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All Journal NUSRA: Jurnal Penelitian dan Ilmu Pendidikan
Rambang Muharramsyah
Program Studi Pendidikan Ilmu Pengetahuan Sosial, Universitas Almuslim Bireuen, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengembangan Bahan Ajar E-Modul Pada Pelajaran Ilmu Pengetahuan Sosial (IPS) Di Sekolah Menengah Pertama (SMP) Eka Fitriani; Rambang Muharramsyah; Muhammad Iqbal
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 2 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Mei 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i2.6211

Abstract

This study was motivated by the limited use of digital teaching materials in social studies learning at SMP Negeri 2 Sawang, while students need learning resources that are visual, contextual, and accessible. This research aimed to develop an interactive e-module entitled "Tantangan Pembangunan Indonesia" based on Canva and Heyzine, and to examine its validity, practicality, and effectiveness in improving students' learning outcomes. The study employed Research and Development (R&D) using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The subjects involved 32 ninth-grade students, one social studies teacher, and three expert validators covering material, media, and language aspects. Data were collected through interviews, observation, expert validation sheets, teacher and student response questionnaires, and pretest-posttest learning outcome tests. The findings show that the e-module was categorized as very feasible based on material validation (88.5%), media validation (95%), and language validation (92%). The practicality test also indicated a very practical category, with student responses reaching 89% and teacher responses reaching 95%. The effectiveness test showed a significant increase in learning outcomes, as indicated by the paired sample t-test value of Sig. 0.000 < 0.05 and an average N-Gain score of 0.75 in the high category. These results indicate that the e-module is feasible, practical, and effective as an interactive teaching material for social studies learning. The product contributes to strengthening contextual digital learning, student independence, and teacher innovation in developing technology-based learning media.
Pendekatan Culturally Responsive Teaching (CRT) Berbantuan Media Puzzle Jigsaw Untuk Meningkatkan Kemampuan Pemecahan Masalah Pada Mata Pelajaran Ips Tingkat SMP Wirdatul Ahya; Rambang Muharramsyah; Sumanti Sumanti
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 2 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Mei 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i2.6212

Abstract

This study aimed to develop and examine the feasibility, practicality, and effectiveness of Culturally Responsive Teaching (CRT)-based Jigsaw Puzzle media in improving junior high school students' problem-solving skills in Social Studies learning. The research employed a Research and Development (R&D) design using the DDDE model, consisting of Decide, Design, Develop, and Evaluate stages. The participants involved material experts, media experts, language experts, one Social Studies teacher, and 32 ninth-grade students of SMP Negeri 2 Sawang. Data were collected through validation sheets, teacher and student response questionnaires, observation, and problem-solving tests. Quantitative data were analyzed using percentages, normality testing, the Wilcoxon signed-rank test, and N-Gain, while qualitative data were analyzed descriptively based on expert suggestions and field notes. The results showed that the media was highly feasible, with validation scores of 86% from material experts, 90% from media experts, and 94% from language experts. Student and teacher responses reached 86% and 93%, respectively, indicating a very positive level of practicality. The mean score increased from 61.90 in the pretest to 84.84 in the posttest. Since the pretest data were not normally distributed, the Wilcoxon test was applied and showed a significant difference between pretest and posttest scores (p = 0.000). The average N-Gain score was 0.5765, categorized as moderate. These findings indicate that CRT-based Jigsaw Puzzle media is feasible, practical, and moderately effective in supporting contextual Social Studies learning and improving students' problem-solving skills.
Co-Authors Eka Fitriani Muhammad Iqbal Sumanti Sumanti Wirdatul Ahya