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All Journal Jurnal Pijar MIPA International Journal of Social Science, Education, Communication and Economics
Ramadhani, Novitasari
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences

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Student Response to the Implementation of E-Module-Assisted Cybergogy in Junior High School Students Ramadhani, Novitasari; Subekti, Hasan
Jurnal Pijar Mipa Vol. 20 No. 2 (2025)
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v20i2.8602

Abstract

The low involvement of students in learning is still a challenge, one of which is influenced by the lecture method, which is still dominant in the teaching and learning process. The application of technology-based learning, such as e-module-assisted cybergoth, is expected to increase students' positive responses. This study aims to analyze students' responses to the application of e-module-assisted cybergogy in science learning. This study uses a quasi-experimental method with a one-shot case study design involving 32-grade VIII-D SMPN 1 Bagor students. Data was collected through student response questionnaires and analyzed using descriptive statistics. The results showed that implementing e-module-assisted cybergogy resulted in very positive student responses, with an average response score of 99.1%. In conclusion, this approach can increase student engagement in science learning. This research implies that educators can adopt e-module-assisted cybergogy to create more interactive and innovative learning.
Cybergogy-Assisted E-Module to Boost Middle Schoolers’ Digital Literacy in the Mixture Separation Topic Ramadhani, Novitasari; Subekti, Hasan
International Journal of Social Science, Education, Communication and Economics Vol. 4 No. 3 (2025): August
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/sj.v4i3.119

Abstract

This study aims to describe the effect of a cybergogy-based approach supported by an e-module in fostering students’ digital literacy on the topic of mixture separation. Motivated by the demands of Industry 4.0/Society 5.0 and low literacy outcomes (e.g., PISA 2022) as well as preliminary findings at SMP Negeri 1 Bagor—where only 50% of students surpassed the Minimum Mastery Criterion (KKM) of 70 in science—the research employed a pre-experimental one-shot case study design with 32 Grade VIII-D students. Digital-literacy performance was measured through a verified posttest and analyzed descriptively and inferentially. Shapiro–Wilk testing indicated non-normality, so a Wilcoxon test was conducted against the KKM benchmark. The mean posttest score was 82.28 (min 75.00; max 91.66), with average achievement across components of 79% (high category); hypertext navigation was the strongest component (94%, very high), while content evaluation was the weakest (64%, high). The Wilcoxon test yielded Asymp. Sig (2-tailed) < 0.001, indicating a significant improvement relative to the benchmark. These findings suggest that the cybergogy-assisted e-module is effective for cultivating students’ digital literacy in mixture separation, with device-access constraints noted as a practical limitation for future implementations.
Application of Cybergogy Assisted E-Module to Train Digital Literacy: Studies in Junior High School Students Ramadhani, Novitasari; Subekti, Hasan
International Journal of Social Science, Education, Communication and Economics Vol. 3 No. 6 (2025): February
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/sj.v3i6.444

Abstract

This study aims to describe the influence of the application of e-module-assisted cybergogy to train students digital literacy. The development of information technology with the industrial revolution 4.0 in the era of digital society 5.0 is very important to train digital literacy. The learning process is hampered due to low interest in reading and literacy, as evidenced by the low results of the 2022 PISA survey. The cognitive results of the daily test showed that only 50% of students completed using the lecture learning method and printed teaching materials. This research is a type of experimental research with a quasi-quantitative research method. This study uses a pre-experimental design experiment design in the form of a one-shot case study design. This research is located at SMP Negeri 1 Bagor. The source of the data is 32 students in class VIII-D. Data on students digital literacy skills were obtained from posttest scores. The research instrument used is a digital literacy ability test. This study uses data analysis techniques in the form of a descriptive statistical test method. The results of the study show that the application of cybergogy assisted by e-modules is effective in training students digital literacy.
Co-Authors HASAN SUBEKTI