Garuda - Garba Rujukan Digital

PENGEMBANGAN SUMBER BELAJAR MANDIRI MATERI LAJU REAKSI MENGGUNAKAN INSTAGRAM UNTUK PESERTA DIDIK FASE F SMA/MA Winny Sri Devi; Suryelita Suryelita
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15353

The topic of reaction rates encompasses concepts of reaction rates, collision theory, factors affecting reaction rates, as well as rate equations and reaction orders that involve abstract concepts and mathematical calculations. Mastering this material requires flexible, engaging, and accessible independent learning resources outside regular classroom hours. The social media platform Instagram serves as a viable medium because it integrates dynamic visual content, infographics, and instructional videos into a single accessible interface. This study aims to develop and validate an Instagram-based independent learning resource on reaction rates for Phase F senior high school students. The study employed Educational Design Research (EDR) utilizing the Plomp development model, limited to the expert review and one-to-one evaluation stages to produce Prototype III. The research subjects consisted of three Chemistry lecturers from UNP, two chemistry teachers, and three students from SMAN 1 Salimpaung. Data were collected using needs analysis questionnaires, expert validation sheets, and one-to-one evaluation sheets, which were subsequently analyzed using Aiken’s V index. The results demonstrate that the developed learning resource is categorized as valid, achieving a content validity index of V = 0.92 and a construct validity index of V = 0.91. The one-to-one evaluation indicated that the media was perceived as very clear, engaging, and easy to operate, although low-ability students still required additional guidance on mathematical calculation problems. In conclusion, this Instagram-based independent learning resource is feasible and ready for broader trials to facilitate autonomous chemistry learning. ABSTRAK Materi laju reaksi mencakup konsep laju reaksi, teori tumbukan, faktor-faktor yang memengaruhi laju reaksi, serta persamaan dan orde reaksi yang sarat akan pemahaman abstrak dan kalkulasi matematis. Untuk mendukung penguasaan materi tersebut, diperlukan sumber belajar mandiri yang fleksibel, menarik, dan mudah diakses kapan saja oleh peserta didik di luar jam tatap muka. Media sosial Instagram menjadi platform yang potensial karena mampu mengintegrasikan konten visual dinamis, infografis, dan video pembelajaran dalam satu wadah. Penelitian ini bertujuan untuk mengembangkan dan memvalidasi sumber belajar mandiri materi laju reaksi berbasis Instagram untuk peserta didik Fase F SMA/MA. Jenis penelitian yang digunakan adalah Educational Design Research (EDR) dengan model Plomp, yang dibatasi hingga tahap expert review dan one-to-one evaluation untuk menghasilkan Prototipe III. Subjek penelitian terdiri atas tiga orang dosen Kimia UNP, dua orang guru kimia, dan tiga orang peserta didik SMAN 1 Salimpaung. Data dikumpulkan melalui angket analisis kebutuhan, lembar validasi ahli, dan lembar one-to-one evaluation, kemudian dianalisis menggunakan indeks Aiken’s V. Hasil penelitian menunjukkan bahwa sumber belajar mandiri yang dikembangkan dinyatakan valid dengan indeks validitas konten V=0,92 dan validitas konstruk V=0,91. Hasil one-to-one evaluation menunjukkan bahwa media ini dinilai sangat baik, mudah dipahami, menarik, serta praktis digunakan, meskipun peserta didik dengan kemampuan kognitif rendah masih memerlukan pendalaman pada soal perhitungan stoikiometri laju reaksi. Dengan demikian, sumber belajar mandiri berbasis Instagram ini layak digunakan sebagai media alternatif untuk mendukung pembelajaran mandiri peserta didik pada materi laju reaksi.

