Kebutuhan karakteristik generasi zaman now terhadap pembelajaran daring menghadirkan style baru penyajian konten perkuliahan dengan microlearning. Implementasi microlearning membutuhkan model pembelajaran yang tepat berorientasi self-directed learning case study. Untuk menjawab tantangan tersebut maka dibutuhkan implementasi best practice dan pengaruhnya (efektivitas) dalam perkuliahan. Desain penelitian ini adalah Pre-Experimental Design dengan One Group Pretest-Posttest. Subjek penelitian ini adalah 25 mahasiswa mata kuliah metodologi Penelitian Pendidikan yang terdaftar pada Prodi Pendidikan Kimia Tahun Ajaran 2021-2022. Teknik pengumpulan data berupa tes dan non tes, serta dokumentasi. Data dianalisis dan diolah menjadi data interval menggunakan skala Likert. Untuk teknik analisis data yaitu menggunakan uji normalitas, homogenitas, serta T-Test. Tahapan pada penelitian ini meliputi pra eksperimen, eksperimen, dan pasca eksperimen. Hasil penelitian ini menunjukkan bahwa pada tahap pra eksperimen, peneliti mempersiapkan set perangkat perkuliahan dengan style microlearning berbasis case study. Hasil eksperimen diketahui best practice penerapan microlearning berbasis case study dengan alur: 1) introduction microlearning, concepts, tools, and student’s group; 2) teaching by traditional learning; 3) teaching by microlearning; 4) students evaluations, examination, and feedback; dan 5) comparison between traditional learning and microlearning. Pasca eksperimen dilakukan evaluasi capaian(efektivitas) implementasi micro learning berbasis case study, dengan perolehan hasil uji t sebesar 7,769 membuktikan bahwa terdapat pengaruh implementasi microlearning berbasis case study terhadap hasil belajar mahasiswa. Adapun implementasi microlearning berbasis case study dapat dilaksanakan secara blended learning untuk meminimalisir hambatan yang dihadapi mahasiswa.

This study method was research and development and adapt ADDIE (Analyze, Design, Develop, Implement, and Evaluate) method. Used instruments in this research were interview sheets and students’questionnaire. Collected data were processed descriptively and formed into interval data (Likert scale), and analyzed from score and product qualification percentage. The results showed that chemical representation- based interactive multimedia was valid according to validator assessment and earned score of 64,5 (very good) from subject matter validator and 60 (good) from media validator. Furthermore, based on questionnaire responses of teachers and students each earned an average score of 75 (very good) and 90,49% (very good). Based on those results, it's concluded that this chemical representation-based interactive multimedia was well- developed and could be used as learning source.

Based on an extended theory of planned behavior (TPB), this study focused on five exogenous constructs (perceived benefits, facilitating condition, normative belief, behavioral belief, and control belief) that was established to predict behavioral intention and behavior of data-sharing. The research model was tested with 157 Indonesian researchers from science, technology, engineering, and mathematics (STEM). We applied the partial least squares (PLS) techniques to analyze the data. Seven out of eleven hypotheses are supported based on the significance test in through the PLS-SEM procedure. The study’s findings show that the proposed extended TPB is a valid and reliable framework for describing the data-sharing behavior of STEM researchers. This paper facilitates an advanced investigation through PLS-SEM approaches toward behavioral intention and behavior regarding data-sharing; the findings are among the first elaborated data-sharing report in the Indonesian context, a country with more than 200 thousand researchers.

Assessment of the feasibility of the product performed by a lecturer of material expert, a lecturer of media expert, and a chemistry teacher. e-Book developed tested to small groups. The results of this research is an e-Book based metacognition developed using 3D PageFlip. Assessment of material expert, media expert, and chemistry teacher on e-Book based metacognition consecutive are score of 65 (very good), score of 65 (very good), and score of 71 (very good). As well as the results of the response of the students obtained the percentage of 85,4% (very good). Based on the results of research and discussion obtained the conclusion that e-Book based metacognition on the material basic laws of Chemistry and stoichiometry very well used as teaching material in learning chemistry.

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