Developing Instagram-Based E-Poster for Learning the Concept of Alkaline Group of Periodic Table

Autor(s): Muhammad Nazar, Ratu Fazlia Inda Rahmayani, Diwana Aida, Kana Puspita
DOI: 10.29303/jppipa.v7i3.733


This research aimed at developing e-poster as learning media, analyzing how students respond to the e-posters uploaded to Instagram. This R&D research utilized an ADDIE model of development consisting of five stages: analysis, design, development, implementation, and evaluation. The research took place during even semester at the Department of Chemical Education, Faculty of Education and Teacher Training, Universitas Syiah Kuala. A total of twenty-four students (4 male and 20 female) who enrolled in the course of "elements and compounds of primary groups" voluntarily took part in the research subjects. We collect the data using the following instruments: A validity assessment form, a questionnaire for students, and an active Instagram account necessary for uploading the contents and monitoring students' activity on the platform.  The results show that the validity score of e-posters was 97.5%, and 89 % of students responded positively to the media, and the vast majority of students would prefer to learn using e-posters in the future. The findings indicated that e-posters could contribute as alternative learning media to help students understand the concept of alkali group elements


Instagram; Social Media; E-poster; Alkaline group

Full Text:



Darici, A. (2016). The Importance of Needs Analysis in Materials Development. In A. Maryam, Z. Mitra, F. Akram, & K. Hamid (Eds.), Issues in Materials Development (pp. 31–41).

Delello, J. A., McWhorter, R. R., & Camp, K. M. (2015). Using social media as a tool for learning: A multi-disciplinary study. International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education, 14(2), 163–180.

Dellantonio, S., & Pastore, L. (2020). Ignorance, misconceptions, and critical thinking. Synthese, (0123456789).

Handayani, F. (2016). Instagram as a Teaching Tool? Really? Proceedings of the Fourth International Seminar on English Language and Teaching (ISELT-4), 320–327.

Ilic, D., & Rowe, N. (2013). What is the evidence that poster presentations are effective in promoting knowledge transfer? A state-of-the-art review. Health Information and Libraries Journal, 30(1), 4–12.

Irwandani, I., & Juariyah, S. (2016). Pengembangan Media Pembelajaran Berupa Komik Fisika Berbantuan Sosial Media Instagram sebagai Alternatif Pembelajaran. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 5(1), 33. [Indonesian]

Jones, A. M. (2003). The use and abuse of PowerPoint in Teaching and Learning in the Life Sciences: A Personal Overview. Bioscience Education, 2(1), 1–13.

Nazar, M., Muliana, R., & Hanum, L. (2018). Smartphone Use and its Effects on the Student Final Grade ( a case study in the Environmental ChemistryClass ). Proceeding of the 2nd URICES, 978–979. Pekan Baru.

Nugroho, Restu, I., & Ruwanto, B. (2017). The Development of Physics Learning Media Based on Social Media Instagram as Self Learning Resources to Improve Motivation and Achievement on Physics Learning of the Eleventh Grade Student of Senior High School. Jurnal Pendidikan Fisika, 6(6), 460–470.

Sari, R. (2019). Social Media As an Autonomous Learning Facility. English Language and Literature International Conference (ELLiC), 3(2), 296–301. Retrieved from

Sobah CH, S. N. S., Munawar, W., & Hamdani, A. (2019). Eliminate Misconception in Learning. 299(Ictvet 2018), 416–418.


  • There are currently no refbacks.