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This study aims to develop an inquiry-based e-module as a teaching material for ecosystem topics for tenth-grade high school students. The e-module is designed to enhance student engagement in learning and foster critical thinking skills. The research method employed is Research and Development (R&D) using Sugiyono’s development model. Validation was conducted by subject matter experts, language experts, and media experts, yielding results of 86%, 93.33%, and 94.54%, respectively, all categorized as highly feasible. Practicality tests by teachers resulted in a score of 93.75%, while student practicality surveys reached 95.4%, indicating that the e-module is highly suitable for learning. The critical thinking skills test showed an overall student score average of 77.25%, classified as high. This e-module offers several advantages, including ease of access, an engaging design, and interactive content incorporating text, images, videos, and exercises. However, challenges in its implementation include limited technological access in some schools. Overall, the inquiry-based e-module is considered effective and ready for use as an alternative teaching material for ecosystem learning in high schools.

The low reasoning ability of students in processing information has an impact on learning outcomes and creative thinking skills. So it is necessary to develop a valid, practical, and effective learning model to improve students' creative thinking skills. The research method used was the Borg and Gall model which was modified into 8 stages. This research was tested on fourth grade students of SD Negeri Kalisalam 2. Data collection used questionnaires for student expert validators, and teachers, non-test assessments to measure students' creative thinking skills, and interviews. This research evaluates the validity, practicality, and effectiveness of the developed learning model. The results of expert validation showed that the model and learning materials were very valid with an average score of 90.16%. In detail, the learning model validator gave a score of 93.66%, while the material expert gave a score of 86.66%. The practicality assessment before and after the trial was 84% and 80% respectively, both in the “practical” category. The effectiveness of the model was measured through student questionnaires with an average of 79% (“effective”) and non-test assessment of creative thinking skills, where 16 out of 23 students showed improvement after the application of the learning model. This guidebook/prototype of inquiry-based learning model development with scaffolding techniques is considered effective for improving students' creative thinking skills, besides that this model can also help teachers in encouraging innovation in classroom learning to be more interesting.

This research aims to find out how to develop animated video learning media to improve the mathematical problem solving abilities of class VI students. This research is based on several problems, namely students who do not understand the discussion of learning material because mathematics is considered boring and it is difficult to memorize formulas. This made students unable to solve problems in the learning process. This research used research method and development using 4D research model. The sample of this research consisted of 25 students, with the first step not using animated videos and the second step using animated videos. The research instruments used in this research were tests (essays) and questionnaires. The research results showed that the feasibility level was 92% in the "very valid" category, the practicality level was 92% in the "very practical" category, and the effectiveness level was 88.52% in the "effective" category. These results can also be seen from the pretest with an average value of 34 and posttest with an average value of 92, so the average N-Gain Score was 88.52%. So, it can be concluded that the development of animated video learning media can improve the Mathematical problem solving abilities of 6th Grade of Elementary School students.

This study aims to (1) describe the characteristics of e-LKPD based on realistic mathematics education on system of linear equations with three variables oriented towards critical thinking skills and self-efficacy of vocational school students, (2) describe the feasibility of e-LKPD based on realistic mathematics education on system of linear equations with three variables oriented towards critical thinking skills and self-efficacy of vocational school students in terms of validity,  practicality and effectiveness. This type of research is research and development (Research and Development) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were 34 students of class X TKP SMKN 2 Tarakan. In this research, One Group Pretest - Posttest Design was used. The research instruments used were validation sheets, practicality assessment sheets by teachers and students, learning implementation observation sheets, critical thinking ability tests and self-efficacy questionnaires. The results of the research show: (1) the e-LKPD developed contains characteristics found in the RME approach to the material of on system of linear equations with three variables oriented towards critical thinking skills and self-efficacy. The characteristics contained in RME-based e-LKPD include integrated learning, use of context, mathematization and construction processes and interactivity. (2) the RME-based e-LKPD developed meets the criteria for feasibility in terms of validity aspects with a percentage of feasibility according to material experts of 93.4% and media experts of 98.9% with the validation result criteria being very feasible; practicality with a very practical category based on the results of student and teacher responses; effectiveness based on critical thinking skills with classical completeness of students reaching 82.4%, the results of the T-test paired samples-test with a significance level of 5% obtained that there was an influence on students' critical thinking skills after treatment using RME-based e-LKPD, the N-Gain result was 0.73 with a high category, and the effectiveness of e-LKPD on self-efficacy with an increase in each self-efficacy indicator,  the N-Gain result was 0.3 in the moderate category, and the results of the Wilcoxon test on self-efficacy data with a significance level of 5%, it was obtained that there was an influence on students' self-efficacy after treatment using RME-based e-LKPD.

