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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) JIPI (Jurnal IPA dan Pembelajaran IPA)
Erlina*, Erlina
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Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Physics

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Interactive Video-Based Learning with Edpuzzle: A Tool for Understanding Intermolecular Forces Sailendra, Pingkan Ramadhan; Erlina*, Erlina; Ulfah, Maria; Enawaty, Eny; Nizam, Dinna Nina Mohd
Jurnal Pendidikan Sains Indonesia Vol 13, No 1 (2025): JANUARY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i1.41443

Abstract

Students often encounter difficulties in understanding abstract chemistry concepts, particularly in the topic of intermolecular forces. These challenges can lead to misconceptions and hinder their understanding of subsequent material. The difficulty in visualizing submicroscopic and symbolic aspects, along with the lack of effective learning media, contributes to these issues. This study aims to assess the validity and responses of students and lecturers towards the interactive animated video on intermolecular forces (VIMFs) assisted by edpuzzle to enhance conceptual understanding. The method used in this is research and development with the ADDIE model. Data collection was conducted through literature review, observation, interviews, and tests (validity instruments and response questionnaires). The developed video was validated by experts in terms of media, content, and language aspects. Response testing was carried out with three lecturers and 9 students in a one-to-one trial, and 21 students in a small group trial. The validity test results showed that the developed instructional video's validity percentage in terms of content and language was 94.9, and 95.2% for media, with an average percentage of 95.05. The average percentage of lecturer responses to the developed video was 93.9, categorized as excellent, while the student responses in the one-to-one trial were 95.9, and 93.4% in the small group trial, both also categorized as excellent. Thus, the interactive animated VIMFs assisted by edpuzzle received excellent responses from both lecturers and students
Development of E-module Based on Guided Inquiry in Chemical Bonding Topic for Class X Student Learning Materials Pawestri, Nur Arneta; Erlina*, Erlina; Harun, Andi Ifriany; Sahputra, Rachmat; Lestari, Ira
Jurnal Pendidikan Sains Indonesia Vol 11, No 4 (2023): OCTOBER 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v11i4.30677

Abstract

The lack of teaching materials that are able to explain the formation of chemical bonds causes students difficulties in learning. Therefore, this study focused on developing guided inquiry-based e-module of chemical bonding. This study aims to determine the feasibility and students response to guided inquiry-based e-module of chemical bonding. This study employs research and development (RD) using ADDIE model which is limited to development stage. The due diligence was carried out by material, media and language experts. The respondents involved were 31 students of class XI MAN 2 Pontianak. The research instruments were the feasibility sheets, media, language, and response questionnaires. The results of the feasibility of e-module test is k=1 (very high validity) and student response tests k=0.85 (very interesting). Those findings indicate that the E-module is very feasible to use
Developing a Problem-Based Learning E-Module to Enhance Students Understanding of Elements, Compounds and Mixtures in Chemistry Dalilah, Dalilah; Erlina*, Erlina; Mayasari, Eni; Salam, Supriatno
Jurnal IPA & Pembelajaran IPA Vol 9, No 3 (2025): SEPTEMBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i3.47368

Abstract

This study evaluates the viability of a problem-based learning (PBL) e-module on elements, compounds, and mixtures through validation by experts and feedback from both teachers and students. This study adopted a research and development (RD) methodology guided by the ADDIE framework. The participants consisted of teachers and students from SMPN 10 Pontianak. The data were gathered using an indirect communication method, specifically through feasibility assessment sheets and questionnaires filled out by both teachers and students. The results indicated that the e-module was considered highly suitable for use. The validity coefficient were 1.00 from graphic design experts (categorized as very good), 0.83 from linguists (very good), and 1.00 from subject matter experts (very good). The average coefficient from experts validation was 0.94, which fall into the very good category. In addition, teacher and student responses also indicated very good results: for the media aspect, each response rates were 92% and 85%; for the content aspect, 85% and 83%; and for usefulness, 86% and 85%. These results suggest that the PBL-based teaching e-module is suitable and ready to be used in learning activities
Augmented Reality Molecular Shape Cards: A Novel Approach to Strengthen Students Understanding of Molecular Shape Pratama, M Sindy Carolin; Erlina*, Erlina; Ulfah, Maria; Enawaty, Eny; Williams, Dylan
Jurnal Pendidikan Sains Indonesia Vol 13, No 4 (2025): OCTOBER 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i4.47653

Abstract

Students often face difficulties in visualizing molecular shapes based on the valence shell electron pair repulsion (VSEPR) theory, which is an abstract concept in chemistry. To address this issue, instructional materials need to be developed to help students visualize molecular shapes more concretely. This study uses the research and development (RD) method with the 4D (define, design, develop, and disseminate) development model. The developed instructional materials include cards and an augmented reality (AR) application that allow students to visualize and predict molecular shapes in a tangible way. Validation was conducted by experts in media, content, and language, resulting in feasibility ratings of 98.1% for media aspects, 92.8% for content and language aspects, with an overall average rating of 95.45%. After making improvements to the media, an initial response test was conducted with students, yielding an average score of 90.5% with an excellent rating, and a main scale response test showed a percentage of 96.9%, also categorized as excellent. Based on the feasibility and response tests, the molecular shape cards (MoSCa) media is ready to be implemented in the learning process. The student responses to the initial scale test were 90.5%, and to the main scale test were 96.9%, both rated as excellent. The results indicate that the MoSCa media, based on augmented reality, is engaging and effectively supports students' understanding of molecular shape concepts
Co-Authors Dalilah Dalilah Eni Mayasari Eny Enawaty Harun, Andi Ifriany Ira Lestari Maria Ulfah Nizam, Dinna Nina Mohd Pawestri, Nur Arneta Pratama, M Sindy Carolin Rachmat Sahputra Sailendra, Pingkan Ramadhan Salam, Supriatno Williams, Dylan