Article Per Year (5 Year)
p-Index From 2021 - 2026
3.384
P-Index
This Author published in this journals
All Journal Jurnal Inovasi Teknologi Pendidikan SPEKTRA: Jurnal Kajian Pendidikan Sains Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar PENDIPA Journal of Science Education Jurnal Pembelajaran Sains JPPIPA (Jurnal Penelitian Pendidikan IPA) Journal of Disruptive Learning Innovation (JODLI) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Natural Science Education Research (NSER) Journal of Social Outreach Jurnal Ekonomi, Bisnis dan Pendidikan (JEBP) Indonesian Journal of Biology Education Jurnal Pendidikan MIPA
Agung Mulyo Setiawan
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
Development of Interactive Media Based on Articulate Storyline to Enhance Student Interest at Junior High School on The Pressure of Substance’s Material Albahy, Azmy Afif; Setiawan, Agung Mulyo
Journal of Disruptive Learning Innovation (JODLI) Vol 4, No 1 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um072v4i12022p43-52

Abstract

Decreased student learning interest in the pressure of substance material is influenced by less interactive of learning media. The interactive media that we developed is based on articulate storyline application for junior high school’s student. The ADDIE (Analyze, Design, Development, Implementation, and Evaluation) model is used to develop this product. The results were increasing value in the pre-test 41,4 to post-test 54,5. Then the result of the t-test analysis obtained a significance value of 0,001<0,05. In addition, the percentage of the descriptive analysis shows that the majority of students were 'interested' in the interactive media is 76.66%. Thus, we get the conclusion that the development of interactive media based on Articulate Storyline is able to increase the student interest at junior high school in the pressure of substance material.
Developing Content for 4-Side Hologram Media: E-Book and Hologram Video on Sound Material for Junior High School Students Andini, Putri Ayu; Setiawan, Agung Mulyo
Journal of Disruptive Learning Innovation (JODLI) Vol 4, No 1 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um072v4i12022p53-62

Abstract

From the result of literature review, hologram as learning media is able to attract student interest and learning, and it is suitable to use in various disciplines and levels of education. In other hand, the observational result in the field, teachers rarely used an innovative media and student learning outcomes are low in sound material. Therefore, the authors are interested in developing hologram media content forms as e-books and hologram videos on sound material. This research is using R&D method with the ADDIE model (Analysis, Design, Development, Implementation and Evaluate). Based on our result, it can be concluded that the development of e-books and hologram videos on sound material are valid with a percentage 88.5% and are suitable to use in the classroom with a percentage 89.4%. Likewise, from the result of the reliability test for pre-test and post-test questions has a value of 0.882, so that these questions are reliable. After these products are used in the classroom, the effectivity test with N-gain experienced value in a moderate category. Thus, it can be concluded that the development of hologram media content for sound material, such as e-book and hologram videos, are effective to use in junior high school.
Development of Articulate Storyline-Based Interactive Media for Grade VIII Middle School Students on Vibrations and Waves Setiawan, Agung Mulyo; Fitriana, Dewi Khajar
Journal of Disruptive Learning Innovation (JODLI) Vol 5, No 1 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um072v5i12023p1-15

