Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal International Journal of Education and Teaching Zone Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Reni Marlina
Universitas Tanjungpura, Pontianak, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Effects of Microlearning Based Science Modules on Conceptual Understanding and Self Regulated Learning: A Quasi Experimental Study in Senior Secondary Schools Hamdani Hamdani; Reni Marlina; Nurussaniah; Suci Siti Lathifah; Aminah Zb
International Journal of Education and Teaching Zone Vol. 5 No. 1 (2026): February 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i1.774

Abstract

This study examined the effectiveness of a microlearning-based science module in enhancing students' conceptual understanding and self-regulated learning (SRL). Employing a quasi-experimental non-equivalent control group design, 32 secondary students were equally assigned to experimental (microlearning) and control (conventional instruction) groups. Data were collected through validated conceptual understanding tests, SRL questionnaires, and delayed post-tests to measure retention. Descriptive results showed the experimental group consistently outperformed the control group across all measures, achieving higher mean scores in conceptual understanding (M = 81.38, SD = 6.41 vs. 72.06, SD = 6.87), SRL (M = 82.25 vs. 71.81), and retention (M = 78.94 vs. 69.13). Inferential analysis revealed significant differences in overall conceptual understanding (t = 3.21, p = 0.003) with a large effect size (Cohen's d = 0.80), as well as across specific indicators of basic concepts, conceptual application, and scientific reasoning. These findings indicate that microlearning effectively supports deeper conceptual understanding, learner autonomy, and long-term retention by reducing cognitive load and enabling flexible, self-paced learning, positioning it as a promising instructional approach for strengthening science education quality at the secondary level.
Development of Science Microlearning-Based Assessment to Improve Learning Outcomes and Engagement among Slow Learner in Inclusive Education Hamdani; Reni Marlina; Chokchai Yuenyong
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 2: APRIL 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i2.603

Abstract

Inclusive education requires assessment practices that accommodate diverse learner characteristics, particularly for slow learners. Grounded in cognitive load theory, mastery learning theory, and universal design for learning, this study aims to develop and validate a science microlearning-based assessment instrument designed specifically for slow learners in inclusive science education. This study employed a research and development approach integrated with design-based research principles, consisting of four phases: needs analysis, design and development, expert validation and revision, and field testing. The instrument was developed as a digital science microlearning-based assessment comprising short, focused items targeting single learning objectives with immediate formative feedback. Content validity was evaluated by four experts using the content validity index while reliability was examined through internal consistency and test–retest analysis involving 30 slow learners in inclusive classrooms. The results demonstrated strong psychometric properties. The instrument achieved a scale-level content validity index of 0.92, indicating high expert agreement on relevance and appropriateness. Reliability analysis yielded a Cronbach’s alpha coefficient of 0.87, reflecting high internal consistency, with test–retest stability of r = 0.82. Teachers also reported high practicality and diagnostic usefulness of the instrument for identifying specific learning gaps and supporting instructional decisions. These findings indicate that science microlearning-based assessment provides a valid, reliable, and inclusive approach to evaluating incremental mastery among slow learners. The study offers practical implications for inclusive assessment practices by providing a low-cognitive-load, mastery-oriented evaluation model that supports equitable learning opportunities and informed instructional adaptation
Co-Authors Aminah Zb Chokchai Yuenyong Hamdani Hamdani Hamdani Lathifah, Suci Siti Nurussaniah