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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Pustaka Indonesia Indonesian Science Education Journal (ISEJ)
Ulfia Rahmi
Universitas Negeri Padang, Indonesia
Agriculture, Biological Sciences & Forestry Education Languange, Linguistic, Communication & Media Other

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Pengembangan Media Pembelajaran Interaktif Berbasis Android Untuk Pembelajaran Ilmu Pengetahuan Alam Kelas VIII SMP Jodi Hardika; M. Yakub Iskandar; Nofri Hendri; Ulfia Rahmi
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 9 No. 2 (2024): June
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v9i2.491

Abstract

Learning natural sciences in class requires the right media so that it is more impressive about the nature that is brought to class. Media that can integrate natural conditions can be brought into the classroom to make the learning process more real. One way is to use interactive multimedia, this media is used in the learning process so that students are able to learn the material in real life without having to go directly into nature. This research uses R&D (Research and Development) research with a 4-D model with a flow of definition, planning, development and deployment. The validity results were 4.88 or 97.7% from the first media expert in the "Very Valid" category, 4.33 or 86.6% from the second media expert in the "Very Valid" category. So it can be concluded that the Android-based interactive learning media product that was developed based on the scores given from the two validators was overall declared "Very Valid". The results of material validity tests on Android-based interactive learning media products that have been developed are overall declared "Very Valid" with an average of 4.81 or 95.5%. From the results of practical trials with students as trial subjects, it shows that from the practical aspect the media received an assessment of 4.67 or 96.1%. so that the media is categorized as "Very Practical" to apply.
Research Trends in Digital Career Guidance and Counseling Services: A Bibliometric Analysis for E-Module Development Wahyu Zamratul Rizki; Abna Hidayati; Ulfia Rahmi; Septriyan Anugerah
ISEJ : Indonesian Science Education Journal Vol. 7 No. 2 (2026): February-May
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/isej.v7i2.2210

Abstract

The digital transformation of education has reshaped guidance and counseling services, particularly in supporting students’ career readiness through technology-mediated approaches. However, research on digital career guidance remains dispersed across disciplines, making it necessary to map its intellectual structure and emerging directions. This study aims to analyze global research trends in guidance and counseling services, with particular attention to career guidance and digital learning, as a conceptual basis for future e-module development. A bibliometric analysis was conducted using publication data retrieved from Scopus and Web of Science covering the period 2018–2025. The article selection process followed the PRISMA framework, resulting in 456 documents for final analysis. Bibliographic data were analyzed using VOSviewer through publication growth analysis, keyword co-occurrence, source distribution, thematic mapping, and citation-related indicators. The findings show that research in guidance and counseling services has grown substantially, with an annual growth rate of 18.89%, involving 1,538 authors across 294 publication sources. The dominant themes include counseling, students, career guidance, and decision-making, while thematic mapping indicates that career guidance and decision-making are emerging areas with strong potential for further development. These findings suggest a shift from conventional counseling models toward more personalized, student-centered, and technology-supported services. The study contributes by identifying research gaps and future directions for developing digital career guidance media, particularly e-modules, to support more accessible, flexible, and context-responsive counseling services in contemporary education.
Effects of the Flipped Classroom on Conceptual ‎Understanding and Learning Readiness in Vocational ‎Mathematics: A Quasi-Experimental Study Rahmi Mulia Yanti; Ulfia Rahmi; Alwen Bentri; Hani Fannisa
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2588

Abstract

Mathematics teaching in Indonesian vocational secondary schools (SMK) remains dominated by teacher-centred routines that leave many students with shallow conceptual understanding and weak learning readiness. This study compared a flipped-classroom package with conventional instruction in a quasi-experimental pre-test-post-test control-group design: two intact Grade XI classes at SMK Negeri 1 Painan were allocated to flipped (n = 30) or conventional (n = 31) conditions during a unit on circles and transformations. Because allocation was at class level and not random, class-specific influences are confounded with condition, and estimates are adjusted group differences, not causal effects. Conceptual understanding was measured with a double-marked rubric-scored essay test and learning readiness with a Likert questionnaire covering physical, psychological, cognitive, and environmental dimensions. A MANCOVA with both pre-tests as covariates returned a significant multivariate difference, Wilks' Λ = .49, F(2, 56) = 29.13, p < .001, partial η² = .51. Follow-up ANCOVAs showed adjusted differences of 9.75 points on conceptual understanding, 95% CI [6.09, 13.40], partial η² = .33, and 8.24 points on learning readiness, 95% CI [5.32, 11.16], partial η² = .36, both surviving Holm correction. Normalized gains were medium in the flipped class and low in the conventional class, and estimates held under Welch and rank-based tests. With one class per condition, one teacher, and one school, these results describe a difference in this setting and cannot separate the model from novelty, access, and compliance.
Co-Authors Hani Fannisa Jodi Hardika M. Yakub Iskandar Nofri Hendri Rahmi Mulia Yanti Septriyan Anugerah Wahyu Zamratul Rizki