The Implementation of Lumio Interactive Learning Media to Improve Students’ Conceptual Understanding of Energy and Its Transformations
DOI:
https://doi.org/10.26877/9abg4n49Keywords:
Lumio by SMART , conceptual understanding, interactive learning media, energy and its tranformationsAbstract
Conceptual understanding is a crucial aspect of science education in vocational schools; however, the learning process, which is still largely dominated by lecture methods and minimal use of interactive media, often renders students passive and less able to grasp the material. This study aims to describe the level of students' conceptual understanding and to evaluate the effectiveness of Lumio, a SMART interactive learning media, on the subject of energy and its transformations. The study used a quasi-experiment with a non-equivalent posttest-only control group design, involving two 10th-grade groups at SMK Dar El Hikmah Pekanbaru. The experimental group learned using Lumio by SMART, while the control group used conventional PowerPoint. Data were obtained through a concept comprehension test covering seven indicators of concept comprehension, namely interpreting, exemplifying, classifying, summarizing, concluding, comparing, and explaining. Data were analyzed descriptively and inferentially through an independent sample t-test. The descriptive analysis results showed that the average score of the experimental group was 70.11 in the Good category, higher than the control group at 59.95 in the Fair category. Inferentially, there was a significant difference between the two groups with Sig. = 0.008 < 0.05, indicating that Lumio by SMART was effective in improving students' conceptual understanding. Thus, the Lumio by SMART interactive learning media has been proven to improve the quality of Natural and Social Sciences learning, particularly in the subject of energy and its transformations.
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Data Availability Statement
The research instruments used in this study, including the concept comprehension test instruments and the results of instrument validation, are presented in full in Appendix A and Appendix B. The dataset generated and analyzed in this study is not stored in a public repository because it contains student educational data. However, summary data and relevant supporting materials can be obtained from the corresponding author upon reasonable request. Any data shared will be anonymized and provided in accordance with research ethics approval and applicable institutional regulations.
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Copyright (c) 2026 Alya Zahara, Zulirfan, Muhammad Nor (Author)
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