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The impact of implementing a scientific approach on the science learning achievements of 4th-grade students within the learning environment Cahyono, Budi Tri; Ridhani, Jovita; Qodr, Taufiq Subhanul; Khan, Nauroz; Ali, Wazir
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.61

This study investigates the influence of a scientific approach on the academic performance of 4th students in science. The scientific approach focuses on key processes such as observation, formulating questions, making connections, conducting experiments, analyzing data, drawing conclusions, and presenting findings, distinguishing it from traditional science education methods. Employing a quantitative research design with a quasi-experimental non-equivalent control group, the study targeted all Gugus I Gajah Mada Laweyan Surakarta 4th students. A sample of 120 students from eight elementary schools was selected, with participants divided into experimental and control groups, each comprising 60 students. Data collection involved both observational methods and essay assessments featuring 30 questions. The findings revealed a notable disparity in science learning outcomes between students instructed using the scientific approach and those who received conventional instruction. Specifically, students in the experimental group demonstrated significantly superior learning outcomes compared to their counterparts in the control group. The results of the study showed that the assessment of learning outcomes using observation sheets had a significant effect on teacher involvement during the learning process. The results of the Lillefors Statistical test show the difference between scientific and conventional classes, with the former showing a higher value of 0.95 compared to 0.87. This indicates that the use of digital learning media effectively attracts the interest of students and teachers.

Visual Representations in Indonesian Chemistry Textbooks: Supporting Deep Learning for 2025 Educational Goals Ridhani, Jovita; Trisnaningsih, Sari; Fitriani, Ika Nur
Indonesian Journal of Instructional Media and Model Vol 7 No 1 (2025): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v7i1.6438

Indonesian students struggle with abstract science concepts, as reflected in their low performance in international assessments. The primary learning resource is still textbook, and their visual materials are significant in helping students understand abstract concepts, especially in chemistry. However, visuals are often underutilized in science education. To address this gap, this study analyzes visual representations in Indonesian chemistry textbooks of the 2013 Curriculum to inform future improvements aligned with Indonesia’s 2025 educational goals. Two widely used textbooks for grades X and XII were examined to explore differences across grades. Using qualitative content analysis and a modified rubric, the study reveals that symbolic visuals that have explicit surface features (such as chemical formula and equations) dominate, while macroscopic and sub-microscopic visuals are underrepresented. In relation to the text, most visuals are completely related with the content but not directly referred to in the text, which may hinder students’ understandings. Positively, most visuals are contiguous (positioned close to the related text) with the related text and categorized as either with-caption or incorporated into text. These findings highlight gaps in textbook design, such as overreliance on symbolic visuals and poor visual-text integration. To support deep learning, textbooks should include multi-level visuals, ensure direct referencing, and provide clear captions. These changes are essential for fostering deeper understanding and aligning with Indonesia’s 2025 educational goals, offering insights for improving textbook quality. Indonesian students struggle with abstract science concepts, as reflected in their low performance in international assessments. The primary learning resource is still textbook, and their visual materials are significant in helping students understand abstract concepts, especially in chemistry. However, visuals are often underutilized in science education. To address this gap, this study analyzes visual representations in Indonesian chemistry textbooks of the 2013 Curriculum to inform future improvements aligned with Indonesia’s 2025 educational goals. Two widely used textbooks for grades X and XII were examined to explore differences across grades. Using qualitative content analysis and a modified rubric, the study reveals that symbolic visuals that have explicit surface features (such as chemical formula and equations) dominate, while macroscopic and sub-microscopic visuals are underrepresented. In relation to the text, most visuals are completely related with the content but not directly referred to in the text, which may hinder students’ understandings. Positively, most visuals are contiguous (positioned close to the related text) with the related text and categorized as either with-caption or incorporated into text. These findings highlight gaps in textbook design, such as overreliance on symbolic visuals and poor visual-text integration. To support deep learning, textbooks should include multi-level visuals, ensure direct referencing, and provide clear captions. These changes are essential for fostering deeper understanding and aligning with Indonesia’s 2025 educational goals, offering insights for improving textbook quality.

