Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Media Pendidikan Matematika
Khairah, Nurul
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Environmental Science Materials Science & Nanotechnology Mathematics Physics Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Development of Metacognition-Based LKPD to Improve Conceptual Understanding in Reaction Rate Material Nurmiati, Euis; Wahyono, Sugeng Bayu; Rhomadan, Muhammad Risal; Khairah, Nurul; Tafrienda, Ulfa Nabila
Jurnal Penelitian Pendidikan IPA Vol 11 No 4 (2025): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i4.10464

Abstract

The importance of constructivism-based chemistry learning is to develop students' conceptual understanding and metacognitive skills through active engagement, with the teacher as a facilitator, to create critical, independent, and globally competitive graduates. This study aims to develop Student Worksheets (LKPD) focused on metacognitive skills in learning reaction rate material, with the expectation of improving students' conceptual understanding and learning outcomes. Based on validation results, the LKPD has proven to be feasible for use, particularly in terms of language and metacognitive skills. In the first validation stage, the LKPD achieved an average percentage of 54.35%, which falls into the "feasible" category, while in the second stage, there was a significant improvement with an average percentage of 73.05%. Practicality assessments from teachers and students showed very good results, with teacher and student questionnaire scores ranging from 3.76 to 3.82 and 76.53% to 77.63%, respectively. Effectiveness evaluation through limited and wide trials indicated a significant improvement in conceptual understanding, with average posttest scores reaching the mastery category after using the metacognition-based LKPD. The improvement in conceptual understanding, calculated using the n-gain, showed a "moderate" category, with an average n-gain value of 0.60 for the limited trial and 0.63 for the wide trial. These results prove that the metacognition-based LKPD is effective in improving students' understanding and learning achievements in reaction rate material and can be used as an alternative in chemistry learning to develop students' higher-order thinking skills.
Innovative E-Learning Strategies in Mathematics Education: Enhancing Self-Directed Learning and Student Motivation Khairah, Nurul; Surjono, Herman Dwi; Nurmiati, Euis
Media Pendidikan Matematika Vol. 13 No. 1 (2025)
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i1.15412

Abstract

This study employs the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) within a Research and Development (R&D) framework to develop a Moodle-based e-learning platform for enhancing mathematics learning motivation and self-directed among 9th-grade students at SMPN 1 Kota Bima. The research addresses two key issues: (1) Indonesia's low math competency (PISA score: 366) and (2) local findings showing 60% of target students scoring below minimum standards with observed low learning autonomy.Using the ADDIE model, the platform was developed with interactive features (structured materials, automated quizzes, discussion forums, and progress dashboards). Evaluation instruments included pre-post motivation questionnaires (Likert scale), self-regulated learning rubrics, and math achievement tests. Validation by material and media experts confirmed high feasibility (88% and 82%, respectively). Quantitative analysis revealed statistically significant improvements in the experimental class: motivation increased by 13.83 points (paired t-test, p < 0.01, g = 0.72 [high]), and self-directed learning by 17.66 points (p < 0.01, g = 0.64 [moderate]), surpassing the control class. The results demonstrate Moodle’s efficacy in fostering 21st-century skills (4C) through hybrid learning, aligned with Vygotsky’s constructivism (social interaction scaffolding) and Keller’s ARCS theory (attention-relevance-confidence-satisfaction). The study contributes actionable insights for technology-mediated math education, emphasizing structured, feedback-driven, and student-centered design.
Co-Authors Deni Hardianto Herman Dwi Surjono Nurmiati, Euis Rhomadan, Muhammad Risal Tafrienda, Ulfa Nabila