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All Journal Online Learning in Educational Research Jurnal Pendidikan dan Profesi Keguruan
Tutut Nurita
Universitas Negeri Surabaya, Indonesia
Education Mathematics Other

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ANALISIS VALIDASI MODUL CONCEPT ATTAINMENT BERBANTUAN MEDIA WORDWALL PADA MATERI TEKANAN ZAT CAIR Eka Ayu Wulandari; Tutut Nurita
Jurnal Pendidikan dan Profesi Keguruan Vol. 4 No. 2 (2025): Jurnal Pendidikan dan Profesi Keguruan
Publisher : Jurusan Pendidikan Teknik Elektro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/progresif.v4i2.10387

Abstract

Penelitian ini bertujuan untuk melakukan analisis validasi modul concept attainment berbantuan media wordwall pada materi tekanan zat cair. Metode penelitian yang digunakan adalah deskriptif kuantitatif. Teknik analisis validasi menggunakan formulasi Aiken’s V. Data validasi diperoleh dari 3 rater. Validasi menggunakan empat kriteria jawaban dari skala likert yaitu sangat baik, baik, cukup baik, dan kurang baik. Hasil uji validasi 21 butir modul dari 3 rater memperoleh nilai V sebesar 0,94 dengan kriteria tinggi. Hasil penelitian dapat disimpulkan bahwa modul layak dan valid jika diterapkan pada proses pembelajaran. Modul concept attainment berbantuan media wordwall dapat dikatakan efektif digunakan untuk mendukung proses pembelajaran dalam mencapai pemahaman konsep siswa pada materi tekanan zat cair.
HCI-Informed STEM Mini-Projects for Critical Thinking in Technology-Enhanced Learning An Nuril Maulida Fauziah; Tutut Nurita; Muhamad Arif Mahdiannur; Dyah Astriani; Khusaini Khusaini; Angela Boey
Online Learning In Educational Research (OLER) Vol. 6 No. 3 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i3.1070

Abstract

Developing critical thinking in technology-enhanced learning requires more than access to digital platforms; it also depends on how students interact with digital environments while engaging in authentic problem solving. This study examined changes in students’ critical thinking following participation in HCI-informed STEM mini-project learning that integrated usability, interactivity, and user experience into Learning Management System (LMS)-supported activities. A quantitative pre-experimental one-group pretest–posttest design was employed with undergraduate Science Education students. Critical thinking was assessed using an essay-based test covering interpretation, analysis, evaluation, inference, and explanation. The findings showed an overall improvement in critical thinking performance following the learning activities, with the magnitude of improvement varying across students. The STEM mini-projects engaged students in problem analysis, solution design, prototyping, testing, evaluation, and scientific explanation, while HCI principles supported their interaction with the digital learning environment. These findings provide preliminary empirical support for integrating HCI considerations into LMS-supported STEM mini-project learning as a promising approach to facilitating critical-thinking processes. However, because the study did not include a comparison group and HCI dimensions were not independently measured, the observed improvement cannot be attributed specifically to the HCI-informed approach. Further controlled studies are needed to establish its effectiveness and clarify the contribution of individual HCI dimensions.
Co-Authors An Nuril Maulida Fauziah Angela Boey Dyah Astriani Eka Ayu Wulandari Khusaini Khusaini Muhamad Arif Mahdiannur