This study refers to the effectiveness of books used in learning so that they provide the right meaning of learning for students. The research method uses research and developmentto produce a percentage level of effectiveness of student learning outcomes in PPKn learning in elementary schools. E-booklet-based teaching materials are digital learning resources presented in booklet format. This material combines the advantages of traditional booklets with the flexibility and interactivity of digital media. This material can be used in educational environments to improve learning, facilitate the teaching process, and meet various learning styles. E-booklet-based teaching materials improve student learning outcomes in understanding based on the average N-Gain Score of 0.8685, this value is greater than 0.3, so the category obtained is high effectiveness. The average N-Gain Percent value of 81,000, this value is greater than 80%, so it is interpreted as effective. So it can be concluded that the teaching materials developed are effective in improving students' PPKn learning outconeomes through e-booklet-based teaching materials have been proven effective. The e-booklet-based teaching materials developed are carried out in accordance with the development procedures used in the development of learning media. The development model is focused on the development of e-booklet-based teaching materials for PPKn learning. The teaching materials refer to the objectives, steps, and learning media, as well as the assessments needed in one.
This study developed and implemented Google Earth-assisted guided inquiry teaching materials for IPAS and evaluated their validity, practicality, and effectiveness. The study used a research and development approach with the ADDIE model. Participants were Grade V students at SD Islam Laboratory Aceh Besar. Data were collected using expert validation sheets, teacher and student practicality questionnaires, and a learning outcomes test administered before and after implementation. Data were analyzed using descriptive percentages and N-gain. The expert validation results indicated high validity for media (98%), content (92%), and language (94%). Practical responses were also high, with teachers reporting 92% and students 85%. Learning outcomes improved, with 100% of students achieving scores above the school minimum mastery criterion and an average posttest score of 88. The mean N-gain was 0.8685, indicating high effectiveness. Overall, the teaching materials were valid, practical, and effective in improving IPAS learning outcomes.
History represents a set of facts from the past events that were real and genuinely occurred in their time. Historical sources are crucial for reconstructing and generalizing history so that it can be comprehended by students. However, the limited availability of historical sources poses a significant challenge for students when learning history. This limitation can be addressed by utilizing museum websites as learning resources. This study aims to evaluate the effectiveness of museum websites as a learning resource for history education. Research and Development (R&D) methodology was employed in this study. The research sample consisted of 180 high school students selected from a population of 564 students in Pekanbaru City using purposive sampling techniques. Data collection was carried out through observations, expert validation questionnaires, product trial questionnaires, and historical thinking skills tests. The collected data were analyzed quantitatively using t-tests to assess the impact of museum websites as a learning resource for students. The results indicated that the developed museum website was valid and reliable, and the t-test analysis showed a significant impact of the museum website as a history learning resource, with a significance value of 0.000 (less than 0.05).
The aim of this research is to analyze the factors influencing student satisfaction with the use of digital payment in higher education institutions in Central Java. The research method employed is quantitative, utilizing linear regression analysis. The research findings indicate that the perceived usefulness has a positive and significant impact on student satisfaction regarding the use of digital payment using the Technology Acceptance Model approach in several higher education institutions in Central Java. Perceived ease of use, on the other hand, does not have a significant impact on student satisfaction with the use of digital payment using the Technology Acceptance Model approach in higher education institutions in Central Java. Perceived trust also has a positive and significant influence on student satisfaction with the use of digital payment using the Technology Acceptance Model approach among students in higher education institutions in Central Java. However, perceived security and risk do not have a significant impact on student satisfaction with the use of digital payment using the Technology Acceptance Model approach among students in higher education institutions in Central Java. It is important to note that factors such as perceived usefulness, perceived ease of use, perceived trust, and perceived security and risk collectively have an impact on student satisfaction when using digital payment.
Academic writing is a crucial skill for Indonesian university students, significantly influencing their EFL learning performance. This systematic literature review aims to examine the diverse learning strategies employed by these students to enhance their academic writing skills and reveal the predominant strategy employed by the students. Combining systematic literature review and thematic analysis, this study reveals five categories for academic writing strategies, those are metacognitive, cognitive, social, affective, and compensation strategies. This study highlights a predominant use of metacognitive strategies, comprising 36% of the strategies identified. This emphasis underscores students' commitment to higher-order thinking during the writing process and highlights the importance of metacognition in effective language learning. The distribution of cognitive, social, affective, and compensation strategies illustrates a multifaceted approach to academic writing. The findings emphasize the adaptability of EFL university students in Indonesia in addressing academic writing challenges through various strategies, thereby promoting a comprehensive learning environment. This study recommends further investigation into cultural and contextual factors influencing strategy selection, providing educators with insights for tailored instructional practices.
