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All Journal Cakrawala Pendidikan Jurnal Profesi Kependidikan Jurnal Nalar Pendidikan ELT Worldwide: Journal of English Language Teaching Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Auladuna Journal of Educational Science and Technology Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Tarbawi: Jurnal Keilmuan Manajemen Pendidikan CARADDE: Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of Learning Education and Counseling JKPD : Jurnal Kajian Pendidikan Dasar Patria Artha Technological Journal Journal on Education JKP (Jurnal Konseling Pendidikan) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Innovation in Educational and Cultural Research TANJAK: Journal of Education and Teaching Guiding World : Jurnal Bimbingan dan Konseling Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Seminar Nasional Pengabdian Kepada Masyarakat INOVASI: Jurnal Hasil Pengabdian Masyarakat Seminar Nasional Hasil Penelitian LP2M UNM Journal of Educational Technology, Curriculum, Learning, and Communication Chemedu: Jurnal Ilmiah Pendidikan Kimia Jurnal Teknologi Pendidikan Edumaspul: Jurnal Pendidikan SAP (Susunan Artikel Pendidikan) Journal of Early Childhood Education Perspectives (JECEP) Dedicated: Journal of Community Services (Pengabdian kepada Masyarakat) Journal of Research in Instructional Bina Gogik Curricula: Journal of Curriculum Development Inovasi Kurikulum
Nurhikmah H
Teknologi Pendidikan, Universitas Negeri Makassar
Religion Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Dentistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Public Health Social Sciences Other

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Needs Analysis of Mobile-Based Biology Microlearning for Senior High School Students: Student and Teacher Perspectives Nurhikmah H; Abdul Malik Ramli; Maenuddin Bustanil Syah; Baso Asrul N. Bena
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3092

Abstract

Learning biology, particularly cells and metabolism, requires students to understand structures, sequences, and dynamic processes that are difficult to observe directly. This study aimed to analyze students’ and teachers’ needs as a basis for developing mobile-based biology microlearning for senior high school students. A descriptive needs analysis involved 31 Grade 11 students in the Mathematics and Natural Sciences track and three biology teachers at SMA Negeri 23 Makassar. Closed-ended data were analyzed using frequencies, percentages, means, and standard deviations, while open-ended responses were coded descriptively. Smartphones were the primary student devices (77.4%), and videos of 3–5 minutes were the most preferred duration (51.6%). All students needed offline access, 93.5% needed subtitles, and 90.3% agreed that short, stepwise materials could support their focus. The most frequently identified difficult topics were enzyme and coenzyme inhibition (32.3%), light-dependent reactions of photosynthesis (29.0%), and the fluid mosaic model of cell membranes (22.6%). Teachers emphasized dynamic media, curriculum-aligned materials, editable resources, formative question banks, data-efficient materials, and technical support, while only one teacher reported confidence in creating simple digital materials. The findings indicate that the initial design should provide 3–5-minute single-concept segments, 360p–480p video options, offline access, subtitles and transcripts, stepwise visualizations, and short quizzes with explanatory feedback. The study provides context-sensitive initial specifications for mobile-based biology microlearning, which should be followed by content validation, prototype development, usability testing, and effectiveness evaluation.
VIDEO PEMBELAJARAN INTERAKTIF BERBASIS ANIMASI Rezki erina; Nurhikmah H; Andromeda Valentino Sinaga
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Produce
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.17952

Abstract

This study aimed to develop an interactive animation-based learning video on the topic of Earth's Structure and Its Dynamics for eighth-grade students at SMP Negeri 19 Sinjai and to determine its validity and practicality. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The research subjects included an eighth-grade science teacher and Grade VIII students of SMP Negeri 19 Sinjai. Data were collected through observation, interviews, questionnaires, and documentation. The product validity was assessed by a material expert, a media expert, and a learning expert, while its practicality was evaluated through teacher responses, a small-group trial involving seven students, and a large-group trial involving twenty-eight students. The results of the needs analysis indicated that students required an interactive animation-based learning video to facilitate understanding of the abstract concepts in the topic of Earth's Structure and Its Dynamics. The developed product consisted of three interactive learning videos integrated with a Canva-based presentation as a navigation system. The validation results showed that the product met the validity criteria, while the practicality test indicated that it was categorized as highly practical based on teacher and student responses. Therefore, the interactive animation-based learning video is considered appropriate for use as a science learning medium for eighth-grade students at SMP Negeri 19 Sinjai.
Teacher’s Experiences in Applying Basic Questioning Technique in the Learning Process Nurhikmah Nurhikmah; Nurdin Noni; Amra Ariyani
ELT Worldwide: Journal of English Language Teaching Vol 13, No 2 (2026)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v13i2.89622

