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All Journal Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) Indonesian Journal of Innovation Multidisipliner Research Jurnal Pendidikan Progresif Journal of Adaptive Education Edumaspul: Jurnal Pendidikan AI and Developmental Insights in Education (AIDIE) Jurnal Pengabdian Olahraga Masyarakat
Tiyas Abror Huda
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Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Library & Information Science Social Sciences Other

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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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (172.668 KB)

Abstract

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
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

Abstract

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

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

Abstract

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
Program For Developing Rural Area Elementary School Teachers Professionalism Based on TPACK: Review Empirical And Reflective Abror Huda, Tiyas; Yayah Haenilah, Een; Abdurrahman
Journal of Adaptive Education Vol. 1 No. 1 (2023): Journal of Adaptive Education
Publisher : Program Doktor Pendidikan FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/joaedu.v1i1.1100

Abstract

This study aims to develop the professionalism of rural area elementary school teachers based on TPACK. The subject of this research is the Teacher Professional Education (PPG) Participants at the University of Lampung in 2020 in the field of study for elementary school teachers from rural areas in Lampung Province. The research sample amounted to 49, which were determined purposively. This study uses qualitative research with a Narrative Study Approach. The focus of this research is to produce a hypothetical model that can overcome the obstacles of PPG participants from rural areas so that it can be a solution to increase professionalism while supporting UKMPPG Graduation. Data collection techniques are used in the form of questionnaires, interviews and documents. The results showed that PPG participants were proven to have problems in the form of weak internet signals and a lack of mastery of technology, which impacted their unpreparedness to participate in PPG in terms of technology and content. Based on these conditions, the hypothetical model includes three scaffolding levels. Thus, theoretically, scaffolding can develop teacher professionalism.
Advancing learning through gamification in primary schools: a systematic literature review Ismu Sukamto; Irman Syarif; Tiyas Abror Huda; Gusniyati Buhari
Edumaspul: Jurnal Pendidikan Vol 9 No 2 (2025): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v9i2.8967

Abstract

Gamification contributes positively to increased learning motivation, academic achievement, and 21st century skill development. However, the existing literature tends to be fragmented based on disciplines, types of games, or specific aspects of learning outcomes. This study aims to systematically examine the application of gamification in learning in elementary schools and its impact on students' learning motivation, academic achievement, and skill development. Through the Systematic Literature Review approach, this article analyzes 15 selected empirical research articles obtained from the Scopus and ScienceDirect databases. The results of the analysis show that gamification, both in digital and physical form, consistently improves the motivation, learning outcomes, as well as social, motor, and cognitive skills of elementary school students. Factors supporting success include teacher readiness, student enthusiasm, and infrastructure availability, while key barriers include technology limitations, time, and training. The study also found that gamification has high potential to be strategically integrated into the primary school curriculum. Thus, gamification can be a relevant, adaptive, and transformative pedagogical approach in 21st-century primary education.
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 - Juni
Publisher : Institute of Advanced Knowledge and Science

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

Abstract

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.
Implementation of Paragogy Praxis to Develop Students’ Holistic Capacities in Online Learning Tiyas Abror Huda; Een Yayah Haenilah; Asih Budi Kurniawati
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.547

Abstract

This study is motivated by the challenges of online learning in fostering students’ holistic competencies, particularly in social and moral dimensions that are often underemphasized. It aims to describe the implementation of paragogy praxis in developing students’ holistic competencies in an online learning environment. A quantitative approach with a descriptive design was employed, involving 869 second-semester students from the Faculty of Teacher Training and Education at Universitas Lampung. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability, and were analyzed using descriptive statistics. The findings reveal that students’ holistic competencies, encompassing intellectual, social, and moral aspects, are categorized as very high. This is reflected in strong levels of empathy, collaboration, and self-regulation, which indicate ethical, reflective, and responsible interactions among students. In addition, female students tend to demonstrate slightly higher holistic competencies than male students, although the difference is not statistically significant. Based on the study program, students from the Primary School Teacher Education (PGSD) program show the highest achievement in holistic competencies. These findings suggest that the implementation of paragogy praxis in online learning is effective in supporting the development of students’ holistic competencies. This approach not only emphasizes cognitive aspects but also promotes social interaction, collaboration, and the internalization of moral values through technology-mediated collaborative learning. Therefore, paragogy praxis can be considered a relevant alternative pedagogical approach in addressing educational challenges in the digital era.
Understanding Preservice Teachers’ Attitudes Toward AI in Education: Implications for Future Professional Development Tiyas Abror Huda; Sodikin Sodikin
AI and Developmental Insights in Education Vol. 1 No. 1 (2025): AI and Developmental Insights in Education
Publisher : CV. FoundAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/aidie.v1i1.60

