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INDONESIA
IRJE (Indonesian Research Journal in Education)
Published by Universitas Jambi
ISSN : -     EISSN : 25805711     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
The Indonesian Research Journal in Education (IRJE) accepts unpublished, high quality, and original research manuscripts in English, resulting primarily from quantitative, qualitative, or mixed research methodology related to or associated with education. These issues include, but not limited to, practices, policies, and research in education from early childhood education to higher education which cover the areas of: Instruction, learning, teaching, curriculum development, educational policy, language education and policy, bilingual education, multicultural education, art education, teacher education, educational technology, educational developments, educational psychology, and international education in Indonesia and other parts of the world.
Arjuna Subject : -
Articles 412 Documents
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Development and validation of a HyperChem-integrated project-based e-module on molecular shapes to enhance students’ digital literacy Meliza, Meliza; Sucahyo, Eko; Hasibuan, Mutiah Novriani; Siregar, Sevvida
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 2 (2026): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i2.48634

Abstract

This study aimed to develop and validate a project-based e-module on molecular shapes integrated with HyperChem computational media to enhance students’ digital literacy skills. The study employed the Plomp development model, which is a framework for educational design that consists of preliminary research, prototyping, and assessment phases. The participants were undergraduates enrolled in a basic chemistry course. Data were collected through expert validation sheets, practical questionnaires, and student learning activities. The validity of the e-module was assessed using Aiken’s V, and practicality was assessed using descriptive percentages. The results showed that the average Aiken’s V value was 0.89, indicating high validity. The practicality test conducted with students yielded an average score of 87.84%, indicating that it was very practical. These findings indicate that the developed HyperChem-integrated project-based e-module is valid and practical for supporting chemistry learning, particularly in improving students’ digital literacy and understanding of molecular shapes.
The effect of online gaming intensity on students’ social behavior in physical education Iqroni, David; Saputra, Endarman; Sulistiyo, Urip; Sofyan, Sofyan; Sofwan, Mohammad; Nugraha, Ugi; Ali, Muhammad
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 2 (2026): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i2.54810

Abstract

This study aims to examine the effect of online gaming intensity on students' social behavior in Physical Education (PJOK) within a blended learning context. Quantitative correlational and regression design was employed, involving 74 tenth-grade students selected via simple random sampling. Data were collected using a validated Likert-scale questionnaire and analyzed using normality tests, Pearson correlation, and simple regression. The results indicate a very strong and significant relationship between online gaming intensity and social behavior (r = 0.848, p < 0.05), accounting for 71.9% of the variance. However, this study is limited to a single school context and does not account for other influencing factors such as family background and psychological conditions. The findings suggest that digital engagement is closely linked to students’ interaction patterns, particularly in blended learning contexts. educators must manage technology strategically to balance virtual and direct social interaction in blended learning environments.

Page 42 of 42 | Total Record : 412

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