Development of Instagram-Based Digital Chemistry Teaching Materials Integrated with Batak Toba Ethnopedagogy for Acid–Base Learning

Rabiah Afifah Daulay; Marnida  Yusfiani; Purnama  Sari; Dinda Dwi Hasanah; Muhammad Ali Athiya Zahran; Amelia Rahmadhani; Ari Ramadana; Olivia Febriana Gea

doi:10.21009/JRPK.161.08

Authors

Rabiah Afifah Daulay Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan, Jalan Willem Iskandar Pasar V, Medan Estate, Percut Sei Tuan District, Deli Serdang Regency, North Sumatra, 20221
Marnida Yusfiani Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan, Jalan Willem Iskandar Pasar V, Medan Estate, Percut Sei Tuan District, Deli Serdang Regency, North Sumatra, 20221
Purnama Sari Department of Anthropology Education, Faculty of Social Sciences, Universitas Negeri Medan, Jalan Willem Iskandar Pasar V, Medan Estate, Percut Sei Tuan District, Deli Serdang Regency, North Sumatra, 20221
Dinda Dwi Hasanah Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan, Jalan Willem Iskandar Pasar V, Medan Estate, Percut Sei Tuan District, Deli Serdang Regency, North Sumatra, 20221
Muhammad Ali Athiya Zahran Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan, Jalan Willem Iskandar Pasar V, Medan Estate, Percut Sei Tuan District, Deli Serdang Regency, North Sumatra, 20221
Amelia Rahmadhani Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan, Jalan Willem Iskandar Pasar V, Medan Estate, Percut Sei Tuan District, Deli Serdang Regency, North Sumatra, 20221
Ari Ramadana Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan, Jalan Willem Iskandar Pasar V, Medan Estate, Percut Sei Tuan District, Deli Serdang Regency, North Sumatra, 20221
Olivia Febriana Gea Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Medan, Jalan Willem Iskandar Pasar V, Medan Estate, Percut Sei Tuan District, Deli Serdang Regency, North Sumatra, 20221

DOI:

https://doi.org/10.21009/JRPK.161.08

Keywords:

acid–base learning, Batak Toba ethnopedagogy, chemistry digital teaching materials, Instagram, scientific literacy

Abstract

Scientific literacy remains one of the major challenges in chemistry education in Indonesia, particularly in acid–base learning, which involves abstract concepts and complex representations. At the same time, the widespread use of social media among students provides opportunities to develop innovative digital learning resources that are contextual and engaging. This study aimed to develop Instagram-based chemistry digital teaching materials integrated with Batak Toba ethnopedagogy for acid–base learning and to evaluate their validity and practicality. The study employed a Research and Development (R&D) approach using the ADDIE model, limited to the Analysis, Design, and Development stages. The needs analysis involved three chemistry teachers and 30 senior high school students. The developed product was validated by three expert validators and tested through a limited practicality trial involving 17 Grade XI students from MAN 1 Medan. Data were collected using interview guidelines, needs analysis questionnaires, validation sheets, and practicality questionnaires and were analyzed using percentage techniques. The results showed that the developed teaching materials achieved a material validity score of 92.00% and a media validity score of 91.85%, both categorized as very valid. The limited practicality trial resulted in an average practicality score of 76.32%, categorized as practical. These findings indicate that the developed teaching materials are valid and practical for supporting acid–base learning. The integration of Batak Toba ethnopedagogy through the Mangongkal Holi tradition provides a contextual learning environment that connects chemistry concepts with students’ cultural experiences. Therefore, the developed teaching materials have the potential to support culturally responsive chemistry learning and strengthen students’ scientific literacy.

References

Akbar, S. (2017). Instrumen perangkat pembelajaran. Bandung: PT Remaja Rosdakarya.

