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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Didaktik : Jurnal Ilmiah PGSD STKIP Subang International Journal of Geography, Social, and Multicultural Education (IJGSME)
Nofrion
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Earth & Planetary Sciences Education Environmental Science Materials Science & Nanotechnology Physics Social Sciences

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Development of Android-Based Digital Books on the Diversity of Indonesian Society Integrating Science Concepts: A Bhinneka Tunggal Ika Framework Hendra Taufik; Suryanef; Al Rafni; Nofrion
Jurnal Penelitian Pendidikan IPA Vol 11 No 7 (2025): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i7.11791

Abstract

This study aimed to develop Android-based digital books on the diversity of Indonesian society, integrating science concepts within the Bhinneka Tunggal Ika framework. Using the Four-D R&D model—Define, Design, Develop, and Disseminate—the research produced a digital teaching material for Pancasila and Citizenship Education tailored to ninth-grade students. The content was validated by experts and tested in limited trials, showing that it meets educational standards and effectively supports student understanding of cultural diversity. The digital book integrates text, images, videos, and animations to create an engaging and interactive learning experience. It is designed to be accessible both in class and at home, promoting self-directed learning while fostering appreciation for Indonesia’s multicultural identity. The findings show that this media enhances students’ enthusiasm, motivation, and comprehension of diversity in the context of national unity. By combining technology with civic education, the digital book serves as an innovative tool to strengthen character values and promote harmony among diverse communities. This development contributes to modernizing teaching methods and making more relevant and impactful for today’s digital-native generation.
ANALISIS KETERSEDIAAN MEDIA PEMBELAJARAN PADA SATUAN PENDIDIKAN DI SUNGAI JAMBUR Nofrion; Sandia Friska; Nurma Indah; Rafi Septian Rizki; Viola Zeli Andini
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16680

Abstract

This study aims to analyze the availability, condition, and utilization of learning media in educational institutions in Nagari Sungai Jambur. The research employed a descriptive approach with direct observation as the primary data collection technique. Observations were conducted in several schools to identify the types of learning media available, their condition, and their use in the learning process. The results showed that the available learning media consisted of print media, visual media, and technology-based media. Print media, such as textbooks, modules, and student worksheets, were the most widely available and frequently used. Visual media, including pictures, posters, maps, and teaching aids, were also utilized to support students’ understanding of learning materials. Meanwhile, technologybased media, such as laptops and televisions, were available in some schools; however, their use remained limited due to the lack of equipment and insufficient user skills. In general, the condition of the learning media was relatively good and suitable for classroom use. Nevertheless, several challenges were identified, including an insufficient number of textbooks, minor damage to teaching aids, and less-than-optimal media management. The use of learning media was found to enhance students’ attention, participation, and understanding during the learning process. Therefore, efforts are needed to improve the quantity, quality, and variety of learning media to support more effective and engaging learning activities and to achieve educational objectives more optimally.
PENERAPAN CASE BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR SPASIAL SISWA KELAS XII IPS DI MAN 2 KOTA PAYAKUMBUH Mutiara Zenita; Nofrion
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17062

Abstract

This study aims to analyze the effect of implementing the Case-Based Learning model on improving the spatial thinking skills of 12th-grade social studies students at MAN 2 in Payakumbuh. This study employs a quantitative approach using a quasi-experimental design with a pretest-posttest control group. The sampling technique used is purposive sampling, which involves selecting a sample based on specific criteria. In determining the number of samples to be taken from each class, the researchers selected Class XII IPS 1 and Class XII IPS 4 as the research samples with the aim of obtaining a sample that represents the entire population of classes. The students in these sample classes possess the same competencies and abilities in the learning process, ensuring that the implementation of different learning models is not disrupted. Consequently, all 34 students in Class XII IPS 1 and all 34 students in Class XII IPS 4 were selected as the sample for this study. The research instrument was a test consisting of 30 items developed based on indicators of spatial thinking skills, including: Comparison, Aura, Region, Hierarchy, Transition, Analogy, Pattern, and Association. Based on the average posttest scores, the control class scored 69.24and the experimental class scored 81.39. This indicates that there was an improvement in learning outcomes alongside students’ spatial thinking skills, suggesting that the application of the Case-Based Learning model has a greater impact on improving learning outcomes and spatial thinking skills compared to conventional instruction. In terms of the increase in understanding (N-Gain) of the conceptual material on regions and regional zoning in spatial planning, the experimental class scored 0.71, which was higher than the control class’s score of 0.45. Subsequently, the hypothesis test yielded a calculated T-valueof 3,388> the critical T-value of 1.99 at a significance level of 0.05; therefore, Ha was accepted. It can be concluded that the implementation of the Case-Based Learning model has an effect on improving the spatial thinking skills of 12th-grade social studies students at MAN 2 Payakumbuh.
Implementation of CIPP Model in Social Studies Learning: A Literature Review Affandri Jasrio; Ambiyar; Fahmi Rizal; Evida Safitri; Nofrion
International Journal of Geography, Social, and Multicultural Education Vol. 4 No. 1 (2026): 1 June 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ijgsme.v4n1.p56-77

Abstract

Comprehensive evaluation is crucial for enhancing the quality of social studies education. This literature review examines the implementation of the Context, Input, Process, and Product (CIPP) evaluation model in social studies learning contexts. The study employs a systematic literature review methodology, analyzing 45 peer-reviewed articles and scholarly works published between 2020 and 2025 from Scopus-indexed journals and reputable academic databases. The CIPP model, developed by Stufflebeam, provides a holistic framework for assessing educational programs across four dimensions: contextual relevance, resource adequacy, implementation effectiveness, and learning outcomes. Findings reveal that the CIPP model effectively identifies strengths and weaknesses in social studies curricula, enables data-driven decision-making, and facilitates continuous improvement in instructional practices. Context evaluation addresses alignment with educational policies and student needs; input evaluation assesses human resources, materials, and infrastructure; process evaluation monitors teaching-learning activities; and product evaluation measures achievement of learning objectives. The review identifies several implementation challenges, including limited evaluator expertise, insufficient stakeholder engagement, and resource constraints. Recommendations include developing comprehensive evaluation instruments, strengthening evaluator capacity through professional development, fostering collaborative evaluation cultures, and integrating technology-enhanced assessment tools. This study contributes to the theoretical understanding of evaluation frameworks in social studies education and provides practical guidance for educators and policymakers seeking to enhance program quality and student outcomes through systematic evaluation approaches.
Co-Authors Affandri Jasrio Al Rafni Ambiyar, Ambiyar Evida Safitri Fahmi Rizal Hendra Taufik Mutiara Zenita Nurma Indah Rafi Septian Rizki Sandia Friska Suryanef Viola Zeli Andini