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Enhancing Open and Distance Learning Materials: Validating the AFCI Model for Basic Chemistry Jamaludin, Jamaludin; Dhini, Bachriah Fatwa; Masbukhin, Faizal Akhmad Adi; Hafid, Al; Pandiangan, Paken
Jurnal Penelitian Pendidikan IPA Vol 9 No 9 (2023): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i9.4866

In this study, we present the validation of the AFCI (Analysis and Identification, Find Color, Color Composition, and Implementation) model as a problem-based approach to enhance the quality of multicolor output in open and distance learning materials. The primary objective was to evaluate the reliability and validity of the AFCI model, specifically designed to incorporate two-color separation techniques aimed at reducing costs while improving the quality of multicolor content. Our research encompassed the examination of printed modules and samples across diverse subject areas, including Basic Chemistry, Architecture, Enterprise System Design, and Teacher Profession. To establish the validity of the AFCI model, a comprehensive validation process was conducted, involving focused group discussions with experts specializing in graphic design, printing, and educational materials. The outcomes of this rigorous validation process revealed substantial validity coefficients (rÎ± visibility = 0.98, rÎ± attractiveness = 0.97, rÎ± convenience = 0.91, rÎ± emphasis = 1), affirming the model's effectiveness. Furthermore, the internal consistency of the AFCI model was confirmed with a Cronbach's Alpha coefficient of 0.86. This research significantly contributes to the realm of open and distance learning by introducing an innovative model for improving multicolor content quality. The AFCI model's successful validation underscores its potential to benefit practitioners and educators in developing high-quality teaching materials, thereby enhancing the overall learning experience in open and distance education.

Student Response in Using Smartphone-Assisted Augmented Reality Video in Learning Adji, sandra Sukmaning; Masbukhin, Faizal Akhmad Adi; Wathi, Ayu Fahimah Diniyah
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.5921

Smartphone-assisted video augmented reality was developed to facilitate students who want to study anywhere, and anytime. The material studied includes the presentation of information about the work procedures of a concept being practiced. This study aims to develop a prototype for Chemistry Learning Using Video Program-Based Augmented Reality Applications and to get student responses about the use of augmented reality videos practiced in chemistry learning. This study uses a research and development approach based on the ADDIE method which has five steps, namely: analysis, design, development, implementation, and evaluation. The activity was preceded by developing a video program and being validated by a media expert, followed by making markers and developing applications. The results of the development were tried 39 students, as well as 4 teachers. The data were obtained through a questionnaire and were analyzed by descriptive qualitative. The results showed that the Prototype Development for Chemistry Learning Using Video Program-Based Augmented Reality Applications has been developed. Students responded stated that Augmented Reality (AR) video shows were able to build an understanding of teaching materials (92.3%), provide an initial understanding before working in the laboratory (95.9%), introduce the object of the experiment to be carried out (100%), explain the procedure for using the tool easily (100%).

Analyzing the Implementation of Kurikulum Merdeka: Insights from Chemistry Educators in Gunung Kidul Vocational Schools Masbukhin, Faizal Akhmad Adi; Sausan, Inas
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.5991

The implementation of Kurikulum Merdeka, a crucial education initiative introduced by the Indonesian government to enhance national education quality, is particularly significant in Vocational Schools (Sekolah Menengah Kejuruan/SMK). These schools play a strategic role in preparing students with relevant skills for the workforce. Chemistry educators in vocational schools could develop alternative learning materials aligned with the latest curriculum standards through the implementation of Kurikulum Merdeka. This qualitative descriptive study employed a survey method, utilizing a specially designed questionnaire to measure the perspectives of chemistry educators regarding Kurikulum Merdeka. The survey involved 32 diverse chemistry teachers in SMKs across Gunung Kidul who had implemented Kurikulum Merdeka. Results indicate a strong commitment among educators to curriculum updates and alignment with student needs. While positive progress is noted in implementing a differentiated learning approach, attention is needed to provide additional programs for students struggling with understanding materials. Moreover, sustained efforts are required for effective community engagement and the development of a structured framework for data-based interventions. Overall, this study provides valuable insights into the challenges and opportunities of implementing Kurikulum Merdeka in vocational schools, offering recommendations for improvement.

