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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Jurnal Nalar Pendidikan EDUSAINS PIONIR: Jurnal Pendidikan QUANTUM: Jurnal Inovasi Pendidikan Sains Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Community Service Learning EDUKATIF : JURNAL ILMU PENDIDIKAN GERVASI: Jurnal Pengabdian kepada Masyarakat JURNAL PENDIDIKAN MIPA JPPS (Jurnal Penelitian Pendidikan Sains) Budimas : Jurnal Pengabdian Masyarakat PENGABDI: Jurnal Hasil Pengabdian Masyarakat Kompetensi Jurnal Pengabdian Kreativitas Pendidikan Mahakam (JPKPM)
Suhartini, Erna
Universitas Mulawarman
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Social Sciences Other

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DESIGNING AN ESD-INTEGRATED DIGITAL LEARNING ENVIRONMENT FOR ENHANCING SUSTAINABILITY CONSCIOUSNESS IN ELEMENTARY SCIENCE EDUCATION Zakira, Miar; Suhartini, Erna; Mustamiroh, Mustamiroh; Muhlis, Muhlis
JURNAL NALAR PENDIDIKAN Vol 13, No 2 (2025): JURNAL NALAR PENDIDIKAN
Publisher : Lembaga Penelitian Mahasiswa Penalaran UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jnp.v13i2.76525

Abstract

The current digital era demands that education continually keep pace with technological advances. One area that can be developed is a digital module, also known as an e-module. A digital module is a collection of non-printed, computer-based learning resources designed and used efficiently for classroom teaching. Differentiated learning is urgently needed to support current learning in accordance with sustainable education, which aligns with the 2030 SDGs agenda related to Education for Sustainable Development (ESD). This study employs a Research and Development (R&D) approach, utilizing the ADDIE model of development. The research subjects consisted of 78 fifth-grade students from SDN 011 in Samarinda City. Data collection techniques were carried out through observation and questionnaires. Data were collected through needs analysis questionnaire sheets, student characteristics analysis questionnaire sheets, needs analysis observation sheets, media expert questionnaire sheets, material expert questionnaire sheets, student response questionnaire sheets, teacher response questionnaire sheets, and sustainable awareness questionnaire sheets. Validation results showed the media was highly suitable, with scores of 93.2% from material experts, 87.8% from media experts, 88.82% from teacher responses, and 93.3% from student responses. Researchers recommend that module developers consider Canva's various features when developing digital modules to make them more engaging and innovative. Future researchers are expected to integrate ESD with other learning materials and media
DESIGN AND EVALUATION OF A CONSTRUCT 3-BASED EDUCATIONAL GAME TO PROMOTE LEARNING ON SDG 7: AFFORDABLE AND CLEAN ENERGY Rannie, Julietta Tsuraya Puspa; Suhartini, Erna; Mustamiroh, Mustamiroh; Muhlis, Muhlis
JURNAL NALAR PENDIDIKAN Vol 13, No 2 (2025): JURNAL NALAR PENDIDIKAN
Publisher : Lembaga Penelitian Mahasiswa Penalaran UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jnp.v13i2.76639

Abstract

This research develops a Construct 3-based educational game integrated with Sustainable Development Goal 7 (Affordable and Clean Energy) for fourth-grade elementary students, with a focus on energy materials. Employing Research and Development methodology with the ADDIE model, the study involved 27 students and one teacher at SDN 007 Samarinda Ilir. The research instruments consisted of interview sheets, needs questionnaires, expert validation forms, and user response questionnaires. Expert validation yielded 92% feasibility ratings from media specialists and 89.3% from material experts, both of which were rated as "highly feasible." Small-scale trials achieved a 97% acceptance rate, while large-scale implementation scored 94% from students and 96% from teachers, confirming excellent usability and educational value. Results demonstrate the game's effectiveness in enhancing student engagement and conceptual understanding of energy topics. The media successfully bridges theoretical learning with practical sustainability awareness, fostering students' commitment to clean energy practices. This innovation provides educators with a validated tool that simultaneously achieves curriculum objectives and fosters global citizenship values through interactive learning. The game's design provides a replicable framework for integrating other SDG targets into elementary science education, addressing critical gaps in current pedagogical approaches to sustainable development education.
Pengembangan Media STEMTora pada Pembelajaran IPAS di Sekolah Dasar Materi Transformasi Energi Machdalena, Maya; Suhartini, Erna; Haerani, Rosita Putri Rahmi
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 19, No 2 (2025)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/mpp.v19i2.22932

