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 LEOTECH: Journal of Learning Education and Technology
Nonih Nur Syah Lukiyah
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.
The Role of Teacher Support, Self-Efficacy, and Academic Emotions in Predicting Primary School Students Learning Performance Within a Formative Assessment Model Nonih Nur Syah Lukiyah; Hilyah Auliya; Khilda Tamami
LEOTECH: Journal of Learning Education and Technology Vol. 2 No. 2 (2025): LEOTECH: Journal of Learning Education and Technology
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/leotech.v2i2.138

Abstract

This study investigates the influence of teacher support, academic self-efficacy, and academic emotions on the learning performance of elementary school students through the development of a formative assessment model. A supportive classroom environment is essential for fostering student motivation, emotional regulation, and optimal academic achievement. The study involved 240 students from public elementary schools in Cirebon, Indonesia, using a structured quantitative survey. Research instruments measured teacher support, academic self-efficacy, academic emotions, and student performance. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM), a variance-based structural equation modeling approach, with SmartPLS 3.0 software. Results show that teacher support has a strong direct effect on learning performance (β = 0.845; f² = 2.524), and also exerts indirect effects through positive academic emotions (β = 0.134) and academic self-efficacy (β = -0.034). The structural model explains 75.9% of the variance in student performance (R² = 0.759). These findings emphasize the critical role of teacher support and students’ psychological factors in formative assessment, suggesting that integrating socio-emotional variables can improve learning effectiveness in primary education.
Co-Authors Anasya Putri Febgiyo Herisa Hardiyanti Sholeha Hilyah Auliya Khilda Tamami Onwardono Rit Riyanto