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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) International Journal of Educational Research Excellence (IJERE) Jurnal Pendidikan MIPA
Akmar, Reza
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Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences Other

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The Innovative Learning System Design: Integrating Guided Inquiry and Flipped Classroom Using Discord For Fundamental Laws of Chemistry Dafista, Nara; Mawardi, Mawardi; Suryani, Okta; Akmar, Reza
International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 2 (2025): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v4i2.1380

Abstract

The material of the basic laws of chemistry is an important foundation in understanding various advanced concepts in chemistry, especially those related to quantitative calculations such as the concept of moles. However, the abstract and mathematical characteristics of the material are often an obstacle for students in understanding the concept thoroughly. The purpose of this research is to develop a guided inquiry-based learning system integrated with flipped classroom assisted by Discord application on the material of basic laws of chemistry. The research employed the Educational Design Research (EDR) method using the Plomp model, which includes three stages:preliminary research, development or prototyping phase, and assessment phase, with limitations up to the small group trial stage (prototype IV). The research subjects consisted of 3 lecturers, 2 chemistry teachers, and 9 students of class XI SMAN 8 Padang. Needs analysis revealed that chemistry learning remains abstract and heavily mathematical, leading to student difficulties and misconceptions. To address this, a learning approach was designed incorporating three levels of multiple chemical representations (macroscopic, submicroscopic, and symbolic) integrated flipped classroom that supports independent learning, with guided inquiry syntax. Discord was selected as the supporting platform due to its comprehensive features that facilitate both synchronous and asynchronous learning. The product was tested through validation by experts and evaluation of students. The results of content validity of 0.89 and construct validity of 0.93 indicate that the product is valid. The practicality value of 93% obtained from the analysis of the practicality questionnaire of teachers and students with a very practical category. These findings suggest that the developed learning system is appropriate for use in chemistry education and can effectively help students independently and meaningfully understand the basic laws of chemistry. Furthermore, this study supports the implementation of the Merdeka Curriculum and the integration of technology-based learning.
The Atomic Structure Learning System With Flipped Guided Inquiry on Discord: A Development Study Santia, Andini; Mawardi, Mawardi; Suryani, Okta; Akmar, Reza
International Journal of Educational Research Excellence (IJERE) Vol. 4 No. 2 (2025): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v4i2.1381

Abstract

This study aims to develop a Flipped Classroom learning system based on Guided Inquiry using the Discord application on the Atomic Structure material to improve the understanding of high school students, tested up to the validity and practicality stages. The product is considered valid if the validity score (V) is above 0.8 and highly practical if the practicality percentage score exceeds 86%. The method used in this study is Educational Design Research (EDR) with the Plomp model. In the development stage, formative evaluation was conducted through four prototypes. The first prototype was developed based on needs analysis, context analysis, and literature study. The second and third prototypes were refined through expert review and one-to-one evaluation, with results showing excellent content and construct validity. The research subjects consisted of 3 chemistry lecturers from UNP. Meanwhile, the practicality test on the fourth prototype, which involved teachers and students, showed that this learning system was highly practical, with 2 chemistry teachers and 9 students from SMAN 8 Padang. The data collection instruments used in this study were validity and practicality test questionnaires. Based on the results, a validity score of 0.86 and a practicality score of 92% were obtained, indicating that the system is valid and highly practical.
Efektivitas Media Pembelajaran Discord Terintegrasi Flipped Classroom dan Guided Inquiry Learning pada Materi Laju Reaksi Terhadap Hasil Belajar Peserta Didik Akmar, Reza; Mawardi, Mawardi; Ulianas, Alizar; Aini, Faiza Qurrata
Jurnal Penelitian Pendidikan IPA Vol 10 No 1 (2024): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i1.6385

Abstract

This study aims to determine the effectiveness of Discord instructional media integrated with flipped guided inquiry learning on reaction rates on students’ learning outcomes. The instructional media has been tested for its validity and practicality prior to the study. The study was conducted using quasi-experimental with pretest-posttest non-equivalent control group design. Sample consists of 72 students from SMA Negeri 13 Padang participated in this study, with class F1 and F2 as the experiment and control group respectively. Students’ learning outcomes were assessed with instrument consisting of multiple choices questions. Results shown the higher N-gain value from experimental group with 0.70 compared to control group with 0.33. Furthermore, the t-test results yielded a value of t-count = 8.11 > t-table = 1.99, indicating that the means were statistically significant. These findings suggest Discord instructional media integrated with flipped guided inquiry learning was effective to improve students’ learning outcomes.
Ethnoscience in the Digital Age: A Systematic Review of Pedagogical Strategies for Scientific and Digital Literacy Development Akmar, Reza; Sudarmin, Sudarmin; Hafizan, Edy; Sari, Dwi Septiana
Jurnal Pendidikan MIPA Vol 27, No 1 (2026): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v27i1.pp194-218

Abstract

In the 21st century, achieving proficiency in both scientific and digital literacies is crucial for effective societal participation and addressing complex global challenges. However, a significant cultural disconnect often persists in formal science education, marginalizing students' indigenous knowledge. This systematic literature review aims to investigate the efficacy of ethnoscience-based instruction in bridging this gap and enhancing students’ scientific and digital literacies within the Indonesian educational context. Following PRISMA guidelines, a systematic search was conducted in Google Scholar, Scopus, Dimensions, and ERIC. This process identified 28 eligible studies published between 2016 and 2025. Data were analyzed and compared using reported gain scores to evaluate the impact of various instructional interventions. The findings reveal that research in this field is predominantly characterized by Research and Development (R&D) designs (60%), with a primary focus on the secondary school level. The analysis demonstrates that ethnoscience serves as a powerful pedagogical bridge, linking students' local cultural backgrounds to modern scientific concepts. While publications are increasing, a significant disparity exists between the widespread focus on scientific literacy and the emerging, yet underdeveloped, area of digital literacy. Interventions that integrate ethnoscience with digital modalities are effective for general knowledge acquisition but are limited in fostering higher-level scientific attitudes and inquiry when used without a robust pedagogical framework. The results indicate that integrating ethnoscience into established learning models, particularly Project-Based Learning (PjBL) and Problem-Based Learning (PBL), yields significantly more holistic outcomes compared to media-only interventions. These models are uniquely effective in promoting complex competencies, including scientific inquiry, citizenship literacy, and cultural awareness. This study concludes that future pedagogical practices should prioritize structured, model-based integration to fully harness the potential of ethnoscience for comprehensive 21st-century skill development. Keywords: ethnoscience, scientific literacy, digital literacy, systematic review.
Co-Authors Aini, Faiza Qurrata Baehaqi Chatarina Umbul Wahyuni Dafista, Nara Dwi Septiana Sari Hafizan, Edy Santia, Andini Sudarmin Sudarmin Suryani, Okta Ulianas, Alizar