Abstract

This study aims to develop and evaluate the feasibility of an interactive learning media based on Lectora Inspire integrated with the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach in the subject of Natural and Social Sciences (IPAS) at the elementary school level, specifically focusing on the topic of Energy Transformation in Grade IV. The research employed a Research and Development (RD) method using the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data were collected through interviews and questionnaires, using instruments such as expert validation sheets (content and media experts) and response questionnaires for teachers and students. The validation results indicated a high level of validity, with 87.5% from the content expert and 88.5% from the media expert. The small-scale trial showed a positive student response of 89%, while the large-scale trial yielded a response of 92.8%. Based on these findings, it can be concluded that the interactive learning media developed with Lectora Inspire and the STEAM approach is feasible for use and received highly favorable responses from users.
The Design and Validity of STEM-EDP-gamification Worksheet: Ways to Improve Students' Perception of Their STEM Skills and Motivation Khoiriyah, Riva; Sukriadi, Sukriadi; Haerani, Rosita Putri Rahmi; Suhartini, Erna; Efwinda, Shelly
Jurnal Pendidikan Matematika dan Sains Vol. 14 No. 1 (2026): February 2026
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpms.v14i1.92031

Abstract

This article discusses the design and validity of STEM gamification worksheets as a means to improve students' perceptions of skills and motivation in STEM learning. This study encourages student motivation and engagement in STEM learning more engagingly and innovatively. This study uses a mixed-method approach with an Educational Design Research (EDR) approach. The EDR method consists of three phases: the first phase is analysis and exploration, the second phase is design and construction, and the third phase is evaluation and reflection. The STEM gamification worksheet was designed using the EDP (Engineering Design Process) learning model designed for four meetings. The worksheet obtained an average assessment for all aspects, namely the content and feasibility aspects of the STEM gamification-based worksheet product of 89.3% which is included in the "Very Valid" category and can be used in science learning. With an overall Aiken's Test value of 0.845 with a very high interpretation. The worksheet also received suggestions and input from game experts and practitioners for improvement and has been revised. The appearance of the worksheet is very important because it can make students, as users, more motivated and interested in learning. This STEM gamification worksheet is expected to be a breakthrough for the world of education in the future, especially in the application of sustainable development principles, SDGs 4, including innovation in improving STEM, SDGs 11, gamification of innovation and infrastructure with engineering design learning methods, and applying environmentally friendly principles in learning.
Co-Authors . Muhammad Ramli Buhari Agustang, Agustang Al Akbar, Muhammad Alif Ambarfatih, Chindy Diah Andi Asrafiani Arafah Apriliana, Ester ARDIYANTI, MEGA Arfianti, Adelia Bintang Bima S Chindy Diah Ambarfatih Dhanie, Via Rahma Dwiyono, H. Yudo Efwinda, Shelly Fadiah, Tiara Aulia Familia, Milan Nur Haerani, Rosita Haerani, Rosita Putri Rahmi Hearani, Rosita Putri Rahmi Ince Raudhiah Zahra Julietta Tsuraya Puspa Rannie Karmila Nur Safitri Khaerani, Rosita Putri Rahmi Khoiriyah, Riva khusnul khotimah Lolan, Anastasia Sebo Machdalena, Maya Mohammad Siddik Muhammad Nur Mannan, Muhammad Nur Muhlis Muhlis Mulya, Rachman Mustamiroh, Mustamiroh Nabila Nur Annisa Nanda Mawar Raihanah Oktaviyanti, Anisa Ayu Pramita Sylvia Dewi Pruistine, Ihdina Sinta Putri Rahmi Haerani, Rosita Rahmi Haerani, Rosita Putri Rannie, Julietta Tsuraya Puspa Rosita Haerani Putri Rahmi Haerani Rosita Putri Rahmi Haerani Rosita Putri Rahmi Haerani Rudiana Agustini S, Bintang Bima Saputra, Bintang Bima Septika, Hety Diana Setyo Adji Wahyudi sukriadi sukriadi Taufik Hidayat Tiara Aulia Fadiah Tri Wahyuningsih Wandini Intan Ayu Warda Rasidah YANA SUPRIYATNA Yopansius Hefri Z. A. Imam Supardi Z. A. Imam Supardi Zakira, Miar