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PENGEMBANGAN E-BOOK INTERAKTIF PADA MATERI TERMOKIMIA BERBASIS REPRESENTASI KIMIA Tiyas Abror Huda; Noor Fadiawati; Lisa Tania
Jurnal Pendidikan dan Pembelajaran Kimia Vol 4, No 2 (2015): Jurnal Pendidikan dan Pembelajaran Kimia
Publisher : Universitas Lampung

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This research aimed to develop interactive e-book anddescribe the responses of teachers and students to interactive e-book developed. The implementation phase of the research was started from need assessment carried out in the Metro city, design and development of interactive e-book products which was developed. Then, the limited test was done at SMA Negeri 1Belitang. Based on the expert validation results, it obtained that the percentages of interactive e-book on aspects of contents suitability with the curriculum,legibility, and construction were 86%; 97.33%; and 100%, respectively. Thepercentages of teachers responses on the aspects of the content suitability of thetest with the curriculum and the graphics were 94% and 92%, respectively,while the students' responses on the aspects of legibility was equal to 89.09%.Based on the result, the interactive e-book on the thermochemical material basedon chemical representation was prospered to be used as learning sources.Penelitian ini bertujuan untuk mengembangkan e-book interaktif dan mendeskripsikan tanggapan guru dan siswa terhadap e-book interaktif yang dikembangkan. Tahap pelaksanaan penelitian ini dimulai dari analisis kebutuhan yang dilaksanakan di kota Metro, perancangan dan pengembangan produk e-book. Kemudian dilakukan uji coba terbatas di SMA Negeri 1 Belitang. Berdasarkan hasil validasi ahli diperoleh persentase e-book interaktif pada aspek kesesuaian isi dengan kurikulum, keterbacaan, dan konstruksi sebesar 86%; 97,33%; dan 100% dengan kriteria sangat baik. Persentase tanggapan guru pada aspek uji kesesuaian isi dengan kurikulum dan grafika adalah sebesar 94% dan 92%, sedangkan respon siswa pada aspek keterbacaan adalah sebesar 89,09% dengan kriteria sangat baik. Berdasarkan hal tersebut, e-book interaktif pada materi termokimia berbasis representasi kimia layak untuk digunakan sebagai sumber belajar.Kata kunci: e-book interaktif, representasi kimia, termokimia

The positive role of parents and family in home-based literacy: An Integrative Review Abror Huda, Tiyas; Yayah Haenilah, Een
Indonesian Journal of Innovation Multidisipliner Research Vol. 2 No. 2 (2024): June
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/ijim.v2i2.79

This study analyzes and explores home-based literacy based on prior research indexed by Scopus and published between 2020 and 2022 to determine the roles parents and families play in learning home-based literacy. The analysis was explicitly done in the area of education. Search outcomes for article samples were discovered using a Scopus.com account. The author used the integrated review methodology and looked up to 12 papers. The author concludes that when parents and families participate, home-based literacy programs greatly benefit children's learning and development. Parents and families must support children's literacy development through reading books, labelling objects, telling stories, teaching numbers and letters, and reciting nursery rhymes. The activity's success is also influenced by the parent's educational attainment and financial standing in carrying out their duties. The more educated and wealthy a person is, the simpler it will be to implement at-home literacy initiatives. Conversely, implementation will be hampered by the parents' lower levels of education and wealth. However, this can be avoided by connected parties cooperating, specifically by providing children and parents with access to free books at home.

Local wisdom-infused experiential learning and its effects on reading literacy: a meta-analysis Huda, Tiyas Abror; Setiyadi, Ag. Bambang; Haenilah, Een Yayah; Rusminto, Nurlaksana Eko; Sinaga, Risma Margaretha; Hamid, Mustofa Abi
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22069

Numerous meta-analysis studies have been undertaken on the topic of culturally embedded learning. Insufficient study has been undertaken on culturally integrated learning as a means to enhance reading abilities. The objective of this study is to assess and evaluate the impact of learning enriched by local culture on reading proficiency. This research was conducted using meta-analysis. The document search conducted using Google Scholar yielded 14 document papers published between 2019 and 2023. The research design included a contrast group with random effects model, incorporating a corrected effect size. The investigation employed Jeffreys’s Amazing Statistics Program (JASP) software to compute means aggregate errors, generate forest plots, and assess publication bias. The research reported a statistically significant difference (SE=2.091) between the groups that used local knowledge and standard methods in the learning process. The findings also indicated that incorporating local culture has a significant and favorable impact (with a p value of less than 0.05, namely 0.001) on reading proficiency. This demonstrates that incorporating local culture into the learning process is successful in enhancing students' reading proficiency. Therefore, this study recommends that teachers incorporate local culture as a subject in their teaching to enhance students' reading proficiency.