EFL Teachers' Self-Efficacy in Technology Integration: A Case Study on TPACK Implementation in Schools in Indonesia Prihatin, Relly; Ridhani, Jovita
FASHLUNA Vol 6 No 2 (2025): September
Publisher : Prodi PGMI STIT Sunan Giri Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47625/fashluna.v6i2.1095

This study aims to explore English teachers' self-efficacy in integrating technology in the classroom as well as the application of the TPACK (Technological Pedagogical Content Knowledge) framework. The study also sought the relationship between teachers' self-efficacy and TPACK application when using technology in teaching. The research subjects consisted of 50 English teachers, with three teachers selected for classroom observations and retrospective interviews. Results showed that the majority of teachers had high self-efficacy in using technology such as PowerPoint, videos, and online platforms. However, some still lacked confidence in providing digital feedback. TPACK implementation varied; two teachers optimally applied it by integrating content, pedagogy and technology for interactive learning, while one teacher was passive. There is a positive relationship between teacher self-efficacy and successful TPACK implementation. Teachers with high self-efficacy were more proactive in designing innovative learning. These findings provide important implications for teacher training and education policy. Increasing self-efficacy through technology training can improve the quality of technology-based learning. Abstrak Penelitian ini bertujuan untuk mengeksplorasi efikasi diri guru Bahasa Inggris dalam mengintegrasikan teknologi di kelas serta penerapan kerangka TPACK (Technological Pedagogical Content Knowledge). Penelitian ini juga mencari hubungan antara efikasi diri guru dan penerapan TPACK saat menggunakan teknologi dalam pengajaran. Subjek penelitian terdiri dari 50 guru Bahasa Inggris, dengan tiga guru dipilih untuk observasi kelas dan wawancara retrospektif. Hasil menunjukkan bahwa mayoritas guru memiliki efikasi diri tinggi dalam menggunakan teknologi seperti PowerPoint, video, dan platform online. Namun, beberapa masih kurang percaya diri dalam memberikan umpan balik digital. Penerapan TPACK bervariasi; dua guru menerapkannya secara optimal dengan memadukan konten, pedagogi, dan teknologi untuk pembelajaran interaktif, sedangkan satu guru masih bersifat pasif. Terdapat hubungan positif antara efikasi diri guru dan keberhasilan penerapan TPACK. Guru dengan keyakinan tinggi lebih proaktif dalam merancang pembelajaran inovatif. Temuan ini memberikan implikasi penting bagi pelatihan guru dan kebijakan pendidikan. Peningkatan efikasi diri melalui pelatihan teknologi dapat meningkatkan mutu pembelajaran berbasis teknologi.

Innovating IoT instruction through simulation-based modules: An R&D study in higher education Gunawan, Kadek Dwi Hendratma; Utami, Budi; Bramastia, Bramastia; Suciati, Suciati; Hudha, Muhammad Nur; Ridhani, Jovita; Adimudra, Dyah Ayu Saraswati
Momentum: Physics Education Journal Vol. 9 No. 2 (2025)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v9i2.12897

This study developed and evaluated a computer simulation–based Internet of Things (IoT) lecture module for the Artificial Intelligence for Science Education course to address the gap between abstract IoT concepts and classroom practice in science teacher education. Adopting an R&D approach with the ADDIE model, the module was structured into five subtopics aligned with explicit learning outcomes and supported by simulations, examples, and authentic projects. Expert validation (five validators: content, media, instructional, and evaluation) examined content, language, and presentation using Aiken’s V and Percentage of Agreement. Practicality was assessed via expert questionnaires (ease of use, attractiveness, usefulness, contextual relevance). Implementation involved a trial with 40 prospective science teachers, including a 5-point Likert readability survey. Content validity increased from 0.860 (valid) to 0.960 (very valid), and inter-rater reliability rose from 0.712 (fair) to 0.757 (good) after systematic revisions. Language validity improved from 0.833 to 0.950 (very valid); presentation remained strong at 0.893 (very valid) with qualitative enhancements to visual design. Expected practicality averaged 92% across dimensions (ease of use 91%; attractiveness 92%; usefulness 92%; contextual relevance 92%). Readability scores were consistently “highly readable” across seven dimensions (4.44–4.56), indicating clear language and style, logical sequencing, effective multimodal supports, manageable cognitive load, strong contextual relevance, and robust technical accessibility. The module is ready for classroom adoption, offering a scalable template for integrating IoT through simulations and authentic cases in preservice teacher education.

