Garuda - Garba Rujukan Digital

Pengembangan Bahan Ajar Digital Berbasis G-Smart untuk Meningkatkan Penguasaan Konsep Fisika Dasar Mahasiswa Calon Guru IPA Olfiane Tamarengki; Saprudin Saprudin; Salsa Karima; Kadek Dwi Hendratma Gunawan; Yulianti Yusal; Nurgan Tadeko; Nanang Winarno
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3687

Penelitian ini bertujuan mengembangkan bahan ajar digital berbasis G‑SMART (Google Sites Media for Active and Reflective Teaching) pada mata kuliah Fisika Dasar 1 serta menguji kelayakan dan efektivitasnya dalam meningkatkan penguasaan konsep mahasiswa. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang mencakup tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Produk divalidasi oleh tiga ahli media, tiga ahli materi, dan tiga ahli bahasa menggunakan lembar penilaian berskala Likert, kemudian skor dikonversi menjadi persentase untuk menentukan kategori kevalidan. Uji coba dilakukan pada 28 mahasiswa calon guru IPA yang mengontrak Fisika Dasar 1 di salah satu universitas di Kota Ternate, dengan penguasaan konsep diukur melalui tes pre‑test dan post‑test. Data peningkatan penguasaan konsep dianalisis menggunakan normalized gain <g>, yang menunjukkan nilai <g> = 0,51 (kategori sedang), serta didukung analisis deskriptif terhadap hasil belajar. Hasil validasi ahli menunjukkan rata-rata kevalidan 85,7% dengan kategori sangat valid, sementara respons mahasiswa terhadap bahan ajar mencapai 87% dengan kategori sangat baik. Bahan ajar digital berbasis G‑SMART dinyatakan layak dan potensial sebagai komplemen sumber belajar Fisika Dasar 1 yang fleksibel dan mudah untuk diakses.

Development of the climate change investigation (CCI) module to empowering sustainability literacy and global diversity in junior high school students Contias Edar Buana; Muhammad Nurhudha; Kadek Dwi Hendratma Gunawan; Nurma Yunita Indriyanti; Riezky Maya Probosari; Lina Mahardiani
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.708

Background: Environmental issues are integral to science education, addressing the causes, impacts, and prevention of environmental damage. Investigative learning is essential to help students better understand these complex topics.Aim: This study aimed to determine the characteristics and feasibility of the Climate Change Investigation (CCI) module in empowering students’ sustainability literacy and global diversity.Method: The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data collection included expert validation and student-teacher response questionnaires.Results: The findings showed that the CCI module is an effective and engaging tool for enhancing students’ understanding of environmental issues and cultural awareness. The module also benefits teachers by introducing interactive, low-carbon, and sustainability-based learning media. Validation scores from material, media, and language experts confirmed its high feasibility. Student and teacher responses indicated a high level of satisfaction with the module's clarity, content, and relevance.Conclusion. The CCI module enables students to understand various causes and impacts of environmental degradation, recognize the regional variations in climate effects, appreciate the role of biodiversity, evaluate the influence of eco-friendly technologies, and participate actively in discussions. The module supports independent learning and contributes to shaping environmentally and culturally conscious students aligned with 21st-century educational goals.

The effect of culturally responsive transformative teaching (CRTT) model in science learning on the environmental literacy ofseventh grade students Septi Reggina Anggita Wijayanti; Riezky Maya Probosari; Icha Kurnia Wati; Muhammad Nur Hudha; Kadek Dwi Hendratma Gunawan; Lina Mahardiani; Nurma Yunita Indriyanti
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 2 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i2.950

Background: Environmental damage in Indonesia is worsening, as shown by the low Environmental Performance Index and limited public awareness, which reflect low student environmental literacy. The Culturally Responsive Transformative Teaching (CRTT) model provides a contextual approach by integrating cultural values to enhance knowledge, attitudes, and pro-environmental behaviors.Aims and scope of paper: This study aims to determine the effect of the Culturally Responsive Transformative Teaching (CRTT) model on science learning on the environmental literacy of 7th grade students.Methods: This study used a quasi-experimental method with a pretest-posttest control group design. The sampling technique was selected using cluster random sampling. The research instrument was the MSELS instrument adapted from Mc.Beth and Volk (2009) in the form of multiple-choice tests and questionnaires tailored to the 7th grade science material on ecology and biodiversity. The research sample used class 7 H as the control class with a discovery learning model consisting of 32 students and class 7I as the experimental class with a CRTT model consisting of 31 students.Result: The results showed that the CRTT model in science learning had an effect on the environmental literacy of 7th grade students with a significance value of 0.000 (0.000< 0.05).Conclusion: The study concludes that the CRTT model effectively enhances students’ environmental literacy in science learning, highlighting the need for cultural integration and further research across diverse contexts.

