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All Journal Jurnal Evaluasi dan Pembelajaran Indonesian Journal of Chemistry and Environment Indonesian Technology and Education Journal Jurnal PPS-TP: Jurnal Pendidikan Analisis, Aplikasi Teori dan Hasil Penelitian Ruang Pengabdian: Jurnal Pengabdian kepada Masyarakat
Bayu Saputra
Universitas Lampung
Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

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Studi Literatur Pengembangan Model ADDIE (Analysis, Design, Development, Implementation, Evaluation) Dalam Penelitian R and D Irwanto; Bayu Saputra
Jurnal PPS-TP: Jurnal Pendidikan Analisis, Aplikasi Teori dan Hasil Penelitian Vol. 14 No. 1 (2026): Jurnal PPS-TP
Publisher : Jurnal PPS-TP: Jurnal Pendidikan Analisis, Aplikasi Teori dan Hasil Penelitian

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Dalam penelitian pengembangan, sangat diperlukan suatu model pengembangan yang tepat untuk bisa menyelesaikan suatu produk tersebut. Sehingga penelitian ini bertujuan untuk mengidentifikasi proses dan hasil dari penerapan model ADDIE dalam pengembangan produk media pembelajaran jurusan Pendidikan Vokasional Teknik Elektro Universitas Sultan Ageng Tirtayasa. Model ADDIE terdiri dari lima tahap: Analysis (analisis), Design (desain), Development (pengembangan), Implementation (implementasi), dan Evaluation (evaluasi). Dalam hal ini perlu diketahui tentang model generik dari suatu sistem desain pembelajaran, salah satunya model generik ADDIE. Studi ini menggunakan metode studi pustaka untuk mengkaji konsep dan teori yang digunakan. Hasil penelitian menunjukkan bahwa model ADDIE sangat efektif dalam meningkatkan pemahaman dan keterlibatan mahasiswa. Temuan ini diharapkan dapat memberikan panduan praktis bagi pendidik dan pengembang dalam mengoptimalkan penggunaan model ADDIE di berbagai konteks dalam satuan pendidikan di Indonesia. Model ADDIE ini merupakan suatu model generik yang dapat diterapkan dalam dunia pendidikan. ADDIE sendiri merupakan akronim dari Analisys, Design, Development, Implementation dan Evaluation yang dapat diterapkan secara prosedural, siklikal dan integratif.
Pemanfaatan Artificial Intelligence dalam Pembelajaran Kimia di Kabupaten Pesawaran Lampung M. Setyarini; Bayu Saputra; Ila Rosilawati; Chansyanah Diawati; Noor Fadiawati
Ruang Pengabdian: Jurnal Pengabdian kepada Masyarakat Vol. 6 No. 1 (2026): RUANG PENGABDIAN: Jurnal Pengabdian kepada Masyarakat
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/rp/v6i1.hal.67-76

Abstract

Perkembangan teknologi sepert AI telah masuk dalam berbagai sektor, termasuk pada sektor pendidikan. Guru harus mampu beradaptasi secara cepat dalam mengimplementasikan pada pembelajaran. Hal ini sebagai langkah baik agar pembelajaran terlaksana sesuai dengan perkembangan teknologi dan sebagai strategi meningkatkan antusias peserta didik pada pembelajaran. Tujuan pengabdian ini adalah meningkatkan pemahaman dan keterampilan guru-guru kimia dalam memanfaatkan AI sebagai pendukung pembelajaran yang adaptif dan inovatif. Metode yang digunakan pada pengabdian ini yaitu dengan sistem informatif partisipatif, dilakukan dengan pelatihan pemaparan materi dan praktik. Instrumen yang digunakan yaitu soal pre dan postes untuk melihat kemampuan sebelum dan sesudah pelatihan. Hasil pengabdian menunjukkan bahwa rata-rata n-gain dari 11 peserta pelatihan pemanfaatan Artificial Intelligence (AI)  dapat meningkatkan pemahaman dan keterampilan para guru kimia yang tergabung dalam Musyawarah Guru mata Pelajaran (MGMP) di Kabupaten Pesawaran sebesar 0,32, dengan kriteria sedang. Peserta juga dapat mengimplementasikan secara langsung dan menghasilkan produk pembelajaran. Di akhir kegiatan peserta  menyajikan hasil yang telah dipraktikkan dan evaluasi secara menyeluruh serta tindak lanjut dari kegiatan.
Development of an Interactive E-Module Based on Google Sites to Support Chemistry Learning on Molecular Shape Material Insani Indah Sari; Bayu Saputra; Annisa Meristin
Jurnal Evaluasi dan Pembelajaran Vol 8 No 1 (2026)
Publisher : STKIP Al Islam Tunas Bangsa dan HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52647/jep.v8i1.565

