Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of General Education and Humanities JEES: Journal of Education and Educational Sciences
Anasya Putri Febgiyo
Institut Prima Bangsa
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Integration Augmented Reality-Based Game-Based Learning through the SAMR Model in Elementary Literacy and Problem-Solving Instruction Herisa Hardiyanti Sholeha; Onwardono Rit Riyanto; Anasya Putri Febgiyo; Nonih Nur Syah Lukiyah
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1720

Abstract

This study aims to make learning more engaging and interactive for students by integrating AR-supported game-based learning into the SAMR model. The integration of Augmented Reality (AR)-supported Game-Based Learning (GBL) using the SAMR model in Cirebon Regency. The study employed a quantitative descriptive approach supported by classroom observations, literacy and problem-solving tests, and teacher interviews. The participants were 168 elementary school students from schools implementing GBL–AR–SAMR learning and comparison classes alongside more conventional learning approaches. Data were analyzed using descriptive statistics and independent two-sample t-tests. The results showed that students participating in GBL–AR–SAMR learning achieved higher literacy and problem-solving outcomes than students in comparison classes. The average literacy score increased from 58.3 before implementation to 79.20 after implementation, while the average problem-solving score increased from 52.0 to 77.00. The independent two-sample t-test indicated a statistically significant difference between the two groups (p < 0.05). The integration of the SAMR model allowed teachers to shift from merely replacing media to redefining the learning experience. This article offers a unique perspective by developing AR-based learning practices within the local context of Cirebon, with implications for digital literacy, creativity, and students’ readiness to face the challenges of the digital age.
Prediction of Elementary School Student Performance and Writing Interest Competency Based on Learning Engagement: Analysis with Binary Logistic Regression Sofie Savitri; Anasya Putri Febgiyo; Intan Nurfadillah
JEES: Journal of Education and Educational Sciences Vol. 2 No. 1 (2025): JEES: Journal of Education and Educational Sciences
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/jees.v2i1.67

Abstract

This study aimed to predict the influence of age, grade level, and gender on learning engagement, writing interest competencies, and academic achievement of elementary school students. This study used a non-experimental quantitative approach with data collection techniques through structured observation and questionnaires, involving 240 elementary school students in the Cirebon City area. Data analysis was carried out using binary and multinomial logistic regression as well as Partial Least Squares Structural Equation Modeling (PLS-SEM) modeling through SmartPLS and SPSS software. The results showed that grade level was a significant predictor of writing interest competency and learning engagement while age and gender did not show a significant influence. In addition, learning engagement has a very strong positive impact on writing interest, and writing interest competency significantly affects academic achievement indicating the mediating role of writing interest in the relationship between engagement and learning outcomes. These findings confirm the importance of learning approaches that are able to increase students' active engagement to support the development of writing skills and academic achievement. This study contributes to educational practice by providing an empirical basis for the development of more contextual and interest-based learning strategies at the primary school level.
Co-Authors Herisa Hardiyanti Sholeha Intan Nurfadillah Nonih Nur Syah Lukiyah Onwardono Rit Riyanto Sofie Savitri