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All Journal Jurnal Pemberdayaan Masyarakat JIPI (Jurnal IPA dan Pembelajaran IPA)
Putri Nabilah
Prince of Songkla University, Thailand
Social Sciences

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TPACK-Based Digital Flipbooks to Reduce Misconceptions in Newton's Second Law Materials Nur Aini Agustina; A Halim; Ibnu Khaldun; Agus Wahyuni; Elmi Mahzum; Ngadimin Ngadimin; Putri Nabilah
Jurnal Pemberdayaan Masyarakat Vol 5, No 2 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v5i2.745

Abstract

Misconceptions concerning Newton’s Second Law remain prevalent among secondary school students and hinder meaningful physics learning. This study aimed to develop and evaluate a Technological Pedagogical and Content Knowledge (TPACK)-based digital flipbook designed to improve conceptual understanding and reduce misconceptions. The study employed a research and development approach using the 4D model (Define, Design, Develop, and Disseminate). Product feasibility was assessed through expert validation, while practicality was examined through limited field trials. Effectiveness was evaluated using a quasi-experimental non-equivalent control group design involving 60 eleventh-grade science students. Data were collected using validation instruments, student response questionnaires, and a four-tier diagnostic test administered as a pretest and posttest. The digital flipbook achieved a high feasibility score (89.51%) and demonstrated increased practicality after revision (from 57.13% to 89.27%). The experimental group showed substantially higher conceptual understanding (64.76%) and lower misconceptions (5.71%) compared to the control group (17.14% understanding; 27.86% misconceptions). Normalized N-Gain analysis indicated medium-to-high improvement in the experimental group, and an independent sample t-test revealed a significant difference between groups (t = 12.572; p 0.001). These findings indicate that the TPACK-based digital flipbook is feasible, practical, and effective, contributing an evidence-based instructional model for reducing physics misconceptions through integrated technology-enhanced learning.
Innovative STEM-Excel Integration to Foster Students' Mathematical Representation Skills ? Zulfadli Zulfadli; Evendi Evendi; Ibnu Khaldun; Taufik Taufik; Putri Nabilah
Jurnal Pemberdayaan Masyarakat Vol 5, No 2 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v5i2.767

Abstract

Mathematical representation ability (MRA) is essential to mathematics learning, yet many high school students struggle with topics such as quadratic equations and functions. This study aims to develop and evaluate an Excel spreadsheet–based learning media integrated with a STEM (Science, Technology, Engineering, Mathematics) approach to enhance students' MRA. Using the Research and Development (RD) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the media was tested on 32 tenth-grade students at SMA Negeri 1 Samalanga. Data were collected through expert validation, teacher and student questionnaires, and pretest-posttest MRA instruments. The results showed that the media achieved high validity (89.25%), was rated very practical by teachers (83.2%) and students (87.3%), and significantly improved students' MRA, with an N-Gain score of 0.75 (high category). Thus, the Excel-STEM learning media is valid, practical, and effective in improving students' mathematical representation skills. This study contributes to the field of educational technology by offering a low-cost, accessible, and pedagogically sound digital tool that integrates STEM principles into mathematics instruction, supporting the development of representational fluency in secondary education.
Implementation of Digital Student Worksheet Based on Problem-Solving to Enhance Students' Critical Thinking Skills and Learning Outcomes on Quantum Numbers and Electron Configuration Materials Ratna Nilawati; Abdul Gani; Ibnu Khaldun; Putri Nabilah
Jurnal Pemberdayaan Masyarakat Vol 4, No 1 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i1.379

Abstract

In learning chemistry, especially regarding quantum numbers and electron configurations, learning difficulties are still encountered, resulting in low student learning outcomes. One of the factors contributing to this is the use of teaching materials that are less engaging and fail to facilitate students' understanding of concepts effectively. Digital-based student worksheets are an innovative alternative to learning because they can increase students' interaction, understanding of concepts, and critical thinking skills. This research aims to apply problem-solving-based digital student worksheets to improve students' critical thinking skills and learning outcomes. This research employs a quantitative approach with a quasi-experimental design, utilizing a post-test-only control group design. The research sample consisted of 72 class X students at SMA Negeri 5 Banda Aceh. The results showed that the use of digital student worksheets significantly increased students' critical thinking skills (average score of 86.96) and learning outcomes (average score of 85.3) compared to the control group (critical thinking score of 80.20 and learning outcomes of 80.33). Students demonstrated a positive response to the use of digital student worksheets, with an average questionnaire response value of 83.53. The conclusion of this study indicates that the use of digital student worksheets can enhance students' critical thinking skills and learning outcomes. The contribution of community service from this study is manifested in the provision of innovative teaching tools that teachers can adopt to improve collaborative learning and support the development of digital literacy in the school environment.
Development of a Microsoft Excel-Based Management System for Secondary School Chemistry Laboratories Puan Purnama Wati; Ibnu Khaldun; Sri Winarni; Muhammad Nazar; Zulfadli Zulfadli; Putri Nabilah
Jurnal Pemberdayaan Masyarakat Vol 4, No 4 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i4.547