Many students have difficulty in learning mathematical concepts, especially in the material of curved-sided spatial figures, in addition, knowledge of regional culture is still lacking. This is due to the limited use of teaching materials in learning which has an impact on students' interest in learning. The purpose of this study is to develop teaching materials in the form of e-modules with an ethnomathematics approach to curved-sided spatial figures that are suitable for use, as an alternative to other teaching materials that can be used in learning. The type of research method used is the Research and Development (R&D) method with a 4D development model (Define, Design, Develop, Disseminate). The subjects of this study were grade IX students at SMPN 2 Kaledupa. The instruments used to measure the validity and practicality of the teaching materials developed were in the form of a validation questionnaire from material experts and media experts and a student response questionnaire. The data obtained from measuring validity and practicality were then processed using quantitative and qualitative descriptive analysis. The results of the research on the development of teaching materials with an ethnomathematics approach show that the developed learning e-module is declared feasible to use based on the assessment results of the material expert and media expert validators. The average score percentage obtained from the material expert validator is 89.06% with very valid criteria. While the average score percentage from the media expert validator is 86.45% with very valid criteria. In addition, the learning e-module with an ethnomathematics approach is also declared practical to use based on the results of the student response assessment. The average percentage of the overall student response assessment score is 89.93% with very practical criteria.

The mathematics learning process at high school level often faces challenges in terms of difficulties in understanding concepts. Conventional learning media is not interesting and interactive enough so it is less effective in understanding the material. This research aims to produce learning media using PowerPoint on the subject of statistics for class X. The development model used is the R&D model with the ADDIE development pattern, which consists of five stages: analysis, design, development, implementation and evaluation. The data collection technique used was a questionnaire. Data collection instrument that will obtain quantitative and qualitative data. Qualitative data was obtained from suggestions and input, while quantitative data was obtained from questionnaire calculations. The data analysis technique used is validation data analysis and learning media practicality data. The results of research validation analysis by three validators, namely media experts, material experts and learning experts using a Likert scale, show that the average validation of learning media is in the very feasible category. Apart from that, the results of the analysis of student response questionnaires, which involved thirty-two students, showed that the learning media obtained an average that fell into the very practical category. The conclusion of this research is that the interactive PowerPoint learning media on the subject of statistics, the material focusing on single data, has been tested and proven to be very feasible and very practical.”

The purpose of this study is (1) to describe the characteristics of a good mobile learning application to improve computational thinking and learning independence of high school students. (2) to produce a mobile learning application that is oriented towards computational thinking skills and student learning independence with good quality. The quality of the development results is determined based on Nieveen's criteria, namely valid, practical, and effective. This study is a research and development (R&D) that uses the Borg & Gall development model with 8 development steps, namely preliminary study, planning, initial product development, small group trials, main product revision, limited scale trials, operational product revisions and large-scale trials. The subjects in this study were 36 students from one class at SMA Negeri 1 Gamping, Sleman Regency. The instrument used to measure the validity of the mobile learning application is the expert validation sheet. The instrument to measure the practicality of the mobile learning application is the student response questionnaire. The instrument to measure the effectiveness of the application is the computational thinking test and the student learning independence questionnaire. Validity and practicality data analysis was conducted by converting quantitative data into qualitative form in the form of four standard scale values, while effectiveness data analysis based on test and questionnaire results was conducted using paired sample t-test. The results of the study showed that (1) Mobile learning applications have the characteristics of being easy to apply, flexible to time, lightweight and easy to carry anywhere and also implementing each computational thinking indicator in each stage of the material. (2) The results of expert validation showed that the developed mobile learning application met the valid criteria as seen by the Aiken's validity test score for media experts of 0.83 and 0.68 for material experts. The practicality of the mobile learning application is included in the very good category as seen from the average results with an average percentage of student responses of 87.17%. The effectiveness of the computational thinking test obtained a t-value of 47.22 greater than t (35,0.05) with a score of 1.69, the effectiveness of the learning independence test based on the t test obtained a t-value of 4.85 greater than t (35,0.05) with a score of 1.69. Based on the results obtained, it can be concluded that the developed mobile learning application meets the criteria of validity, practicality and effectiveness.

