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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Educational Development (IJED)
Zelinda Fitri Amalia
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Learning Profile of Intellectually Disabled Students Using e-LAPD with Individualized Strategies Via Liveworksheet on Atomic Theories Zelinda Fitri Amalia; Khurrotul Aini; Rahmania Fitrah Sari; Ima Kurrotun Ainin; Dian Novita
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.12951

Abstract

The digitalization of chemistry education is crucial for ensuring inclusivity and equal learning opportunities, particularly for students with intellectual disabilities. This study investigated students’ functional learning profiles through digital student worksheets (e-LAPD) on atomic theories, integrated with individualized strategies based on Universal Design for Learning (UDL) via the Liveworksheet platform. A mixed-methods approach with a concurrent embedded design was applied, involving three students with intellectual disabilities at SMAN 10 Surabaya. Qualitative data were collected through semi-structured interviews and classroom observations, then thematically analyzed using NVivo 11, which yielded two major themes: the implementation of e-LAPD and students’ learning profiles. The analysis revealed that the implementation of e-LAPD effectively supported students’ understanding of the development of atomic theories, as evidenced by quantitative results obtained from questionnaire responses and pre-test/post-test instruments. Questionnaire data indicated that 100% of students reported improved conceptual understanding through e-LAPD. Furthermore, pre-test and post-test results showed a significant improvement with a high average N-gain score of 0.88. In addition, the findings highlighted students’ learning abilities and learning profiles, such as their tendency to engage with interactive visual media, their preference for verbal explanations, and their reliance on physical interaction during learning activities.
Enhancing slow learners' competency skills through e-LAPD using the UDL approach in clinical chemistry learning Dian Novita; Zelinda Fitri Amalia; Rahmania Fitrah Sari; Muchlis; Rusmini; Findiyani Ernawati Asih
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5618

Abstract

The digitalization of chemistry education plays a crucial role in providing equal learning, this study is essential due to the persistent learning gaps experienced by slow learners in digital chemistry instruction. This study investigated the competency development of two slow learners at SMAN 10 Surabaya through the implementation of digital student worksheets (e-LAPD) focused on balancing chemical equations and Nomenclature of Ionic and Covalent bonds, combined with individualized strategies integrated with the UDL strategy delivered via the Liveworksheet platform. Qualitative data from semi-structured interviews and observations were analyzed using NVivo 11, comparing competencies at the start and end of the learning process. This analysis identified three key competencies: explaining scientific phenomena, interpreting data, and analyzing and evaluating scientific evidence. To supplement the qualitative results, pretest and posttest assessments were conducted, revealing significant improvements in competency. Specifically, students showed an average 40% increase in both the DA and E categories when balancing chemical equations. In contrast, for the Nomenclature of Ionic and Covalent bonds, DA scores rose by 80%, while E scores improved by 100%. The findings confirm that the use of e-LAPD with individualized learning strategies effectively promotes competency improvement among slow learners in chemistry education, guiding future instructional development.
Co-Authors Findiyani Ernawati Asih Ima Kurrotun Ainin Khurrotul Aini Muchlis Novita, Dian Rahmania Fitrah Sari Rusmini