Abstract

Inefficient digital systems for managing chemistry laboratories in secondary schools often impede effective record-keeping, inventory management, and practicum reporting. This study developed Chemlab Excel, a practical and accessible offline Microsoft Excel-based laboratory management system, eliminating the need for an internet connection or additional software. Employing a Research and Development (RD) approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), and involved nine purposively selected respondents, including chemistry teachers, laboratory heads, and lab assistants from SMA Negeri 1 Bireuen and SMA Negeri 1 Samalanga. The study utilized expert validation sheets, teacher response questionnaires, and the System Usability Scale (SUS) for data collection. Validity was assessed using Aiken's V, and inter-rater reliability was measured via the Intraclass Correlation Coefficient (ICC). Three experts validated the system, with trials conducted in two secondary schools in Bireuen Regency. Results showed high feasibility, with Aiken's V coefficients of 0.852 (media) and 0.869 (material), and ICC values of 0.768 (media) and 0.761 (material), indicating good reliability. The SUS score averaged 72.22%, and teacher responses reached 94.64%, reflecting user-friendliness and enhanced efficiency. Chemlab Excel proves to be a feasible, contextually relevant solution for laboratory management, contributing to streamlined administrative processes in science education and offering a scalable, accessible tool for secondary schools.
PBL-Based Online Worksheet on Green Chemistry to Enhance Students’ Literacy and Numeracy Skills Titi Sumanti; Abdul Gani; Yusrizal Yusrizal; Ibnu Khaldun; Sri Winarni; Putri Nabilah
Jurnal Pemberdayaan Masyarakat Vol 4, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i2.487

Abstract

The limited availability of digital learning tools that effectively integrate green chemistry concepts while enhancing scientific literacy and numeracy presents a challenge in science education. Chemistry learning that integrates environmental issues, particularly the concept of green chemistry, requires contextual and innovative teaching materials to support the enhancement of students' scientific literacy and numeracy skills. This study aimed to develop a problem-based learning (PBL) online student worksheet on green chemistry to enhance students' scientific literacy and numeracy. The research employed a research and development (RD) approach using the ADDIE model and involved 24 randomly selected students from SMA Negeri 4 Lhokseumawe. Data were collected using expert validation sheets, student response questionnaires, and pre- and post-test instruments. The validation results indicated that the online worksheet was highly feasible (media: 96.88%, content: 96.39%, Aiken's V = 0.95). User responses were very positive (82.42%), and the questionnaire instruments demonstrated high validity (Aiken's V = 0.97). The N-Gain scores revealed moderate improvement in both scientific literacy (0.6061) and numeracy (0.6106), reflecting strengthened critical thinking, data interpretation, and problem-solving skills. This study contributes by providing a replicable model of an online worksheet that integrates environmental issues into chemistry learning, enriches digital learning resources, and supports the mastery of 21st-century competencies in science education. Therefore, the development of this PBL-based online student worksheet is considered feasible, practical, and effective in enhancing students' scientific literacy and numeracy skills.
Development of Discovery Learning and Ethnoscience-Based Learning Tools Integrated With Digital Media to Improve the Science Literacy of Elementary School Students Fita Nelyza; Cut Maulina; Khairus Subula; Melly Fira Yani; Agus Kistian; Putri Nabilah
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.125

Abstract

The scientific literacy skills of elementary school students are still low due to less innovative learning and a lack of integration between scientific concepts, local culture, and digital technology. The study aims to develop a learning device based on discovery learning and ethnoscience integrated with digital media to improve elementary school students’ scientific literacy skills. The research employed a research and development method using the ADDIE model (analysis, design, development, implementation, and evaluation). The participants were fifth-grade elementary school students selected based on the characteristics of science learning. Data were collected through expert validation, teacher and student response questionnaires, scientific literacy tests (pretest and posttest), and classroom observations. The validation results showed that the learning device was categorized as “highly feasible” with an average score above 83%. The small group trial indicated that the device was practical and attractive, with a student engagement score of 90% and a digital media attractiveness score of 92%. The field trial revealed a significant improvement in students’ scientific literacy skills, with the average score increasing from 56.6 (pretest) to 81.2 (posttest), resulting in a gain score of 24.6 points. These findings demonstrate that the discovery learning-based and ethnoscience-integrated digital learning device is effective in enhancing students’ scientific literacy. This research supports the implementation of the kurikulum merdeka and contributes to the development of contextual, innovative, and 21st-century-oriented science learning
Co-Authors A Halim Agus Kistian Agus Wahyuni Cut Maulina Elmi Mahzum Evendi Evendi Fita Nelyza Gani, Abdul Ibnu Khaldun Ibnu Khaldun Ibnu Khaldun Khairus Subula Melly Fira Yani Muhammad Nazar Ngadimin Ngadimin Nur Aini Agustina Puan Purnama Wati Ratna Nilawati Sri Winarni Sri Winarni Taufik Taufik Titi Sumanti Yusrizal Yusrizal Zulfadli Zulfadli Zulfadli Zulfadli