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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan E-Tech : Jurnal Ilmiah Teknologi Pendidikan Pedagogi: Jurnal Ilmu Pendidikan AKSIOMA: Jurnal Program Studi Pendidikan Matematika Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI JETL (Journal Of Education, Teaching and Learning) Minda Baharu Jurnal Ilmiah Mandala Education (JIME) JUPE : Jurnal Pendidikan Mandala Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Abdidas Journal of Innovation in Educational and Cultural Research Jurnal Pengabdian kepada Masyarakat Nusantara Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Inovasi Kurikulum Indo-MathEdu Intellectuals Journal Journal of Educational Sciences Jurnal Ilmiah Ilmu Terapan Universitas Jambi ARMADA : Jurnal Penelitian Multidisiplin Jurnal Penelitian Pendidikan Indonesia Journal of Nonformal Education Journal of Educational and Learning Studies
Rayendra Rayendra
Universitas Negeri Padang
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Implementation of Differentiated Learning in Science Subject in Grade V of SD Negeri 03 Geragahan Rudi Harianto; Rayendra; Alwen Bentri; Zuwirna
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13300

Abstract

The diversity of student characteristics is a challenge for educators in the learning process. Therefore, the ability of teachers to accommodate these differences is a key factor in creating effective and meaningful learning. Differentiated learning has emerged as an adaptive and meaningful approach. Differentiated learning has emerged as an adaptive approach designed to optimally meet students' learning needs. This study aims to describe the implementation of differentiated learning in science subjects in class V of SD Negeri 03 Garagarhan, focusing on three main aspects, namely planning, implementation, and learning assessment. This research uses a qualitative approach with descriptive methods. Data were collected through interviews, observations, and documentation with instruments in the form of interview guidelines, observation guides, and documentation. Data analysis techniques were carried out through the stages of data reduction, data presentation, and drawing conclusions. The implementation of differentiated learning in science subjects in class V of SD Negeri 03 Geragahan has been carried out in a structured and collaborative manner. Planning involves teachers, principals, and parents by considering the learning needs of students from academic and socio-cultural aspects. The implementation begins with a diagnostic assessment and is outlined in a teaching module that adjusts the learning method, media, and environment. Assessment is carried out in a sustainable and adaptive manner. However, this process still faces obstacles such as time constraints, as well as the potential for social jealousy between students. Nevertheless, the school still shows a commitment to realizing inclusive and student-centered learning.
Development of Problem Based Learning-Based Student Worksheets to Improve 4C Skills in Science Learning in Elementary Schools Laura Lailatul Qodri; Yeni Erita; Leni Zahara; Rayendra Rayendra
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13475

Abstract

Education in the 21st century requires a shift toward student-centered learning and the strengthening of 4C skills (Creativity, Critical Thinking, Collaboration, and Communication) as mandated by the Pancasila Student Profile and the Merdeka Curriculum. Needs analysis in elementary schools shows that existing LKPD are still traditional, lack problem-solving components, do not facilitate collaboration, and have not supported higher-order thinking. This condition indicates the urgency of developing contextual and interactive LKPD based on Problem-Based Learning (PBL) to reinforce students’ 4C skills in grade IV IPAS lessons. This study aims to develop PBL-based LKPD to improve students’ 4C skills using the ADDIE model. The research was conducted in SDN 02 Maek, SDN 06 Maek, and SDN 07 Maek involving 30 students and 3 teachers. The product’s validity met the required standards, with media validation at 71.6% (valid), language validation at 80% (valid), and content validation at 66% (valid). Practicality testing showed scores of 86.3% from teachers (very practical) and 82.6% from students (very practical). The LKPD’s effectiveness was demonstrated through an average N-Gain of 0.77 (high). Thus, the developed LKPD is categorized as valid, very practical, and effective in strengthening 4C skills in grade IV IPAS learning.
Inclusive Mathematics Education Applied in Science through Assistive Technology: Advancing SDG 4 for Deaf Students in Indonesia Siska Armeilia; Abna Hidayati; Jasrial; Ulfia Rahmi; Rayendra; Elsa Efrina; Eka Iswandy
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.14440