Abstract

Vibration and wave material in science subjects has several abstract concepts that make junior high school students' learning motivation low. One way to increase student learning motivation is to develop interactive learning media. This study uses the ADDIE model which consists of the stages of analysis - design - development - implementation - evaluation. The purpose of this research is to produce interactive media based on an Articulate Storyline on vibration and wave material that is valid, feasible, and able to motivate students to learn. The results of the interactive media that have been developed have the following content, namely, a) a description of the concept of vibration and wave material, b) the role of waves in various natural phenomena, c) a mathematical equation of the concept of vibration and waves. Then for the results of the expert validation test, our media was declared very valid with a percentage of 100% by material experts and 95.0% by media experts. Furthermore, from the results of the due diligence, our media obtained very appropriate criteria with a score of 96.2% by students and 98.0% by teachers. Meanwhile, from the results of the student learning motivation questionnaire after learning, our media obtained a percentage of 91.1% in the very good category. Therefore, it can be concluded that the interactive media based on Articulate Storyline that we developed on vibration and wave material for junior high school students is valid, feasible, and able to motivate students to learn.
PENGEMBANGAN MEDIA BELAJAR BERBASIS QUIZIZZ MODE LESSON SEBAGAI UPAYA UNTUK MENINGKATKAN MOTIVASI BELAJAR Dhiana Wahyu Kusuma Wardhani; Lutfi Suhad Ariantana; Mutammimatul ‘Abidah Azzahidah; Nurul Mufidah; Rizki Antika; Suci Indah Sari; Agung Mulyo Setiawan
Jurnal Ekonomi, Bisnis dan Pendidikan (JEBP) Vol. 3 No. 10 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstrak Penelitian ini bertujuan untuk mengembangkan media pembelajaran berbasis Quizizz Mode Lesson dan menganalisis pengaruhnya terhadap motivasi belajar siswa. Penelitian ini menggunakan pendekatan Research and Development (R&D) untuk mengembangkan media pembelajaran Quizizz Mode Lesson pada materi Sistem Tata Surya untuk siswa kelas VII, dengan metode 4D: define, design, development, and distribution. namun, penelitian ini hanya sampai pada tahap development. Media pembelajaran ini dikembangkan dengan menggunakan berbagai fitur yang tersedia di Quizizz, seperti pilihan ganda, jawaban terbuka, gambar, dan video. Subjek penelitian adalah validator, guru IPA, dan 32 siswa kelas VII SMP. Instrumen yang digunakan adalah lembar validasi angket uji kepraktisan dan uji keterbacaan. Hasil penelitian menunjukkan bahwa kelayakan handout dari validator ahli media sebesar 3,56 dalam kategori sangat valid dan dari uji kepraktisan diperoleh sebesar 91,5% dan uji keterbacaan sebesar 94,7% dengan kategori sangat layak. Media pembelajaran ini memiliki beberapa kelebihan, yaitu mudah digunakan, menarik, dan interaktif. Selain itu, media pembelajaran ini juga dapat digunakan untuk berbagai mata pelajaran dan tingkat kelas.
PENDAMPINGAN INOVASI PEMBELAJARAN BAGI GURU IPA PPG PRAJABATAN DI SMPN 24 MALANG Setiawan, Agung Mulyo; Islami, Nofenka Permata
Journal of Social Outreach Vol 3, No 2 (2024): Journal of Social Outreach
Publisher : Fakultas Sains dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jso.v3i2.8990

Abstract

Pendidikan Profesi Guru (PPG) Prajabatan memiliki peran penting dalam membekali calon guru dengan pengetahuan dan keterampilan yang dibutuhkan untuk menjadi guru yang profesional dan inovatif. Salah satu aspek penting dalam PPG adalah pendampingan guru dalam melakukan inovasi pembelajaran di sekolah. Kegiatan pengabdian masyarakat ini bertujuan untuk mendeskripsikan teknis pendampingan Dosen kepada Guru IPA PPG Prajabatan dalam melakukan inovasi pembelajaran yang tepat di sekolah. Metode pendampingan yang digunakan dalam pengabdian ini terdiri dari 4 tahap, yaitu 1) tahap persiapan, 2) tahap pelatihan, 3) tahap implementasi, dan 4) tahap evaluasi. Instrumen yang digunakan selama pendampingan berupa lembar wawancara, modul pelatihan, lembar observasi, dan lembar evaluasi. Hasil dari kegiatan pendampingan kepada Guru IPA PPG Prajabatan meliputi: 1) penemuan masalah pembelajaran pada tahap persiapan; 2) penentuan materi pelatihan yang sesuai dengan masalah yang ditemukan; dan 3) penerapan inovasi pembelajaran di kelas dan melakukan observasi pada tahap implementasi; dan 4) identifikasi hambatan dan efek dari pelaksanaan inovasi pada tahap evaluasi.  Proses yang sistematis dan berkelanjutan dalam pelaksanaan pendampingan sangat membantu Guru IPA PPG Prajabatan dalam merancang dan menerapkan inovasi pembelajaran di sekolah. Dengan pendampingan yang tepat, Guru IPA PPG Prajabatan dapat mengembangkan kemampuan mereka untuk meningkatkan kualitas pembelajaran di institusi mereka.
Development of digital science literacy based on Articulate Storyline based on objects’ material for class VIII junior high school Setiawan, Agung Mulyo; Rahman, Fardian Novandi
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 2 (2025): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i2.75435

