Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal International Journal of Health, Economics, and Social Sciences (IJHESS) Information Technology Education Journal
Feby Indayani
Universitas Tomakaka
Computer Science & IT Economics, Econometrics & Finance Education Public Health Social Sciences

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Integrating Character Education into STEM-Based Chemistry Learning Through Interactive Digital Media Feby Indayani
Information Technology Education Journal Vol. 4, No. 4, November (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i4.10786

Abstract

This study examines the integration of character education into STEM-based chemistry learning enhanced by interactive digital media in secondary schools in Mamuju, West Sulawesi. The research investigates how four instructional components STEM Implementation, Character Education Integration, Teacher Competence, and School Support collectively influence Character Outcomes and Chemistry Achievement when delivered through digital interactive platforms. Using a quantitative design, data were collected from 300 students and analyzed through descriptive statistics, correlation testing, and multiple regression models. The results show that Character Education Integration remains the strongest predictor of Character Outcomes, demonstrating that explicit value-based instructional strategies significantly shape students’ ethical behavior, responsibility, and collaboration. STEM Implementation also contributes substantially to both outcomes, particularly when supported by interactive digital tools such as virtual laboratories, simulations, and digital modeling environments that facilitate inquiry, real-time feedback, and authentic scientific engagement. Teacher Competence is identified as the primary determinant of Chemistry Achievement, emphasizing the need for strong pedagogical content knowledge and digital proficiency to optimize the use of interactive media in STEM-based chemistry instruction. Although School Support shows the smallest effect, it remains a significant enabling factor by providing technological infrastructure and administrative backing necessary for consistent digital-based learning. Overall, the findings indicate that integrating character education within digital-supported STEM chemistry learning produces synergistic benefits for both cognitive and affective domains. This study underscores the importance of combining STEM pedagogy, character-focused instruction, and interactive digital media to enhance student learning experiences and inform policy and instructional development in emerging educational contexts.
The Implementation of Project Based Learning Model in CAD/CAM Instruction to Improve Learning Outcomes of Mechanical Engineering Students Feby Indayani;  Mulyana; Zumrotul Avifa Kasjib; Nirmala Dewi
International Journal of Health, Economics, and Social Sciences (IJHESS) (Special Issue) - International Journal of Health, Economics, and Social Sciences (IJHESS) July 2025
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/ijhess.v7i3.8231

Abstract

This study aims to analyze the effectiveness of implementing the Project Based Learning (PjBL) model in the CAD/CAM course to improve the learning outcomes of Mechanical Engineering students at Universitas Tomakaka. Using a quasi-experimental method with a pretest-posttest control group design, the study involved 60 fourth-semester students divided equally into an experimental group taught with PjBL and a control group taught using conventional methods. Data were collected through cognitive tests, project assessments, and affective rubrics, then analyzed using normality and homogeneity tests, independent t-tests, and N-Gain scores.The findings showed that the experimental group experienced significant improvement in cognitive learning outcomes, with higher posttest scores and moderate to high N-Gain values, compared to the control group, which demonstrated only low improvement. Psychomotor outcomes also revealed a strong positive effect, with the PjBL group outperforming the control group in 3D modeling accuracy, design quality, and software utilization. Furthermore, affective outcomes highlighted that the experimental group exhibited greater teamwork, communication, and participation, supported by significant statistical differences.These results confirm that PjBL is an effective learning model that enhances not only cognitive and technical competencies but also essential soft skills required by the engineering profession. The integration of PjBL in CAD/CAM courses provides a holistic learning experience that prepares students to face the challenges of Industry 4.0. This study recommends broader implementation of PjBL in technical education, supported by adequate facilities and collaboration with industry to ensure the relevance and sustainability of project-based curricula.
Co-Authors Nirmala Dewi Zumrotul Avifa Kasjib  Mulyana