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Media Didaktika
Published by Universitas Islam Darul Ulum
ISSN : 24599611     EISSN : 25795023     DOI : 10.52166
Core Subject : Humanities, Education,
Humanities Education Mathematics Other
The journal is published by the Postgraduate Program of Universitas Islam Darul Ulum Lamongan as a medium of information and dissemination of research results, classroom action research, theoretical developments, scientific papers on education and learning, and best practice from any field of education.
Arjuna Subject : Umum - Umum
Articles 156 Documents
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PENGARUH METODE JOYFULL LEARNING BERBASIS ICE BREAKING TERHADAP MINAT BELAJAR SISWA KELAS V MIN 1 TEGAL PADA MATA PELAJARAN IPAS: minat belajar siswa Muhammad Akmal Falih
MEDIA DIDAKTIKA Vol. 11 No. 2 (2025): April - November 2025
Publisher : LPPM Universitas Islam Darul `Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/didaktika.v11i2.10887

Abstract

Penelitian ini menguji pengaruh metode Joyful Learning berbasis Ice Breaking terhadap minat belajar siswa kelas V MIN 1 Tegal pada mata pelajaran IPAS. Penelitian ini dilatarbelakangi oleh rendahnya minat belajar siswa, yang seringkali disebabkan oleh metode pembelajaran konvensional yang minim partisipasi. Menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimen (posttest-only control group design), penelitian ini melibatkan kelas V.1 sebagai kelompok eksperimen dan kelas V.3 sebagai kelompok kontrol. Data dikumpulkan menggunakan angket minat belajar yang telah diuji validitas dan reliabilitasnya. Hasilnya menunjukkan adanya perbedaan minat belajar yang signifikan antara kedua kelompok, dengan nilai signifikansi uji-t sebesar 0,000 (< 0,05). Analisis effect size Cohen’s d sebesar 2,06 menunjukkan pengaruh yang sangat besar, dan ketika dikonversi, metode ini berkontribusi pada 51,5% peningkatan minat belajar siswa. Peningkatan ini disebabkan oleh lingkungan belajar yang menyenangkan dan interaktif yang mendorong siswa untuk berpartisipasi aktif. Sebagai kesimpulan, metode ini merupakan alternatif efektif untuk meningkatkan minat belajar siswa pada mata pelajaran IPAS secara signifikan.
PENGEMBANGAN MODUL PEMBELAJARAN BERBASIS PROJECT BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS DAN BERPIKIR KRITIS SISWA Endri Ulfa Kusmawati IS; Supiana Dian Nurtjahyani; Christina Innocenti Tumiar Pangabean
MEDIA DIDAKTIKA Vol. 11 No. 2 (2025): April - November 2025
Publisher : LPPM Universitas Islam Darul `Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/didaktika.v11i2.10984

