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All Journal ARMADA : Jurnal Penelitian Multidisiplin Journal of Environment and Sustainability Education
Eki Nugraha
Universitas Pendidikan Indonesia, Indonesia
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Post-pandemic e-teaching: Developing the Game for Microscopic Atom Simulation (GEMAS) to enhance students' scientific conceptions of phase structures Muhammad Zahran; Achmad Samsudin; Hera Novia; Nuzulira Janeusse Fratiwi; Nurdini Nurdini; Dena Tresna Ningsih; Eki Nugraha; Hadi Nasbey; Mustafa Sözbilir
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.55

Abstract

This research focuses on the early development of GEMAS (Game for Microscopic Atom Simulation) as an innovative digital teaching tool designed to support instruction on phase structures in physics education. In response to the post-pandemic shift towards technology-enhanced teaching, GEMAS was developed to integrate interactive, simulation-based pedagogy that enhances conceptual visualization. The study follows the 3D model (Define, Design, and Develop) and employs Multifaceted Rasch Measurement (MRFM) for evaluation. Validation was conducted by five experts, assessing curriculum alignment, scientific accuracy, language clarity, visual arrangement, and instructional effectiveness. These dimensions align with best practices in e-teaching, ensuring accessibility, engagement, and pedagogical rigor. MRFM analysis confirms the tool’s validity, with positive average scores across all indicators. The findings suggest that GEMAS is a well-designed digital resource, ready for implementation to enhance physics instruction in post-pandemic educational settings. The implications of this study extend beyond validating GEMAS as a tool; it demonstrates how immersive 3D simulations can address persistent misconceptions in physics education, particularly in post-pandemic contexts where digital engagement is critical. By bridging abstract concepts with interactive visualization, GEMAS offers a scalable model for enhancing e-teaching practices and fostering deeper conceptual understanding among students.
Implementation of the Experiential Learning Model in Adventure Game-Based Learning Media to Improve Logical Thinking Ghina Firdha Nabila; Asep Wahyudin; Eki Nugraha
ARMADA : Jurnal Penelitian Multidisiplin Vol. 4 No. 8 (2026): ARMADA : Jurnal Penelitian Multidisplin, Agustus 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

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

Abstract

Algorithm and programming learning media are commonly developed as quizzes or puzzles that emphasise content delivery rather than meaningful learning experiences. This study aims to design and evaluate an adventure game-based learning medium integrating the Experiential Learning model to improve students’ logical thinking skills in algorithm and programming instruction. The study employed Research and Development (R&D) using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The trial involved 32 Year 11 students in a one-group pre-test post-test design. Data were collected through expert validation, logical thinking tests, and student response questionnaires. The results showed that the medium achieved a high feasibility level. Students’ logical thinking skills improved significantly, indicated by a paired-samples t-test with a significance value below 0.05 and a moderate N-Gain score. Students responded positively to ease of use, learning engagement, and effectiveness. These findings indicate that integrating Experiential Learning into an adventure game effectively supports meaningful learning experiences and students’ logical thinking skills.
Co-Authors Achmad Samsudin Asep Wahyudin Dena Tresna Ningsih Ghina Firdha Nabila Hadi Nasbey Hera Novia Muhammad Zahran Mustafa Sözbilir Nurdini Nurdini Nuzulira Janeusse Fratiwi