Development of Truth or Dare Card-Based Learning Media for Teaching Reaction Rates in Senior High School
Abstract
Chemistry learning on reaction rate material often faces challenges due to its abstract and complex nature, which can hinder students’ conceptual understanding and reduce their engagement in the learning process. These challenges are compounded by the predominance of lecture-based instruction and the limited use of interactive learning media. This study aimed to develop a Truth or Dare card-based learning media for reaction rate material and evaluate its validity, practicality, and effectiveness. The study employed a Research and Development (R&D) approach using a modified 4-D model consisting of three stages: define, design, and develop. The participants were 36 eleventh-grade students of SMAN 2 Sungai Raya, including 9 students in a small-scale trial and 27 students in a large-scale trial. Data were collected through observations, interviews, documentation, questionnaires, and tests. The instruments included material and media expert validation sheets, student response questionnaires, and pretest–posttest assessments. The results indicated that the Truth or Dare card media achieved a validity score of 96.66% from both material and media experts, categorized as very valid. The practicality scores reached 86.67% in the small-scale trial and 89.26% in the large-scale trial, indicating a very practical category. The effectiveness test showed N-gain scores of 0.84 and 0.91 in the small- and large-scale trials, respectively, both classified as high. These findings demonstrate that the developed media is valid, practical, and effective for enhancing student engagement and learning outcomes in reaction rate learning at the senior high school level.
References
Arifin, R., & Irawan, E. (2020). The effectiveness of discovery learning with truth or dare technique in improving students’ logical thinking ability. INSECTA: Integrative Science Education and Teaching Activity Journal, 1(2), 121–129. https://doi.org/10.21154/insecta.v1i2.2388
Aulia, A. N., Saputro, S., & Saputro, A. N. C. (2018). Upaya meningkatkan aktivitas dan prestasi belajar kimia pada materi pokok laju reaksi melalui model pembelajaran kooperatif tipe make a match pada siswa kelas XI IPA 5 SMA Negeri Kebakkramat tahun pelajaran 2016/2017. Jurnal Pendidikan Kimia, 7(2), 177–182. https://doi.org/10.20961/jpkim.v7i2.25762
Azkiyah, A., Wijoyo, S. H., & Amalia, F. (2022). Pengembangan media pembelajaran berbasis website pada mata pelajaran dasar desain grafis menggunakan model pengembangan Four-D: Studi pada SMK Negeri 1 Rembang. Jurnal Teknologi Informasi dan Ilmu Komputer, 9(4), 875–882. https://doi.org/10.25126/jtiik.2022945299
Azzahra, L. L., & Angeli, R. A. (2024). Implikasi perkembangan afektif, kognitif, dan psikomotorik serta moral dan spiritual peserta didik dalam pembelajaran pada sekolah dasar. Mesada: Journal of Innovative Research, 1(2), 202–210. https://doi.org/10.61253/vpzm4g97
Byusa, E., Kampire, E., & Mwesigye, A. R. (2022). Game-based learning approach on students’ motivation and understanding of chemistry concepts: A systematic review of literature. Heliyon, 8(5), Article e09541. https://doi.org/10.1016/j.heliyon.2022.e09541
Cahyana, U., Paristiowati, M., Nurhadi, M. F., & Hasyrin, S. N. (2017). Studi tentang motivasi belajar siswa pada penggunaan media mobile game-based learning dalam pembelajaran laju reaksi kimia. JTP: Jurnal Teknologi Pendidikan, 19(2), 143–155. https://doi.org/10.21009/jtp.v19i2.6323
Elmali, S., Freund, L., & Tiemann, R. (2026). A systematic literature review of game-based approaches in chemistry education (2014–2024). Chemistry Education Research and Practice, 27(1), 31–44. https://doi.org/10.1039/D5RP00248F
Erika, F., Aksha, O., Ariningtyas, D. N., Qolbiah, I., & Safrida, A. N. (2023). Game-based learning media to improve students’ understanding in chemistry learning. Hydrogen: Jurnal Kependidikan Kimia, 11(3), 233–241. https://doi.org/10.33394/hjkk.v11i3.7922
Febrianto, M. D., Firdaus, R., & Sagala, M. K. (2025). Pengembangan media pembelajaran interaktif berbantuan authoring tools pada pembelajaran informatika kelas X SMA. Jurnal PPS-TP: Jurnal Pendidikan Analisis, Aplikasi Teori dan Hasil Penelitian, 13(1), 62–77. https://doi.org/10.23960/jt.1314
Harahap, A. A. S., Salsabila, Y., Fitria, N., & Harahap, N. D. (2023). Pengaruh perkembangan kemampuan pada aspek kognitif, afektif, dan psikomotorik terhadap hasil belajar. Algebra: Jurnal Pendidikan, Sosial dan Sains, 3(1). https://doi.org/10.58432/algebra.v3i1.741
Hu, Y., Gallagher, T., Wouters, P., van der Schaaf, M., & Kester, L. (2022). Game-based learning has good chemistry with chemistry education: A three-level meta-analysis. Journal of Research in Science Teaching, 59(9), 1499–1543. https://doi.org/10.1002/tea.21765
Nurtanto, M., & Sofyan, H. (2015). Implementasi problem-based learning untuk meningkatkan hasil belajar kognitif, psikomotor, dan afektif siswa di SMK. Jurnal Pendidikan Vokasi, 5(3), 352–364. https://doi.org/10.21831/jpv.v5i3.6489
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Putri, D. P. E., & Muhtadi, A. (2018). Pengembangan multimedia pembelajaran interaktif kimia berbasis Android menggunakan prinsip Mayer pada materi laju reaksi. Jurnal Inovasi Teknologi Pendidikan, 5(1), 38–47. https://doi.org/10.21831/jitp.v5i1.13752
Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x
Salam, W., & Alizar. (2025). Pengembangan permainan kartu Truth or Dare (TOD) kimia sebagai media pembelajaran berbasis game-based learning pada materi struktur atom untuk fase E SMA/MA. Journal of Global Research Education, 2(2), 86–96. https://doi.org/10.62194/tg71a580
Tamami, H., & Rusmini, R. (2024). Effectiveness of truth or dare game media to train students’ argumentation skills on buffer solution material. Asian Journal of Science Education, 6(2), 102–113. https://doi.org/10.24815/ajse.v6i2.41491
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children: A sourcebook. Leadership Training Institute/Special Education, University of Minnesota.
Copyright (c) 2026 Fanisah Ismi Hidayah, Fitriani, Hamdil Mukhlishin
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with JPI: Jurnal Pustaka Indonesia journal agree to the following terms:
- Authors retain copyright and grant the JPI: Jurnal Pustaka Indonesia journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
1.png)
_(3).png){kind=small}