Abstract

The integration of assistive technology is a key pillar in creating an inclusive mathematics education ecosystem for deaf students. This Systematic Literature Review (SLR) analyzed 49 reference sources to map the trends and effectiveness of learning media at secondary school levels. Findings show the primary focus on practical solutions utilizing students' visual cognitive strengths. Geometry is the most frequent topic (39%) due to its visualization nature that suits deaf visual learners. The reviewed literature indicates that integrating digital media—such as Augmented Reality (AR), Android applications, and subtitled videos—yields average validity scores ranging from 86.50%. This study concludes that transforming physical teaching aids into an interactive digital ecosystem is a crucial solution to bridge verbal communication barriers and mathematical abstraction in secondary schools.
Integrating Character and Learning Outcomes Through the Archerys ID Model in Elementary IPAS Learning: Supporting SDG 4 Desi Engriani; Darmansyah; Zelhendri Zen; Rayendra
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.15061

Abstract

This study aims to examine the effect of the Archerys Instructional Design (ID) Model on students’ moral understanding, academic ethics, and IPAS learning outcomes among sixth-grade students at SDN 04 Korong Kota Solok. This study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 40 students divided into two intact classes, namely an experimental class receiving instruction through the Archerys ID Model and a control class receiving conventional learning instruction. Data were collected using questionnaires to measure moral understanding and academic ethics, essay tests to measure IPAS learning outcomes, observation sheets, and interviews as supporting qualitative data. Quantitative data were analyzed using descriptive statistics, normality tests, homogeneity tests, Multivariate Analysis of Variance (MANOVA), and Independent Sample t-tests. The results indicated significant differences between the experimental and control groups across all dependent variables (p < 0.05). Students in the experimental class achieved higher average scores in moral understanding (84.20) compared to the control class (74.10), academic ethics (84.50 compared to 73.20), and learning outcomes (87.80 compared to 77.40). In addition, correlation analysis demonstrated a positive trend in the relationship between moral understanding, academic ethics, and learning outcomes following the implementation of the Archerys ID Model, although the correlation strength remained statistically weak. These findings indicate that the Archerys ID Model effectively supports the integration of affective and cognitive learning dimensions through meaningful and value-oriented instructional activities in elementary school IPAS learning contexts.
Development of Desmos-Assisted Electronic Student Worksheet Based on the 5E Inquiry Learning Model to Enhance Mathematical Reasoning Skills: Supporting SDG 4 Quality Education Rahmi; Zelhendri Zen; Jasrial; Rayendra
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.15071

Abstract

This study aimed to develop an electronic student worksheet (e-LKPD) based on the 5E Inquiry Learning model assisted by Desmos and to evaluate its validity, practicality, and effectiveness in enhancing mathematical reasoning skills (MRS) in senior high school mathematics. A Research and Development (R&D) approach using the ADDIE model was employed, implemented through a one-group pretest-posttest pre-experimental design. The e-LKPD was developed for Grade X students at SMAN 1 Pariaman on the topic of Linear Programming. Expert validation yielded an average score of 98% (highly valid) across content, language, and media aspects. Practicality testing yielded teacher response of 88.6% and student response of 97% (both highly practical). Effectiveness was evaluated via N-Gain analysis; mean pretest scores increased from 32 to 71 post-intervention, with an average N-Gain of 0.57 (medium category). The Wilcoxon signed-rank test confirmed statistically significant improvement (p ≤ 0.001). These findings indicate that the e-LKPD integrating the 5E inquiry model with Desmos technology constitutes a valid, practical, and moderately effective instructional tool for advancing mathematical reasoning skills in senior high school mathematics.
Development of an adobe animate-based virtual laboratory for electronic fuel injection practicum Ghaus Dhiyaurrahman Baunan; Zelhendri Zen; Darmansyah Darmansyah; Rayendra Rayendra
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02362

Abstract

This study developed an Adobe Animate–based virtual laboratory for motorcycle electronic fuel injection practicum in vocational high schools. The study applied the Four-D development model involving define, design, develop, and limited disseminate stages. Data were collected through expert validation sheets, practicality questionnaires, pre-test and post-test, and a motivation questionnaire. Data were analyzed using descriptive percentages, N-gain, and paired-samples t-test. The product was highly valid (89.00%) and highly practical (88.06%). Learning outcomes increased from 61.89 to 89.29, with high N-gain (0.72), improved mastery from 21.4% to 92.9%, and significant test results (t = 8.840; p < .001). Student motivation reached a high category (79.11%). The virtual laboratory is feasible and effective for supporting EFI practicum.
Development of an LMS-based flipped learning e-module for TOEIC preparation Santy Mery; Zelhendri Zen; Fetri Yeni; Rayendra Rayendra
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02372