PENGEMBANGAN SUMBER BELAJAR MANDIRI MATERI ASAM BASA MENGGUNAKAN INSTAGRAM UNTUK PESERTA DIDIK FASE F SMA/MA Novita Melinda; Suryelita Suryelita
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15354

Acid-base material discusses the theory, strength, degree of acidity, indicators and titration of acid-base. To help students understand the material, interesting independent learning resources are needed. One of the platforms that can be used is Instagram because it is able to present more interesting material in the form of posts and reels that can be accessed at any time. This research aims to develop independent learning resources for acid-base materials using Instagram and determine the validity of the products produced. This type of research is Educational Design Research (EDR) using the Plomp model with limitations to the expert review stage and one to one evaluation to produce prototype III. The research subjects consisted of chemistry lecturers, chemistry teachers, and students of SMAN 1 Koto Baru, Dharmasraya Regency. The research instruments include a needs analysis questionnaire, validity sheet and one to one evaluation sheet. The validation data was analyzed using the Aiken's V index. The results showed that the developed learning resources were declared valid with a content validity value of V = 0.89 and a construct validity of V = 0.92. The results of the one-to-one evaluation show that the learning resources are understandable, clearly presented, easy to use, and interesting. Based on the results of the practice questions, there is a difference in the level of mastery of the material in students with high, medium and low abilities. ABSTRAK Materi asam basa membahas teori, kekuatan, derajat keasaman, indikator dan titrasi asam basa. Untuk membantu peserta didik memahami materi diperlukan sumber belajar mandiri yang menarik. Salah satu platform yang dapat digunakan adalah Instagram karena mampu menyajikan materi yang lebih menarik dalam bentuk postingan dan reels yang bisa diakses kapan saja. Penelitian ini bertujuan untuk mengembangkan sumber belajar mandiri materi asam basa menggunakan Instagram serta menentukan validitas produk yang dihasilkan. Jenis penelitian ini adalah Educational Design Research (EDR) menggunakan model Plomp dengan batasan sampai tahap expert review dan one to one evaluation menghasilkan prototipe III. Subjek penelitian terdiri atas dosen kimia, guru kimia, dan peserta didik SMAN 1 Koto Baru Kabupaten Dharmasraya. Instrumen penelitian meliputi angket analisis kebutuhan, lembar validitas dan lembar one to one evaluation. Data validasi dianalisis menggunakan indeks Aiken's V. Hasil penelitian menunjukkan bahwa sumber belajar yang dikembangkan dinyatakan valid dengan nilai validitas konten sebesar V = 0,89 dan validitas konstruk sebesar V = 0,92. Hasil one to one evaluation menunjukkan bahwa sumber belajar dapat dipahami, disajikan secara jelas, mudah digunakan, serta menarik. Berdasarkan hasil pengerjaan latihan soal terdapat perbedaan tingkat penguasaan materi pada peserta didik dengan kemampuan tinggi, sedang dan rendah.

PENGEMBANGAN MEDIA PEMBELAJARAN MATERI REAKSI KIMIA MENGGUNAKAN INSTAGRAM UNTUK MURID PADA FASE E SMA/MA Niken Gayatri; Suryelita Suryelita
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15355

