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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Syntax Literate: Jurnal Ilmiah Indonesia Pendas : Jurnah Ilmiah Pendidikan Dasar Musamus Journal of Physical Education and Sport (MJPES) Jurnal Paedagogy KLIK: Kajian Ilmiah Informatika dan Komputer Edu Cendikia: Jurnal Ilmiah Kependidikan TIERS Information Technology Journal BAJET ( Baturaja Journal of Educational Technology) Indonesian Technology and Education Journal Applied Information Technology and Computer Science (AICOMS) ACTIVE: Journal of Physical Education, Sport, Health and Recreation
Leni Pebriantika
Universitas Baturaja
Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The Effectiveness of E-Modules Based on Problem-Based Learning toward Student Learning Outcomes in Educational Profession Courses Vidianti, Ade; Adesti, Anita; Pebriantika, Leni
Teknodika Vol 22, No 2 (2024): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v22i2.93828

Abstract

The purpose of this study is to develop an E-Module based on problem-based learning and train students to solve problems critically and scientifically in professional education courses. The research method that will be used is research and development. The development model applied is the one proposed by Rowntree which consists of three stages: planning stage, development stage and evaluation stage. The planning stage is carried out with the following activities: a) Needs analysis; b) Formulating general and specific objectives; c) Compiling an outline of the contents; d) Determining concept analysis; e) Determining media and equipment. At the product development stage, it will be carried out using software. However, Rowntree's model is not complete in the product evaluation section, therefore this model will be collaborated with Tessmer's evaluation model so that the incompleteness of Rowntree's model will be covered by the advantages of Tessmer's formative evaluation model. The data collection techniquein this study used questionnaires and learning outcome tests. Tessmer's model has five stages of evaluation, namely self-evaluation, expert reviews; one-to-one, small group, and field test, the results will be assessed using a questionnaire. The more often a product is evaluated, the better the results will be, with the collaboration of these two models, it is expected to produce a valid, practical, and effective module. The quality and effectiveness of E-Modules based on problem based learning are obtained from the pretest and posttest results with an N-gain of 0.76 in the high category. From these results, it shows that the implementation of E-Modules based on problem based learning in the class has increased learning outcomes in the high category, so it can be concluded that e-modules based on problem based learning are effective to be applied to educational profession courses
Development of Genially Based Interactive Learning Multimedia for Social Studies (IPS) in Grade VII at SMP Negeri 32 OKU Aziza Sri Wahyuni; Yamanto Isa; Leni Pebriantika
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1047

Abstract

This research is motivated by the limited use of technology-based learning media in Social Science subjects at SMP Negeri 32 OKU, where instruction still relies on conventional textbooks. The abstract nature of Social Science topics, specifically "Life in the Pre-literacy Era," often leads to low student motivation and difficulty in conceptualizing historical events. The primary objective of this study is to develop a website-based interactive learning multimedia using Genially and Canva platforms to create a more engaging and flexible learning environment. The research follows the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation) combined with Tessmer’s formative evaluation stages, including expert review, one-to-one, small group, and field testing. Results from expert validation show high feasibility scores: 92.4% from material experts, 86.1% from learning design experts, and 87.5% from media experts. In practical application, the field test involving 32 students yielded an average score of 89.8%, placing the product in the "Very Good" category. The conclusion of this research is that the developed website-based interactive multimedia is valid, practical, and effective for use in Social Science instruction. This product contributes a modern technological solution to enhance independent learning and student engagement in the digital era.
Integrating Traditional Games into Literacy Instruction: The Development of 'Cak Ingkling' Media for Early Reading Skills Yuniarti; Leni Pebriantika; Heni Rita Susila
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1128

