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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
Nurazidawati Mohamad Arsad
Universiti Kebangsaan Malaysia, Selangor, Malaysia

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Validity and feasibility of Deep Learning Based Digital Comic Media to Improve Junior High School Students' Understanding of Science Concepts Rika Anisa; Evendi Evendi; A. Halim; Nurazidawati Mohamad Arsad
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 3: JULY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i3.1957

Abstract

Conceptual understanding of science in the topic of motion remains a challenge for junior high school students due to its intangible and the need for appropriate visualization. The study aims to develop a deep learning-based digital comic media on the topic of motion and to analyze its effectiveness in improving the conceptual understanding of science among seventh-grade junior high school students. The study employed the research and development (R&D) method using the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. The research subjects were seventh-grade students of SMP Negeri 1 Peureulak, selected using a simple random sampling technique. The research instruments consisted of a media validation sheet and a conceptual understanding test. The results of the material expert validation showed an Aiken's V index of 0.818, categorized as high, while the media expert validation yielded 0.803, also categorized as high, indicating that the media is feasible to use. The implementation results showed that students' conceptual understanding increased from an average of 35.28 in the pretest to 78.56 in the posttest, with a significance value of 0.00 (p < 0.05) and an N-Gain of 0.7, categorized as high. The results of the paired sample t-test proved that there was a significant difference before and after the use of the media. It was concluded that the deep learning-based digital comic media is proven to be valid, feasible, and effective in improving students' conceptual understanding of science on the topic of motion. The implications of this study recommend the use of similar media for other abstract science topics, as well as further development using stronger experimental designs
The Implementation of an Investigative Science Learning Environment Integrated with a Deep Learning Approach to Enhance Students' Understanding of Physics Concepts Faisal Syahputra; Irwandi Irwandi; Abdul Halim; Muhammad Syukri; Syahrun Nur; Cut Rizki Mustika; Nurazidawati Mohamad Arsad
Jurnal IPA & Pembelajaran IPA Vol. 10 No. 3: SEPTEMBER 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.v10i3.3240

Abstract

The low level of students' learning interest and conceptual understanding of physics remains a major challenge in physics instruction at the secondary school level. The study aims to examine the implementation of the Investigative Science Learning Environment (ISLE) integrated with a deep learning approach in enhancing students' learning interest and understanding of physics concepts on the topic of static fluids. The study employed a quantitative approach with a quasi-experimental method using a Pretest-Posttest Control Group Design. The research sample consisted of 60 eleventh-grade students at SMA Negeri 4 Takengon, divided into an experimental class (n=30) that received ISLE instruction integrated with deep learning, and a control class (n=30) that received conventional instruction. The research instruments included a learning interest questionnaire (40 statements, Likert scale) and a concept understanding test (20 multiple-choice items). Data were analyzed using the Wilcoxon Signed Rank Test and the Mann-Whitney U Test. The results showed that: (1) there was a significant increase in learning interest in the experimental class (p<0.001) with an average N-Gain of 0.45 (moderate category) and a very large effect size (d=1.97); (2) there was a significant increase in concept understanding in the experimental class (p<0.001) with an average N-Gain of 0.66 (moderate category, approaching high) and a very large effect size (d=2.73), far exceeding that of the control class (N-Gain 0.29, low category); and (3) the improvement in both variables in the experimental class was significantly higher than that in the control class.
Co-Authors A Halim Abdul Halim Cut Rizki Mustika Evendi Evendi Faisal Syahputra Irwandi Irwandi Muhammad Syukri Rika Anisa Syahrun Nur