This study aims to develop and evaluate interactive multimedia assisted by Edugames for Natural and Social Sciences (IPAS) learning in elementary schools. The study employed a Research and Development (R&D) approach using the Alessi and Trollip model, which comprises the stages of planning, design, and development. The research subjects consisted of 36 fifth-grade students and 14 expert validators. Data collection techniques included questionnaires, observations, interviews, and learning outcome tests. Validity was analyzed using the Fuzzy Delphi method, while practicality and effectiveness were evaluated through descriptive quantitative analysis with N-Gain. The results demonstrated that the product possessed a high level of validity, showing a defuzzification value of 0.71 and a consensus level of 96.40%. The practicality rate reached 93.41%, placing it in the highly practical category. The effectiveness of the product was evidenced by an increase in learning outcomes from a pretest average of 55.37 to a posttest average of 84.44, yielding an N-Gain score of 0.68 (medium category). Consequently, the developed Edugame-assisted interactive multimedia is declared valid, practical, and effective in enhancing students' conceptual understanding in IPAS learning. This study contributes to the advancement of technology-based learning media by integrating a comprehensive product development and evaluation process using the Fuzzy Delphi approach
This study aims to develop a closed organ pipe resonance practical model based on the Phyphox application to improve the verbal and numerical representation abilities of students at SMA N 1 Pundong. The research method used is a quasi-experiment with a one-group pretest-posttest design. The research subjects are students in classes XI B and XI D, each consisting of 36 students. The instruments used included pre-test and post-test questions, verbal representation questions, numerical representation questions, and LKPD that had been validated by experts. The validity test using Aiken's V showed that all instruments were in the high validity category. The data normality test showed that the data was normally distributed, making it suitable for analysis using the Paired Sample T-Test. The analysis results showed a significant improvement in verbal and numerical representation abilities after the treatment, indicated by a significance value (Sig.) of 0.00 (< 0.05) and a t-value that is much larger than the t-value in the table. Thus, the closed organ pipe resonance practical model based on the Phyphox application is effective in improving students' verbal and numerical representation abilities.
Science laboratories play a crucial role in enhancing students' knowledge and skills through direct learning experiences. However, many educational institutions in Indonesia still rely on manual, paper-based administrative models, leading to inefficiencies such as inaccurate inventory tracking, equipment damage, and difficulties in monitoring laboratory usage. This study aims to analyze the performance of "SainsLab," an Excel-based laboratory management application designed to transition these workflows into a digital system. Employing a mixed-methods approach with an explanatory sequential design, the study evaluates the application's performance using the IT Balanced Scorecard (IT BSC) framework, which encompasses four perspectives: school contribution, user orientation, operational excellence, and future orientation. The research, conducted with 71 subjects including teachers, laboratory technicians, and students. Based on the IT BSC assessment, the application achieved an overall performance score of 72%, categorizing its performance as good category. Specifically, the application achieved 84% in school contribution, 80% in user orientation, 85% in operational excellence, and 79% in future orientation. The analysis reveals that the application successfully minimizes operational costs, improves the accuracy of inventory data, and provides a highly stable, intuitive interface for users of varying skill levels. The findings indicate that SainsLab effectively supports laboratory management and serves as a strategic, cost-effective tool for digitizing school laboratory operations
Students' low awareness of environmental conditions and the lack of learning activities that connect concepts with real-world contexts present key challenges in strengthening environmental literacy in elementary schools. This study aims to develop and test the effectiveness of Canva-based interactive videos in supporting students' environmental literacy. The study utilized the ADDIE development model, involving fifth-grade students as the research subjects. Data were collected through tests, questionnaires, observations, and expert validations, and subsequently analyzed using quantitative descriptive techniques. The results indicated that the developed media achieved a valid category (76.44%) and a highly practical category (97.90%). The improvement in environmental literacy was observed in the cognitive aspect with an N-Gain score of 0.93 (high category), as well as in the affective (99.00%) and behavioral (100.00%) aspects, both falling into the excellent category. The uniqueness of this research lies in the implementation of the media within a local region facing challenges of environmental degradation and low ecological awareness, making the integration of local contexts a key factor in enhancing meaningful learning. Thus, contextually designed Canva-based interactive videos are proven effective in supporting the enhancement of environmental literacy among elementary school students
Secondary school students’ poor performance and low motivation in Biology remain persistent educational concerns that may be associated with psychological and motivational factors. Understanding the relationship between students’ self-efficacy and interest in Biology is therefore important for improving learning engagement and outcomes. This study investigated the relationship between self-efficacy and interest in Biology among Senior Secondary Two (SS2) students in public secondary schools in Anambra State, Nigeria. A correlational research design was adopted, involving 637 students selected from 18 public secondary schools through a multistage sampling procedure. Data were collected using two validated four-point rating scales measuring students’ self-efficacy and interest in Biology. The instruments demonstrated acceptable internal consistency, with Cronbach’s alpha coefficients of .810 for self-efficacy and .793 for interest. Measures of sampling adequacy (.910 and .878) and communalities (.918 and .845) further supported the suitability of the instruments. Data were analysed using descriptive statistics, Pearson correlation, multiple regression, and t-test at the .05 significance level. The findings revealed mean scores of 2.7950 for self-efficacy and 2.3507 for interest. A negligible positive correlation was found between students’ self-efficacy and interest in Biology (r = .009). Regression analysis further indicated that self-efficacy did not significantly predict students’ interest in Biology, F(1,635) = 0.051, p = .821. The study concludes that higher self-efficacy does not necessarily translate into greater interest in Biology. Therefore, Biology teachers should combine strategies that strengthen students’ self-efficacy with interactive and interest-enhancing pedagogical approaches to improve student engagement
