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Suarlin, Suarlin

Universitas Negeri Makassar

Author-ID : 1053315

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Investigating the Impact of Gamified Learning Platforms on Critical Thinking and Problem-Solving Skills in Middle School Students Nurfadila MY; Suarlin Suarlin; Ali Refaat Ahmed Elsayed
Educational Dynamics: International Journal of Education and Social Sciences Vol. 1 No. 2 (2024): April: Educational Dynamics: International Journal of Education and Social Scie
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/educationaldynamics.v1i2.271

This study investigates the impact of gamified learning platforms on the development of critical thinking and problem-solving skills among middle school students. With the increasing reliance on digital tools, fostering these essential skills has become a critical educational goal. Traditional teaching methods often fail to engage students effectively, which has led educators to explore innovative approaches such as gamified learning. The experimental design of this study involved two groups: an experimental group using gamified learning platforms and a control group following conventional teaching methods. Data were collected through pre-tests and post-tests measuring students' critical thinking and problem-solving abilities. Results indicated that the experimental group showed a significant improvement in both skills, with a 20-point increase in their scores, while the control group exhibited minimal progress. The findings highlight that gamified learning, which integrates game mechanics such as points, rewards, and leaderboards, enhances engagement and motivation, leading to improved cognitive skills. This study emphasizes the potential of gamification to revolutionize educational practices, suggesting that its integration can be a powerful tool to equip students with the necessary skills for the future.

The Influence of Teacher Attitude, Self-Efficacy, and Teaching Creativity on Student Motivation in Economics Social Studies at SMP Negeri 9 Marusu Hasnawi Hasnawi; Elpisah Elpisah; Syarifuddin Syarifuddin; Saripuddin Saripuddin; Suarlin Suarlin
International Journal of Educational Development Vol. 2 No. 4 (2025): International Journal of Educational Development
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijed.v2i4.444

This study aims to: (1) determine the influence of teacher Self Efficacy on students’ learning motivation in Economics Social Studies; (2) determine the influence of teachers’ teaching creativity on students’ learning motivation; (3) determine the influence of teacher attitudes on students’ learning motivation; (4) analyze the simultaneous influence of teacher Self Efficacy, teaching creativity, and teacher attitudes on students’ learning motivation; and (5) identify the most dominant variable affecting students’ learning motivation at SMP Negeri 9 Marusu, Maros Regency. The research was conducted from September to November 2025 using an associative quantitative approach with an ex-post facto design. The sample consisted of 155 students selected through proportional random sampling. The research instrument was a Likert-scale questionnaire that had passed validity and reliability testing. Data were analyzed using classical assumption tests and multiple linear regression with the help of SPSS. The results of the study indicate that: (1) teacher Self Efficacy has a significant partial effect on students’ learning motivation (t = 3.606, Sig. = 0.000), but becomes insignificant in the simultaneous model (t = –0.531, Sig. = 0.596); (2) teaching creativity has a positive and significant partial effect (t = 5.852, Sig. = 0.000); (3) teacher attitudes have a positive and significant effect (t = 8.008, Sig. = 0.000) and are the most dominant variable, as shown by the highest regression coefficient (B = 1.456; Beta = 0.916); (4) simultaneously, teacher Self Efficacy, teaching creativity, and teacher attitudes significantly influence students’ learning motivation (F = 38.854, Sig. = 0.000); and (5) teacher attitudes are the most dominant predictor, as indicated by B = 1.456 and Beta = 0.916. This means that the more positive the teacher's attitude, the higher the students' learning motivation.

The Influence of Design Thinking in Entrepreneurship Programs on Entrepreneurial Spirit and Independence of Fifth-Grade Elementary School Students Sri Hardyanti Puspita Sary; Elpisah Elpisah; Saripuddin Saripuddin; Suarlin Suarlin
International Journal of Educational Development Vol. 3 No. 1 (2026): January: International Journal of Educational Development
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijed.v3i1.453

This study aims to: (1) examine the effect of an entrepreneurship program using a Design thinking approach on the entrepreneurial spirit of Grade V students at UPT SPF SD Inpres Baraya 1, Makassar City, and (2) examine the effect of an entrepreneurship program using a Design thinking approach on student independence of Grade V students at UPT SPF SD Inpres Baraya 1, Makassar City. This research employed a quantitative approach with a quasi-experimental method using a Non-Equivalent Control Group Design. The research subjects consisted of two groups: an experimental group that received an entrepreneurship program based on Design thinking and a control group that did not receive the treatment. Data were collected using questionnaires measuring students’ entrepreneurial spirit and independence, supported by documentation. Data analysis was conducted using descriptive statistics, classical assumption tests, and hypothesis testing through an independent samples t-test. The results indicate that the entrepreneurship program using a design thinking approach had a significant positive effect on students’ entrepreneurial spirit and independence. The independent samples t-test revealed that the program significantly improved students’ entrepreneurial spirit (p = 0.002 < 0.05) compared to the control group. Likewise, a very significant effect was found on student independence, with a significance value of p = 0.001 < 0.05. These findings confirm that the application of a design thinking–based entrepreneurship program effectively enhances key entrepreneurial attributes, including creativity, initiative, responsibility, and independence among fifth-grade elementary school students.