Abstract

ABSTRAK, Penelitian ini mengembangkan modul pembelajaran berbasis Project Based Learning (PjBL) yang valid, praktis, dan efektif untuk meningkatkan keterampilan proses sains serta kemampuan berpikir kritis siswa. Jenis penelitian ini adalah penelitian pengembangan dengan menggunakan model Analysis, Design, Development, Implementation Evaluation (ADDIE). Uji Validasi modul ini dinilai oleh dua ahli materi, media, dan bahasa, sedangkan uji kepraktisan dilakukan melalui observasi pembelajaran dengan modul di kelas dan kuesioner guru serta siswa. Selain dari pada itu uji keefektifan modul ini dinilai dengan menggunakan perhitungan N-gain dan kuesioner guru serta siswa. Modul ini diujicobakan pada kelas 7G SMP Negeri 3 Sugio, Kabupaten Lamongan, yang terdiri dari 24 siswa. Hasil menunjukkan bahwa modul ini: (1) memiliki tingkat validitas tinggi dengan skor 4,4 (kategori “sangat baik”); (2) dinilai praktis dalam pembelajaran IPA (Biologi), dengan skor kuesioner 4,3 (“sangat baik”) dan hasil observasi 4,1 (“baik”); dan (3) terbukti efektif dengan peningkatan N-gain sebesar 0,4 (kategori “sedang”) serta skor angket 4,1 (“baik”). Berdasarkan hasil uji kevalidan, kepraktisan dan keefektifan dapat ditarik kesimpulan bahwa modul pembelajaran berbasis PjBL ini layak diterapkan karena telah memenuhi aspek validitas, kepraktisan, dan efektivitas dalam mendukung peningkatan keterampilan proses sains dan kemampuan berpikir kritis siswa pada pembelajaran IPA (Biologi). Kata Kunci: Modul Pembelajaran, PjBL, Keterampilan Proses Sains Dan Berpikir Kritis ABSTRACT, This research designs a valid, practical, and effective Project Based Learning learning module to improve students' science process skills and critical thinking. The type of this research is Research and Development (R&D). The method used in this research is Analysis, Design, Development, Implementation, Evaluation (ADDIE). The validity test was conducted by 2 experts. The practicality test included classroom observation, and teacher and student response questionnaires. The effectiveness test included the N-gain test and teacher and student response questionnaires. The testing of this module was carried out at SMP Negeri 3 Sugio, Lamongan in class 7 G that consists of 24 students. The results of this study stated that (1) this module is valid by experts with a score of 4.4 with the criteria of "very good"; (2) this modul is practical for teaching Science (Biology) from the results of teacher and student responses got a score of 4.3 with the criteria of "very good", from the results of observations got a score of 4.1 with the criteria of "Good"; (3) this module is effective for the teaching from the result of N-gain calculation obtained score 0.4 with the criteria of "moderate". Meanwhile, from the results of the teacher and student response questionnaire got score 4.1 with the criteria of "Good". Thus, it can be concluded that the development of this PjBL-based learning module is feasible in terms of validity, practicality and effectiveness in improving students' scientific process skills and critical thinking in science learning (Biology). Keywords: Learning Module, PjBL, Science Process Skills and Critical Thinking
The Exploring the Use of Phoenix Wright: Ace Attorney Trilogy as a Visual Novel Game to Enhance EFL Learners’ Vocabulary and Motivation Fikra Nur Firman; Lidiyatul Izzah
MEDIA DIDAKTIKA Vol. 11 No. 2 (2025): April - November 2025
Publisher : LPPM Universitas Islam Darul `Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/didaktika.v11i2.11120

Abstract

This study explores the integration of Phoenix Wright: Ace Attorney Trilogy, a visual novel game, into English as a Foreign Language (EFL) learning to enhance students’ vocabulary acquisition and motivation. Conducted with 39 ninth-grade students at SMPN 19 South Tangerang, this research employed an explanatory sequential mixed-methods design. Quantitative data were collected through pre-test and post-test vocabulary assessments and analyzed using the Wilcoxon Signed Ranks Test. Qualitative data were obtained through questionnaires and semi-structured interviews to investigate learners’ perceptions and experiences. The findings revealed a statistically significant improvement in vocabulary mastery after the intervention, with mean scores increasing from 43.97 to 86.44 (p < 0.05). Qualitative results supported this improvement, indicating that students found vocabulary learning through the game enjoyable, contextual, and memorable. They also expressed higher motivation, self-confidence, and positive attitudes toward learning English. These findings align with Krashen’s Input Hypothesis, Constructivist Learning Theory, and Gardner’s Instrumental Motivation Theory, suggesting that narrative-driven digital games can effectively enhance both vocabulary acquisition and learner motivation. The study concludes that visual novel games, when integrated purposefully into classroom practice, provide a meaningful and engaging alternative to traditional vocabulary instruction.
DEVELOPING ENGLISH SURVIVORS: A VOCABULARY LEARNING GAME FOR EFL LEARNERS Taofix Rahman; Mutiarani Mutiarani
MEDIA DIDAKTIKA Vol. 11 No. 2 (2025): April - November 2025
Publisher : LPPM Universitas Islam Darul `Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/didaktika.v11i2.11121