The positive role of parents and family in home-based literacy: An Integrative Review Tiyas Abror Huda; Een Yayah Haenilah
Indonesian Journal of Innovation Multidisipliner Research Vol. 2 No. 2 (2024): April - June
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/ijim.v2i2.79

This study analyzes and explores home-based literacy based on prior research indexed by Scopus and published between 2020 and 2022 to determine the roles parents and families play in learning home-based literacy. The analysis was explicitly done in the area of education. Search outcomes for article samples were discovered using a Scopus.com account. The author used the integrated review methodology and looked up to 12 papers. The author concludes that when parents and families participate, home-based literacy programs greatly benefit children's learning and development. Parents and families must support children's literacy development through reading books, labelling objects, telling stories, teaching numbers and letters, and reciting nursery rhymes. The activity's success is also influenced by the parent's educational attainment and financial standing in carrying out their duties. The more educated and wealthy a person is, the simpler it will be to implement at-home literacy initiatives. Conversely, implementation will be hampered by the parents' lower levels of education and wealth. However, this can be avoided by connected parties cooperating, specifically by providing children and parents with access to free books at home.

Culture and Thematic Learning: Indonesian Teachers’ Perspectives Tiyas Abror Huda; Een Yayah Haenilah
Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung 2024: Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung
Publisher : Prosiding Seminar Nasional Pendidikan FKIP Universitas Lampung

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Education and culture are two things that cannot be separated because the inclusion of culture in education will make learning more meaningful. The purpose of this research was to find out the perceptions of elementary school (SD) teachers in Lampung Province regarding the integration of culture in thematic learning in elementary schools. Much research has been conducted on the integration of culture into learning in elementary schools, but this research focuses more on the cultural context in Lampung Province. Data collection was carried out by distributing questionnaires through the Google Form, where the questionnaire had previously been tested for validity and reliability. Then it was strengthened by interviews to dig deeper into integrating culture into learning. Furthermore, the data obtained were analyzed both quantitatively and qualitatively. The research results show that cultural integration in learning can (1) be a learning resource that is parallel to the main material as a form of introducing and preserving culture as early as possible in elementary school, (2) help students achieve their cognitive, affective, and psychomotor competencies, and (3) become additional references for teachers so that learning can be more real for elementary school students because culture is inherent in students' daily lives. (4) Of course, in practice, there are many obstacles faced by teachers, namely limited teacher knowledge related to culture, lack of supporting resources, limited learning time, lack of support from student parents, inadequate facilities, limited ability of teachers to teach children's songs according to the theme, available teaching materials, and still using a subject approach, making it difficult for teachers to combine material according to the theme. Therefore, real collaboration is needed between teachers, school principals, communities, and policymakers to support each other and integrate culture in elementary schools as early as possible.

Integrated STEM 3.0 Approach to Enhance Critical Thinking Skills: An Empirical Evidence Ismu Sukamto; Hervin Maulina; Widyastuti Widyastuti; Ika Wulandari Utamining Tias; Tiyas Abror Huda; Dina Maulina
Jurnal Pendidikan Progresif Vol 12, No 3 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Integrated STEM 3.0 Approach to Enhance Critical Thinking Skills. Critical Objectives: This study aimed to examine the effect of the STEM 3.0 approach assisted by real material and virtual simulation to enhance the CTS. Methods: The research method used Quasi-Experimental Designs with Matching-Only Pretest-Posttest Control Group Design. The subjects of this study were high school students of Class XI in Surabaya. Findings: Based on the research data, the increase in the CTS of students in the 2 experimental classes was classified as moderate with an average n-gain value of students in class A2 of 0.69 and class A5 of 0.63 while the increase in CTS in the control class was classified as moderate with a lower value (a score of 0.36). Based on the results of statistical tests, there is a significant difference between the experimental class and the control class. Conclusion: Thus, it is concluded that the integrated STEM 3.0 approach can enhance the CTS. Keywords: integrated STEM 3.0, CTS, real material, virtual simulations.DOI: http://dx.doi.org/10.23960/jpp.v12.i3.202219

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