida Febrianti
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14057

Abstract

This study aims to analyze the cognitive load of seventh-grade junior high school students in the learning process from the perspective of Cognitive Load Theory. The study employed a qualitative descriptive approach using the case study method. Data were collected through classroom observations and the distribution of a Google Forms-based questionnaire to seventh-grade students. The results indicate that students experienced difficulty understanding the material when the teacher delivered it too quickly and when classroom conditions were not conducive to learning, thereby disrupting their concentration. In addition, some students required further explanation to understand the material presented. Based on Cognitive Load Theory, these conditions indicate the presence of extraneous cognitive load, which overburdens students’ working memory capacity. Therefore, teachers need to implement more structured learning strategies, deliver material in stages, and manage the classroom more effectively to reduce students’ cognitive load. Penelitian ini bertujuan untuk menganalisis beban kognitif siswa dalam proses pembelajaran kelas VII SMP ditinjau dari Cognitive Load Theory. Penelitian menggunakan pendekatan deskriptif kualitatif dengan metode studi kasus. Data diperoleh melalui observasi kelas dan penyebaran angket berbasis Google Form kepada siswa kelas VII. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan memahami materi ketika guru menyampaikan materi terlalu cepat dan kondisi kelas kurang kondusif sehingga mengganggu konsentrasi belajar siswa. Selain itu, beberapa siswa membutuhkan penjelasan ulang untuk memahami materi yang diberikan. Berdasarkan Cognitive Load Theory, kondisi tersebut menunjukkan adanya extraneous cognitive load yang menyebabkan kapasitas working memory siswa menjadi terbebani. Maka, guru perlu menerapkan strategi pembelajaran yang lebih terstruktur, penyampaian materi secara bertahap, dan pengelolaan kelas yang lebih efektif untuk mengurangi beban kognitif siswa.
Co-Authors Abdul Hakim Abdul Muhsin Ahmad Muwafiq Abdillah Dwi Evayanti Hamrullah Hajrah Hajrah Mila Karmila Nur Alim Amri Nurhidayat Nurhidayat Ummu Kalsum