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All Journal Journal Of Human And Education (JAHE) Jurnal Pustaka Indonesia Journal of Educational and Learning Studies
Hani Fannisa
Universitas Negeri Padang
Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Development of a problem-based learning interactive quiz for fifth-grade mathematics Win Siti Suciati; Abna Hidayati; Jasrial Jasrial; Hani Fannisa
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02342

Abstract

This study aimed to develop and evaluate the validity and practicality of a Problem Based Learning (PBL)-based interactive quiz for teaching fractions and decimals in elementary school mathematics. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through observations, interviews, expert validation sheets, and practicality questionnaires. The product was validated by media and material experts, while practicality was assessed through teacher responses. The needs analysis indicated that students experienced difficulties in understanding fractions and decimals and required more interactive learning media. The developed product was a web-based interactive quiz integrating contextual problem-solving activities. Media validation obtained a mean score of 3.14 (valid), material validation achieved 3.73 (very valid), and teacher practicality reached 3.86 (very good). The developed PBL-based interactive quiz is valid and practical for supporting mathematics learning on fractions and decimals at the elementary school level.
Pelatihan Pengembangan Media Canva Berbantuan AI dan Desain Pembelajaran Berbasis Deep Learning bagi Guru SMP di Kecamatan Rambatan Kabupaten Tanah Datar Darmansyah Darmansyah; Hani Fannisa; Sanseni Safitri; Athiyyah Salsabilla
Journal Of Human And Education (JAHE) Vol. 6 No. 4 (2026): Journal of Human And Education (JAHE)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jh.v6i4.2832

Abstract

Transformasi digital pendidikan menuntut guru memiliki kompetensi mengembangkan media pembelajaran yang menarik dan relevan, sementara pemanfaatan kecerdasan artifisial (AI) dan pendekatan deep learning membuka peluang memperkuat perancangan pembelajaran. Kegiatan pengabdian ini bertujuan meningkatkan keterampilan 30 guru SMP di Kecamatan Rambatan, Kabupaten Tanah Datar, dalam mengembangkan media pembelajaran menggunakan Canva berbantuan AI dan merancang pembelajaran berbasis deep learning. Pelaksanaan dilakukan melalui tahap persiapan, pemberian materi, demonstrasi, praktik terbimbing, pengembangan produk, dan evaluasi. Evaluasi dilakukan dengan membandingkan capaian empat indikator kompetensi guru sebelum dan setelah kegiatan, sedangkan keterampilan praktis dilihat dari produk media yang dihasilkan peserta. Hasil menunjukkan seluruh indikator meningkat: penggunaan media digital dari 43% menjadi 97%, kemampuan menyusun media berbasis Canva dari 35% menjadi 90%, kemampuan menyusun RPM Deep Learning dari 45% menjadi 95%, dan kepercayaan diri guru menggunakan teknologi dari skor 2,6 menjadi 4,1 (skala 1–5). Peserta juga mampu menghasilkan media pembelajaran berbasis Canva dengan AI sebagai alat bantu desain. Temuan ini menunjukkan bahwa pelatihan yang memadukan teknologi, AI, dan pedagogi dapat memperkuat kompetensi digital guru, sehingga perlu dilanjutkan melalui pendampingan dan berbagi praktik baik secara berkelanjutan.
Seeing the solution: video-assisted direct instruction, learning ‎engagement, and mathematics achievement in vocational ‎education Yulia Cresna; Abna Hidayati; Fetri Yeni J.; Hani Fannisa
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2543

Abstract

Low participation has long shadowed mathematics instruction in Indonesian vocational high schools, where teacher-led delivery leaves learners watching rather than thinking. This study tested whether delivering the demonstration phase of the Direct Instruction (DI) model through purpose-built videos raises learning engagement and mathematics achievement, and explored how the two outcomes are related. A quasi-experiment with a non-equivalent pre-test-post-test control-group design was conducted with 58 tenth-grade students at a vocational school in West Sumatra, allocated to video-assisted DI (n = 30) or conventional DI (n = 28). Videos followed a documented design specification, and implementation fidelity, viewing compliance, and instructional time were recorded in both classes. Because a non-significant baseline test is not evidence of equivalence, the primary analysis was an analysis of covariance on post-test achievement with the pre-test as covariate, with familywise error controlled across both confirmatory outcomes. Engagement was higher in the experimental class by 10.92 points, 95% CI [7.90, 13.94], t(56) = 7.25, Hedges' g = 1.88. Adjusted post-test achievement was higher by 13.16 points, 95% CI [9.66, 16.67], F(1, 55) = 56.73, partial η² = .51, and remained stable across separate-slopes, Welch, and rank-based analyses. Engagement and achievement were strongly associated, r = .74, 95% CI [.60, .84], though this fell to .43 and .62 within classes. An exploratory decomposition attributed roughly half the adjusted group difference to engagement; because engagement was measured once, concurrently with the post-test, this is a statistical partition rather than a causal mechanism. Findings from a single school require replication.
Co-Authors Athiyyah Salsabilla Darmansyah Fetri Yeni J Jasrial Jasrial Sanseni Safitri Win Siti Suciati Yulia Cresna