Abstract

Students face difficulties visualizing abstract molecular geometry concepts because current teaching materials lack 3D modeling support. To overcome this, this research aims to develop a valid, practical, and effective Google Sites-based e-module for learning molecular geometry. This study applied the Research and Development (R&D) method using Thiagarajan's 4D model. Data collection instruments included expert validation questionnaires, teacher perception surveys, student response questionnaires, pretest-posttest assessments, and learning observation sheets. The e-module's feasibility was assessed by expert lecturers and chemistry teachers. Practicality data were gathered through chemistry teachers' perceptions, observer sheets, and questionnaires from 31 eleventh-grade students. Effectiveness data were collected involving the same 31 eleventh-grade subjects. Expert validation results showed average percentage s of 87.73% for media and 86.5% for material, indicating the e-module is valid with "very high" criteria. During the limited trial phase, teacher and student perceptions scored 90.5% and 85.73%, demonstrating the e-module's practicality with "very high" criteria. The product's effectiveness in learning is evidenced by an average student N-gain score of 0.54 (moderate category). Based on these results, the developed e-module is declared feasible, practical, and effective for use as an educational medium.
Teachers' Perceptions of AI Integration in the Learning Process in the Digital Era Bayu Saputra; Daniel Rinaldi
Jurnal Evaluasi dan Pembelajaran Vol 8 No 1 (2026)
Publisher : STKIP Al Islam Tunas Bangsa dan HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52647/jep.v8i1.576

Abstract

Digital transformation has brought significant changes to education, including the use of artificial intelligence (AI) to enhance learning effectiveness. However, teacher acceptance of AI remains variable, influenced by technological understanding, institutional readiness, and psychological and pedagogical factors. This study aims to analyze teacher perceptions of AI, identify factors influencing its acceptance, and provide recommendations for more inclusive implementation. A mixed methods approach was used, with a Likert- based quantitative survey. Scale and qualitative interviews explored teachers' experiences in adopting AI. This research was conducted in the Mataram Baru District Teachers' Working Group (KKG), with the support of academic partners to facilitate access to respondents and data validation. Analysis included descriptive statistics to identify patterns of AI acceptance and thematic analysis of interviews to understand the challenges and opportunities in integrating this technology. The results showed that teachers have positive perceptions of AI integration in school learning. Teachers considered AI useful in assisting with the development of teaching materials, creating questions, and providing supplementary materials. Meanwhile, factors influencing teacher acceptance and readiness were technical aspects. Perceived barriers included limited technical skills and school infrastructure. Overall, AI acceptance in this study was influenced by interest, individual attitudes, and external factors.
Development of a Heyzine E-Module Integrating Cassava Fermentation Ethnoscience for Acid-Base Chemistry Kharisma Eka Yulianti Eka; Bayu Saputra; Gamilla Nuri Utami
Indonesian Journal of Chemistry and Environment Vol. 9 No. 1 (2026): JUNE 2026
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ijoce.v9i1.99354

Abstract

Understanding acid-base concepts remains challenging for many students because these concepts are abstract and often disconnected from everyday experiences. This study aimed to develop and evaluate a Heyzine Flipbook-assisted e-module integrating cassava fermentation ethnoscience to support acid-base chemistry learning. The study employed a Research and Development (R&D) approach based on the Borg and Gall model. The developed e-module integrated interactive digital features, ethnoscience-based contexts, and multimedia elements to promote meaningful learning experiences. The product was validated by material and media experts, while its practicality and effectiveness were evaluated through teacher responses, student responses, and pretest-posttest assessments. The validation results indicated that the e-module was highly valid, with average scores of 92.51% from material experts and 91.88% from media experts. The practicality evaluation showed very positive responses from teachers (91.88%) and students (89.64%). Furthermore, students’ learning outcomes improved significantly, as reflected by the increase in the mean score from 41.39 on the pretest to 73.33 on the posttest. The normalized gain (N-gain) score was 0.54, indicating a moderate level of effectiveness in improving students’ understanding of acid-base concepts. These findings suggest that integrating ethnoscience and digital learning technology through a Heyzine Flipbook-assisted e-module provides an innovative, contextual, and effective learning resource for chemistry education.
Systematic Review of the Mediating and Moderating Mechanisms Between Digital Competence and Academic Performance in Higher Education Nurlaili; Dina Martha Fitri; Bayu Saputra
Indonesian Technology and Education Journal Vol 4 No 1 (2026): April
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i1.960

Abstract

Digital literacy has become a critical competency in higher education, yet its relationship with academic performance remains insufficiently understood due to fragmented empirical evidence. This systematic literature review synthesizes findings from 42 peer-reviewed studies published between 2010 and 2025, identified through Scopus, Web of Science, and ERIC databases following PRISMA 2020 guidelines. The synthesis reveals that 85.7% of included studies reported a positive association between digital literacy and academic performance, with effect sizes ranging from r = 0.34 to r = 0.62. Importantly, the evidence suggests that this relationship is not direct but operates through psychological mediators, particularly self-efficacy and self-regulated learning, and is conditioned by structural moderators including institutional infrastructure, socioeconomic status, and disciplinary context. Unlike previous reviews that predominantly examined direct effects, this study proposes the Digital-Ecological Nexus framework, integrating Social Cognitive Theory and Ecological Systems Theory to conceptualize the multi-pathway, conditionally dependent nature of this relationship. The framework offers a synthesis-derived moderated-mediation model that accounts for both individual agency and contextual boundary conditions. These findings provide evidence-based directions for educational policy and pedagogical design, while future research should prioritize longitudinal designs and formal validation of the proposed framework.
Co-Authors Annisa Meristin Chansyanah Diawati Dina Martha Fitri Gamilla Nuri Utami Ila Rosilawati Insani Indah Sari Irwanto Kharisma Eka Yulianti Eka M. Setyarini Noor Fadiawati Nurlaili Rinaldi, Daniel