Abstract

One solution to overcome the low quality of Indonesian education is to innovate education by developing digital tools for learning. Based on a literature review, digital tools in the form of Articulate Storyline software have many advantages in science learning, especially physics. Therefore, the development of students' digital science literacy based on an Articulate Storyline material on force on objects for grade VIII junior high school students is important. The purpose of this study was to determine the level of validity and feasibility of Articulate Storyline as a learning medium to develop students' digital science literacy. The method used to develop this media uses 4D (Define, Design, Develop, and Disseminate). Data collection techniques for media validity use media, material, and readability validation instruments, while for students' digital science literacy skills, use practice questions and questionnaires. As supporting data, we also conducted interviews, which were then analyzed descriptively. Respondents in this study were expert validators (Lecturers), Teachers, and Students. The results we obtained showed that (a) the results of the validity of the media, materials, and readability were declared 'very valid' with values ​​of 89.4%, 100%, and 75.8%; and (b) the students' digital science literacy skills was declared 'very good' with a value of 80.0. These results indicate that the development of digital science literacy based on Articulate Storyline is worthy of being developed as an innovative learning medium. We recommend that digital science literacy be developed in other science materials, such as biology and chemistry.
Development of Disaster Mitigation Interactive E-Modules Based on Socio-Scientific Issues (SSI) to Facilitate Junior High School Students' Science Literacy Islami, Nofenka Permata; Setiawan, Agung Mulyo
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol 13, No 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.14384

Abstract

In the 21st century, scientific literacy is crucial for students as it connects science to real-life issues. The Socio-Scientific Issues (SSI) approach can be used through contextual learning to enhance students' scientific literacy. This approach involves developing teaching materials based on SSI and for this research, the focus is on disasters and mitigation to increase preparedness in disaster-prone areas. The research aims to develop and test the feasibility and practicality of SSI-based teaching products using the Research and Development (R&D) method, specifically the ADDIE model. The novelty of the SSI e-module is in the issues discussed, the interactive and varied material, and the quiz features. These can improve students' scientific reasoning by involving them in real-life problem-based discussions relevant to everyday life, thus encouraging critical analysis, decision-making, and collaborative problem-solving.Data was collected through interviews with teachers to analyze their needs and through questionnaires distributed to students, feasibility tests, and product practicality tests. The results showed 90% material feasibility, 100% concept correctness, 95% media feasibility, and 96% question feasibility, all falling within the "very feasible" category. Additionally, an empirical test of the questions through validity testing resulted in 10 valid and 5 invalid questions, with a reliability test yielding a score of 0.717.The score is included in the high category, it needs to be increased to the very high category (0.80 ≤ r ≤ 1.00) by evaluating the material, design, and structure of the module. The product's practicality was tested on 2 science teachers and 32 class VIII students, and achieved percentages of 94% and 89% respectively, categorizing it as "very practical". In conclusion, the e-modules developed in this research are deemed very feasible and practical for facilitating scientific literacy in students.
The Effect of STEM Integrated Guided inquiry Learning Model on Problem solving Skills of Grade 8 Students on Vibration Material and Waves Wijayanti, Rr. Galih Mega; Setiawan, Agung Mulyo
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp394-411

Abstract

In the 21st century, students are required to possess problem-solving skills, this is because students' problem-solving skills are closely related to real-life issues. However, in reality, students' problem-solving abilities in Indonesia are still very low. This has been demonstrated by research conducted by PISA and TIMSS. The primary objective of this study is to evaluate the impact of implementing a guided inquiry learning model integrated with STEM on problem-solving skills, specifically in the subject of vibrations and waves. This study uses a quasi-experimental pretest-posttest design with a control group to test the effectiveness of the intervention. The study involved two classes with different treatments as samples: the control class, which did not receive the intervention, and the experimental class, which receive the intervention, with 30 students in each class. Data analysis testing was conducted using the Shapiro-Wilk normality test, homogeneity test, independent sample t-test, and N-Gain test. The research data analysis revealed an improvement in problem-solving skills in the theory of vibrations and waves through the application of the guided inquiry model integrated with STEM. This is evident based on the independent sample t-test with a Sig.value is 0.000 (p < 0.005), leading to the conclusion that the guided inquiry learning model integrated with STEM significantly affects the problem-solving abilities of 8th-grade students in the topic of vibrations and waves.     Keywords: guided inquiry, STEM, problem solving skills, vibration and wave.
Development of Disaster Mitigation Interactive E-Modules Based on Socio-Scientific Issues (SSI) to Facilitate Junior High School Students' Science Literacy Islami, Nofenka Permata; Setiawan, Agung Mulyo
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.14384

