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All Journal E-Tech : Jurnal Ilmiah Teknologi Pendidikan Jurnal Bahana Manajemen Pendidikan Edutech AL-TA´LIM The Asian Journal of Technology Management (AJTM) Panrita Abdi - Jurnal Pengabdian pada Masyarakat Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Jurnal Basicedu Al-Ta'lim Didaktik : Jurnal Ilmiah PGSD STKIP Subang Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Family Education Ranah Research : Journal of Multidisciplinary Research and Development Abdi Humaniora: Jurnal Pengabdian Masyarakat Bidang Humaniora
Ulfia Rahmi
Universitas Negeri Padang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Transportation Other

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Recognizing Each Student's Unique Learning Style: Adapting the Brain-Based Learning Approach in Natural and Social Science Learning Thariq Al Ayubi; Hanif Al Kadri; Yanti Fitria; Ulfia Rahmi
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.9657

Abstract

This study developed a brain-based learning (BBL) model that is adapted to students' learning styles to improve learning outcomes in Natural and Social Sciences in elementary schools. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development method, this research produced a learning module that was validated by material, media, and language experts, and tested for practicality and effectiveness in two schools. The results showed a significant increase in post-test scores compared to the pre-test, indicating that the BBL approach was effective in supporting students' understanding. The main conclusion of this study is that the adaptive BBL model is able to create a more inclusive learning environment and support individual cognitive needs, thus improving students' understanding and retention of information.
Development of Moodle-Based Learning Management System Integrated with Virtual Programming Lab for Basic Vocational Subjects of Software and Game Development Akbar Muzaki; Abna Hidayati; Ulfia Rahmi; Ridwan
Jurnal Penelitian Pendidikan IPA Vol 11 No 2 (2025): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i2.9914

Abstract

Programming instruction in Vocational Basics for Software and Game Development (PPLG) often encounters challenges such as limited lab practice time, restricted learning media, and conventional one-way teaching methods. This study aims to develop a Moodle-based Learning Management System (LMS) integrated with a Virtual Programming Lab (VPL) that is valid, practical, and effective. Utilizing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the LMS was tested on 36 grade X PPLG students at SMKN 2 Padang. Results showed high validity with a score of 4.4 (highly feasible), practicality scores of 5.0 (teachers) and 4.4 (students) (highly practical), and effectiveness with an N-gain of 0.80 (high). The findings indicate that the LMS significantly enhances learning outcomes, offering a flexible and effective solution for teaching Vocational Basics. This study concludes that the Moodle-based LMS with VPL integration is a viable tool to address existing instructional challenges in PPLG education.
Development of android-based interactive learning media to improve student learning outcomes in class XII MIPA SMA Armen Marta; Zelhendri Zen; Abna Hidayati; Ulfia Rahmi
Jurnal Penelitian Pendidikan IPA Vol 11 No 5 (2025): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i5.10961

Abstract

This research aims to develop android-based interactive learning media that meets the criteria of validity, practicality, and effectiveness for Mathematics class XII IPA. This media is expected to increase students' understanding, motivation, and independence in learning in order to achieve optimal learning outcomes. The method used is Research and Development with the ADDIE approach, which includes the stages of analyze, design, development, implementation, and evaluation. The main data sources came from validators, teachers, and students, analyzed descriptively to measure aspects of validity, practicality, and effectiveness of the media. The validation results showed a high level of feasibility, with a score of 98% for media aspects, 85% for materials, and 95% for language. The practicality of the media was also rated very high by 99% teachers and 94% students. The effectiveness test resulted in a gain score value of 0.68 categorized as high, and the t-test showed difference between the pre-test and post-test results (Sig. 0.000 <0.05), evidenced by a significant increase in the average student learning outcomes, from 67.00 to 90.00. Based on these findings, this interactive media is feasible to be used in learning mathematics class XII IPA SMA as a means to improve student learning outcomes.
Development of LKPD IPAS Using QR-Code with Discovery Learning Model to Improve Students' Critical Thinking Class V Elementary School Retna Yupika; Fetri Yeni J; Abna Hidayati; Ulfia Rahmi
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.11419

Abstract

This study aims to develop a Science Student Worksheet (LKPD) based on QR-Code using the Discovery Learning model to enhance elementary students’ critical thinking skills. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The developed LKPD was validated by material, media, and language experts, resulting in an average validity score of 92%, indicating it is “very valid.” Practicality testing involved teachers and students, yielding scores of 93% and 95%, respectively, which fall under the “very practical” category. The effectiveness of the LKPD was assessed through pre-test and post-test results on students’ critical thinking skills. The average post-test score reached 85.8, showing the LKPD effectively improved students' critical thinking. In addition, students showed high engagement when using the QR-Code feature, which provided easy access to additional digital learning resources. Overall, the QR-Code-based LKPD with the Discovery Learning model is valid, practical, and effective, making it a relevant instructional tool to support active learning and improve the quality of science education in elementary schools.
Interactive Learning Media Development Based on Google Sites in Subjects Science Junior High School Citra Wulandari; Fetri Yeni; Abna Hidayati; Ulfia Rahmi
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.11498

