Utilization of Social Media (Instagram, Youtube, Tiktok) to Improve Students' Creativity and Learning Outcomes in Learning Acid-Base Theory in High School
DOI:
10.29303/jppipa.v12i2.14016Published:
2026-02-25Downloads
Abstract
Acid-base material in high school chemistry learning is often considered difficult because of its abstract nature, causing misconceptions and mere memorization in grade XI students. Social media (Instagram, YouTube, TikTok) with 139 million YouTube users and 127 million TikTok users in Indonesia has the potential as an interactive media, but has not been explored multi-platform inquiry-based. This study aims to develop an acid-base e-Module based on an integrated social media inquiry model to improve student creativity and learning outcomes. The quasi-experimental method with a Non-Equivalent Control Group Design was applied to two grade XI classes of MAN 6 Pasaman Barat. The experimental class used an e-Module with a social media link, while the conventional control. Data obtained from the validity and practicality test were analyzed using Aiken’s V formula and practicality percentages. The validity test result showed a V value of 0.90, indicating a valid category. The analysis of the teacher practicality questionnaire showed an 86% score categorized as very practical, while the student practicality questionnaire showed an 84% score categorized as practical). The t-test yielded a sig (2-tailed) value of 0.02. Based on these results, it can be concluded that the developed e-module is valid, practical, and effective to improve students' creativity and learning outcomes.
Keywords:
Acid-base theory E-module Inquiry model Nonequivalent control group Quasi experimental Social mediasReferences
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