Validity Analysis of VR-Based Particle Dynamics Module Development Using the Rasch Model Supurwoko Supurwoko; Kadek Dwi Hendratma Gunawan; Muhammad Nur Hudha
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.803

Physics education often encounters challenges in fostering students’ conceptual understanding of particle dynamics, largely due to the abstract nature of the content and its reliance on symbolic mathematical representations, which can impede meaningful interpretation of physical phenomena. To address this issue, this study developed PADYVIR (Particle Dynamics Virtual Reality), a virtual reality–assisted learning module, and examined its validity, reliability, and practicality for use in higher education settings. The development process followed the ADDIE instructional design model, after which the module underwent expert appraisal and psychometric evaluation using the Rasch measurement model. Expert assessments involved physics education specialists and instructional design experts, who evaluated the content, construct clarity, and pedagogical appropriateness of PADYVIR and its supporting learning instruments. The research instruments used in this study were adapted from previously validated tools reported in the literature, thereby ensuring the validity of baseline measurements. Rasch analysis indicated strong psychometric properties, including high person and item reliability indices, acceptable fit statistics, and evidence of unidimensionality. A limited trial with undergraduate students further demonstrated the high practicality of the system in terms of usability, attractiveness, and comprehensibility. These findings confirm that PADYVIR is a psychometrically robust and user-friendly instructional resource capable of supporting the visualisation and conceptual learning of particle dynamics. Methodologically, the study contributes to the field by integrating rigorous measurement theory with immersive educational technology, offering a replicable framework for the development and evaluation of virtual reality–based learning media. Implications for instructional design and educational technology research are discussed, and directions for future effectiveness studies are proposed

Development of Jenga Collaboration with Combo Cards Learning Media on Ecosystem Material for Grade VII Students Bayu Antrakusuma; Sri Ayu Finanda; Kadek Dwi Hendratma Gunawan; Budi Utami; Bayu Antrakusuma; Sri Ayu Finanda; Kadek Dwi Hendratma Gunawan; Budi Utami; Suciati Suciati
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 12 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i12.2026.9

The low level of student engagement and collaboration in group-based science learning, particularly on the abstract topic of ecosystems, underlies this study. Preliminary observations at three junior high schools in Majenang District, Indonesia revealed limited use of interactive learning media that supports collaboration among students, consistent with data showing that 75% of students had not reached the Minimum Mastery Criteria (MMC) on ecosystem material. This study aims to develop the Jenga Collaboration with Combo Cards learning media and to examine its feasibility and effectiveness. The study employed a Research and Development (R&D) approach using the 4-D model (Define, Design, Develop, Disseminate), limited to the Develop stage. Data were collected through expert validation sheets, user-trial questionnaires, and pretest-posttest instruments, then analyzed through product validation, reliability testing, item difficulty and discriminating power analysis, statistical testing, and N-Gain analysis. The results show that the learning media was rated Highly Feasible based on Expert Judgement, with feasibility percentages of 84.44% (media expert), 85.45% (content expert), and 85.83% (instructional design expert). The Paired Samples T-Test yielded t = -9.377 with Sig. (2-tailed) = 0.000 < 0.05, indicating a significant effect between students' pretest (mean 44.29) and posttest (mean 70.00) scores. The mean N-Gain obtained was 0.47, categorized as Medium. These findings demonstrate that the Jenga Collaboration with Combo Cards learning media is feasible and effective for improving students' learning outcomes on ecosystem material in Grade VII.

Personalization of Adaptive Learning Modules: Differential Impact Analysis Based on Students' Prior Knowledge Profiles and Self-Regulated Learning Levels Sudi Dul Aji; Nurul Ain; Akhmad Zaini; Hestiningtyas Yuli Pratiwi; Kadek Dwi Hendratma Gunawan; Salsabila Kholifahtun Nisa’; Muhammad Nur Hudha
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.17755

This study aims to identify student learner profiles based on a combination of prior knowledge and Self-Regulated Learning (SRL) levels and to analyze the differential impact of an adaptive learning module on knowledge and SRL improvement in each profile. Using a mixed-methods explanatory sequential design, 92 undergraduate physics education students were selected through purposive sampling. K-Means cluster analysis was applied to form learner profiles, followed by a six-week pre–post intervention and qualitative interviews. The results identified three learner profiles (Proficient-Autonomous Learner, Resilient-Developing Learner, and Proficient-Fragile Achiever). The result showed that the adaptive module significantly improved Results showed significant knowledge gains across profiles, while SRL improvements differed significantly. The Proficient–Fragile Achiever group demonstrated the largest SRL gain (p < .001; large effect size, d > 0.80), associated with more frequent scaffolding support. In conclusion, the effectiveness of adaptive modules is highly dependent on learner profiles, with the most significant benefits in their ability to provide external support for building self-regulation skills. These findings imply that learning technology design should incorporate SRL as a key variable for personalization, and institutions can utilize these platforms as intervention tools for students with weak learning independence.

