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All Journal Cakrawala Pendidikan Jurnal Paradigma Ekonomika Jurnal Inovasi Pendidikan Kimia SEMIRATA 2015 EduChemia: Jurnal Kimia dan Pendidikan Jurnal Penelitian Pendidikan Kimia Alotrop Jurnal Pendidikan dan Ilmu Kimia Jurnal Penelitian Pendidikan IPA (JPPIPA) Momentum: Physics Education Journal Jurnal Riset Pendidikan Kimia (JRPK) Journal of Applied Science, Engineering, Technology, and Education Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Darmabakti : Junal Pengabdian dan Pemberdayaan Masyarakat Hydrogen: Jurnal Kependidikan Kimia EduLine: Journal of Education and Learning Innovation Journal Evaluation in Education (JEE) Indonesian Community Journal Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Pengabdian Masyarakat Pinang Masak Jurnal Pengabdian Sosial Jurnal Pengabdian Masyarakat dan Riset Pendidikan JUPEMA Journal of The Indonesian Society of Integrated Chemistry
Fuldiaratman
FKIP Universitas Jambi
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Development of Project Based Learning E-Modules in Chemistry Learning Design Course Using Flipbook Builder Application Syahri, Wilda; Fuldiaratman; Ekaputra, Firdiawan
Jurnal Penelitian Pendidikan IPA Vol 10 No 11 (2024): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i11.8686

Abstract

The purpose of this study was to develop a project-based learning e-module in chemical learning design courses using the flipbook builder application. The method used in this research is the Research and Development method to develop project-based learning e-modules in chemical learning design courses using the flipbook builder application. The e-module media development model used in this study, namely the ADDIE model which consists of 5 stages including analysis, design, development, implementation, and evaluation. The subjects used in this study were students of the Chemistry Education Study Program at Jambi University who had taken a chemistry learning design course, namely 15 students in the small scale test and 30 students in the large scale test. Based on the feasibility test assessment of project-based learning e-modules in chemistry learning design courses that have been developed on a small scale, the score is 89.33 with very high criteria, while the large-scale feasibility test scores 91.83 with very high criteria.
Student’s need analysis in using ordinary differential equation e-module of Mathematical Physics II Darmaji, Darmaji; Astalini, Astalini; Kurniawan, Dwi Agus; Putri, Fhadira Insani; Perdana, Rahmat; Fuldiaratman, Fuldiaratman
Momentum: Physics Education Journal Vol. 7 No. 1 (2023)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v7i1.7092

Abstract

The purpose of this research is to find out students’ opinion about e-module ordinary differential equations that will be developed. This type of research is a mixed method with the purposive sampling technique. The samples were 50 students of Universitas Jambi majoring physics education a regular class A and regular class B 2020 who took the mathematical physics II course. The data were collected through interviews and questionnaires, then analyzed using descriptive statistics for the questionnaires and Miles and Huberman’s analysis for the interview results. The findings show that the majority of the students believe the creation of this e-module is a very good idea. This is proven by the results of descriptive statistics, where the average value is 18,0 and is in the required category. The quantitative findings are strengthened by the qualitative ones from interview, which show that the majority of respondents support the creation of this e-module. The results indicate that the students require additional learning resources to fully comprehend the lessons in the Mathematical Physics II e-module. Students can learn independently in mathematical physics course by using e-modules. The future studies on mathematical physics e-modules can use this study as a guide.
Development of Scientific-Based Learning Devices Implemented in the Inquiry-Flipped Classroom Learning Model to Improve Science Literacy in Acid-Base Material Epinur; Fuldiaratman; Isra Miharti; Minarni
Jurnal Penelitian Pendidikan IPA Vol 10 No 12 (2024): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i12.9517