Abstract

This study explores English teachers’ experiences in applying basic questioning techniques during classroom learning and examines the challenges that influence their implementation. Using a descriptive qualitative design, the study involved two English teachers at SMP Negeri 26 Makassar. Data were collected through semi-structured interviews and analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data collection, data condensation, data display, and conclusion drawing and verification. The findings show that both teachers regarded questioning as an integral part of classroom interaction, although they differed in the intensity and distribution of their questioning. Questions were used in the preliminary, core, and closing stages of learning to activate prior knowledge, monitor understanding, maintain attention, connect learning with students’ experiences, encourage explanation, and evaluate learning. The study also identified four interrelated challenges: low student self-confidence, differences in English language ability, limited instructional time, and low student participation in question-and-answer activities. To address these challenges, teachers simplified questions, provided thinking time, used probing questions, and encouraged pair or small-group discussion before individual responses. The findings indicate that effective questioning is not determined only by the quality of a question itself, but also by the teacher’s responsiveness to students’ abilities, emotional readiness, participation patterns, and classroom time. The study contributes a context-sensitive account of questioning from teachers’ perspectives and highlights the need to treat questioning as an interactional practice rather than merely an assessment technique.
Co-Authors A. Nidaul Magvira Nasrun A.Fauziah Abd Haling Abd. Haling Abd. Haling Abd. Rahman Trisno Abdul Hakim Abdul Haling Abdul Malik Ramli Abdul Malik Ramli Afriani Afriani Agus Qomaruzzaman Alvina Nurulita Amra Ariyani Anas Arfandi Andi Akram Dolla Andi Asmawadi Andi Wahed Andromeda Valentino Sinaga Arismunandar Arismunandar Arnidah, Arnidah Asrul Burhan Astana Aulia Putri Awaluddin Muin Awaluddin Muin, Awaluddin Bahri, Bahri Baso Asrul N. Bena Baso Jabu, Baso Chece Nurmalasari Citra Prasiska Puspita Tohamba Citra Rosalyn Anwar Dedy Aswan Dian Ismidiati Idil Dian ismidiati Idil Eliana Putri Ervianti, Ervianti Faaizah Shahbodin Fajar Arwadi Faliha Mahnur Faqihudin Farida Febriati Hamsar Hasfat Hamsu Abdul Gani Handy Ferdiansyah Hasmidarahma Hasmidarahma Hasnawi Haris Hengki Wijaya Heni Safitri Husnaini Husnul Khotimah Indra Azis Irnayanti Isnawati Amir Istar Al Fatih Malik Nur Jelita Pasombo Juriani Kamaruddin Syam Kesi Kobak L. Lu'mu Laksmi dewi Lu’mu Lu’mu Lu’mu Taris M. Syakir Wahid Maenuddin Bustanil Syah Matswana Amin Merissa Monoarfa Merrisa Monoarfa Muh Putra Pratama Muhammad Alfian Solo Muhammad Aris Muhammad Rais Muhammad Wildan Muhammad Yunus N. Nurdaiman Nabilah Nurul Inayah Nirwana Nirwana Nur Islamiah Baharuddin Nurdaiman Nurdaiman Nurdiah Anggraeni Amir Nurdin Noni Nurindah Nurindah P. Pattaufi P. Purnama Pattaufi, Pattaufi Purnama Purnama Ratnawati Ratnawati Regina Rita Bella Reski Reski Rezki erina Rina Asriani Bakri Rina Asrini Bakri Risdayanti Risdayanti Risma Risma Rizki ayu Afrianti Rizki Muthmainnah Amir Rosihan Aminuddin Rukli Rukli Rusli Safaruddin Safaruddin Saleha Sartini Sartini Silvanna Glory Samaliwu Sitti Nurhalisa lisa Sri Rahmawati Sukmawati Sulastri Sulastri Sulfah Muhtar Sumiati Side Supriandi Supriandi Suryadi Ishak Titi Chandrawati Ulfayani Hakim Umar Tirtaraharja Umar, Nur Fadhilah Wahira Yonel Oktapianus Yosi Asnia Yusri Yusuf