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All Journal Jurnal Elemen Al Ishlah Jurnal Pendidikan
Fadhila Salvia Khairunnisa
Universitas Negeri Semarang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Enhancing Numeracy Literacy through CBL-STEM: Developing Differentiated Learning Materials with Augmented Reality and Articulate Storyline Integration Ananda Verry Setiawan; Selva Ayu Meilina; Stefany Margaretha Hutauruk; Fadhila Salvia Khairunnisa; Alfina Nur Arofah; Adi Satrio Ardiansyah
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5789

Abstract

Numeracy literacy is a critical skill for solving real-world problems, yet it remains low among students in Indonesia. This study aims to address this issue by developing Challenge-Based Learning (CBL)-STEM learning materials tailored to differentiated learning styles and integrated with Articulate Storyline and Augmented Reality (AR). This Research and Development (RD) study utilized cluster random sampling and employed tests, questionnaires, and interviews for data collection. Data analysis was conducted using descriptive quantitative and qualitative techniques. The feasibility, readability, and student response tests scored averages of 93.38%, 88.13%, and 87.27%, respectively, demonstrating the effectiveness of the developed materials. The CBL model presented real-life challenges, while the STEM approach integrated science, technology, engineering, and mathematics to create meaningful learning experiences. These materials significantly enhanced numeracy literacy among students. The integration of CBL-STEM with technologies such as Articulate Storyline and AR proved highly feasible and effective. Students found the materials easy to understand and engaging, indicating a positive reception. This approach highlights the potential of innovative, tech-integrated learning solutions in addressing Indonesia’s numeracy literacy challenges. CBL-STEM learning materials incorporating Articulate Storyline and AR are highly effective and practical for improving numeracy literacy. This innovation demonstrates promise for broader applications, with the potential to address low numeracy literacy in Indonesia on a larger scale by integrating additional technologies.
Students’ critical thinking across self-efficacy levels in STEM website-supported challenge-based differentiated learning Fadhila Salvia Khairunnisa; Adi Satrio Ardiansyah; Rini Wulandari
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.32330

Abstract

This study aims to examine the effectiveness of implementing Challenge-Based Differentiated Learning supported by a STEM website, analyze the influence of self-efficacy on critical thinking, and describe students’ critical thinking skills in relation to self-efficacy. The research employed a mixed-methods approach, a sequential explanatory design, and simple random sampling. Class VIII B served as the experimental group implementing the CB-DL model, and VIII A as the control group implementing problem-based learning, with each group consisting of 33 students. The results showed that the CB-DL model was effective in improving critical thinking skills, as indicated by an increase in the average pretest score from 65.15 to 83.33 on the posttest and a Cohen's D of 0.57. In addition, self-efficacy has a significant effect on critical thinking skills with a value R2 of 0.3542. Subjects with high self-efficacy met all six indicators of critical thinking skills, including interpretation, analysis, evaluation, inference, explanation, and self-regulation. Those with moderate self-efficacy did not meet the self-regulation indicator, and those with low self-efficacy did not meet the explanation and self-regulation indicators. These findings confirm that the CB-DL supported by a STEM website, along with self-efficacy reinforcement, can optimize students’ critical thinking skills.
Co-Authors Alfina Nur Arofah Ananda Verry Setiawan Rini Wulandari Satrio Ardiansyah, Adi Selva Ayu Meilina Stefany Margaretha Hutauruk