Abstract

In the 21st century, scientific literacy is crucial for students as it connects science to real-life issues. The Socio-Scientific Issues (SSI) approach can be used through contextual learning to enhance students' scientific literacy. This approach involves developing teaching materials based on SSI and for this research, the focus is on disasters and mitigation to increase preparedness in disaster-prone areas. The research aims to develop and test the feasibility and practicality of SSI-based teaching products using the Research and Development (R&D) method, specifically the ADDIE model. The novelty of the SSI e-module is in the issues discussed, the interactive and varied material, and the quiz features. These can improve students' scientific reasoning by involving them in real-life problem-based discussions relevant to everyday life, thus encouraging critical analysis, decision-making, and collaborative problem-solving.Data was collected through interviews with teachers to analyze their needs and through questionnaires distributed to students, feasibility tests, and product practicality tests. The results showed 90% material feasibility, 100% concept correctness, 95% media feasibility, and 96% question feasibility, all falling within the "very feasible" category. Additionally, an empirical test of the questions through validity testing resulted in 10 valid and 5 invalid questions, with a reliability test yielding a score of 0.717.The score is included in the high category, it needs to be increased to the very high category (0.80 ≤ r ≤ 1.00) by evaluating the material, design, and structure of the module. The product's practicality was tested on 2 science teachers and 32 class VIII students, and achieved percentages of 94% and 89% respectively, categorizing it as "very practical". In conclusion, the e-modules developed in this research are deemed very feasible and practical for facilitating scientific literacy in students.
Development of E-Modules with SSCS Model to Improve Students’ Critical Thinking Skills on Energy Crisis Materials Farah Dhilah Balqis; Yayuk Mulyati; Arista, Rini Anggi; Nugraheni, Dian; Setiawan, Agung Mulyo
Indonesian Journal of Biology Education Vol. 8 No. 2 (2025): INDONESIAN JOURNAL OF BIOLOGY EDUCATION
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijobe.v8i2.2971

Abstract

This research aims to develop and validate an e-module based on the Search, Solve, Create, and Share (SSCS) learning model to facilitate students' critical thinking skills on energy crisis materials. The research uses the ADDIE development model, which is limited to the formative evaluation stage, including needs analysis, design, development, and readability and practicality tests. The results of expert validation show that the e-module is in the "quite valid" category with an average of 83.2%. The readability test obtained results of 89.25% from students and 88.4% from teachers (outstanding category), while the practicality test by teachers reached 91.67% (convenient category). The results of the Fleiss’ Kappa test showed a “moderate” level of agreement on the SSCS syntax (0.50) and the critical thinking indicator (0.57). The e-module also features interactive features such as learning videos and contextual educational games. These findings indicate that SSCS-based e-modules are suitable for use as science learning media to encourage the strengthening of students’ critical thinking skills independently and contextually. The implications of this research suggest that integrating the SSCS model into digital learning media can enhance students’ engagement and reflective thinking, and it provides a foundation for future experimental studies to measure its effectiveness in improving learning outcomes.
Co-Authors Afifah Naura Salamah Agustian, Nella Zada Albahy, Azmy Afif Andini, Putri Ayu Arie Nugroho Ramadhan Aryanti Yuniarsih Chandra Ayu Pitaloka Cica Adelia Permatasari Dhiana Wahyu Kusuma Wardhani Dian Nugraheni Erti Hamimi Fairuza Yumna Sholiha Farah Dhilah Balqis Fardhani, Indra Farit Nisaussa&#039;adah Fitri, Qoshirotul Fitriana, Dewi Khajar Hikmah Fatimah I Wayan Sumberartha Islami, Nofenka Permata Isnanik Juni Fitriyah Lutfi Suhad Ariantana Masudatut Toyyibah Muhammad Fajar Marsuki Muhardjito Muhardjito Munzil Mustikasari, Vita Ria Mutammimatul ‘Abidah Azzahidah Novida Pratiwi Nurul Mufidah Nurulita, Dahniar Ainun Rahman, Fardian Novandi Rini Anggi Arista Rizki Antika Savira Mahdia Siti Zulaikah Sitti Djuwarijah Suci Indah Sari Sugiyanto, Sugiyanto Sulistyowati, Novie Endah Syahrul Chandra Tri Wulandari Warmi'anah Warmi'anah Wijayanti, Rr. Galih Mega Yayuk Mulyati Yayuk Mulyati Yulianti, Erni