The Effectiveness of the STEM Integrated PBL Model on Science Collaboration and Problem-Solving Skills Mohamad Ismail; Budi Utami; Kadek Dwi Hendratma Gunawan; Suciati Suciati; Bramastia Bramastia
Unnes Science Education Journal Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i3.33160

This study aimed to examine the effect of the Problem-Based Learning (PBL) model integrated with STEM on students’ collaboration and problem-solving skills. It employed a quasi-experimental method using a pretest-posttest control group design. The population included all seventh-grade students of SMP Negeri 1 Plupuh in the 2024/2025 academic year. The sample was selected through cluster random sampling, with Class VII C designated as the experimental group and Class VII D as the control group. Data were collected through tests, observations, and documentation. The data were analyzed using an independent t-test with a significance level of 0.05. The analysis revealed that the STEM-integrated PBL model had a significant effect on students’ problem-solving skills, with a significance value of 0.028 (< 0.05), because this learning provides a holistic, real, collaborative learning experience and encourages higher-level thinking. While the collaboration skills showed a significance value of 0.011 (< 0.05) because the learning process emphasizes group work in solving real problems, thus encouraging interaction, shared responsibility, productive communication, and positive interdependence between group members. These findings indicate there is an effect of implementing Problem Based Learning (PBL) integrated with Science, Technology, Engineering, and Mathematics (STEM) on students’ collaboration and problem-solving skill. Problem Based Learning (PBL) integrated STEM allows students to broaden their horizons, discuss and collaborate in problem solving, encourage students to refine their knowledge through discussion, communicate in groups and respect each other when there are differences of opinion, critically assess group processes and work, provide feedback, and agree on the best solution, which directly improves various aspects of collaboration and develops competencies to address the complex challenges of their future.

The Effect of the Problem Based Learning Model with Deep Learning Approach on Students’ Sustainability Literacy in Renewable Energy Materials Adelia Dwi Pratiwi; Riezky Maya Probosari; Lina Mahardiani; Nurma Yunita Indriyanti; Muhammad Nur Hudha; Adelia Dwi Pratiwi; Riezky Maya Probosari; Lina Mahardiani; Nurma Yunita Indriyanti; Muhammad Nur Hudha; Kadek Dwi Hendratma Gunawan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.3

Students’ sustainability literacy remains relatively low due to teacher-centered learning and the limited implementation of contextual and meaningful learning approaches. At the same time, the demands of 21st-century education require instructional models that can enhance students’ sustainability literacy. This study aimed to examine the effect of Problem Based Learning (PBL) integrated with a deep learning approach on students’ sustainability literacy. A quantitative method with a quasi-experimental design was employed. The sample consisted of 31 students in the experimental class and 32 students in the control class. Data were collected using a four-tier diagnostic test, observation sheets, and a sustainability literacy questionnaire. The data were analyzed using the Kolmogorov–Smirnov normality test, Levene’s homogeneity test, Independent Samples t-test, and N-gain analysis. The hypothesis test produced a Sig. (2-tailed) value of 0.000, which was below 0.05. This result indicates that the instructional intervention had a significant effect on students’ sustainability literacy. The improvement in sustainability literacy in the experimental class was higher than that in the control class, with an average N-gain score of 0.7635 categorized as high, while the control class obtained an average N-gain score of 0.5945 categorized as moderate. Therefore, the findings indicate that the PBL model integrated with a deep learning approach significantly improves students’ sustainability literacy on renewable energy materials.

The Effect of the Problem Based Learning Model with Deep Learning Approach on Students’ Sustainability Literacy in Renewable Energy Materials Adelia Dwi Pratiwi; Riezky Maya Probosari; Lina Mahardiani; Nurma Yunita Indriyanti; Muhammad Nur Hudha; Adelia Dwi Pratiwi; Riezky Maya Probosari; Lina Mahardiani; Nurma Yunita Indriyanti; Muhammad Nur Hudha; Kadek Dwi Hendratma Gunawan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.3

Students’ sustainability literacy remains relatively low due to teacher-centered learning and the limited implementation of contextual and meaningful learning approaches. At the same time, the demands of 21st-century education require instructional models that can enhance students’ sustainability literacy. This study aimed to examine the effect of Problem Based Learning (PBL) integrated with a deep learning approach on students’ sustainability literacy. A quantitative method with a quasi-experimental design was employed. The sample consisted of 31 students in the experimental class and 32 students in the control class. Data were collected using a four-tier diagnostic test, observation sheets, and a sustainability literacy questionnaire. The data were analyzed using the Kolmogorov–Smirnov normality test, Levene’s homogeneity test, Independent Samples t-test, and N-gain analysis. The hypothesis test produced a Sig. (2-tailed) value of 0.000, which was below 0.05. This result indicates that the instructional intervention had a significant effect on students’ sustainability literacy. The improvement in sustainability literacy in the experimental class was higher than that in the control class, with an average N-gain score of 0.7635 categorized as high, while the control class obtained an average N-gain score of 0.5945 categorized as moderate. Therefore, the findings indicate that the PBL model integrated with a deep learning approach significantly improves students’ sustainability literacy on renewable energy materials.

Title

Found 9 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 9 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 9 Documents
Search