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All Journal Journal of Natural Science and Integration Islamic Journal of Integrated Science Education
Saaf, Arifin
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Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Education Mathematics Physics Social Sciences Other

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Development Module Practical Based Experiments in Basic Science Courses Anggraini, Atika; Laili, Ummiy Fauziyah; Septiarini, Rizki Dwika; Malika, Nia Ellia; Saaf, Arifin; Hasyim, Shahabuddin bin
Journal of Natural Science and Integration Vol 9, No 1 (2026): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v9i1.39018

Abstract

Basic Science learning requires practicum modules that facilitate systematic, structured, and learning-outcome-oriented experimental experiences. However, the modules used so far have not fully met the aspects of independent learning, clarity of work steps, and integration between concepts and practice. This study aims to develop experiment-based practicum modules for Basic Biology, Basic Physics, and Basic Chemistry using the 4D development model (Define, Design, Develop, and Disseminate). The development stage involved validation by five experts, namely experts in biology, physics, chemistry, media, and language, as well as student response tests. The data analysis method used in this study was descriptive quantitative analysis, involving calculating percentages of validation scores and student responses, which were then interpreted against predetermined validity criteria. The validation results showed a highly valid category across almost all aspects, with 88–93% in material validation, 88–95% in media validation, and 81% in student responses. The student response test involved 25 respondents, who were selected to assess the practicality and usability of the developed practicum module. Revisions were made based on validator input, such as improving image quality, refining language, and standardizing the practicum structure. Overall, the developed module was deemed feasible and effective as teaching material to support Basic Science practicum learning. This study also recommends further development through the integration of interactive digital media and trials on a larger scale. Keywords: development, experimental modules, basic science
Examining of Lecturer Interaction, Digital Literacy, and Visual Media on Student Learning Outcomes: The Key Role of Learning Motivation as A Mediation Variable Saaf, Arifin; Anggraini, Atika; Fauziyah, Selvi; Aziziy, Yunia Nabila; Dani, Ahmad; Qodariyah, Mamluatul
Islamic Journal of Integrated Science Education (IJISE) Vol. 5 No. 1 (2026): March
Publisher : Program Studi Tadris IPA, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijise.v5i1.8391

Abstract

This study examined of lecturer interaction on students’ learning outcomes, with learning motivation serving as a mediating variable. The research employed a quantitative explanatory design using Partial Least Squares Structural Equation Modeling (PLS-SEM). The study was conducted in the Tadris Ilmu Pengetahuan Alam (TIPA) Study Program at UIN Syekh Wasil Kediri and involved 22 fifth-semester students selected through total sampling. Data were collected using a five-point Likert-scale questionnaire measuring lecturer interaction, learning motivation, and learning outcomes. The results showed that lecturer interaction did not have a significant direct effect on students’ learning outcomes. However, lecturer interaction had a significant positive effect on learning motivation, and learning motivation significantly influenced learning outcomes. The mediation analysis further revealed that learning motivation significantly mediated the relationship between lecturer interaction and learning outcomes. These findings indicate that lecturer interaction contributes to student learning outcomes indirectly by strengthening learning motivation. The study highlights the importance of creating meaningful lecturer–student interaction in higher education as a way to foster student motivation and improve academic achievement. Therefore, efforts to enhance learning outcomes should focus not only on instructional delivery but also on building supportive and motivating academic interactions.
Co-Authors Ahmad Dani Anggraini, Atika Aziziy, Yunia Nabila Fauziyah, Selvi Hasyim, Shahabuddin bin Laili, Ummiy Fauziyah Malika, Nia Ellia Qodariyah, Mamluatul Septiarini, Rizki Dwika