Chemical reaction topics include compound nomenclature, reaction characteristics, and balancing chemical equations, all of which require conceptual understanding supported by learning media. Instagram can be utilized as learning media because it delivers content anytime and anywhere through familiar features. This study aims to develop learning media for chemical reaction topics using Instagram for Phase E SMA/MA students and to determine product validity. This research is educational design research using the Plomp model, limited to expert review and one-to-one evaluation stages to produce Prototype III. Research subjects consisted of three chemistry lecturers from FMIPA UNP, two chemistry teachers, and three students from SMAN 2 Padang. Research instruments included self-evaluation sheets, validation sheets, and one-to-one evaluation questionnaires. Validation data were analyzed using Aiken's V formula. The developed learning media was declared valid, achieving content validity of V = 0.86 and construct validity of V = 0.88. The one-to-one evaluation concluded that the learning media provided engaging material, was easy to use, and offered high utility for students. Based on practice question results, mastery differences were observed among students with low, medium, and high abilities. The developed Instagram-based learning media is declared valid and suitable for interactive chemistry instruction. ABSTRAK Materi reaksi kimia mempelajari tentang tata nama senyawa, ciri-ciri reaksi, dan penyetaraan persamaan reaksi yang membutuhkan pemahaman konseptual yang dapat dibantu melalui media pembelajaran. Media sosial Instagram dapat dimanfaatkan sebagai media pembelajaran karena mampu menyajikan materi kapan saja dan di mana saja (anytime and anywhere) melalui konten dan fitur yang familiar. Penelitian ini bertujuan mengembangkan media pembelajaran materi reaksi kimia menggunakan Instagram untuk murid fase E SMA/MA serta mengetahui validitas produk yang dihasilkan. Jenis penelitian ini merupakan penelitian pengembangan pendidikan (educational design research) menggunakan model Plomp dengan batasan sampai tahap expert review dan one-to-one evaluation sehingga menghasilkan Prototipe III. Subjek penelitian terdiri atas tiga dosen kimia FMIPA UNP, dua guru kimia, dan tiga murid SMAN 2 Padang. Instrumen penelitian berupa lembar self-evaluation, lembar validasi, dan angket pada one-to-one evaluation. Data validasi dianalisis menggunakan rumus Aiken's V. Hasil penelitian menunjukkan media pembelajaran yang dikembangkan dinyatakan valid dengan nilai validasi konten sebesar V=0,86 dan validasi konstruk sebesar V=0,88. Analisis one-to-one evaluation menyimpulkan bahwa media pembelajaran memiliki materi dengan tampilan menarik, mudah digunakan, dan bermanfaat sehingga murid tertarik. Berdasarkan hasil pengerjaan latihan soal pada media pembelajaran, terdapat perbedaan kemampuan penguasaan materi pada murid dengan kemampuan rendah, sedang, dan tinggi. Media pembelajaran berbasis Instagram ini dinyatakan valid dan layak digunakan sebagai media pembelajaran interaktif pada materi reaksi kimia.

PEMANFAATAN MEDIA INTERAKTIF UNTUK MENINGKATKAN HASIL BELAJAR MATERI KEKAYAAN ALAM DI KELAS IV SEKOLAH DASAR Galih Satriyo Permadi; Wildan Farih Kurniawan; Husna Imro’athush Sholihah
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15408

The learning outcomes of fourth-grade students in Natural and Social Sciences (IPAS) regarding natural resources at SDN 2 Gedangdowo were unsatisfactory due to the dominance of conventional lecture methods and limited interactive media. This study aimed to enhance students’ learning outcomes through the integrated utilization of interactive media. The research employed Classroom Action Research based on the Kemmis and McTaggart model conducted across two cycles in the second semester of the 2025/2026 academic year. The participants were 23 fourth-grade students at SDN 2 Gedangdowo. Data were collected through observations, interviews, achievement tests, and documentation, then analyzed using quantitative and qualitative techniques. The intervention systematically integrated YouTube videos for visual stimulation, digital flipbooks for structured content presentation, and Quizizz for interactive game-based assessment. The results demonstrated consistent improvements in students' academic achievement across cycles. Classical learning mastery rose from 56.52% at the pre-cycle stage to 82.61% in Cycle I, ultimately reaching 100% in Cycle II. The class average score increased from 67.40 to 74.50 and peaked at 86.00. The Normalized Gain (N-Gain) score of 0.57 confirmed moderate practical effectiveness. In conclusion, the synergistic integration of interactive media effectively eliminates learning monotony, fosters active engagement, and concretizes abstract science concepts in primary education. ABSTRAK Hasil belajar IPAS materi kekayaan alam siswa kelas IV SDN 2 Gedangdowo masih rendah akibat pembelajaran yang didominasi metode ceramah konvensional dan minimnya media interaktif. Penelitian ini bertujuan untuk meningkatkan hasil belajar IPAS materi kekayaan alam melalui pemanfaatan media interaktif terpadu. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus pada semester genap Tahun Ajaran 2025/2026. Subjek penelitian berjumlah 23 siswa kelas IV SDN 2 Gedangdowo. Teknik pengumpulan data meliputi observasi, wawancara, tes hasil belajar, dan dokumentasi, yang dianalisis secara kuantitatif dan kualitatif. Tindakan dilakukan dengan mengintegrasikan media YouTube sebagai stimulus visual, flipbook digital sebagai sumber materi, dan Quizizz sebagai sarana evaluasi interaktif. Hasil penelitian menunjukkan adanya peningkatan hasil belajar yang signifikan pada setiap siklus. Persentase ketuntasan klasikal meningkat dari 56,52% pada pra-siklus menjadi 82,61% pada siklus I, dan mencapai 100% pada siklus II. Nilai rata-rata kelas meningkat secara konsisten dari 67,40 menjadi 74,50, kemudian mencapai 86,00. Analisis Normalized Gain (N-Gain) menghasilkan skor 0,57 yang berada pada kategori efektivitas sedang. Integrasi media interaktif terbukti mampu mengatasi kejenuhan belajar, meningkatkan keterlibatan aktif siswa, dan mempermudah pemahaman konsep kekayaan alam secara konkret di sekolah dasar.