Abstract

Early literacy skills form the cornerstone of academic success, yet many first-grade students in primary schools struggle with foundational reading competencies due to limited access to contextual learning media. This research aimed to develop a non-digital, game-based learning medium called “Cak Ingkling” and evaluate its validity, practicality, and pedagogical potential for lower-grade primary school classrooms. The study employed a Research and Development (R&D) methodology using the ADDIE model integrated with Tessmer’s formative evaluation framework, spanning expert review, one-to-one, small group, and field testing phases. Data were gathered through validation sheets, user questionnaires, and structured observations. Evaluation results confirmed high feasibility: content validation reached 87.2% (Excellent), instructional design scored 84.2% (Good), and media expert validation achieved 87.3% (Excellent). Classroom field trials with first-grade students produced an overall practical and positive user response score of 87.2% (Excellent). The study concludes that the “Cak Ingkling” learning medium, as a culturally responsive innovation, shows strong potential as a valid and practical instructional tool for fostering student participation and supporting early reading engagement in resource-constrained primary school settings, although measurable reading achievement gains remain to be empirically tested through future longitudinal experimental designs.
PENGEMBANGAN MODUL PEMBELAJARAN MATEMATIKA BERBASIS KONTEKSTUAL DI SD NEGERI 10 OKU Septriami, Yudia; Pebriantika, Leni; Rita Susila, Heni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47276

Abstract

This study aims to develop a contextual-based mathematics learning module using Canva that is valid, practical, and effective for fifth-grade elementary school students. This research employed the Research and Development (R&D) method using the Dick and Carey model, which consists of needs analysis, design, development, implementation, and evaluation stages. The findings revealed that the developed module achieved a very high level of feasibility. The material expert validation score reached 92.5%, instructional design expert validation reached 89.2%, and media expert validation reached 91.3%, all categorized as “Very Good”. Furthermore, the results of individual trials, small group trials, and field trials showed positive student responses with percentages of 92.2%, 91.7%, and 92.2%, respectively. The results indicate that the module is not only valid but also practical and effective in supporting independent learning and improving students' understanding of mathematical concepts. The contextual approach applied in the module successfully connects mathematical concepts with real-life situations, making learning more meaningful and engaging.
Design and Development of Interactive Multimedia Learning Integrating a Deep Learning Approach for Eighth-Grade Mathematics Setyono, Dwi; Isa, Yamanto; Pebriantika, Leni
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i4.55239

Abstract

The purpose of this study is to develop and evaluate the feasibility of interactive multimedia learning integrating a deep learning approach for eighth-grade mathematics, particularly circle topics. A Research and Development (R&D) design was employed using the Lee and Owens instructional design model integrated with Tessmer’s formative evaluation. The development process translated mindful, meaningful, and joyful learning principles into interactive features, including contextual examples, exercises and feedback, reflection, enrichment, learner-controlled navigation, and differentiated learning support. Participants included three experts and eighth-grade students involved in one-to-one, small-group, and field-test evaluations. Data were collected through expert validation and four-point Likert-scale questionnaires, complemented by qualitative feedback, and analyzed descriptively using percentage-based criteria. Expert validation indicated very high validity for content (91.3%), instructional design (86.6%), and media quality (90.8%). Student evaluations also showed very good results in one-to-one (93.37%), small-group (90.71%), and field-test (91.59%) evaluations. The findings provide strong evidence of product validity and usability, as well as positive student perceptions regarding engagement, learner autonomy, learning support, and classroom practicality. The study contributes a pedagogically grounded model for integrating deep learning principles into interactive mathematics multimedia.
Co-Authors Ade Vidianti Adesti, Anita Agustin Muris, Anggraeni Arta, Deni Aziza Sri Wahyuni Betty Aprianah Dapiokta, Jum Emi Susanti Eriyanti Eriyanti Fathurrahman Fathurrahman Helmi Akmal Heni Rita Susila Heri Susanto Isa, Yamanto Joko Kuswanto M Nang Al Kodri Mindie, Amalia Riezka Ningsih , Sulia Nita, Perabu Noviria Sukmawati Oktariyana Oktariyana, Oktariyana Pitriyanti Putri, Lusi Permata Amira Rahmi, Juhaidatur Rinangkit, Ina Rita Susila, Heni Rizky, Astri Rully Rochgiyanti Septriami, Yudia Setyono, Dwi Sri Febrina Dewi Sri Hartatik Sukmawati, Noviria Sulia Ningsih Trisilia Devana VIDIANTI, ADE Wijaya, Ferbriani WIJAYA, JOHAN EKA Yamanto Isa Yuliantri, Rhoma Dwi Aria Yuniarti