The impact of implementing a scientific approach on the science learning achievements of 4th-grade students within the learning environment Cahyono, Budi Tri; Ridhani, Jovita; Qodr, Taufiq Subhanul; Khan, Nauroz; Ali, Wazir
Journal of Environment and Sustainability Education Vol. 3 No. 1 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i1.61

This study investigates the influence of a scientific approach on the academic performance of 4th students in science. The scientific approach focuses on key processes such as observation, formulating questions, making connections, conducting experiments, analyzing data, drawing conclusions, and presenting findings, distinguishing it from traditional science education methods. Employing a quantitative research design with a quasi-experimental non-equivalent control group, the study targeted all Gugus I Gajah Mada Laweyan Surakarta 4th students. A sample of 120 students from eight elementary schools was selected, with participants divided into experimental and control groups, each comprising 60 students. Data collection involved both observational methods and essay assessments featuring 30 questions. The findings revealed a notable disparity in science learning outcomes between students instructed using the scientific approach and those who received conventional instruction. Specifically, students in the experimental group demonstrated significantly superior learning outcomes compared to their counterparts in the control group. The results of the study showed that the assessment of learning outcomes using observation sheets had a significant effect on teacher involvement during the learning process. The results of the Lillefors Statistical test show the difference between scientific and conventional classes, with the former showing a higher value of 0.95 compared to 0.87. This indicates that the use of digital learning media effectively attracts the interest of students and teachers.

Peningkatan Kompetensi Profesional Guru PAUD Melalui Penerapan Media Storybook Berbasis Augmented Reality Dyah Sulistyaningrum Indrawati, Cicilia; Subarno, Anton; Risanti Langgi, Novedi; Berdha Krismona, Elwas; Ridhani, Jovita
JURNAL PENGABDIAN TEKNOLOGI TEPAT GUNA Vol 6 No 3 (2025): Teknologi Tepat Guna (TTG)
Publisher : Universitas Sahid Surakarta

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

The community service program aims to improve the professional competence of PAUD teachers in providing financial education to early childhood students. The training was conducted in three stages: pre-training, implementation, and evaluation. The training activities were carried out by providing materials related to financial education, learning models and methods, learning media, and practical use of AR-based storybooks for financial education learning at the PAUD level. The three-day training activity impacted the professional competence of PAUD teachers. The asymp evidence this.sig value (2-tailed) in the Wilcoxon test, which had a value of 0.003 (<0.05).

Peningkatan Kompetensi Profesional Guru PAUD Melalui Penerapan Media Storybook Berbasis Augmented Reality Dyah Sulistyaningrum Indrawati, Cicilia; Subarno, Anton; Risanti Langgi, Novedi; Berdha Krismona, Elwas; Ridhani, Jovita
JURNAL PENGABDIAN TEKNOLOGI TEPAT GUNA Vol 6 No 3 (2025): Teknologi Tepat Guna (TTG)
Publisher : Universitas Sahid Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47942/jpttg.v6i3.2142

The community service program aims to improve the professional competence of PAUD teachers in providing financial education to early childhood students. The training was conducted in three stages: pre-training, implementation, and evaluation. The training activities were carried out by providing materials related to financial education, learning models and methods, learning media, and practical use of AR-based storybooks for financial education learning at the PAUD level. The three-day training activity impacted the professional competence of PAUD teachers. The asymp evidence this.sig value (2-tailed) in the Wilcoxon test, which had a value of 0.003 (<0.05).