IMPLEMENTASI KINDNESS STRATEGY DALAM PEMBENTUKAN KARAKTER DISIPLIN PADA PEMBELAJARAN MATEMATIKA DI MADRASAH IBTIDAIYAH Bella Kristianti
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.11714

This research is motivated by the complexity of the moral challenges faced by Generation Alpha in the digital era, who are prone to decreased concentration and learning anxiety (math anxiety) in mathematics. The focus of this research problem is directed at an in-depth analysis of the implementation of kindness strategy as an integrative instrument in shaping students' disciplined character contextually. Using a qualitative approach with descriptive methods, the important stages of this research were systematically executed through semi-structured interviews with six teachers, open-ended questionnaires, classroom observations, and review of documentation of etiquette rules. The data obtained were then processed iteratively referring to the Miles and Huberman analysis model, which includes data reduction, presentation of narrative descriptions, and drawing conclusions. The research findings indicate that kindness strategy is proven to be able to stimulate the formation of students' disciplined character significantly through strengthening emotional interactions, individual guidance, and the use of a process-centered appreciation system. This humanistic approach successfully reduced students' mathematical fears and boosted their self-confidence and sense of responsibility for independence in the classroom. The main conclusion confirms that the implementation of positive discipline based on kindness successfully creates a conducive classroom ecosystem, where student compliance grows sustainably based on internal awareness free from the pressure of external punishment. ABSTRAK Penelitian ini dilatarbelakangi oleh kompleksitas tantangan moral Generasi Alpha di era digital yang rentan mengalami penurunan konsentrasi serta kecemasan belajar (math anxiety) pada mata pelajaran matematika. Fokus masalah dalam riset ini diarahkan pada analisis mendalam mengenai implementasi kindness strategy sebagai instrumen integratif dalam membentuk karakter disiplin peserta didik secara kontekstual. Menggunakan pendekatan kualitatif dengan metode deskriptif, tahapan penting penelitian ini dieksekusi secara sistematis melalui teknik wawancara semi-terstruktur terhadap enam guru, angket terbuka, observasi kelas, serta penelaahan dokumentasi aturan adab. Data yang diperoleh kemudian diolah secara iteratif mengacu pada model analisis Miles dan Huberman yang meliputi reduksi data, penyajian deskripsi naratif, hingga penarikan kesimpulan. Temuan penelitian menunjukkan bahwa kindness strategy terbukti mampu menstimulasi pembentukan karakter disiplin siswa secara signifikan melalui penguatan interaksi emosional, bimbingan individual, dan pemanfaatan sistem apresiasi yang berpusat pada proses. Pendekatan humanis ini sukses mereduksi ketakutan matematis siswa serta mendongkrak rasa percaya diri dan tanggung jawab kemandirian di dalam kelas. Simpulan utama menegaskan bahwa penerapan kedisiplinan positif berbasis kebaikan berhasil menciptakan ekosistem ruang kelas yang kondusif, di mana kepatuhan siswa tumbuh secara berkelanjutan berdasarkan kesadaran internal yang bebas dari tekanan hukuman lahiriah.