Abstract

The trend in science education policy in the 21st century emphasizes the importance of scientific literacy in science education as a transferable outcome. This research is a type of Research and Development (R&D) development research. Development research in the field of education aims to produce products for the benefit of education. This research produces a new product in the form of e-LKPD with a scientific approach to acid-base material. The purpose of this research and development is to find out how the procedure for developing teaching materials based on a scientific approach is implemented in the inquiry-flipped classroom learning model to improve Science Literacy skills and to find out the practicality of teaching materials based on a scientific approach implemented in the inquiry-flipped classroom learning model. Based on the results of the validation carried out on material and media experts in two rounds, the results of the first material validation were 89.30%, the second material validation was 98.70%. Design validation was conducted in two rounds where the first round obtained results of 87.50% and the second round of design validation 97.50%. Based on the results obtained from chemistry teachers, the first practitioner validation obtained 87% and the second practitioner validation obtained 91%, student responses to teaching materials with a percentage of 85.50%. Based on the criteria for the interpretation of the percentage of practicality, the group evaluation (student responses) was obtained with practical criteria or feasible for revision
Development of a Green Chemistry E-Module Integrated with Ethno-STEAM for Enhancing Senior High School Students’ Environmental Conservation Skills Epinur; Fuldiaratman; Nelyahardi; Hendra; Minarni
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13024

Abstract

This study developed and validated an Ethno-STEAM integrated e-module to enhance students’ conservation skills using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through observations, interviews, and questionnaires. Expert validation results showed average scores of 4.6 for content, 4.875 for design, and 4.5 for practitioners, categorized as “very good” (interval 4.21–5.00). These findings confirm the feasibility of the e-module in terms of content quality, presentation, language, and design without significant revisions. Implementation results demonstrated notable improvements in students’ science literacy. Prior to the intervention, students were distributed at level 1 (23.40%), level 2 (50%), and level 3 (26.60%), with no students reaching levels 4 or 5. After implementation, the distribution shifted to level 1 (7.40%), level 2 (10%), level 3 (40%), level 4 (36.70%), and level 5 (5.90%). The novelty of this research lies in integrating Ethno-STEAM with local wisdom, which not only improves science literacy but also fosters conservation values such as appreciation, pride, and care for local culture. The e-module is therefore recommended as an effective, scientific, and character-oriented medium for chemistry learning.
A Study of the Problem Based Learning Model with the Scaffolding Model as Independent Learning Yusnidar Yusnidar; Haryanto Haryanto; Fuldiaratman Fuldiaratman; Sri Wina Oktavia; Sinta Marliya
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.732

Abstract

Purpose of the Study: This study aims to investigate teachers’ perceptions of the application of the Problem-Based Learning model and the Scaffolding approach in supporting independent learning at Junior high school 1 Muaro Jambi. Understanding teacher responses is critical to optimizing instructional strategies aligned with the goals of the independent learning. Methodology: A descriptive quantitative research design was employed. The population consisted of all teachers at Junior high school 1 Muaro Jambi, with a sample of 19 respondents selected through a random sampling technique. Data were collected using validated questionnaires and analyzed using descriptive statistical methods to interpret the level of teacher response to both learning models. Main Findings: The results show that teachers expressed a positive response, with an average approval rating of 79.8% towards the implementation of both the Problem-Based Learning and Scaffolding models in promoting independent learning. Teachers acknowledged that these models enhanced student engagement, critical thinking skills, and autonomy in the learning process, although some highlighted the need for further training and resource support to maximize implementation. Novelty/Originality of this Study: This research offers a novelty contribution by providing empirical insights into teacher perceptions of combining PBL and Scaffolding approaches specifically within the framework of independent learning initiatives. Unlike previous studies that often focus solely on student outcomes, this study emphasizes the teacher’s role as a mediator in implementing innovative pedagogical models. The findings serve as a foundation for developing targeted professional development programs that empower teachers to foster more autonomous and student-centered classrooms.
Innovative STEAM Learning: Creating Engaging Colloid Material Videos for High School Students Using CapCut Boy Pinandhita; Fuldiaratman Fuldiaratman; Aulia Sanova
Journal Evaluation in Education (JEE) Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i1.1224