Abstract

This research is motivated by the need for digital-based interactive learning media that supports junior high school students' understanding of science concepts. The purpose of this study is to develop Google Sites-based learning media and measure its validity, practicality, and effectiveness in improving learning outcomes. The study uses a Research and Development (R&D) approach with the ADDIE model, including the stages of analysis, design, development, implementation, and evaluation. The research subjects were teachers and eighth-grade students. The instruments used included expert validation sheets, teacher and student practicality questionnaires, and learning outcome tests. Data were analyzed descriptively for validity and practicality, and used a Paired Sample T-Test to test effectiveness. The results showed that the media obtained a validity score of 87%, teacher practicality 90%, and student practicality 92%. Learning outcomes increased from 55.7% (pretest) to 78.6% (posttest) with a significance value of 0.032 (p < 0.05). In conclusion, this Google Sites-based learning media is valid, practical, and effective, and is suitable for use to improve junior high school students' understanding of science concepts in an interactive and interesting manner.
Development Learning Management System Utilizing Google Workspace Integrated with Wordwall Based on Gamification in Non-Formal Education Elvirawaty; Alwen Bentri; Abna Hidayati; Ulfia Rahmi
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.11729

Abstract

This research aims to develop and validate a Google Workspace-based Learning Management System (LMS) integrated with gamification-based Wordwall for science learning in non-formal education at the junior high school level. The method used is R&D research with the ADDIE model, limited to the implementation stage. At the analysis stage, it was found that students need flexible, interactive, and enjoyable learning media. The design stage produced a learning flow and an intuitive LMS interface. The development stage resulted in an LMS validated by three experts with very valid results (media 87.0%, material 90.0%, language 92.0%). The implementation stage was conducted through practical tests by teachers and students, with average scores of 95.48% and 91.67%, categorized as very practical. In conclusion, the developed LMS is declared valid and practical, and has the potential to become an innovative, interactive, and relevant science learning solution in the context of non-formal education.
Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Aktivitas Belajar Dan Kemampuan Berpikir Kritis Siswa Syofia Engla Sadita; Melva Zainil; Yanti Fitria; Ulfia Rahmi
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.11822

Abstract

This research is motivated by the low learning activity and critical thinking skills of students in science learning in elementary schools. Students tend to be passive and lack understanding of the material presented. One effort that can be made is to apply the Guided Inquiry learning model. This study aims to determine the effect of the guided inquiry learning model on students' learning activities and critical thinking skills in science learning. The research conducted was a quantitative study using a quasi-experimental design involving two groups, namely the control group using conventional methods and the experimental group using the guided inquiry learning model. Data were collected through pretest and posttest. The results showed that the experimental group that applied the guided inquiry learning model experienced a significant increase compared to the control group using conventional learning. After being treated using the inquiry learning model, learning activities increased by 30.87% and critical thinking skills increased by 73.52%. The t-test showed a significant difference (p = 0.000) both in learning activities and critical thinking skills. For the correlation test, it was obtained as much as 0.832 and the percentage of the influence of the learning activity variable and critical thinking ability was 69.20%. Then in the N-gain analysis, the learning activity of the experimental group had an N-gain of 0.76 in the high category while the control group data was obtained as much as 0.45 which was in the medium category. The N-Gain analysis of critical thinking ability for the experimental group was 0.76 in the high category, while for the control class it was 0.4988 in the medium category.
Development of E-Modules Based on Differentiated Learning in IPAS Subjects at SMK Fitri Yani; Alwen Bentri; Jasrial; Ulfia Rahmi
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12061

