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All Journal J-INSTECH: Journal of Instructional Technology International Journal of Educational Narratives
Muhammad Afriandy
Universitas Lambung Mangkurat
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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PENGEMBANGAN MULTIMEDIA PEMBELAJARAN BERBASIS MOBILE LEARNING UNTUK MENINGKATKAN PEMAHAMAN KONSEP SISWA PADA MATA PELAJARAN GEOGRAFI KELAS XI DI SMA NEGERI 5 BANJARMASIN. Muhammad Afriandy; Hamsi Mansur; Zaudah Cyly Arrum Dalu
J-INSTECH Vol 5, No 2 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/j-instech.v5i2.12037

Abstract

Penelitian  ini  fokus  pada  kurangnya  variasi  dalam  penggunaan  media  pembelajaran, keinginan siswa untuk pengalaman pembelajaran yang inovatif, dan kebutuhan untuk meningkatkan kemampuan  pendidik  dalam  merancang  media  pembelajaran.  Tujuan  dari  penelitian  ini  adalah mengembangkan  multimedia  pembelajaran  yang  menggunakan  pendekatan  mobile  learning  dan untuk mengevaluasi kelayakan multimedia pembelajaran berbasis mobile learning, serta dampaknya terhadap peningkatan pemahaman siswa dalam mata pelajaran geografi kelas XI di SMA Negeri 5 Banjarmasin. Jenis penelitian ini  adalah penelitian dan pengembangan (Research and Development). Model  yang  digunakan  pada  penelitian  ini  adalah    ADDIE  ,  ada  5  tahapan  dalam  model  ini diantaranya :  analyze, design, development, implementation, evaluation. Teknik pengumpulan data yang digunakan observasi, angket, wawancara, tes dan dokumentasi merupakan teknik analisi data deskriptif  kuantitatif  menggunakan  skala  likert  dan  tes  awal  –  tes  akhir  untuk  melihat  kelayakan multimedia  pembelajaran  berbasis  mobile  learning,  respon  siswa  setelah  penggunaan  multimedia pembelajaran  berbasis  mobile  learning  dan  pengaruh  multimedia  pembelajaran  berbasis  mobile learning  terhadap  pemahaman  konsep  siswa  setelah  penggunaan  multimedia  tersebut.  Hasil penelitian menunjukkan bahwa multimedia pembelajaran berbasis mobile learning dianggap "Sangat Layak"  dari  segi  media  dan  materi.  Respons siswa  terhadap  multimedia  ini  positif  baik  dalam  uji perorangan, uji kelompok kecil, maupun uji kelompok besar. Peningkatan pemahaman konsep siswa juga terlihat dari skor rata-rata tes awal yang mencapai 38,63 menjadi skor rata-rata tes akhir sebesar 83,63.  Berdasarkan  hasil  ini,  dapat  disimpulkan  bahwa  multimedia  pembelajaran  berbasis mobile learning sangat layak digunakan dan mampu meningkatkan pemahaman konsep siswa.
Teachers’ Lived Experiences and Readiness for Coding and AI Education: A Narrative Case Study from South Kalimantan Susanti Sufyadi; Sulistyo Rini; Lazaro Kumala Dewi; Adinda Sadilla; Muhammad Afriandy
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3511

Abstract

Background. The Indonesian government’s policy to introduce coding and artificial intelligence (AI) learning from primary to vocational education has raised critical questions about teacher readiness, particularly in regions outside Java where this dimension is still underexplored. Purpose. This study aims to: (1) map competency standards for teaching coding and AI; (2) analyze teachers competencies readiness; and (3) formulate contextual strategies for teacher capacity building. Method. Using a mixed method, this study involved six teachers from elementary, junior high, and vocational schools in South Kalimantan that have been appointed to implement coding and AI learning. Data were collected through in-depth interviews and questionnaires, then analyzed using the pattern matching analysis model of Vargas and the interactive model of Miles, Huberman, and Saldana. Results. Three key findings emerged: first, competency standards validated by experts. Second, teacher readiness was identified at an average of 74.24%, falling into the "ready" category, with the lowest achievement in professional competency at an average of 67.14%. Pattern matching analysis revealed two significant relationships: personal and social competency areas, which showed consistent correlations across all educational levels, drawing on interview data, indicating that teachers’ ethical motivation drives collaborative initiatives; and second, pedagogical and professional competency areas, which were identified as moving in tandem, indicating that subject matter mastery directly impacts the ability to design instruction. Based on this analysis, the third findings of this study yielded a three-stage teacher capacity development strategy: initial project-based training, ongoing development through professional learning communities, and ongoing mentoring. Conclusion. The primary contribution of this study lies in providing an empirically grounded and contextualized strategic framework for enhancing the capacity of coding and AI teachers also to the discourse on teacher readiness for digital transformation in education, particularly in underrepresented regions such as South Kalimantan
Co-Authors Adinda Sadilla Hamsi Mansur Lazaro Kumala Dewi Sulistyo Rini Susanti Sufyadi Zaudah Cyly Arrum Dalu