Abstract

Purpose of the study: The purpose of this study was to develop STEAM-based learning videos using the CapCut application on Colloid material at the high school level. Methodology: This study is a development research using the Lee & Owens development model. The research instruments used were interview guidelines and questionnaires. The development products were validated by media experts and material experts, practitioner assessments were carried out by teachers and then tested in small groups. The data analysis techniques used were qualitative data analysis (comments and suggestions) and quantitative data analysis (average score of answers and percentage of questionnaires). Main Findings: The results of this study were obtained from material experts and media experts with an average score of 4.58 and 4.75 in the Very Eligible category. Furthermore, a practitioner’s assessment by chemistry teachers was obtained with an average score of 4.8 (very feasible), and received a very good response from students with a percentage of 93.5%. Novelty/Originality of this study: This study introduces a novel approach by integrating STEAM principles into the development of learning videos on colloid materials, leveraging the CapCut application to enhance creativity and interactivity in high school education. Unlike traditional teaching methods, this research combines technology-driven video editing with STEAM-based learning to foster critical thinking, collaboration, and practical application of scientific concepts in an engaging multimedia format.
Chemistry Learning Revolution: Problem Based Learning to Improve the Responsible Character Students in Atomic Structure Material Haryanto Haryanto; Yusnidar Yusnidar; Harizon Harizon; Fuldiaratman Fuldiaratman; Elza Triani; Sri Wina Oktavia; Kowit Kittiwutthisakdi
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1228

Abstract

Purpose of the Study: This study aims to analyze the impact of the Problem-Based Learning (PBL) model on the development of students’ responsibility character in Chemistry education, with a specific focus on the challenging topic of atomic structure among 11th-grade high school students. Amid increasing concerns about character education in STEM subjects, this study seeks to fill the gap by exploring how active learning models influence affective outcomes alongside cognitive achievement. Methodology: A mixed-methods explanatory design was employed, incorporating a quasi-experimental approach with pretest-posttest control groups. Quantitative data were collected through self-assessment questionnaires, peer evaluations, and teacher observation sheets, while qualitative insights were gathered via semi-structured interviews and thematic analysis of student reflections. The triangulation of data sources provided a comprehensive view of how PBL implementation affects student responsibility. Main Findings: The findings revealed that students in the experimental group demonstrated significant improvements in their responsibility character compared to the control group. Higher posttest scores reflected positive behavioral changes in engagement, discipline, and task accountability during Chemistry learning activities. Qualitative data further supported that PBL encouraged students to take ownership of their learning process, collaborate effectively, and complete tasks with greater autonomy and diligence. Novelty/Originality of this Study: This research offers a novel perspective by applying PBL not only as a cognitive learning strategy but also as a tool for character development in complex Chemistry topics. It advances the understanding of integrative pedagogical models that simultaneously nurture academic proficiency and essential life skills, particularly responsibility, in secondary science education.
Co-Authors AA Sudharmawan, AA Abu Bakar Affan Malik Affan Malik Affan Malik Afrida Afrida Afrida Afrida Anjelli Quratul Ayni Asmiyunda Astalini Astalini Asyar, Rayandra Aulia Sanova Boy Pinandhita Chaw, Ei Phyu Darmaji, Darmaji Dewi Mariana Elisabeth Dewi Mariana Elisabeth Lubis Elza Triani Epinur Epinur Epinur Epinur Epinur Fatria Dewi Fatria Dewi Fatria Dewi Firdiawan Ekaputra Fitriani Harizon Harizon Harizon Haryanto Haryanto Hendra Hermanetty Hermanetty Indah Syafitri Isramiharti Isramiharti Kowit Kittiwutthisakdi Kurniawan, Dwi Agus Lara Juni Ulpa M. Dwi Wiwik Ernawati M. Naswir Mardhotillah, Bunga Minarni Mirnawati Mirnawati Muhammad Haris Effendi Hasibuan Muhammad Luthfi Muhammad Rusdi Nelyahardi Norma Rositaq Pamela, Issaura Sherly Pamela, Issaura Sherly Pamela, ssaura Sherly Perdana, Rahmat Putri Avina Nuari Putri, Fhadira Insani Rayandra Asyhar Rifka Yulfanny Robiatul Adawiyah Roseli Theis SATRIYAS ILYAS Sesilia Readywati Simarmata Sinta Marliya Siti Helmyati Siti Nurjanah Sri Wina Oktavia Sulistiyo, Urip Susi Hindarti Syamsul Wilda Syahri Wilda Syahri Yusnaidar Yusnaidar Yusnidar Yusnidar Yusnidar Yusnidar Yusnidar Yusnidar