Abstract

Education in Vocational High Schools (SMK) faces significant challenges in improving the quality of learning, particularly in Social Sciences (IPAS) subjects that involve abstract concepts, such as Earth and Space. Based on daily test data, only 33.33% of students achieved the Learning Objective Completion Criteria (KKTP), indicating that the majority of students have not yet fully understood the material. This study aims to develop a differentiated learning-based E-Module for the Earth and Space Science material in the IPAS subject at SMKN 8 Padang. The research follows the Research and Development (R&D) method using the Four-D model, consisting of Define, Design, Development, and Disseminate stages. The E-Module was evaluated for validity, practicality, and effectiveness. Results showed that the E-Module achieved high validity, with media receiving 90%, material 81%, and language 100%. The practicality test, conducted with small and large groups, showed scores of 96 and 95%, respectively, while the teachers' evaluation scored 94%. Furthermore, the effectiveness of the E-Module was confirmed with a t-value of 16.293, exceeding the critical value of 2.045, indicating significant improvement in student learning outcomes. The average pretest score was 57.73, which increased to 81.73 after using the E-Module, with a moderate N-Gain score of 57%. These results demonstrate that the E-Module significantly enhances student motivation, understanding, and learning outcomes, making it a viable tool for IPAS instruction in SMK.
Development of Interactive IPAS Teaching Material Based on the Inquiry Model Using the Powtoon Application for Fourth Grade Elementary School Students Maimon Hidayat; Ulfia Rahmi; Jasrial; Zuwirna
Jurnal Penelitian Pendidikan IPA Vol 11 No 8 (2025): August
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i8.12235

Abstract

This study aims to develop interactive teaching materials based on the inquiry model using the Powtoon application that are valid, practical, and effective for fourth-grade elementary school students. The background of this research includes the limited use of technology-based teaching materials, low student participation in science and social science learning, a lack of engaging instructional media, and the need for learning models that enhance critical thinking and problem-solving skills. The method used is Research and Development (R&D) with the 4D development model (Define, Design, Develop, and Disseminate). The validation results from subject matter experts, media experts, and language experts indicate that the developed teaching materials are highly valid, with a score of 90.04%. The materials include content aligned with the Competency Criteria and Learning Objectives, a systematic presentation following the inquiry model syntax, communicative language, and attractive visuals through Powtoon animations. In terms of practicality, both students and teachers rated the material as highly practical, with an average student response score of 86.98% and a teacher score of 92.67%. The effectiveness of the teaching material was evaluated through pretest and posttest, with an average N-Gain score of 0.79 (high category), showing a positive impact on student learning outcomes. These materials are proven to be valid, practical, and effective in improving student learning outcomes.
Mathematic Games as an Educational Technology Strategy to Improve Motivation and Learning Outcomes of Elementary School Students Serni Mulia Hartati; Ulfia Rahmi; Jasrial; Ridwan
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.12253

Abstract

This study investigated the effect of Mathematics Games and learning motivation on the mathematics achievement of fifth-grade students at SDN 03 Koto Kaciak. Using a quantitative approach with a 2×2 factorial quasi-experimental design, students were assigned to experimental and control groups. Data were collected through pre- and post-tests and a learning motivation questionnaire. Two-way ANOVA was used for analysis. The results showed that the Mathematics Games method did not significantly affect learning outcomes (p > 0.05), although the experimental group demonstrated slightly higher mean scores than the control group. In contrast, learning motivation significantly influenced students’ mathematics achievement (p < 0.05), with high-motivation students outperforming their peers. No significant interaction was found between teaching method and motivation level. These findings suggest that while the Mathematics Games method did not produce statistically significant gains, learning motivation remains a key factor in academic success. The study’s contribution lies in its contextual application of Mathematics Games as an instructional strategy in a rural elementary school setting, highlighting the importance of implementation quality and learner characteristics. Further research with longer treatment duration and larger samples is recommended to assess long-term effects and refine the integration of educational games in elementary mathematics instruction.
Co-Authors Abna Hidayati Aisyah Anggraeni Akbar Muzaki Alkadri Masnur Amirul Fikri Ani Nurhayati Ansyar, Mohd Anugrah, Septriyan Armen Marta Azrul Azrul Azrul Azrul Azrul Azrul Bayu Ramadhani Fajri Citra Wulandari Deni Darmawan Eldarni, Reni Kurnia Elvirawaty Eva Zuleni Fetri Yeni Fetri Yeni J Fitri Yani Fitria, Yanti Indra Saputra Jasrial Jasrial, Jasrial Jefri Dwi Putra Kintan Fitriani Maimon Hidayat Maria Montessori Meldi Ade Kurnia yusri Melva Zainil Muhammadi Muhammadi Nadia Ulfa Rahmi Nadya Faranda Nora. AN, Desri Nova Yulia Noviyanti Aneros Novrianti Padrius Putri Handayani Putri, Meira Anggia Rafi Septrianda Rahmi Artika Rayendra Rayendra Rayendra Reni Kurnia Retna Yupika Revi Gusrianto Ridwan Riri Delvia Serni Mulia Hartati Silvia Rahmadini Sofiati Suci Kurnia syerly indry Syofia Engla Sadita Taufina Taufina Thariq Al Ayubi Ulil Kurnia Ummul Khaira Widya Hafizah Winanda Amilia Yeni Erita Yoserizal Yoserizal Z. Mawardi Effendi Zen, Zelhendri Zuwirna