Bilad, M. R., Zubaidah, S., & Prayogi, S. (2024). Addressing the PISA 2022 results: A call for reinvigorating Indonesia's education system. International Journal of Essential Competencies in Education, 3(1), 1–12. https://doi.org/10.36312/ijece.v3i1.1935

Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer. https://doi.org/10.1007/978-0-387-09506-6

Daulay, R. A., Syafitri, A., Aulianti, D., Azhari, S. W., & Simaremare, H. G. M. (2025). Integration of ethnochemical concepts in redox reaction learning. Lavoisier: Chemistry Education Journal, 4(2), 77–83. https://doi.org/10.24952/lavoisier.v4i2.15028

Hasibuan, H. Y., Syarifudin, E., & Santosa, C. A. H. F. (2023). Ethnoscience as the policy implementation of kurikulum merdeka in science learning: A systematic literature review. Jurnal Penelitian Pendidikan IPA, 9(8), 366–372. https://doi.org/10.29303/jppipa.v9i8.4500

Monib, W. K., Qazi, A., & Apong, R. A. (2024). Microlearning beyond boundaries: A systematic review and a novel framework for improving learning outcomes. Heliyon, e41413. https://doi.org/10.1016/j.heliyon.2024.e41413

Murti, A. D., Hernani, H., & Fatimah, S. S. (2024). Analysis of Indonesian students scientific literacy ability in chemistry learning: A systematic literature review. Journal of Education and Learning Research, 2(1), 43–51. https://doi.org/10.62208/jelr.2.1.p.43-51

OECD. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en

Rengganis, A. A., Apriani, N., Sukemi, S., & Kusumaningtyas, P. (2025). Instagram-based learning media on the subject chemistry in our environment. Jambura Journal of Educational Chemistry, 7(2), 109–115. https://doi.org/10.37905/jjec.v7i2.31883

Sakti, S. A., Endraswara, S., & Rohman, A. (2024). Revitalizing local wisdom within character education through ethnopedagogy approach: A case study on a preschool in Yogyakarta. Heliyon, 10(10), e31370. https://doi.org/10.1016/j.heliyon.2024.e31370

Sari, M. K., Suastra, I. W., Tika, I. N., & Redhana, I. W. (2025). A systematic review of the effectiveness of ethnoscience-based learning in improving science literacy in primary and secondary education. Jurnal Penelitian Pendidikan IPA, 11(10), 72–82. https://doi.org/10.29303/jppipa.v11i10.12092

Simanjuntak, B. A., et al. (2024). Local wisdom of Batak Toba and Nias in the context of chemistry. Journal of Tropical Chemistry Research and Education, 6(1), 1-11. https://doi.org/10.14421/jtcre.2024.61-01

Silaban, R., Silaban, S. Y., Alexander, I. J., Riris, I. D., Sitorus, M., Daulay, R. A., & Samosir, R. A. (2025). Ethnopedagogy of innovative acid base book based on problem based learning integrated Dekke Naniura the local wisdom of Batak Toba. International Journal of Environmental Sciences, 11(7), 1464–1475. https://doi.org/10.64252/vq7bc491

Tiring, S. S. N. D., & Janggo, W. O. (2025). Contextualizing Acid–Base Chemistry Learning through Local Wisdom: Development of an Interactive E-Module Based on the Poto Wua Ta'a Tradition in Indonesia. Al-Ishlah: Jurnal Pendidikan, 17(4), 8151–8160. https://doi.org/10.35445/alishlah.v17i4.8643

Widarti, H. R., et al. (2023). Social media-based learning in chemistry learning: A review. Journal of Chemistry Education Research, 7(1), 169–177. https://doi.org/10.26740/jcer.v7n1.p169-177

Widarti, H. R., Rokhim, D. A., Yamtinah, S., Shidiq, A. S., & Baharsyah, A. (2024). Instagram-Based Learning Media: Improving Student Motivation and Learning Outcomes in Reaction Rate. Jurnal Ilmiah Peuradeun, 12(1), 165-182. https://doi.org/10.26811/peuradeun.v12i1.957