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Salsabila, Diva
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Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Medicine & Pharmacology Public Health Social Sciences Other

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Journal : PAKAR Pendidikan

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WEIT (What Element Is That?): Media Pembelajaran SPU Berbasis Indeks Card Match (ICM) guna Meningkatkan Hasil Belajar Peserta Didik SMA/MA Zahra, Farah Rakhimy Az; Salsabila, Diva; Mahdiah, Munifa; Maharani, Windy; Fitri, Bali Yana
PAKAR Pendidikan Vol 22 No 2 (2024): Published in July 2024
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pakar.v22i2.775

Abstract

Chemistry is a natural science discipline focusing on properties, structure, composition, chemical reactions. One of the studies on chemistry learning showed that more than 15.2% of students had difficulty memorising the elements in the periodic table. This is due to the many elements and ineffective learning methods. So, an interactive and fun learning method is needed. One of them is the WEIT (What Element Is That?) educational game, which is an innovation of the current game, Guess Who?. This research applies the R&D approach to the 4D development model and uses a quasi-experimental design. This research was conducted at SMAN 7 Padang, MAN 3 Padang City, & SMA Pembangunan Laboratorium Padang State University. The validity test obtained a validity value of 0.936 (valid category), with the results of the practicality test. The average value in the three schools is 0.955 (Very practical), 0.934 (Very practical), and 0.855 (Practical). In terms of effectiveness, the normality test was carried out with a p-value on the pretest of the experimental and control classes of 0.143 and 0.150, while on the post-test of the experimental and control classes were 0.149 and 0.168, indicating normally distributed data; t-test with a correlation value in the control class of 0.4221 (sufficient) and a very high value of 0.935 in the experimental class; finally the N-Gain test of the control and experimental classes was 50.07% (less effective) and 74.35% (effective), respectively. This indicates that WEIT games significantly improve students' learning outcomes on Periodic Table of Elements material. In addition, learner responses in the three schools showed a percentage of satisfaction, confirming that the WEIT game received a positive response from learners.
Pengaruh Penggunaan E-Modul Asam Basa berbasis Guided Discovery Learning terhadap Kemampuan Literasi Membaca dan Numerasi Peserta Didik Salsabila, Diva; Yerimadesi, Yerimadesi; Gazali, Fauzana; Aini, Faizah Qurrata
PAKAR Pendidikan Vol 23 No 2 (2025): Published in July 2025
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pakar.v23i2.882

Abstract

The Acid Base E-Module based on Guided Discovery Learning (GDL) has been validated and tested for practicality, but its effectiveness and impact on students' reading and numeracy literacy have not yet been tested. The purpose of this study is to analyze the effect of using e-modules on improving reading and numeracy literacy among Phase F students at SMAN 3 Bukittinggi. This research is a quasi-experimental study using a non-equivalent control group design. The research population included Phase F students at SMAN 3 Bukittinggi, with samples from classes XI F 3 and XI F 4 selected using purposive sampling. This study uses test instruments to evaluate students' reading literacy and numeracy skills. Data analysis employs N-gain tests, normality tests, homogeneity tests, and hypothesis tests. The study results show that the average N-gain for reading literacy in the experimental class (0.52) is higher than that of the control class (0.5). The normality and homogeneity tests showed a normal and homogeneous distribution in reading literacy. The hypothesis test using the t-test produced a tcount value (2.0032) that was greater than the ttable value (1.9955). The average N-gain in the experimental class for numeracy literacy (0.36) was also higher than that of the control class (0.26). Normality and homogeneity tests produced a normal and non-homogeneous distribution in numeracy literacy, and the t’ test produced a t’count value (3.5492) greater than the ttable value (2.0058). These findings indicate that the application of the acid-base e-module with the GDL approach has a significant impact on reading and numeracy literacy.
Co-Authors AGUS AGUS Aini, Faizah Qurrata Aldrian P. K, Silsa Amalluddin, Igbalul Krido Andayani, Rifka Putri Anggraini, Rr Renny Ausrianti, Rizka Cut Husna Dewi K. A, Citra Fauzana Gazali Fitri, Bali Yana Handayani, Afhni Kasih, Laras Cynthia Maharani, Windy Mahdiah, Munifa Martha Tri Lestari Oswi, Dindry Dinah Putri, Peni Deka Ririn Noviyanti Satyayana P, Nabila Siti Latifah Skunda Diliarosta Sulfiani, Sulfiani Yerimadesi Yerimadesi Zahra, Farah Rakhimy Az