Abstract

This study aimed to develop an LMS-based e-module using the Flipped Learning model for Grade XI vocational high school students and to evaluate its validity, practicality, and effectiveness in supporting TOEIC preparation. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 187 Grade XI students from five vocational school classes. Data were collected through expert validation sheets, student response questionnaires, and TOEIC-based pre-test and post-test assessments. Data were analyzed using descriptive statistics, normalized gain (N-Gain), paired sample t-test, Cronbach’s Alpha, and item-total correlation. The developed e-module achieved an overall validity score of 86.4%, indicating a very valid category. The practicality assessment yielded a mean score of 72.62%, categorized as practical. Students’ learning achievement improved significantly, with mean scores increasing from 26.76 (pre-test) to 63.02 (post-test). The average N-Gain score was 0.4961, indicating moderate effectiveness. Furthermore, the paired sample t-test revealed a statistically significant improvement in learning outcomes (t = 35.185, p < 0.001). The LMS-based Flipped Learning e-module is valid, practical, and effective for enhancing TOEIC-related English learning achievement among vocational high school students.
Effects of STEM-integrated problem-based learning on mathematical critical thinking and achievement Liza Marlian; Rayendra Rayendra; Darmansyah Darmansyah; Fetri Yeni J
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02592

Abstract

This study aims to examine the effectiveness of a STEM-integrated Problem-Based Learning approach in improving students’ mathematical critical thinking skills and cognitive learning outcomes in trigonometry. A quantitative quasi-experimental design with a pretest–posttest nonequivalent control group was employed. The sample consisted of 86 eleventh-grade students at SMAN 19 Batam, divided into an experimental group taught using STEM-integrated PBL and a control group taught conventionally. The experimental group achieved higher improvements in mathematical critical thinking skills, with an N-Gain of 43.98%, compared with 20.76% in the control group. Cognitive learning outcomes also improved more strongly in the experimental group, with an N-Gain of 51.81%, compared with 28.77% in the control group. STEM-integrated PBL is effective for enhancing students’ critical thinking and cognitive achievement.
Evaluating the summative effectiveness of a curriculum integrated STEM-based web research hub in fostering science literacy among junior high school students Fikri Aulia; Affero Bin Ismail; Dadi Mulyadi; Rayendra Rayendra; Wikan Budi Utami
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 12 No. 1 (2026): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202626900

Abstract

The need for holistic STEM learning innovations is crucial to enhance students’ scientific literacy in the digital era. This RnD study aims to develop a web-based Research Hub as a technology-rich learning environment and evaluate its empirical impact on students’ scientific literacy. Utilizing the Lee & Owens framework, the study adopted a one-group pretest-posttest design to evaluate its effectiveness. The sample consisted of ninth-grade students from a junior high school in Malang Raya subjected to a two week intervention. Data werw collected using a 20 item two tier scientific literacy test adapted to the PISA 2022 framework. Descriptive statistics showed a positive shift in the mean score from 63.65 at pretest to 72.13 at posttest, yielding a mean difference gain of 8.48. Prerequisite testing confirmed that the dataset was normally distributed. The subsequent parametric Paired Sample T-Test demonstrated a highly significant increase in scientific literacy with , , 2, with a 95% Confidence Interval ranging from -9.465 to -7.503. Furthermore, calculating the magnitude of the intervention yielded an exceptionally large Cohen’s d effect size , proving that the integrated Research Hub framework provides substantial empirical power in advancing student competencies compared to traditional platform limits. In conclusion, the technology-rich Research Hub is highly effective, valid, and scalable in improving junior high school students’ scientific literacy within modern STEM education frameworks.
Development of a Competency-Based Evaluation Instrument for Assessing Employability Skills in Good Manufacturing Practices Training Malika, Febi Fatia; Rayendra, Rayendra; Bentri, Alwen; Alfahani, Khairul
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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