PENGEMBANGAN MEDIA POP-UP BOOK DIGITAL PADA MATERI KENAMPAKAN ALAM DAN BUATAN DI DAERAHKU UNTUK MENINGKATKAN LITERASI MEMBACA SISWA Muthia Khairunnisa Putri Yusup; Indarini Dwi Pursitasari; Jaja Sudarjat
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.13245

The low level of reading literacy among third-grade elementary school students in learning about natural and human-made features indicates the need for more interactive learning media to support the learning process. This study aimed to develop a Digital Pop-Up Book and examine its validity, effectiveness, and practicality in improving students’ reading literacy. This study employed a Research and Development (R&D) method using the ADDIE development model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The subjects were 29 third-grade students at SDN Bondongan. The study was conducted from May 11 to 22, 2026. The results showed that the developed media obtained an average validation score of 94%, categorized as highly feasible, based on assessments by material, media, and language experts. The effectiveness test showed an increase in the average reading literacy score from 63.4 in the pretest to 89.1 in the posttest, with an N-Gain score of 0.71, categorized as high. Furthermore, the practicality test yielded student and teacher responses of 82% and 85%, respectively, both categorized as very good. These findings indicate that the Digital Pop-Up Book meets the criteria of feasibility, effectiveness, and practicality and can be used as an alternative IPAS learning medium to support the improvement of reading literacy among third-grade elementary school students.

PENGARUH PEMBELAJARAN BERBASIS MASALAH TERHADAP MOTIVASI BELAJAR DAN HASIL BELAJAR MATEMATIKA SISWA SEKOLAH DASAR Siti Habibah Pinem; Weni Widya Asriati
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.13421

Mathematics learning in elementary schools still faces various challenges, such as low learning motivation and low student learning outcomes. This situation highlights the need to implement learning models that actively engage students in the learning process. Although various studies have demonstrated the effectiveness of problem-based learning, limited research has simultaneously examined the model's impact on learning motivation and mathematics learning outcomes in fifth-grade students at Pangeran Antasari Private Elementary School. Therefore, this study is crucial to provide empirical evidence regarding the effectiveness of problem-based learning in improving the quality of mathematics learning. This study aims to determine the effect of the problem-based learning model on learning motivation and mathematics learning outcomes in fifth-grade students at Pangeran Antasari Private Elementary School. This study used a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The sample size was 60 students, consisting of 29 in the experimental class and 31 in the control class. Data were collected through tests, observations, and documentation, then analyzed using normality tests, homogeneity tests, and independent sample t-tests. The results indicate that the problem-based learning model significantly impacts students' learning motivation and mathematics learning outcomes. The learning motivation significance value of 0.014 indicates that the application of problem-based learning can increase student learning motivation compared to conventional learning. Meanwhile, the learning outcome significance value of 0.000 indicates that problem-based learning is effective in improving students' mathematics learning outcomes. These findings indicate that problem-centered learning can encourage active student involvement, thus increasing motivation and understanding of mathematical concepts. The implication of this study is that problem-based learning can be used as an alternative, effective learning model to improve learning motivation and mathematics learning outcomes in elementary schools. ABSTRAK Pembelajaran matematika di sekolah dasar masih menghadapi berbagai permasalahan, seperti rendahnya motivasi belajar dan hasil belajar siswa. Kondisi tersebut menunjukkan perlunya penerapan model pembelajaran yang mampu melibatkan siswa secara aktif dalam proses pembelajaran. Meskipun berbagai penelitian telah membuktikan efektivitas pembelajaran berbasis masalah, masih terbatas penelitian yang mengkaji pengaruh model tersebut secara bersamaan terhadap motivasi belajar dan hasil belajar matematika pada siswa kelas V SD Swasta Pangeran Antasari. Oleh karena itu, penelitian ini penting dilakukan untuk memberikan bukti empiris mengenai efektivitas pembelajaran berbasis masalah dalam meningkatkan kualitas pembelajaran matematika. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran berbasis masalah terhadap motivasi belajar dan hasil belajar matematika siswa kelas V SD Swasta Pangeran Antasari. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experiment dan nonequivalent control group design. Sampel penelitian berjumlah 60 siswa yang terdiri atas 29 siswa pada kelas eksperimen dan 31 siswa pada kelas kontrol. Data dikumpulkan melalui tes, observasi, dan dokumentasi, kemudian dianalisis menggunakan uji normalitas, uji homogenitas, dan independent sample t-test. Hasil penelitian menunjukkan bahwa model pembelajaran berbasis masalah memengaruhi motivasi belajar dan hasil belajar matematika siswa secara signifikan. Nilai signifikansi motivasi belajar sebesar 0,014 menunjukkan bahwa penerapan pembelajaran berbasis masalah mampu meningkatkan motivasi belajar siswa dibandingkan pembelajaran konvensional. Sementara itu, nilai signifikansi hasil belajar sebesar 0,000 menunjukkan bahwa pembelajaran berbasis masalah efektif meningkatkan hasil belajar matematika siswa. Temuan ini mengindikasikan bahwa pembelajaran yang berpusat pada pemecahan masalah mampu mendorong keterlibatan aktif siswa sehingga berdampak pada peningkatan motivasi dan pemahaman konsep matematika. Implikasi penelitian ini adalah bahwa pembelajaran berbasis masalah dapat dijadikan sebagai salah satu alternatif model pembelajaran yang efektif untuk meningkatkan motivasi belajar dan hasil belajar matematika di sekolah dasar.

