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All Journal Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Pedagogik Journal of Islamic Elementary School EDUKATIF : JURNAL ILMU PENDIDIKAN Ideas: Jurnal Pendidikan, Sosial dan Budaya Jurnal Evaluasi dan Pembelajaran Hanoman Journal: Physical Education and Sport Bima Abdi: Jurnal Pengabdian Masyarakat Jurnal Pendidikan dan Pembelajaran Sekolah Dasar (JPPSD) Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Journal of Artificial Intelligence and Digital Business Priviet Social Sciences Journal
Abdul Rahman
Universitas Lambung Mangkurat
Religion Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Development of Hyper-Content E-Modules for the “Script and Storyboard” Course Based on Project-Based Learning Agus Hadi Utama; Qomario Rio; Brezto Asagi Dewantara; Abdul Rahman
Jurnal Evaluasi dan Pembelajaran Vol 8 No 1 (2026)
Publisher : STKIP Al Islam Tunas Bangsa dan HEPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52647/jep.v8i1.463

Abstract

The transformation of digital education demands innovative learning resources to foster student independence. This study aims to develop and test the feasibility of a Hyper content E-Module based on Project Based Learning (PjBL) in the Script and Storyboard course to overcome the limitations of teaching materials and increase learning independence. This study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Data collection was carried out through validation questionnaires from media and material experts, as well as questionnaires on student independence and reflection on learning experiences. The results showed that the developed E-Module was categorized as "Very Feasible" with a feasibility percentage from media experts of 90.3%. Product implementation showed that the E-Module was effective in increasing learning independence, which was characterized by high student initiative in finding solutions independently. In addition, the implementation of PjBL through this E-Module was proven to be successful in encouraging active involvement, critical thinking, creativity, and providing meaningful learning experiences for students. This development resulted in a feasible and effective teaching material product to support independent learning in the digital era.
Enhancing Teachers' Digital competency through Participatory LMS Training for Junior High School Teachers Abdul Rahman; Brezto Asagi Dewantara; Lazaro Kumala Dewi
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.113957

Abstract

The digital competency gap among teachers is a crucial barrier to integrating technology into learning and represents a real challenge for junior high school teachers, as technology proficiency remains uneven. This study aimed to examine the effectiveness of a participatory Learning Management System (LMS) training program designed to improve the digital competency of 28 teachers at State Junior High School (SMPN 24) in Banjarmasin City. This study used a one-group pre-test–post-test design. The Shapiro–Wilk normality test confirmed that the data were normally distributed (p > 0.05); therefore, a paired samples t-test was used to measure the impact of the intervention. The results showed a highly significant increase in teacher competency scores from before the training (mean = 75.00, SD = 13.264) to after the training (mean = 89.82, SD = 7.134), with a p-value (p < 0.001), indicating a statistically significant improvement in teachers’ digital competency after participating in the LMS training program. These findings demonstrate that a participatory training approach effectively improves teachers’ digital competency and can serve as a strategic model for professional development in the digital era.
Co-Authors Alfarisa, Fitri Amelia Puspita Sari Andi Mariono Arsyad, M. Ziyan Takhqiqi Arta Mulya Budi Harsono Brezto Asagi Dewantara Eka Cahya Sari Putra Fitri Nur Mahmudah Girsang, Febrita Sari Purba Lazaro Kumala Dewi Lisana Lisana Nurmahmudah, Fitri Qomario Qomario Rio Rini, Sulistyo Siti Masitoh Syahra, Rizqya Anis Takhqiqi Arsyad, M. Ziyan Tamami, Wildan Utama, Agus Hadi