Abstract

This study aims to develop a competency-based evaluation instrument for assessing employability skills in GMP training. The study was motivated by the limitation of conventional GMP evaluation instruments that mainly measure technical knowledge and procedural compliance, while providing limited evidence of participants’ ability to apply critical thinking, professionalism, communication, and teamwork in workplace-based situations. This study employed a DDR approach using the Needham model, which consisted of needs analysis, design and development, and evaluation. The instrument was developed by aligning GMP competency standards, employability skill indicators, cognitive levels, and item formats. The final prototype consisted of 20 items, including 10 multiple-choice items and 10 true-false items. Data were collected through expert validation and product testing with GMP training participants at the AGAVI Institute. The data were analyzed using the Gregory Index, KR-20 reliability test, item difficulty analysis, discrimination power analysis, and distractor effectiveness analysis. The results showed that the material validation obtained a Gregory index of 0.73, categorized as high validity, while the evaluation design validation obtained a Gregory index of 0.80, categorized as very high validity. The reliability coefficient was 0.63, indicating acceptable internal consistency for preliminary use. Item analysis showed that most items were easy, with limited discrimination power and distractor effectiveness. Therefore, the instrument is feasible as a validated prototype, although broader testing is needed to strengthen its psychometric stability.
Co-Authors Abdul Habib Arrasyidi Desky Abdullah, MT, Dr. Rijal Abna Hidayati Abna Hidayati Abna Hidayati Adrias Adrias Affero Bin Ismail Agus Waldi Ahmad Zikri Al Hadid Nur Rahim Aldonia, Jihan Alfahani, Khairul Alkadri Masnur Ananda Irvan Anggi Prasetia Anugrah, Septriyan Arfa Novia Santi Austin, Diah Anggraini Azaharani, Meissy Anggun Azmi, Rahmatul Basra, Melani Betty Deviana Brilyan, Shabra Chaeroni, Ahmad Dadi Mulyadi Damayanti, Arfina Darmansyah Desi Engriani Desyandri Desyandri Dewi Kartina Diah Anggraini Austin Dian Mutia Dita Anggun Meirani Eben Manurung Eka Iswandy Eldarni Elga Elfira Ellsy Rahmadani Putri Elsa Efrina Emilham Mirshad Emilham Mirshad Ermawalis Fadhilaturrahmy, Fadhilaturrahmy Fadli S Feby Liswar Fetri Yeni Fetri Yeni Fetri Yeni J Fetri Yeni J Fikri Aulia Ghaus Dhiyaurrahman Baunan Gusfianora, Fara Handika, Refiona Hanifa Zahara hendri, nofri Heri Wicaksono Hikmah, Sri Hikmah Putri Ilham Ilham Indra Saputra Izzan Muhammad Furkan Jasrial Jasrial Jasrial Jodi Hardika Jodi Hardika Jodi Hardika Juni Faivantisa Wisda Laura Lailatul Qodri Leni Zahara Leni Zahara Lilis Suryani Liza Marlian Maharini Rizky Pratiwi Malika, Febi Fatia Marina Amini Masnur, Al-Kadri Meldi Ade Kurnia yusri Mila Ladia Facma Mudjiran Mudjiran Muhammadi Muhammadi Muhammadi Muhammadi Muhammadi Muhammadi Mutiara Felicita Amsal Mutiara Felicita Amsal Mutiara Felicita Amsal Nadya Faranda Nizwardi Jalinus Nofri Hendri Nofri Hendri Noviachri Imroatul Sadiyah Novita Sari Novrianti Nugroho Susanto Nur Indriati Harahap Nurhasnah Sikumbang Nuridin Widya Pranoto Prasetia, Anggi Putri, Lini Oxtoria Putri, Maidiya Rahmayanti, Elsa rahmi Rahmi Pratiwi Rahmi Pratiwi, Rahmi Rahmi, Ulfia Ramalis Hakim Ramalis Hakim Ramalis Hakim Ramalis Ramalis Ratu Amalia Sari Reni Kurnia Ridhani Ridho ApriliaNugraha Ridwan Ridwan Ridwan Rini Nelwideri Risda Amini Riska Yulia Sari Rudi Harianto Salsabila Yunitari Salsabila, Viona Santy Mery Sari, Ratu Amalia Setiawati Setiawati Siska Armeilia Sri Hikmah Putri, Abna Hidayati Subhan, Muhammad Adam Suci Yunita Sari Suryani, Epi Syafri Ahmad Syafri Ahmad, Syafri Syafril Syafril Syafril Syafrudin Ulfia Rahmi Ulfia Rahmi Vanesa, Adilla Zikra Widya Hafizah Wikan Budi Utami Winda Boyusta Yeni Erita Yeni Erita Yudiana Yudiana Zelhendri Zen Zelhendri Zen Zelhendri Zen Zen, Zelhendri Zuliarni Zuliarni Zuwirna Zuwirna Zuwirna Zuwirna Zuwirna