PENGEMBANGAN LKPD BERBASIS PROBLEM BASED LEARNING TERDIFERENSIASI MATERI PENYAJIAN DATA SISWA SMP May Yanti Elizabeth Situmorang; Misdalina Misdalina; Lusiana Lusiana
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.13758

Statistical literacy skills among junior high school students remain substandard, particularly in organizing raw data into appropriate representations and interpreting contextual graphical information. Conventional mathematics classrooms frequently neglect learner diversity by utilizing rigid, one-size-fits-all instructional materials that lack authentic problem-solving investigations. This pedagogical disparity necessitates adaptive learning materials that accommodate distinct student profiles while systematically cultivating critical analytical abilities. This study aims to develop differentiated Student Worksheets (LKPD) based on Problem Based Learning (PBL) for junior high school data presentation topics that are valid, practical, and possess a potential positive effect on learning outcomes. This Research and Development (R&D) study adopted the ADDIE model comprising analysis, design, development, implementation, and evaluation phases. The trial subjects involved seventh-grade students distributed across one-to-one trials (three students) and small-group evaluations (nine students). Data were gathered through expert validation instruments, user response questionnaires, and diagnostic achievement tests, which were subsequently analyzed using descriptive quantitative percentages. The results revealed that the developed worksheet satisfied the criteria for high validity with an overall expert mean score of 84.81%, proved exceptionally practical across field evaluations, and demonstrated a positive potential effect in fostering students' data analysis and interpretation skills. Educational differentiation is materialized through contextual content choices, tiered process scaffolding, and product representation alternatives aligned with student readiness and learning styles. ABSTRAK Kemampuan literasi statistika peserta didik sekolah dasar dan menengah pertama masih rendah, khususnya dalam menyajikan data mentah serta menginterpretasikan grafik informasi kontekstual. Pembelajaran matematika di kelas konvensional selama ini cenderung mengabaikan keragaman kesiapan belajar siswa dan masih bertumpu pada bahan ajar seragam yang minim aktivitas pemecahan masalah nyata. Kesenjangan tersebut menuntut adanya inovasi bahan ajar adaptif yang mampu mengakomodasi kebutuhan belajar individual sekaligus melatih kemampuan analisis secara sistematis. Penelitian ini bertujuan untuk mengembangkan Lembar Kerja Peserta Didik (LKPD) berbasis Problem Based Learning (PBL) terdiferensiasi pada materi penyajian data untuk siswa SMP yang valid, praktis, dan memiliki efek potensial terhadap hasil belajar. Penelitian pengembangan (Research and Development) ini menerapkan model ADDIE yang mencakup tahapan analisis (analysis), desain (design), pengembangan (development), implementasi (implementation), dan evaluasi (evaluation). Subjek uji coba adalah peserta didik kelas VII SMP yang dilibatkan dalam tahapan evaluasi perorangan (one-to-one) sebanyak tiga peserta didik dan uji kelompok kecil (small group) sebanyak sembilan peserta didik. Data dihimpun menggunakan lembar validasi para ahli, angket respons praktisi dan siswa, serta tes pemahaman konsep data, yang selanjutnya dianalisis menggunakan teknik persentase deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa LKPD yang dikembangkan memenuhi kriteria sangat valid dengan skor rata-rata ahli sebesar 84,81%, terbukti sangat praktis pada uji coba lapangan, serta menunjukkan efek potensial positif dalam memfasilitasi keterampilan mengolah, menyajikan, dan mengevaluasi data secara kritis. Diferensiasi terwujud secara nyata melalui variasi konten kontekstual, gradasi proses bantuan bertingkat (scaffolding), serta keleluasaan pemilihan produk diagram sesuai profil belajar siswa.