Abstract

This study examined the educational problem of how preservice teachers perceive Artificial Intelligence (AI) in education and the extent to which their attitudes predict readiness to use AI in future teaching practice. Using a quantitative, cross-sectional survey design, data were collected from 212 preservice teachers enrolled in teacher-education programs. Participants completed the 22-item Attitudes Toward AI in Education Scale, which measured perceived usefulness, ethical and privacy concerns, pedagogical confidence, and professional identity readiness. Descriptive statistics indicated generally positive attitudes, while regression analyses showed that perceived usefulness and pedagogical confidence significantly predicted AI readiness, ethical concerns had a small negative effect, and professional identity readiness was not significant. These results highlight the central role of confidence and perceived value in shaping readiness, while also underscoring the need to address ethical apprehensions in teacher preparation. The study contributes a validated measurement framework and offers evidence-based guidance for designing AI-focused professional development in teacher education.
External–Internal–Self-experience Reading Motivation Scale (EISeM-RMS): Development and Rasch Validation among Elementary School Students Abror Huda, Tiyas; Haenilah, Een Yayah; Setiyadi, Agustinus Bambang
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.30559

Abstract

Reading motivation is crucial for elementary school students’ literacy development and lifelong learning. However, existing instruments are often unidimensional, lack contextual sensitivity, and fail to adequately capture students’ personal reading experiences. Existing motivation measures grounded in Self-Determination Theory (SDT) do not sufficiently incorporate experiential aspects of reading engagement. This study developed and validated the External–Internal–Self-experiential Reading Motivation Scale (EISeM-RMS). Employing a cross-sectional survey design, data were collected from 1,045 fourth-grade students across 20 elementary schools in Indonesia. The 27-item instrument covers three theoretically grounded dimensions: External Motivation (11 items), Internal Motivation (9 items), and Self-Experiential Motivation (7 items). Psychometric properties were rigorously evaluated using the Rasch Measurement Model with Winsteps software (version 3.73). Results demonstrated excellent model fit (Infit and Outfit MNSQ values ranging from 0.85 to 1.21), high measurement reliability (person reliability = 0.86; item reliability = 0.98), strong separation indices (person separation = 2.43; item separation = 6.84), and effectively functioning four-point Likert response categories with ordered thresholds. Notably, items in the self-experiential dimension exhibited higher difficulty estimates, reflecting the deeper cognitive and affective engagement required for experience-based reading motivation. This study extends SDT by positioning self-experience as a conceptually distinct and empirically supported dimension of reading motivation. Limitations include a single-site sampling frame, reliance on self-reported data, and an exclusive focus on elementary education. Future research should conduct cross-cultural, multi-site, and mixed-method validation studies, including digital adaptation of the EISeM-RMS. 
Pemberdayaan Literasi Fisik melalui Pelaksanaan Program PJOK Mahasiswa KKN bagi Masyarakat di Sulawesi Utara Muhamad Furqon Al Hadiq; Tiyas Abror Huda; I Wayan Aditya Kurnia Wijaya; Aldjon Nixon Dapa
Jurnal Pengabdian Olahraga Masyarakat (JPOM) Vol. 7 No. 2 (2026): Juli (2026)
Publisher : PJKR Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jpom.v7i2.875

Abstract

Program PJOK KKN dilaksanakan untuk merespons rendahnya kebiasaan berolahraga dan terbatasnya akses aktivitas fisik terstruktur di masyarakat desa. Kegiatan yang dilakukan meliputi senam sehat, edukasi literasi fisik, dan pembiasaan perilaku hidup bersih di sekolah melalui metode demonstrasi. Data diperoleh melalui angket literasi fisik yang dibagikan oleh mahasiswa KKN kepada Masyarakat peserta kegiatan. Jumlah responden mencapai 1.235. Hasil menunjukkan bahwa pengetahuan masyarakat mengenai manfaat olahraga berada pada kategori baik, namun perilaku aktif belum terbentuk secara konsisten. Sebagian besar responden hanya berolahraga satu hingga dua kali per minggu, dan 13,36% tidak pernah berolahraga. Indikator pengetahuan menjadi aspek paling kuat, sementara motivasi, kepercayaan diri, dan kebiasaan aktif merupakan aspek yang paling lemah. Analisis per item juga memperlihatkan kesenjangan yang jelas antara pemahaman dan praktik aktivitas fisik. Pelaksanaan program PJOK KKN memberikan wadah aktivitas fisik yang mudah diikuti, mendorong partisipasi warga, dan memperkuat dukungan sosial sebagai faktor penting dalam perubahan perilaku. Kegiatan ini dapat menjadi dasar pengembangan program rutin bagi masyarakat desa
Co-Authors Abdurahman Abdurrahman Ag. Bambang Setiyadi Agustinus Bambang Setiyadi Aldjon N. Dapa Asih Budi Kurniawati, Asih Budi Dina Maulina Een Yayah Haenilah Een Yayah Haenilah Een Yayah Haenilah Gusniyati Buhari Hervin Maulina, Hervin I Wayan Aditya Kurnia Wijaya Ismu Sukamto Ismu Sukamto Lisa Tania Muhamad Furqon Al Hadiq Mustofa Abi Hamid Noor Fadiawati Nurlaksana Eko Rusminto Risma Margaretha Sinaga Sodikin Sodikin Syarif, Irman Tias, Ika Wulandari Utamining Widyastuti Widyastuti Yayah Haenilah, Een