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All Journal Journal of Adaptive Education Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Meini Sondang Sumbawati
State University of Surabaya
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Development of Sites Google Learning Media to Improve Student Learning Comprehension Nessa Nabila Nessa; Meini Sondang Sumbawati
Journal of Adaptive Education Vol. 4 No. 1 (2026): Journal of Adaptive Education
Publisher : Program Doktor Pendidikan FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/joaedu.v4i1.1770

Abstract

Objective: This study aimed to develop Google Sites-based learning media for Basic Electronics Engineering, focusing on active and passive components, and to evaluate their feasibility and impact on student comprehension. The research was guided by three questions: (1) How is the media developed? (2) How feasible is it? (3) Does it improve comprehension?Method: The Research and Development (R&D) approach utilized the 4D model (Define, Design, Develop, Disseminate), with dissemination limited to a field trial. Three experts, including two lecturers and one vocational teacher, validated the media, materials, and test items using a 1–4 Likert scale. The media was implemented with 34 Grade X students from SMK Negeri 1 Jetis, Mojokerto. Student comprehension was assessed using a validated 20-item multiple-choice pretest and post-test. Results: The developed media, named El-Learn, was highly feasible (mean validation score = 3.80/4.00 or 95%). Student comprehension improved significantly from a pretest mean of 53.00 to 86.53 (N=34), with an N-Gain of 0.69, showing moderate improvement and approaching the high threshold of 0.70. Conclusion: The Google Sites-based learning media was highly feasible and enhanced comprehension of abstract electronics concepts in vocational education. Limitations of the study include the use of a one-group pretest-posttest design and implementation at a single school. Future research should incorporate control groups, larger sample sizes, and additional vocational subjects.
Project-Based Multimedia for Fashion Vocational Education: Learning, Creativity, and Practicality in Support of SDG 4 Tri Mutmainnah; Marniati Marniati; Meini Sondang Sumbawati; Ratna Suhartini
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.333

Abstract

Objective: To evaluate multimedia-supported Project-Based Learning (PjBL) in fashion vocational education, by integrating conceptual knowledge, creativity, and procedural skills through a module, video tutorials, and presentation materials. Method: Sequential one-group field trials involved 60 and 120 vocational fashion students. The multimedia package was embedded in six PjBL phases, and experts validated the instruments and tested their reliability. Results: Cognitive scores increased from 25.25 to 33.03 in the small-scale trial, t(59) = -9.59, p < .001, dz = 1.24, and from 24.48 to 34.98 in the large-scale trial, t(119) = -27.56, p < .001, dz = 2.52. Creativity improved descriptively; affective mastery reached 73.33% and 79.17%, while psychomotor mastery was uneven at 55.00% and 39.17%. Students rated the multimedia highly practical (90.90%), practitioners rated it practical and effective, and all six PjBL phases were observed. Novelty: To evaluate cognitive, affective, psychomotor, creativity, practicality, and implementation-fidelity indicators together across sequential field trials. The findings support multimedia-supported PjBL as promising for cognitive learning and classroom usability, while the absence of a comparison group and uneven practical outcomes limit causal claims. The study contributes to SDG 4, particularly Target 4.4 on technical and vocational skills.
Project-Based Multimedia for Fashion Vocational Education: Learning, Creativity, and Practicality in Support of SDG 4 Tri Mutmainnah; Marniati Marniati; Meini Sondang Sumbawati; Ratna Suhartini
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.333

Abstract

Objective: To evaluate multimedia-supported Project-Based Learning (PjBL) in fashion vocational education, by integrating conceptual knowledge, creativity, and procedural skills through a module, video tutorials, and presentation materials. Method: Sequential one-group field trials involved 60 and 120 vocational fashion students. The multimedia package was embedded in six PjBL phases, and experts validated the instruments and tested their reliability. Results: Cognitive scores increased from 25.25 to 33.03 in the small-scale trial, t(59) = -9.59, p < .001, dz = 1.24, and from 24.48 to 34.98 in the large-scale trial, t(119) = -27.56, p < .001, dz = 2.52. Creativity improved descriptively; affective mastery reached 73.33% and 79.17%, while psychomotor mastery was uneven at 55.00% and 39.17%. Students rated the multimedia highly practical (90.90%), practitioners rated it practical and effective, and all six PjBL phases were observed. Novelty: To evaluate cognitive, affective, psychomotor, creativity, practicality, and implementation-fidelity indicators together across sequential field trials. The findings support multimedia-supported PjBL as promising for cognitive learning and classroom usability, while the absence of a comparison group and uneven practical outcomes limit causal claims. The study contributes to SDG 4, particularly Target 4.4 on technical and vocational skills.
Co-Authors Marniati Marniati Nessa Nabila Nessa Ratna Suhartini Tri Mutmainnah