IMPLEMENTASI DESMOS DALAM PEMBELAJARAN TRIGONOMETRI UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA SMA Fajriah Dwi Lestari; Hepsi Nindiasari
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.13791

ABSTRACT Understanding mathematical concepts in trigonometry requires students to connect symbols, graphs, and various representations, which can be challenging when learning does not provide sufficient visual experiences. This study aims to analyze the effect of using Desmos as a learning medium on the mathematical conceptual understanding of high school students in trigonometry. The study employed a quasi-experimental method with a Nonequivalent Control Group Design. The population consisted of Grade XI students at SMAN 1 Maja in the 2025/2026 academic year, with class XI-1 serving as the experimental group and class XI-2 as the control group, selected through cluster random sampling. Data were collected using an essay test measuring mathematical conceptual understanding, administered as a pretest and posttest, and then analyzed using descriptive and inferential statistics. The results showed that the mean posttest score of the experimental group was 25.85, while that of the control group was 17.88. The Mann–Whitney U Test yielded a significance value of < 0.001, indicating a difference in students' mathematical conceptual understanding between the two groups. The highest indicator was the ability to present concepts in various forms of mathematical representation, with an achievement of 95%, while the application of concepts in problem solving reached 70%. These findings indicate that Desmos has the potential to support the understanding of trigonometric concepts through visualization, exploration, and connections among mathematical representations. ABSTRAK Pemahaman konsep matematis pada materi trigonometri memerlukan kemampuan menghubungkan simbol, grafik, dan berbagai representasi yang dapat menjadi kendala ketika pembelajaran kurang memberikan pengalaman visual. Penelitian ini bertujuan menganalisis pengaruh penggunaan media Desmos terhadap kemampuan pemahaman konsep matematis siswa SMA pada materi trigonometri. Penelitian menggunakan metode kuasi eksperimen dengan desain Nonequivalent Control Group Design. Populasi penelitian adalah siswa kelas XI SMAN 1 Maja tahun ajaran 2025/2026, dengan kelas XI-1 sebagai kelompok eksperimen dan XI-2 sebagai kelompok kontrol yang dipilih melalui cluster random sampling. Data diperoleh melalui tes uraian kemampuan pemahaman konsep matematis yang diberikan dalam bentuk pretest dan posttest, kemudian dianalisis menggunakan statistik deskriptif dan inferensial. Hasil penelitian menunjukkan rata-rata skor posttest kelompok eksperimen sebesar 25,85, sedangkan kelompok kontrol sebesar 17,88. Uji Mann–Whitney U Test menghasilkan signifikansi < 0,001, yang menunjukkan adanya perbedaan kemampuan pemahaman konsep matematis antara kedua kelompok. Indikator representasi matematis memperoleh capaian tertinggi sebesar 95%, sedangkan penerapan konsep dalam pemecahan masalah mencapai 70%. Temuan ini menunjukkan bahwa Desmos berpotensi mendukung pemahaman konsep trigonometri melalui visualisasi, eksplorasi, dan keterhubungan antarreprensentasi matematis.

