Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan
Febriantika, Leni
Unknown Affiliation
Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Development and Validation of Google Sites-Based Learning Media for Grade X Physics Ananda, Maharani; Isa, Yamanto; Febriantika, Leni
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i4.55211

Abstract

The integration of digital technology into physics education requires instructional media that are accessible, interactive, and pedagogically well-designed to support students’ understanding of abstract concepts. This study aimed to develop and validate a Google Sites-based web learning media for Grade X physics using the ADDIE instructional design model integrated with Tessmer’s formative evaluation. A Research and Development (R&D) approach was employed, involving expert validation and progressive user evaluations through one-to-one, small-group, and field testing. The developed media integrates instructional materials, multimedia resources, interactive quizzes, and online assessments into a single web-based learning environment. The validation results demonstrated that the product achieved a Very Good category across all expert evaluations, with content validation of 92.8%, media validation of 89.5%, and instructional design validation of 90.8%. User evaluations also indicated high practicality, with scores of 86.0% in the one-to-one evaluation, 87.8% in the small-group evaluation, and 90.1% in the field test, reflecting positive user acceptance and ease of implementation in classroom learning. These findings indicate that the developed learning media is valid, practical, and feasible for supporting Grade X physics instruction. This study contributes to technology-integrated instructional design by demonstrating the application of Google Sites combined with a systematic ADDIE–Tessmer development process as an accessible approach for developing validated web-based learning media in secondary physics education.
Integrating QR-Code Interaction into a HOTS-Based Educational Game for Grade III Mathematics Learning Kemala, Rima Dwi; Isa, Yamanto; Febriantika, Leni
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 5 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/rmx91767

Abstract

This study aimed to develop a HOTS-based educational game for Grade III mathematics learning in elementary school. The study employed a R&D approach using the ADDIE model, supported by Tessmer’s formative evaluation framework. The developed product integrated mathematics learning with HOTS-oriented questions through the Way ground platform using Paper Mode, QR-Card-based student responses, teacher-mediated scanning, and immediate digital feedback. The research involved three experts for material, instructional-design, and media validation, followed by one-to-one evaluation with three students, small-group evaluation with nine students, and a field test involving 15 Grade III students. Data were collected through expert-validation instruments, student-response questionnaires, observations, interviews, and learning-process documentation, and were analyzed descriptively using percentage scores. The results showed that the product achieved an overall expert-validation score of 81%, categorized as good. Student responses increased progressively from 86% in the one-to-one evaluation to 88% in the small-group evaluation and 90% in the field test. These findings indicate that the developed educational game is feasible, practical, and well accepted for technology-supported mathematics learning. The study contributes a hybrid digital–physical instructional design that facilitates HOTS-oriented learning without requiring individual digital devices for every student.
Co-Authors Ananda, Maharani Isa, Yamanto Kemala, Rima Dwi