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All Journal JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika) Journal of Education Technology
Chen, Diki
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Computer Science & IT Education Physics

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Macroeconomic Digital Book Development: How are the Feasibility of Experts and Student Responses? Muslim, Fachruddiansyah; Refnida, Refnida; Chen, Diki; Wirayuda, Ricky Purnama
Journal of Education Technology Vol 5, No 3 (2021): Augustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v5i3.38280

Abstract

The use of books today is inseparable from the rapid development of technology, one of the book developments that attracts a lot of interest from teachers is digital books. Digital books themselves are very suitable for complex and memorizing learning such as macroeconomics courses, the reason digital books are suitable for macroeconomic learning is that they can be carried anytime and anywhere. This study aims to see the feasibility of the product being developed, namely a digital book on macroeconomic material. The feasibility of the digital book made is divided into two, namely the feasibility of the experts and the feasibility of the sample (students). This research is an R&D type with the selected development model, namely the ADDIE development model. The sampling technique used is simple random sampling with a sample of 36 active students of economic education study program. There are 3 data collection instruments used including media and material expert validation instruments which have 10 statements and student response instruments totaling 28 statements. Analysis of the data used in the form of descriptive statistics. The results of material validation for both validators were 42 (very good) and 37 (good), then for media experts, a score of 38 (good) and 39 (good), while for student responses to the material aspect, a score of 29.25 (worth it) was obtained. , media aspect is 52.5 (very worth it), output aspect is 9.75 (worth it), and for all aspects is 91.5 (very worth it). Based on the results that have been obtained from the validation and small group trials, it shows that digital books on macroeconomic material are appropriate to be used as complementary learning resources in macroeconomics lectures.
Improving Science Literacy Skills through Interactive Physics E-Learning for students at Lapandewa High School Boma, Muslimin; Mahmudah, Rida Siti Nur'aini; Salam, Salam; Pratiwi, Ika; Syahrir, Syahrir; Chen, Diki; Nofianti, Nofianti; Ariatami, Rezky Nur
Jurnal Penelitian & Pengembangan Pendidikan Fisika Vol 10 No 1 (2024): JPPPF (Jurnal Penelitian dan Pengembangan Pendidikan Fisika), Volume 10 Issue 1,
Publisher : Program Studi Pendidikan Fisika Universitas Negeri Jakarta, LPPM Universitas Negeri Jakarta, HFI Jakarta, HFI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/1.10107

Abstract

This study aims to develop physics e-learning to improve students' science literacy skills at SMAN 3 Lapandewa. This research uses the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The analysis stage involves conducting observations and in-depth interviews at school; the design stage involves designing the initial e-learning product; and the development stage involves developing the e-learning product. The implementation stage involves implementing the developed product, while the final stage involves evaluating the product and its impact on learning outcomes. The determination of research samples involves the use of random sampling techniques and a specific research design. Pretest-Posttest Control Group Design. The research sample amounted to 25 respondents in the control class and 29 respondents in the experimental class. Three validators declared the analysis of science literacy-based teaching materials on temperature and heat feasible, citing easy-to-understand criteria with an average readability of 74.11%. The increase in science literacy skills of students who use science literacy-based teaching materials is higher than that of students who use teaching materials used at school. The increase in science literacy skills among students who use science literacy-based teaching materials is 0.63, compared to 0.38 for students who use traditional school books. Therefore, we can conclude that e-learning enhances students' science literacy abilities.
Co-Authors Ariatami, Rezky Nur Boma, Muslimin Fachruddiansyah Muslim Ika Pratiwi Nofianti, Nofianti Refnida, Refnida Salam, Salam Syahrir Syahrir Wirayuda, Ricky Purnama