Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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All Journal Journal of Educational Sciences
Rizki Hikmawan
Education System and Information Technology, Regional Campus in Purwakarta, Universitas Pendidikan Indonesia, Purwakarta, 41115, Indonesia
Religion Humanities Education Library & Information Science Other

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Development and Usability Evaluation of an Interactive Digital Literacy E-Module Based on Mayer’s Multimedia Learning Principles for Phase E Students Dwi Irawati Nur Aini; Rizki Hikmawan
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.623-633

Abstract

High school students still face difficulties in distinguishing factual information from hoaxes in digital media, indicating the need for interactive learning media that can strengthen digital literacy skills. This study aimed to develop an interactive digital literacy e-module based on Mayer’s multimedia learning principles and evaluate its usability using the System Usability Scale (SUS). The study employed a Design and Development Research (DDR) approach consisting of needs analysis, design, development, and evaluation stages. The e-module materials were designed using Canva by integrating text, images, and videos, while interactive questions and instant score feedback were provided through Google Sites. The usability evaluation involved 24 Phase E students who used the e-module during informatics learning activities. The results showed an average SUS score of 82.08, which falls into the Acceptable category, Grade A, and Excellent adjective rating. These findings indicate that the e-module was easy to use, comfortable, and well accepted by students. Therefore, the developed e-module can be considered a usable and appropriate learning medium to support digital literacy learning, particularly in helping students critically evaluate the accuracy of information.
Exploratory Analysis of the Design of Multimodal Digital Storytelling Rubrics for Strengthening Communication in the 21st Century Aura Salsabillah Rahmatya; Rizki Hikmawan
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.664-680

Abstract

Communication skills are in essential competencies 21st-century education, requiring individuals to convey ideas effectively across multiple modes. Although digital storytelling (DS) has been widely recognized as an approach to developing multimodal communication, evaluation instruments that systematically capture its narrative and multimodal complexity remain limited. This study aims to develop dimensional indicators for a multimodal digital storytelling rubric grounded in real-world digital communication practices. A qualitative-exploratory approach was employed by analyzing 100 high-engagement creators across YouTube, TikTok, and Instagram Reels. Data were analyzed using NVivo software via open coding, axial coding, and selective coding procedures. The findings reveal four key dimensions of effective digital storytelling: narrative hook, narrative structure, multimodal integration, and closing message. These dimensions highlight that successful digital communication relies on structured narratives, strategic audience engagement, and the integration of multiple semiotic modes. Based on these findings, a rubric consisting of eight indicators and four performance levels was developed to support assessment in educational contexts. This study contributes a practice-informed and empirically grounded assessment tool that bridges real-world digital practices with classroom evaluation, offering both theoretical insights into multimodal literacy and practical implications for teacher education.
Co-Authors Aura Salsabillah Rahmatya Dwi Irawati Nur Aini