Development of Digital Flashcard Learning Media Assisted by Quizlet Based on Contextual Teaching and Learning (CTL) Oriented to Critical Thinking Skills on Electrolyte and Non-Electrolyte Solution Material
DOI:
10.29303/jpm.v21i2.11758Published:
2026-04-30Downloads
Abstract
Chemistry learning on electrolyte and non-electrolyte solutions is still abstract and difficult to visualize, so it requires digital learning media that can encourage active student involvement in critical thinking. This study aims to develop digital flashcard learning media assisted by Quizlet, based on Contextual Teaching and Learning (CTL), that are oriented towards critical thinking skills, to assess the feasibility of the media, teacher assessment, student responses, and to provide an overview of students' critical thinking skills after using the developed media. This research is a research and development (R&D) with the Lee & Owens model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects were grade XII high school students. The research instruments included validation sheets from material experts and media experts, teacher assessment questionnaires, student response questionnaires, and evaluation tests. Data were analyzed descriptively, quantitatively, and qualitatively. The results showed that material expert validation increased from 85% to 97% after revision, media expert validation increased by 90%, and teacher assessment increased by 90%, with a very feasible category. Student responses in the one-to-one trial were 86.6%, and in the small group trial were 86.25%, categorized as very good. The evaluation results, at 82.27%, indicate that students' understanding is in the very good category. Therefore, the digital flashcard learning media, supported by Quizlet and based on CTL, is highly suitable as an alternative learning medium for high school chemistry and has the potential to foster students' critical thinking skills.
Keywords:
Contextual Teaching and Learning; Electrolyte and Non-Electrolyte Solutions; Flashcard Digital; Instructional Media; QuizletReferences
[1] R. Setianingsih, M. Novita, and S. Patonah, “Kemampuan berpikir kritis peserta didik pada pembelajaran kimia pada pokok bahasan laju reaksi,” Media Penelit. Pendidik., vol. 16, no. 1, pp. 5–9, 2022, doi: 10.26877/mpp.v16i1.11806.
[2] Fauziah, R. D. Suyanti, and R. Silaban, “Pengembangan bahan ajar (e-book) kimia berbasis CTL-PBL untuk meningkatkan literasi sains dan berpikir kritis,” J. Pendidik. Mat. dan Sains, vol. 12, no. 2, pp. 162–171, 2024, doi: 10.21831/jpms.v12i2.75195.
[3] R. K. Khotimah, M. Sukaryawan, and D. K. Sari, “Penerapan penilaian berbasis HOTS dalam mengukur kemampuan berpikir kritis siswa,” J. Penelit. Pendidik. Kim., vol. 9, no. 2, pp. 198–212, 2022, doi: 10.36706/jppk.v9i2.19672.
[4] B. A. K. Mantau and S. R. Talango, “Pengintegrasian keterampilan abad 21 dalam proses pembelajaran,” J. Pendidik. Islam, vol. 19, no. 1, pp. 86–107, 2023, doi: 10.30603/ir.v19i1.3897.
[5] E. B. Johnson, Contextual Teaching and Learning: What It Is and Why It’s Here to Stay. Thousand Oaks, CA: Corwin Press, 2002.
[6] U. U. Arham and K. Dwiningsih, “Kelayakan multimedia interaktif berbasis blended learning pada materi kimia unsur,” J. Chem. Educ., vol. 5, no. 2, pp. 345–352, 2016.
[7] A. Elvina and L. DJ, “Deskripsi pemahaman multirepresentasi kimia siswa pada materi larutan elektrolit dan non-elektrolit,” J. Pendidik. Kim., vol. 6, no. 1, pp. 1–15, 2022, doi: 10.19109/ojpk.v6i1.12009.
[8] S. A. Lawongo, T. Santoso, Magfirah, Afadil, and D. S. Ahmar, “Analisis kemampuan berpikir kritis siswa kelas XI pada materi larutan elektrolit dan non-elektrolit,” Media Eksakta, vol. 18, no. 2, pp. 115–120, 2022, doi: 10.22487/me.v18i2.2370.
[9] D. A. Indraningtias and A. Wijaya, “Pengembangan perangkat pembelajaran berbasis pendekatan matematika realistik,” J. Pendidik. Mat., vol. 6, no. 5, pp. 24–36, 2017.
