Arunika Journal of Education and Evaluation

VALIDASI MEDIA ANIMASI PESAWAT SEDERHANA UNTUK SISWA MENENGAH PERTAMA (SMP)

Fri, 01 May 2026 00:00:00 +0800

Penelitian ini bertujuan untuk mengevaluasi efektivitas penggunaan media pembelajaran berupa video animasi sederhana dalam pengajaran materi pesawat sederhana kepada siswa Sekolah Menengah Pertama (SMP). Media yang dirancang mencakup animasi sederhana, penjelasan materi, serta gambar-gambar pendukung untuk memperjelas konsep yang diajarkan. Untuk menilai efektivitas media tersebut, kuesioner disebarkan kepada sejumlah guru dan dosen dari berbagai disiplin ilmu. Hasil evaluasi menunjukkan bahwa media ini sangat membantu dalam meningkatkan pemahaman siswa tentang konsep pesawat sederhana, meningkatkan minat belajar, dan dianggap layak sebagai sumber belajar mandiri. Beberapa saran dari responden mencakup penambahan pertanyaan kritis, penjelasan tujuan pembelajaran di awal video, serta perbaikan sinkronisasi antara suara dan gambar. Secara keseluruhan, media ini dinilai efektif dalam mendukung proses pembelajaran di kelas.

PRE-SERVICE ELEMENTARY TEACHERS’ EXPERIENCES IN VIRTUAL REALITY-BASED MICROTEACHING IN A DEVELOPING TEACHER EDUCATION CONTEXT

Sigit Tri Nova, Danti Indriastuti Purnamasari, Eli Meivawati — Fri, 01 May 2026 00:00:00 +0800

This study explores the experiences of pre-service elementary school teachers in engaging with virtual reality (VR)-based microteaching within a developing teacher education context. While prior research has predominantly focused on the effectiveness and acceptance of VR, limited attention has been given to how pre-service teachers subjectively experience and interpret immersive learning environments. Employing a qualitative phenomenological approach, this study involved five pre-service teachers who participated in VR-based microteaching. Data were collected through in-depth interviews and analyzed using thematic analysis. The findings reveal four interconnected themes: (1) reconstruction of teaching confidence, (2) immersive experience as a quasi-authentic pedagogical simulation, (3) internalization of pedagogical skills through reflective practice, and (4) negotiation of technological constraints. The results indicate that VR provides a psychologically safe and immersive learning environment that supports repeated practice, enhances pedagogical awareness, and facilitates reflective learning. These findings suggest that VR has significant potential to enhance teacher education by supporting experiential and reflective learning processes, particularly in developing contexts.

VALIDATION OF INSTRUMENT TO MEASURE HIGH SCHOOL STUDENT ATTITUDE TOWARD STEM: RASCH ANALYSIS

Fri, 01 May 2026 00:00:00 +0800

The rapid advancement of science and technology has increased the importance of fostering positive student attitudes toward STEM education, as these attitudes play a crucial role in shaping future learning and career pathways. This study aims to validate an instrument designed to measure high school students’ attitudes toward STEM using the Rasch measurement model. A quantitative cross-sectional design was employed, involving 128 students from two schools in Mataram selected through convenience sampling. The instrument, adapted from previous research, underwent translation, back-translation, and expert validation to ensure content and construct appropriateness. Data were collected through a face-to-face survey and analyzed using Winsteps software. The results indicate high reliability, with person reliability of 0.95 and item reliability of 0.91, supported by strong separation indices and a Cronbach’s alpha of 0.96. Most items demonstrated acceptable fit statistics, although a few items showed misfit and require revision. The Wright map revealed that students generally exhibit high attitudes toward STEM, with some limitations in item targeting at higher ability levels. Unidimensionality analysis confirmed that the instrument measures a single dominant construct. These findings suggest that the instrument is a valid and reliable tool for assessing students’ attitudes toward STEM in educational contexts.

VALIDASI MEDIA MATERI ANIMASI EKOSISTEM UNTUK SISWA SEKOLAH DASAR

Fri, 01 May 2026 00:00:00 +0800

Penelitian ini bertujuan untuk memvalidasi media animasi ekosistem sebagai alat bantu pembelajaran bagi siswa Sekolah Dasar (SD) Inpres 009 Parabu. Media animasi dikembangkan untuk meningkatkan pemahaman siswa terhadap konsep ekosistem, mencakup interaksi antara makhluk hidup dan lingkungannya, serta rantai makanan dalam suatu ekosistem. Validasi dilakukan melalui uji ahli materi, uji ahli media, serta uji keterpahaman oleh siswa dan guru. Metode penelitian yang digunakan adalah penelitian pengembangan (Research and Development) dengan model ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Hasil penelitian menunjukkan bahwa media animasi yang dikembangkan memenuhi standar kelayakan dengan kategori sangat valid berdasarkan penilaian para ahli dan respon positif dari siswa serta guru. Uji ahli materi menunjukkan bahwa konten dalam media animasi ini sesuai dengan kurikulum dan mampu menyajikan materi secara sistematis, sedangkan uji ahli media menegaskan bahwa animasi memiliki kualitas tampilan dan interaktivitas yang baik. Sementara itu, hasil uji coba pada siswa menunjukkan peningkatan pemahaman terhadap konsep ekosistem setelah menggunakan media animasi ini dibandingkan dengan metode konvensional berbasis ceramah dan buku teks. Selain itu, efektivitas pembelajaran berbasis animasi ini juga ditunjukkan oleh meningkatnya minat belajar siswa serta keterlibatan mereka dalam proses pembelajaran. Guru-guru yang terlibat dalam penelitian ini juga memberikan umpan balik positif, terutama terkait dengan kemudahan penggunaan media animasi dalam kelas serta dampaknya terhadap pemahaman siswa. Dengan demikian, media animasi ekosistem ini dapat menjadi alternatif inovatif dalam pembelajaran sains di sekolah dasar, khususnya dalam menjelaskan konsep-konsep abstrak yang sulit dipahami hanya dengan teks dan gambar statis. Penelitian ini merekomendasikan pengembangan lebih lanjut untuk memperluas cakupan materi serta melakukan pengujian dalam skala yang lebih luas guna mengoptimalkan manfaat media animasi dalam dunia pendidikan dasar.

BRIDGING SOCIAL AND ACADEMIC GAPS IN INCLUSIVE EDUCATION IN PRIMARY SCHOOLS IN MAJENE

Nurul Rizky, Gina Garnika Dwinita, Eli Meivawati — Fri, 01 May 2026 00:00:00 +0800

This study aims to examine the implementation of inclusive education at SDN 6 Kampung Baru, Majene Regency, with a particular focus on teacher practices, school support, and challenges encountered in classroom instruction. A qualitative approach with a case study design was employed, involving school principals, teachers, and students with special needs. Data were collected through classroom observations, in-depth interviews, and document analysis, and analyzed using the interactive model of Miles and Huberman. The findings reveal that inclusive education implementation remains at a developmental stage, where teachers experience difficulties in conducting initial assessments, designing differentiated instruction, and developing adaptive evaluations. Although social inclusion has begun to emerge, as indicated by positive peer acceptance and interaction, academic inclusion remains limited due to the lack of pedagogical adjustments. Major challenges include limited teacher competence, the absence of special assistant teachers, inadequate facilities, and weak policy implementation. The novelty of this study lies in identifying the gap between social and academic inclusion and highlighting the lack of integration among assessment systems, instructional practices, and institutional support. This study implies the need for systematic teacher training, strengthening inclusive school systems, and developing adaptive learning strategies, particularly in resource-limited regions.