Improving Student Learning Concentration in Chemistry Using the ‘Everyone Is a Teacher Here’ Strategy Assisted by Genially Media

Abstract

Student concentration in learning chemistry tends to be low due to the abstract nature of the material and the dominance of teacher-centered approaches. Innovative, student-centered strategies and interactive media are needed to enhance engagement and focus. This study aims to investigate the improvement of student learning concentration through the "Everyone Is a Teacher Here" (EIATH) strategy assisted by Genially media. A quasi-experimental design with one-group pretest-posttest was used, involving 36 students from class XI MIPA II at a Jakarta senior high school, selected through purposive sampling. Student concentration was measured using a validated non-test instrument based on a Likert scale. Data were analyzed using normality and homogeneity tests, followed by a paired sample t-test. The results showed that the data were normally distributed (p = 0.200) and homogeneous (p = 0.204). The paired t-test indicated a significant improvement in student concentration (t = 73.3 > t table = 1.68957). However, the N-Gain score was 0.2, indicating a low level of improvement. Discussion: Although the EIATH strategy, assisted by Genially media, significantly enhanced student concentration, the low N-Gain score suggests that its implementation needs to be further optimized. The combination of active learning and interactive media holds potential but may require extended application and supportive classroom conditions to achieve higher impact. The "Everyone Is a Teacher Here" strategy, supported by Genially media, has a positive effect on improving student learning concentration in chemistry, but refinement in implementation is necessary to achieve more substantial outcomesPenelitian ini bertujuan untuk mengetahui ada tidaknya peningkatan konsentrasi belajar siswa ketika diajarkan dengan strategi pembelajaran “everyone is a teacher here” dan seberapa besar peningkatan konsentrasi belajar siswa tersebut. Dengan menggunakan teknik purposive sampling, penelitian dilakukan di salah satu sekolah di Jakarta, dengan jumlah siswa seluruh kelas XI MIPA sebanyak 107 orang dan sampel kelas XI MIPA II sebanyak 36 orang. telah divalidasi terlebih dahulu dengan bantuan validator ahli digunakan untuk mengukur konsentrasi siswa dengan memberikan skor berdasarkan skala likert.Data yang diperoleh diuji prasyarat analisis yaitu uji homogenitas dan normalitas dengan bantuan SPSS 26. Hasil uji normalitas diperoleh dengan nilai signifikansi 0,200 > 0,05 yang berarti data berdistribusi normal 0,204>0,05 berarti data homogen. Analisis hipotesis dilakukan melalui uji T (One-Samples T-Test) untuk menganalisis peningkatan konsentrasi belajar. Hasil yang diperoleh t hitung 73,3 > t tabel (1,68957), sehingga Ha diterima dengan arti ada peningkatan konsentrasi belajar siswa yang diajarkan dengan strategi every-is-a-teacher disini. Besarnya peningkatan konsentrasi belajar siswa yang diajar dengan strategi “semua orang adalah guru disini” diukur dengan menggunakan N-Gain. Hasil N-Gain sebesar 0,2 berarti peningkatan tersebut termasuk dalam kategori rendah