[10] Y. Lestari and Iryani, “Efektivitas modul larutan elektrolit dan non-elektrolit berbasis inkuiri terbimbing,” J. Pendidik. MIPA, vol. 13, no. 2, pp. 375–381, 2023, doi: 10.37630/jpm.v13i2.925.
[11] E. Sriwahyuni, “Penggunaan flashcard sistem periodik unsur terhadap keterampilan proses sains,” Orbital J. Pendidik. Kim., vol. 6, no. 2, pp. 136–146, 2022, doi: 10.19109/ojpk.v6i2.14045.
[12] D. S. Abdullah, R. N. Hadi, and M. Suryandari, “Peran media pembelajaran dalam konteks pendidikan modern,” Cendekia Pendidik., vol. 4, no. 1, pp. 91–101, 2024, doi: 10.9644/sindoro.v4i1.2933.
[13] Syamsiani, “Transformasi media pembelajaran sebagai penyalur pesan,” J. Ilmu Sos. Bhs. dan Pendidik., vol. 2, no. 3, pp. 35–44, 2022, doi: 10.55606/cendikia.v2i3.274.
[14] A. Piqriyatun and I. R. Kurnia, “Pengembangan media pembelajaran flash card untuk meningkatkan literasi membaca siswa SD,” J. Ilm. Pendidik. Dasar, vol. 9, no. 4, pp. 80–91, 2024.
[15] W. W. Lee and D. L. Owens, Multimedia-Based Instructional Design. San Francisco: Pfeiffer, 2004.
[16] A. F. Sevtia, M. Taufik, and A. Doyan, “Pengembangan media pembelajaran fisika berbasis web menggunakan Google Sites,” J. Ilm. Profesi Pendidik., vol. 7, no. 2, pp. 1167–1173, 2022, doi: 10.29303/jipp.v7i3.743.
[17] E. P. Widoyoko, Teknik Penyusunan Instrumen Penelitian. Yogyakarta: Pustaka Belajar.
[18] V. A. Fauji, D. Qutni, and M. Nawawi, “Efektivitas media flashcard terhadap kemampuan membaca bahasa Arab siswa,” J. Arab. Learn. Teach., vol. 9, no. 1, pp. 74–79, 2020.
[19] A. N. I. Santi and M. Rahayu, “Analisis miskonsepsi siswa pada materi larutan elektrolit dan non-elektrolit,” UNESA J. Chem. Educ., vol. 11, no. 3, pp. 210–219, 2022, doi: 10.26740/ujced.v11n3.p210-219.
[20] M. Yetty et al., “Teori kognitif dalam proses pembelajaran,” Int. J. Educ. Stud. Counseling, vol. 1, no. 1, pp. 1–8, 2025.
[21] Hamruni, I. A. Syaddad, Zakiah, and D. I. I. Putri, Teori Belajar Behaviorisme. Yogyakarta: UIN Sunan Kalijaga, 2021.
[22] D. Ramadhani and Y. S. Rahayu, “Keefektifan e-LKPD berbasis konstruktivisme,” BioEdu, vol. 13, no. 3, pp. 691–698, 2024.
[23] M. A. Oktavianie, D. Irwandi, and D. Murniati, “Pengembangan buku pengayaan kimia berbasis kontekstual,” JTK J. Tadris Kim., vol. 1, pp. 22–31, 2018, doi: 10.15575/jtk.v3i1.2594.
[24] E. P. Rahayu and Isnawati, “Validitas buku ajar berbasis inkuiri terbimbing,” BioEdu, vol. 8, no. 2, pp. 270–276, 2019.
[25] R. T. Pithers and R. Soden, “Critical thinking in education: A review,” Educ. Res., vol. 42, pp. 237–249, 2010, doi: 10.1080/001318800440579.
[26] Mukhlis, T. Badlisyah, and R. Munira, “Pembelajaran berbantuan LKPD berbasis CTL pada materi larutan elektrolit,” J. Educ. Soc. Sci., vol. 1, no. 2, pp. 64–82, 2022.
License
Copyright (c) 2026 Riris Desinta Marsaulina Manalu, Wilda Syahri, Muhammad Haris Effendi Hasibuan, Haryanto Haryanto, Zurweni Zurweni

This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).





