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All Journal EDUJAVARE: International Journal of Educational Research Journal of Creative Power and Ambition (JCPA)
Rahmat Mulyono
Universitas Sarjanawiyata Tamansiswa (UST), Indonesia
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Development of a Digital Game-Based Mathematics Learning Application for Elementary School Students Siti Arofah; Saryanto Saryanto; Rahmat Mulyono
Journal of Creative Power and Ambition (JCPA) Vol. 4 No. 01 (2026): Journal of Creative Power and Ambition (JCPA)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcpa.1408

Abstract

This study aimed to develop and evaluate the effectiveness of a digital game-based mathematics learning application for elementary school students at SD Negeri 2 Rojoimo. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through observations, interviews, expert validation sheets, questionnaires, and learning achievement tests. The developed application integrated mathematics learning materials with interactive game elements, including levels, rewards, challenges, animations, and immediate feedback to enhance student engagement and learning experiences. The validation results indicated that the application met the criteria for content accuracy, media quality, and instructional appropriateness, making it suitable for classroom implementation. Furthermore, the implementation findings revealed that the application significantly improved students’ learning motivation, participation, self-directed learning, positive attitudes toward mathematics, and mathematics achievement. Students demonstrated greater enthusiasm and engagement during learning activities, while the interactive features supported better understanding of mathematical concepts. These findings suggest that digital game-based learning applications can serve as effective instructional tools for improving both cognitive and affective learning outcomes in elementary mathematics education and provide innovative solutions for technology-enhanced learning in the digital era.
The Effect of Academic Supervision and Work Motivation on Teacher Performance at Pembina State Kindergarten Retno Rakhmi F; Jumintono Jumintono; Rahmat Mulyono
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1410

Abstract

This study aimed to improve the quality of instructional implementation through academic supervision at TK Pertiwi Dinas P dan K Wonosobo academic year. The research employed a School Action Research design consisting of two cycles, with each cycle involving planning, implementation, observation, and reflection stages. The subjects of the study were two kindergarten teachers. Data were collected through classroom observations, supervision instruments, and reflective discussions. The findings revealed that academic supervision significantly improved teacher performance in implementing learning activities. In the pre-cycle stage, teachers’ performance was still categorized as moderate and adequate, with scores of 65 and 75. Following the implementation of academic supervision in Cycle I, teacher performance improved, with scores increasing to 75 and 80. Further improvement was observed in Cycle II, where both teachers achieved good performance categories with scores of 85 and 87. The improvement was attributed to systematic supervision activities, including classroom observation, professional guidance, constructive feedback, motivation, and reflective evaluation. The study also found that increased teacher motivation contributed positively to instructional effectiveness, confidence, and commitment to implementing lesson plans. These findings indicate that academic supervision is an effective strategy for enhancing teacher professionalism and improving the quality of learning implementation in early childhood education institutions. Therefore, school principals are encouraged to conduct continuous academic supervision as part of sustainable teacher professional development programs to achieve better educational outcomes.
Development of a Personal-Social Guidance Program to Enhance Student Discipline Erni Astini; Saryanto Saryanto; Rahmat Mulyono
Journal of Creative Power and Ambition (JCPA) Vol. 4 No. 02 (2026): Journal of Creative Power and Ambition (JCPA)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcpa.1580

Abstract

At the elementary school level, discipline is understood not only as adherence to rules but also as the process of internalizing positive values that will influence students' future academic, social, and emotional development. This study aims to develop a social personal guidance program to improve the discipline of elementary school students at SD Negeri 3 Kalikajar. The study used a Research and Development (R&D) approach with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The results of the study indicate that the condition of student discipline still needs to be improved, especially in aspects of punctuality, compliance with rules, responsibility in completing assignments, and orderly learning. The social personal guidance program developed was compiled based on an analysis of student needs and validated by experts so that it was declared feasible to be implemented in elementary schools. The implementation of the program through classical services, group guidance, habituation, and positive reinforcement showed a change in student discipline behavior towards the better. Thus, the social personal guidance program is effective as a systematic effort to improve the discipline of elementary school students through a preventive, developmental, and needs-based approach.
Co-Authors Erni Astini Jumintono Jumintono Retno Rakhmi F Saryanto Saryanto Siti Arofah