Abstract

This study outlines the design, implementation, and evaluation of English Survivors, an instructional media developed to support EFL learners in intentional vocabulary acquisition using digital gaming principles. The implementation, following the ADDIE model, incorporates quizzes and immediate feedback to enhance vocabulary retention and support learner motivation. An iterative refinement cycle included a pilot study with five learners, succeeded by a controlled classroom implementation involving fifteen participants, and concluded with external validation by experts in educational media and linguistics. Quantitative analysis indicates that 88% of participants considered the vocabulary tasks relevant, 86.67% valued immediate feedback, and 85.34% responded positively to the quiz-based format. A media expert assigned a functionality score of 39 out of a possible 40, with the content expert awarded 40 out of 40. The evidence collectively supports the platform's operational viability and motivational capacity. Statistically significant vocabulary gains, along with trials in authentic instructional settings, support the theory that pedagogical games designed through systematic methods and refined through iterative user and expert evaluation is possible, when integrated into controlled instructional frameworks, significantly improve vocabulary mastery.
OPTIMIZATION OF BIOLOGY LEARNING MEDIA IN IMPROVING LEARNING EFFECTIVENESS BASED ON STUDENTS’ LEARNING STYLES Hughes Bazura
MEDIA DIDAKTIKA Vol. 11 No. 2 (2025): April - November 2025
Publisher : LPPM Universitas Islam Darul `Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/didaktika.v11i2.11238

Abstract

ABSTRACT This study aims to analyze the optimization of Biology learning media to improve learning effectiveness based on students’ learning styles. The research was conducted at MAN 1 Medan in September 2025 with one Biology teacher as the main respondent, chosen because of active use of various instructional media and adaptation of teaching strategies to student characteristics. Data were collected through a closed-ended questionnaire and semi-structured interviews to explore the types, effectiveness, and compatibility of learning media with students’ visual, auditory, and kinesthetic styles. The findings show that teachers have implemented various media, including visual, digital, and practical tools, to enhance conceptual understanding. Visual media and practicum activities were found most effective, with agreement levels of 95% and 90%, respectively, while limited infrastructure and teachers’ digital competence remain key challenges. The study highlights that optimizing learning media requires adequate facilities, technological skills, and awareness of learning style diversity. Aligning media selection with students’ learning styles increases motivation, engagement, and learning outcomes, supporting the development of adaptive and student-centered Biology learning strategies. Keywords: Biology learning, learning media, learning styles, effectiveness, digital learning
BLENDED LEARNING STRATEGIES TO ENHANCE ACADEMIC WRITING SKILLS IN UNDERGRADUATE STUDENTS SHAHIDATUL MASLINA BINTI MAT SOOD; NUR HAFEZAH HUSSEIN; NOOR SYAMIMIE MOHD NAWI; SYAKIRAH SHAFIEN; LENA RAMAMURTHY
MEDIA DIDAKTIKA Vol. 11 No. 2 (2025): April - November 2025
Publisher : LPPM Universitas Islam Darul `Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/didaktika.v11i2.11340

Abstract

Blended learning in Malaysia has become a popular educational approach as it integrates online and face-to-face learning to provide students with a more flexible and engaging experience. Many higher education institutions have adopted this approach to meet the needs of digitally savvy students while maintaining quality education. Using the UBI20402 Academic Reading and Writing course as a case study, the paper evaluates the integration of digital tools, multimodal resources, and structured teaching methodologies to achieve CEFR B2-level learning outcomes. A mixed-methods methodology was employed, comprising the analysis of student performance metrics, surveys to capture student feedback, and instructor observations. The results highlighted that blended learning significantly enhanced students' understanding of academic writing structures and processes. These include students who found the integration of digital tools and multimodal resources highly engaging and helpful for understanding complex academic texts, whilst instructor observations revealed that structured teaching methodologies increased classroom participation, collaboration, and students' critical thinking and analytical skills when combined with digital tools. In conclusion, blended learning strategies offer a solid foundation for teaching academic writing while effectively meeting the needs of a wide range of students. Future research could explore mobile-friendly platforms and examine the long-term impact of blended learning on students’ academic achievement.

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