This study is based on the results of observations made at SDN Lirboyo 1 Kediri City, teachers in delivering material, especially the Solar System, only use the lecture method and student books. Many students have difficulty in explaining and mentioning the constituent members of the Solar System. student difficulties are seen when students are asked questions only silent, and the value at the end of learning is far from the Minimum Completeness Criteria (KKM). The formulation of the problem developed is how the process, practical validity and effectiveness of pop up book media on solar system material for grade VI elementary school students in its use as media during learning. This research uses the Research and Development (R&D) research method with the ADDIE model (Analyze, Design, Develop, Implementation, and Evaluation). The subjects of this study were teachers and students of grade VI SDN Lirboyo 1 Kediri City. There are two instruments used in this study, namely using questionnaires and tests. Questionnaires are used to determine the validity and practicality of pop up book media, while tests are used to determine the effectiveness of pop up book media. The results of the pop up book media development research are as follows: (1) The results of the pop-up book media validity trial were carried out by media experts and material experts and received a percentage of 90% very valid or can be used without revision. (2) The results of the pop-up book media practicality trial in the limited trial were carried out by teachers by 92% and from students by 95%, then the results of the pop-up book media practicality in the broad trial were carried out by students by 93.5%. The percentage of scores from teachers and student responses is in the range of 81.00% - 100.00% which can be categorised as very interesting/valid. (3) The results of the effectiveness of pop-up book media obtained from the results of pretest and post test scores and getting a percentage of 81.65% are in the vulnerable range of 81.00% - 100.00% declared very effective can be used without improvement.

Ethnomathematics is one of the approaches that integrates local wisdom with mathematics learning. This study aims to develop PBL-based LKPD with ethnomathematics nuances at the Maimun Palace. This research method is research and development (Research and Development). The development model used as the basis for this study is the ADDIE development model (Analysis, Design, Development, Implementation and Evaluation). The results of the study showed that the LKPD developed was included in the valid category, for the average overall result of the LKPD validation assessment from the three validators was 4.35. In the implementation, the response of students to the LKPD with an average score of 4.48 was categorized as very good and met the practicality of the LKPD, so it did not need to be revised again. The PBL-based LKPD with ethnomathematics nuances produced, along with its supporting instruments, have met the criteria of validity, practicality, and effectiveness.

The purpose of this research is to create e-module teaching materials with a discovery learning approach on the topic of oxidation-reduction reactions. These materials will be assessed for validity, practicality, and effectiveness in educational settings. This research uses the assurance development model which includes student character analysis, identification of learning objectives, selection of appropriate methods, media, and materials, utilization of media and materials in the learning process, active involvement of students, and evaluation phase. The e-module has successfully undergone a rigorous validation process conducted by a panel of validators and respected experts in the field. In addition, it has been thoroughly field tested to ensure that the resulting e-module is valid and effective, as well as practical in its application. The results showed that: 1) the assessment of media validity by media and material experts is included in the very valid category; 2) at the field trial stage involving 17 students of class X MIA 1 SMA Muhammadiyah Maumere, the class completeness rate was 81.3%. In addition, the electronic module (e-module) has been found to have a beneficial effect on student learning outcomes. Based on the descriptive analysis results, it can be concluded that the average student learning completeness rate is 87%. This indicates that e-modules used in an educational setting can be considered effective. The e-modules received positive responses from both students and teachers, indicating their practicality.

Augmented Reality (AR) applications are rapidly gaining popularity across various industries, including education and marketing. By integrating real-world environments with virtual objects, AR enhances user understanding and information display for products. This paper explores Diminished Reality (DR) techniques, which are used to visually remove real objects from AR environments. Despite growing interest, much of the DR research predominantly focuses on maintaining consistency between real and virtual elements, particularly in texture handling on marker areas. Our study addresses the preservation of depth consistency using edge detection and planar segmentation to construct a depth map, essential for developing effective DR methods. We introduce a two-stage process involving depth mask construction, each stage equipped with error measurement for iterative refinement. Our proposed techniques, Planarity and Boundary Depth, are evaluated on a dataset of high-quality RGB images captured by digital cameras. Experimental results validate the effectiveness of our methods across various performance metrics, confirming the practicality of our approach in enhancing AR experiences.

This research is motivated by several problems that the author found at SMP N 5 Bukittinggi, especially in Islamic religious education subjects in class IX where in learning, educators are still minimal in utilizing learning media, the learning media used still uses powerpoint media and lecture methods, so that in the learning process students feel bored, bored and not enthusiastic about learning. To attract students’ interest, teachers must be more creative in using learning media. This research aims to develop audio visual learning media using the Kinemaster application on the subject of the hajj and Umrah pilgrimages that is valid, practical and effective. This research is development research which has 4 stages, namely the definition stage, design stage, development stage, and dissemination stage. The results of this research are that audio visual learning media using the kinemaster application received a final validation score of 0.84 in the valid category, the practicality score obtained by the teacher was 95 in the very practical category, the practicalitu score by students was 86 obtained in the very practical category, and the effectiveness score was 0.74 obtained in the very practical category effective.