PENGARUH PENGGUNAAN APLIKASI BAAMBOOZLE SEBAGAI MEDIA PEMBELAJARAN INTERAKTIF DALAM MENINGKATKAN MINAT BELAJAR PESERTA DIDIK KELAS XI PADA MATERI LAJU REAKSI Sasmita Putri Hairani; Jayadin Jayadin; Kartini Rahman Nisa
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.13999

Chemistry education in senior high schools is frequently perceived as an intricate and abstract subject, particularly regarding the topic of reaction rates which necessitates the integration of theoretical and mathematical concepts. A persistent reliance on conventional teaching methods alongside minimal interactive digital media integration has led to low student engagement and declining learning interest. This study aims to determine the effect of utilizing interactive learning media based on the Baamboozle application in enhancing the learning interest of eleventh-grade students on reaction rate materials at SMA Negeri 2 Maumere. A quantitative pre-experimental method employing a one-group pretest-posttest design was implemented. The research sample comprised 20 eleventh-grade students from class XI MIPA 5 selected via purposive sampling. Learning interest data were collected using an expert-validated Likert-scale questionnaire and analyzed using paired sample t-tests and normalized gain (N-gain) calculations. The findings revealed that the Baamboozle media exerted a statistically significant positive effect on students' learning interest (p<0.001). The average learning interest score increased markedly from 39.00 in the pretest to 77.00 in the posttest, achieving an N-gain score of 0.6360, which falls into the moderate category. Consequently, the implementation of interactive learning media based on the Baamboozle application is empirically proven to be effective in fostering student enthusiasm, curiosity, and active participation in chemistry learning. ABSTRAK Pembelajaran kimia di sekolah menengah atas sering kali dipandang sebagai mata pelajaran yang sulit dan abstrak, khususnya pada materi laju reaksi yang menuntut integrasi konsep teoritis dan matematis. Ketergantungan guru pada metode konvensional serta minimnya pemanfaatan media digital interaktif di kelas memicu rendahnya keterlibatan aktif dan minat belajar peserta didik. Penelitian ini bertujuan untuk menguji pengaruh penggunaan media pembelajaran interaktif berbasis aplikasi Baamboozle dalam meningkatkan minat belajar peserta didik kelas XI pada materi laju reaksi di SMA Negeri 2 Maumere. Pendekatan yang digunakan adalah kuantitatif dengan metode eksperimen melalui rancangan pre-experimental one-group pretest-posttest design. Subjek penelitian terdiri atas 20 peserta didik kelas XI MIPA 5 yang dipilih menggunakan teknik purposive sampling. Data minat belajar dikumpulkan menggunakan instrumen angket terstruktur yang telah divalidasi ahli dan diuji reliabilitasnya, kemudian dianalisis menggunakan uji parametrik paired sample t-test serta perhitungan normalized gain (N-gain). Hasil penelitian menunjukkan bahwa penggunaan media Baamboozle memberikan pengaruh yang signifikan terhadap peningkatan minat belajar peserta didik (p<0,001). Rata-rata skor minat belajar melonjak dari 39,00 pada saat pretest menjadi 77,00 pada saat posttest, dengan perolehan nilai N-gain sebesar 0,6360 yang termasuk dalam kategori sedang. Dengan demikian, penerapan media pembelajaran interaktif berbasis aplikasi Baamboozle terbukti efektif dalam membangkitkan antusiasme, rasa ingin tahu, dan keaktifan belajar peserta didik pada materi laju reaksi.

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Muhamad Suhardi

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jurnalp4i@gmail.com

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+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

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Unknown

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhamad Suhardi

Contact Email jurnalp4i@gmail.com

Phone +6285239967417

Journal Mail Official jurnalp4i@gmail.com

Editorial Address Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

Phone
+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

Location
Unknown,

Unknown

INDONESIA