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All Journal Journal of Vision and Ideas (VISA) International Journal of Education and Teaching Zone
Alfi Andriani
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Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengembangan Bahan Ajar E-Modul Berbasis Discovery Learning Berbantu Simulasi PhET (Physics Education Technology) pada Materi Energi untuk Meningkatkan Hasil Belajar Peserta Didik Alfi Andriani
VISA: Journal of Vision and Ideas Vol 3 No 3 (2023): VISA: Journal of Vision and Ideas
Publisher : LPPM IAI Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/visa.v3i3.5137

Abstract

This study aims to produce a product in the form of discovery learning-based e-modules assisted by PhET simulation on energy material that is feasible to use, analyze the level of validity, practicality, and effectiveness to improve student learning outcomes. This research uses research and development (R&D) method with ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The samples in this study were 9 students of class VIII-2 for small scale and 27 students of class VIII-2 for large scale. The research instruments used in this study were material expert and media expert validation questionnaires, practicality questionnaires by educators and students, and to determine the effectiveness of e-modules by giving pretest and postest questions to students. At the validation stage, the results of the material expert assessment received an average percentage of 94% with a very feasible category. The results of the media expert assessment received an average percentage of 82% with a very feasible category. The results of the educator response assessment for the practicality test get an average percentage of 84% with a very practical category. The results of the practicality test by students from the questionnaire given both small-scale and large-scale tests get an average percentage of 94% and 93% with a very practical category. The results of the effectiveness test on learning outcomes obtained an n-gain of 0.58 with a fairly effective category in the experimental class and 0.46 with a less effective category in the control class. The result of the tcount value (1.98) > ttable (1.67), so H0 is rejected and Ha is accepted. This shows that the e-module developed is very feasible, practical and effective to use as teaching material in learning activities.
Integrating Problem-Based Learning and the Teaching at the Right Level Approach to Improve Students’ Collaboration Skills Alfi Andriani; Eli Trisnowati
International Journal of Education and Teaching Zone Vol. 4 No. 3 (2025): October 2025 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v4i3.515

Abstract

This study aimed to enhance Grade VIII students’ collaboration skills by integrating the Teaching at the Right Level (TaRL) methodology with the Problem-Based Learning (PBL) model. Conducted as classroom action research (CAR) involving 32 students from Class VIII F at SMP Negeri 1 Magelang, the study was implemented over two cycles, each comprising the stages of planning, implementation, observation, and reflection. Data were collected through observation sheets, questionnaires, and interviews, and analyzed using descriptive quantitative techniques. The findings revealed consistent improvement across five indicators of collaboration skills, with increases of 15%, 19%, 17%, 22%, and 18% after two cycles. The overall average score rose from 61% in the pre-cycle to 72% in Cycle I and 91% in Cycle II. These results indicate that the integration of PBL and TaRL effectively fostered students’ teamwork competencies. The study contributes to the growing body of evidence on how learner-centered and level-based instructional approaches can synergistically promote active engagement, peer collaboration, and the development of 21st-century skills in middle school education.
Co-Authors Eli Trisnowati