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All Journal Biology Teaching and Learning Information Technology Education Journal Jurnal Pendidikan dan Pembelajaran Sains
Miftahul Janna
Universitas Negeri Makassar
Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Education Mathematics Physics Other

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Development of History Learning Using Virtual Museum and Interactive Timeline to Strengthen Understanding of Bhinneka Tunggal Ika: Experimental Study Nursyamsi Selfi; Qorry Nadhirotun Zahro; Resky Iswandi; Miftahul Janna; Alhuda Ladopura; Alya Salsa Ramadhani
Information Technology Education Journal Vol. 3, No. 1, Januari (2024)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v3i1.02421

Abstract

This study aimed to develop and evaluate an interactive history learning model using a virtual museum and digital timeline to strengthen students’ understanding of Bhinneka Tunggal Ika (Unity in Diversity) in Indonesia. Despite existing history education initiatives, students often struggle with conceptualizing historical events and connecting them to national values. This research addresses the gap by integrating immersive digital tools to enhance engagement, contextual learning, and value comprehension. A quasi-experimental design with pretest-posttest control group was employed. Participants were 120 high school students selected via stratified random sampling. The intervention consisted of a virtual museum tour combined with an interactive digital timeline, covering key historical events related to Indonesia’s cultural diversity. Data collection involved a structured knowledge test, a values comprehension questionnaire, and usability evaluation of the digital tools. The instruments were validated for content and reliability (Cronbach’s α > 0.85). Statistical analysis included paired-sample t-tests and ANOVA to compare learning outcomes between control and experimental groups. Results indicated significant improvement in students’ historical knowledge (mean gain = 22%) and comprehension of Bhinneka Tunggal Ika values (mean gain = 18%) in the experimental group compared to the control group (p < 0.01). Usability assessments showed high satisfaction scores (average 4.5/5), confirming the feasibility of virtual museum integration. The study demonstrates that virtual museum-based learning can effectively enhance historical understanding and national values. Limitations include short intervention duration and limited generalizability to other educational contexts. This research provides evidence for using immersive digital tools in history education to foster value-based learning. Future research may explore longitudinal impacts, scalability, and integration with other curriculum components.
Laboratorium Virtual dalam Biomekanika: Tinjauan dan Validitas Fisika Simulasi Gerak Manusia Miftahul Janna; Sitti Fatimah Azzahra; Muhammad Fadli
Hybrid: Jurnal Pendidikan dan Pembelajaran Sains Vol. 4 No. 3 (2026): Maret Tahun 2026
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hybrid.v4i3.5226

Abstract

Laboratorium virtual (VL) telah berkembang menjadi komponen pedagogis sentral dalam pembelajaran biomekanika olahraga, terutama sebagai respons terhadap keterbatasan aksesibilitas dan biaya sistem penangkapan gerak (MoCap) konvensional. Artikel ini menyajikan tinjauan sistematis dan analitis terhadap perkembangan VL dalam pembelajaran biomekanika (2018–2026), dengan fokus utama pada validitas fisika simulasi gerak manusia. Melalui metode library research dengan pendekatan kualitatif-naratif, studi ini mengidentifikasi empat kategori utama teknologi VL, yaitu estimasi pose berbasis video (markerless), sensor inersia (IMU), pemodelan muskuloskeletal, serta realitas virtual dan tertambah (VR/AR), dan mengevaluasi kesesuaian output kinematika dan kinetikanya dengan prinsip mekanika Newtonian. Temuan menunjukkan bahwa VL yang mengintegrasikan kendala berbasis fisika dalam alur pemrosesan data menghasilkan output yang lebih konsisten dengan data referensi standar dibandingkan pendekatan tanpa kendala fisika. Kerangka kontrol optimal berbasis IMU mampu mendekati akurasi sistem MoCap optik dengan galat RMSE yang signifikan lebih rendah, sementara konfigurasi sensor jarang yang dikombinasikan dengan model muskuloskeletal sagital dapat merekonstruksi gerak secara valid hanya dengan dua hingga tiga sensor. Secara pedagogis, VL terbukti meningkatkan pemahaman konseptual melalui visualisasi kausalitas gaya-gerak, memfasilitasi pengulangan eksperimen aman tanpa risiko cedera, dan mendukung implementasi blended learning. Kesenjangan penelitian yang tersisa mencakup evaluasi longitudinal transfer pembelajaran, standardisasi protokol validasi VL lintas platform, dan kajian ekuitas akses.
Analysis of Student Retention in Grade XI at MAN 1 Makassar in Biology Learning Miftahul Janna; Muhiddin Palennari; Arsad Bahri
Biology Teaching and Learning Vol 9, No 1 (2026): June
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v9i1.76819

Abstract

Abstract Purpose: This study aims to examine long-term retention in Biology learning and identify differences in retention between male and female eleventh-grade students.Research Methodology: This study used a descriptive quantitative design involving eleventh-grade students. Data were collected through post-tests and re-tests using multiple-choice questions as the research instrument. The study measured students’ long-term retention in Biology learning. Data analysis was conducted using descriptive statistics and an independent sample t-test to determine gender differences in retention scores.Results: The findings showed that most students had low retention levels. A total of 119 students (69.6%) were categorized as low retention, 34 students (20.5%) as moderate retention, and only 18 students (9.9%) as high retention. The t-test analysis produced a significance value of 0.00 (<0.05), indicating a significant difference between male and female students. Female students achieved higher average retention scores (57.54%) than male students (50.78%).Conclusions: Biology retention among eleventh-grade students is generally low, and gender significantly influences retention outcomes. Female students tend to retain Biology concepts better than male students.Limitations: This study was limited to eleventh-grade students and applied only a descriptive quantitative approach, limiting broader generalization.Contributions: This study contributes to Biology education by providing empirical evidence regarding long-term retention and gender differences. The findings can help teachers, schools, and researchers develop effective learning strategies to improve students’ conceptual understanding and retention.Keywords: Biology learning, Gender differences, Retention
Co-Authors Alhuda Ladopura Alya Salsa Ramadhani Arsad Bahri Muhammad Fadli Muhiddin Palennari Nursyamsi Selfi Qorry Nadhirotun Zahro Resky Iswandi Sitti Fatimah Azzahra