Implementation of Traumatic Healing for Earthquake Victim Children through Fun Outbound Activities: Pelaksanaan Traumatic Healing bagi Anak Korban Gempa melalui Kegiatan Fun Outbond Adji, Sandra Sukmaning; Sausan, Inas; Suciana, Dola; Masbukhin, Faizal Akhmad Adi; Fahimah, Ayu
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 8 No. 3 (2024): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/dinamisia.v8i3.16791

On November 21, 2022, Cianjur, West Java, experienced an earthquake with a magnitude of Mw 5.6, followed by 140 aftershocks until November 22, 2022. The earthquake resulted in loss of life, injuries, and infrastructure damage. The damaged school conditions due to the earthquake affected the learning environment for children, subsequently influencing their motivation and academic performance. Additionally, the psychological impact on survivors, particularly children, included anxiety, depression, and post-traumatic stress disorder (PTSD). This article discusses the importance of psychological recovery for children after a disaster, particularly earthquakes, using fun outbound activities as a method of traumatic healing. Fun outbound comprises outdoor activities involving games, physical challenges, and group cooperation. The study indicates that fun outbound can assist children in overcoming fear and trauma, boost self-confidence, and develop social skills. The research was conducted at SDN Sukamaju 1 Cugenang, one of the schools significantly affected by the earthquake. Through tangram puzzle games and synchronized cooperation, students experienced joy and enthusiasm, with over 50% of them reporting relief from fear and trauma. Evaluation results demonstrate the effectiveness of fun outbound in supporting the psychological recovery of children after a disaster. In conclusion, the fun outbound method can be an effective tool in helping earthquake-affected children overcome trauma, enhance self-confidence, and build social skills, creating a positive and enjoyable environment for children in challenging post-earthquake situations.

Penguatan Kapasitas Guru Menuju Sekolah Inklusi Adaptif dan Berkelanjutan di SMAN 3 Tangerang Selatan Masbukhin, Faizal Akhmad Adi; Abidin, Achmad Anwar; Risnawati, Erna; Fauziah, Nurul Isra; Sausan, Inas
Jurnal SOLMA Vol. 14 No. 3 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i3.20809

Latar belakang: Pendidikan inklusi merupakan agenda global dan nasional untuk menjamin hak belajar semua anak tanpa diskriminasi. Kegiatan ini berangkat dari kebutuhan SMAN 3 Tangerang Selatan untuk meningkatkan kapasitas guru dalam memahami, menerima, dan mendukung keberagaman peserta didik, khususnya anak berkebutuhan khusus. Tujuan: Pemberdayaan guru SMAN 3 Tangerang Selatan melalui model Scaffolding-Oriented Pedagogical E-Media (SCOPE) agar mampu mewujudkan sekolah inklusi yang adaptif dan berkelanjutan. Metode: Kombinasi pendidikan masyarakat, pelatihan tatap muka, advokasi, dan difusi ipteks yang disertai pembelajaran asinkronus melalui platform MolecuLearn pada Juli–Agustus 2025. Hasil: Rata-rata nilai peserta meningkat dari 6,46 menjadi 8,62 (kenaikan 33,5%), 63% guru menyelesaikan kursus daring, 85% menuntaskan tugas analisis situasi peserta didik, dan 96% menyatakan MolecuLearn memudahkan akses materi. Observasi lapangan memperlihatkan perubahan perilaku guru dalam pengelolaan kelas inklusi dan modifikasi kurikulum. Kesimpulan: SCOPE efektif meningkatkan kompetensi guru dan mengubah budaya sekolah menuju inklusivitas. Program ini berpotensi direplikasi di sekolah lain dengan penguatan fitur teknologi.

PELATIHAN PENGEMBANGAN E-MODUL INTERAKTIF BERBASIS MULTIPLATFORM: CANVA, EDPUZZLE, DAN GOOGLE FORM UNTUK MENINGKATKAN KOMPETENSI DIGITAL GURU Sausan, Inas; Suciana, Dola; Wijayanti, Sukma Wahyu; Masbukhin, Faizal Akhmad Adi; Wathi, Ayu Fahimah Diniyah
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 4 (2025): Agustus
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i4.32966

Abstrak: Digitalisasi yang terus berkembang memberikan tantangan tersendiri bagi para guru untuk dapat menunjukkan profesionalismenya dalam merancang pembelajaran yang praktis, dinamis, menarik, interaktif, dan berpusat pada siswa. Kegiatan pengabdian kepada masyarakat ini dilaksanakan sebagai solusi untuk memberdayakan guru dalam rangka memperkuat kompetensi digital dan meningkatkan kreativitas guru SMA di Jakarta guna merancang pembelajaran yang menarik dan interaktif melalui pembuatan bahan ajar e-modul dengan memanfaatkan berbagai platform: Canva, Edpuzzle, dan Google Form. Kegiatan pelatihan diberikan melalui tiga pertemuan dengan menggunakan metode ceramah, demonstrasi, simulasi, dan praktik terbimbing. Kegiatan pelatihan ini diikuti oleh 23 peserta. asil dari kegiatan pelatihan ini menunjukkan bahwa kegiatan pelatihan mampu meningkatkan lebih dari 80% keyakinan diri dalam menggunakan Canva, Edpuzzle, dan Google Form secara mandiri dalam pembelajaran serta memberikan pengalaman baru dalam memanfaatkan tiga platform sekaligus. Rekomendasi untuk ke depannya adalah perlunya pelatihan lanjutan terkait pemanfaatan teknologi AI dalam pembuatan bahan ajar yang akan digunakan di kelas.Abstract: The rapid advancement of digitalization presents unique challenges for teachers to demonstrate their professionalism in designing practical, dynamic, engaging, interactive, and student-centered learning experiences. This community service program was implemented as a solution to empower senior high school teachers at a senior high school in Jakarta by enhancing their digital competence and fostering creativity through the development of e-learning materials using multiple platforms: Canva, Edpuzzle, and Google Forms. The training was conducted over three sessions using a combination of lectures, demonstrations, simulations, and guided practice. A total of 23 teachers participated in this program. The results indicate that the training significantly increased participants' self-confidence by over 80% in independently utilizing Canva, Edpuzzle, and Google Forms in their teaching practices. Moreover, the program offered new learning experiences by integrating the use of these three platforms. Future recommendations include the need for continued training, particularly in the integration of AI-based technologies for the development of digital instructional materials.

