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All Journal Journal of Environment and Sustainability Education JIPI (Jurnal IPA dan Pembelajaran IPA)
Ferry Budi Prasetya
Universitas Jember, Indonesia
Chemistry Education Environmental Science Physics Other

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Innovating biology education: Development a notion as project-based learning e-module in the plant structure and function course to facilitate digital literacy Ika Dewi Sumiati; Ferry Budi Prasetya; Zakaria Sandy Pamungkas; Jadnika Dwi Rakhmawan Amrullah; Firdha Yusmar; Intan Lestari Mulyaning Tyas; Liu Hsiu-Chen
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.176

Abstract

The rapid shift toward digital learning in higher education demands learning resources that not only present content but also facilitate project organization and digital literacy. In response to this need, this study developed a Notion-based e-module integrated with the Project-Based Learning (PjBL) model for the Plant Structure and Function course to support students’ digital literacy. The research employed a Research and Development (R&D) design using the ADDIE model, involving analysis, design, development, implementation, and evaluation stages. Fifty fifth-semester students from the Science Education Program at Universitas Jember participated. Data were collected through expert validation questionnaires, student practicality questionnaires, and pretest–posttest instruments. The product obtained validity scores of 91.875% from material experts and 93.33% from media experts. The practicality score from students reached 90.36%. These findings indicate that the Notion-based PjBL e-module is feasible and practical to support meaningful learning and foster digital literacy. The novelty of this research lies in the integration of a productivity and project-management platform (Notion) as a learning medium in higher education, enabling structured project workflows, collaborative workspaces, and digital documentation for PjBL activities. The developed module offers an alternative digital resource to facilitate technology integration in science education.
Exploring Corrosion Laboratory Activities in Supporting Electrochemistry Analytical Competence among Pre-service Science Teachers Soraya Firdausi; Sri Rejeki Dwi Astuti; Ferry Budi Prasetya; Eka Puspita Kartika Sari; Jadnika Dwi Rahmawan Amrullah; Rhischa Assabet Shilla
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 10 No. 2: JUNE 2026
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v10i2.956

Abstract

Difficulties in understanding electrochemistry concepts remain a persistent challenge among pre-service science teachers. Laboratory activities are often used to help students connect theoretical knowledge with observable phenomena. This study aimed to examine the relationship between performance assessment in corrosion laboratory activities and analytical competence in understanding electrochemistry theory among pre-service science teachers. The research involved 121 pre-service science teachers enrolled in a second-year general chemistry course. Data were collected through performance assessment during corrosion laboratory activities and analytical competence tests related to electrochemical concepts. Descriptive statistics and normality tests were conducted prior to the correlation analysis. Since the data were not normally distributed, the relationship between the variables was analyzed using Spearman’s rho correlation. The results revealed a positive and statistically significant relationship between performance assessment and analytical competence (ρ = 0.254, p < 0.05). However, the strength of the relationship was weak. Regression analysis further showed that performance assessment accounted for 3.9% of the variance in analytical competence (R² = 0.039). These findings indicate that while laboratory performance is associated with students’ analytical competence in understanding electrochemistry theory, its contribution remains limited
Co-Authors Eka Puspita Kartika Sari Firdha Yusmar Ika Dewi Sumiati Intan Lestari Mulyaning Tyas Jadnika Dwi Rakhmawan Amrullah Liu Hsiu-Chen Rhischa Assabet Shilla Soraya Firdausi Sri Rejeki Dwi Astuti Zakaria Sandy Pamungkas