Designing human centered virtual reality to improve student earthquake preparedness in Bali Jaya, Anak Agung Ngurah Adhi; Prabandari, Luh Putu Cintya; Ridhani, Jovita; Gunawan, Kadek Dwi Hendratma
Journal of Environment and Sustainability Education Vol. 3 No. 4 (2025)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v3i4.136

Indonesia faces one of the highest disaster risks globally, with Bali being a particularly vulnerable region due to its tectonic setting along the Sunda Arc subduction zone. Despite the urgency of disaster education, current approaches in Indonesian schools remain largely conventional, lacking contextual engagement and experiential depth. This study aimed to develop and evaluate a Human-Centered Design (HCD)-based Virtual Reality (VR) simulation to enhance earthquake preparedness among junior high school students in Bali. Employing a mixed-methods approach, the VR media was developed through iterative phases, discover, define, design, and prototype & test, while integrating local context and user needs. Expert validation involving specialists in instructional media and disaster education confirmed the simulation's accuracy, usability, and contextual relevance. Subsequently, a limited implementation was conducted with 101 students in Bali. Students’ understanding was assessed using five open-ended items scored with a four-point rubric, and the data were analyzed using the Wilcoxon Signed-Rank Test and effect size (r). Results showed statistically significant improvement across all indicators (p < .001; r = 0.79–0.93), with clearer mastery of response procedures, improved recognition of safety signals, and more consistent understanding among students. Theoretically, this study expanded the application of HCD in mixed-methods educational research and practically demonstrated the potential of VR as an immersive, user-centered, and contextually relevant disaster learning media.

Teachers' Readiness to Implement the Deep Learning Approach in Merdeka Curriculum: An Analysis Based on Psychopedagogical Characteristics Budhi Santosa, Eka; Sukmawati, Fatma; Ridhani, Jovita; Trisnaningsih, Sari; Prihatin, Relly
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 3 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i3.58841

This study aims to analyze the readiness of vocational high school (SMK) teachers to implement the deep learning approach within the Merdeka Curriculum, based on psychopedagogical characteristics, particularly self-efficacy and perceptions of the learning environment. Employing a quantitative correlational approach, data were collected through a closed-ended questionnaire administered to 285 teachers across three administrative regions in Central Java: Boyolali, Klaten, and Salatiga. The results reveal a significant positive correlation between self-efficacy and teacher readiness (r = 0.319; p < 0.01), as well as between the learning environment and teacher readiness (r = 0.381; p < 0.01). These findings highlight the critical role of teachers’ confidence in using technology and the supportive digital learning environment in facilitating the successful adoption of deep learning pedagogy. Therefore, enhancing individual teacher capacity and fostering a conducive learning environment are key strategies to support effective pedagogical transformation in the era of the Merdeka Curriculum.

The Silent Catalysts: How Engagement in Blended Learning Shapes Science Students’ Critical Thinking Ridhani, Jovita; Sukmawati, Fatma
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 3 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i3.60853

Blended learning becomes a central post-pandemic instructional model and understanding how learners engage within these environments is important for enhancing higher-order thinking skill. This study examines the extent to which students’ blended learning engagement predicts the critical thinking skills of high school science students, and whether socioeconomic status (SES) moderates this relationship. A quantitative correlational design was employed, involving 469 science students from Indonesian high schools that have consistently implemented blended learning. Data were collected through a 4-point Likert-scale questionnaire and analyzed using Spearman’s rank-order correlation and bootstrap regression. The results indicated that cognitive engagement was the strongest predictor of critical thinking (ρ = .793, p < .001; β = .751, p < .001), while emotional engagement had a positive but smaller effect (ρ = .291, p < .001; β = .066, p = .029), and behavioral engagement was insignificant (ρ ≈ .000, p = .998; β = –.028, p = .326). Simultaneously, the three dimensions of engagement explained 59.9% of the variability in critical thinking, with no significant moderating effect of SES. However, split-group correlations indicated that the correlation between blended learning engagement and critical thinking was stronger among students from low- (ρ = .512) and high- (ρ = .481) SES groups compared to those from the middle group (ρ = .386), indicating variation in effect magnitude but not direction, thereby clarifying the apparent contradiction with the non-significant moderation test. These findings confirmed cognitive engagement as the core component of reflective learning in blended learning, as well as highlighted the need for instructional designs that strengthen metacognitive regulation and epistemic autonomy for diverse learners.

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