DEVELOPING A PROTOTYPE OF MOLECULEARN: INTERACTIVE SCAFFOLDING-BASED MEDIA FOR MODERN CHROMATOGRAPHY LEARNING Masbukhin, Faizal Akhmad Adi; Wathi, Ayu Fahimah Diniyah; Suciana, Dona; Sausan, Inas; Wijayanti, Sukma Wahyu
Seminar Nasional Pendidikan IPA Ke III Tahun 2025 Vol 3, No 1 (2025): Prosiding Seminar Pendidikan IPA
Publisher : Seminar Nasional Pendidikan IPA Ke III Tahun 2025

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study presents the development of MolecuLearn, a prototype of interactive learning media based on scaffolding strategies, designed to support students' understanding of modern chromatography in a distance learning. Using the design thinking approach—empathize, define, ideate, prototype, and test—the development process was conducted systematically and collaboratively between researchers, chemistry education lecturers, and IT developers. The initial needs analysis involved 29 chemistry education students at Universitas Terbuka, revealing that 51.16% strongly agreed and 37.21% agreed on the importance of interactive, scaffolded media to support concept mastery. The Define stage highlighted core problems such as the abstract nature of chromatography, limited access to laboratory practice, and students’ need for structured learning guidance. The Ideate stage produced flowcharts, user interface designs, and key features including animated videos, feedback-based quizzes, and simulations—all integrating scaffolding principles to provide stepwise guidance. A web-based prototype of MolecuLearn was then developed with functional backend (course management, user administration, quiz scoring) and frontend (learning dashboard, interactive modules, user registration) components. Validation by three experts (subject, media, language) and limited trials with students confirmed the media’s effectiveness and usability. Key strengths identified were its visual clarity, interactive features, and adaptive learning path. The findings suggest that MolecuLearn is a viable and engaging platform that bridges the gap between theory and practice in chemistry education. Its scaffolding-based design helps students learn independently while still receiving structured support, especially in complex topics like chromatography. The study recommends broader implementation and further development of this platform for other abstract chemistry topics in distance education.

DEVELOPING A PROTOTYPE OF MOLECULEARN: INTERACTIVE SCAFFOLDING-BASED MEDIA FOR MODERN CHROMATOGRAPHY LEARNING Masbukhin, Faizal Akhmad Adi; Wathi, Ayu Fahimah Diniyah; Suciana, Dola; Sausan, Inas; Wijayanti, Sukma Wahyu
Seminar Nasional Pendidikan IPA Ke III Tahun 2025 Vol 3, No 1 (2025): Prosiding Seminar Pendidikan IPA
Publisher : Seminar Nasional Pendidikan IPA Ke III Tahun 2025

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study presents the development of MolecuLearn, a prototype of interactive learning media based on scaffolding strategies, designed to support students' understanding of modern chromatography in a distance learning. Using the design thinking approach—empathize, define, ideate, prototype, and test—the development process was conducted systematically and collaboratively between researchers, chemistry education lecturers, and IT developers. The initial needs analysis involved 29 chemistry education students at Universitas Terbuka, revealing that 51.16% strongly agreed and 37.21% agreed on the importance of interactive, scaffolded media to support concept mastery. The Define stage highlighted core problems such as the abstract nature of chromatography, limited access to laboratory practice, and students’ need for structured learning guidance. The Ideate stage produced flowcharts, user interface designs, and key features including animated videos, feedback-based quizzes, and simulations—all integrating scaffolding principles to provide stepwise guidance. A web-based prototype of MolecuLearn was then developed with functional backend (course management, user administration, quiz scoring) and frontend (learning dashboard, interactive modules, user registration) components. Validation by three experts (subject, media, language) and limited trials with students confirmed the media’s effectiveness and usability. Key strengths identified were its visual clarity, interactive features, and adaptive learning path. The findings suggest that MolecuLearn is a viable and engaging platform that bridges the gap between theory and practice in chemistry education. Its scaffolding-based design helps students learn independently while still receiving structured support, especially in complex topics like chromatography. The study recommends broader implementation and further development of this platform for other abstract chemistry topics in distance education.

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