Hubungan Antara Pemberian Penguatan (Reinforcement) Terhadap Minat Belajar Siswa Kelas V di UPT SPF SD Negeri Tidung Kota Makassar Takuat, Susi H.; Pada, Amir; Suarlin, Suarlin
Pinisi Journal Pendidikan Guru Sekolah Dasar Vol 5, No 3 (2025): November
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/pjp.v5i3.62801

Penelitian ini menganalisis tentang Hubungan Antara Pemberian Penguatan (Reinforcement) Terhadap Minat Belajar Siswa Kelas V UPT SPF SD Negeri Tidung Kota Makassar. Penelitian ini bertujuan untuk mengetahui (1) gambaran pemberian penguatan (reinforcement) pada siswa kelas V, (2) gambaran minat belajar siswa kelas V, dan (3) hubungan pemberian penguatan (reinforcement) dengan minat belajar siswa. Pendekatan yang digunakan dalam penelitian ini adalah kuantitatif dengan metode korelasi. Populasi dalam penelitian ini yaitu siswa kelas V UPT SPF SD Negeri Tidung Kota Makassar sebanyak 93 orang dan jumlah sampel sebanyak 75 orang. Teknik pengumpulan data yang digunakan berupa angket dan dokumentasi. Teknik analisis data yang digunakan yaitu analisis deskriptif dan analisis inferensial. Hasil analisis deskriptif menunjukkan bahwa pemberian penguatan dan minat belajar yang didasarkan dengan hasil angket berada pada kategori sedang. Hasil analisis inferensial menggunakan Uji Korelasi Product Moment Pearson diperoleh nilai dengan kategori kuat sehingga hipotesis penelitian Ha diterima dan H0 ditolak. Berdasarkan hasil penelitian dapat disimpulkan bahwa: (1) pemberian penguatan (reinforcement) dalam proses pembelajaran berada pada kategori Sedang, (2) minat belajar siswa dalam proses pembelajaran berada pada kategori Sedang, dan (3) terdapat hubungan yang signifikan antara pemberian penguatan (reinforcement) terhadap minat belajar siswa pada siswa UPT SPF SD Negeri Tidung Kota Makassar.

The Influence of Family Environment on Learning Atten-tion and Learning Facilities at SD Negeri 1 Centre Pattal-lassang Nuraliah Nuraliah; Elpisah Elpisah; Saripuddin Saripuddin; Erni Rismawati; Suarlin Suarlin
International Journal of Humanities and Social Sciences Reviews Vol. 2 No. 4 (2025): International Journal of Humanities and Social Sciences Reviews
Publisher : Asosiasi Penelitian dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijhs.v2i4.562

Family environments play a crucial role in shaping students’ learning processes, particularly at the primary education level. This study aims to examine the effect of the family environment on learning attention and the fulfillment of learning facilities and infrastructure among Grade VI students at UPT SD Negeri 1 Centre Pattallassang. Using a quantitative associative approach with an ex post facto design, data were collected from 85 students through a structured questionnaire and analyzed using descriptive statistics, simple linear regression, and canonical correlation analysis. The results indicate that the family environment has a positive and significant effect on learning attention (B = 0.631, p < 0.001) and on the fulfillment of learning facilities and infrastructure (B = 0.723, p < 0.001). The family environment explains 42.1% of the variance in learning attention and 48.6% of the variance in the fulfillment of learning facilities. Canonical correlation analysis further reveals a strong simultaneous relationship between the family environment and the combined outcomes of learning attention and learning facilities. These findings highlight the central role of the family as a key educational microsystem that supports both cognitive–affective engagement and material learning conditions. The study underscores the importance of strengthening school–family collaboration and family-based support strategies to enhance learning quality in primary education.

Teaching Strategies and the Quality of Science Education for Upper Grade Elementary School Students Atri Yuni; Elpisah Elpisah; Rego Devila; Suarlin Suarlin
International Journal of Social Welfare and Family Law Vol. 3 No. 1 (2026): January: International Journal of Social Welfare and Family Law
Publisher : Asosiasi Penelitian dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsw.v3i1.571

This study aims to analyze teachers' teaching strategies in improving the quality of science learning for upper grade students (IV, V, and VI) at the SD Inpres Perumnas II Makassar. The results show that teachers implement various strategies including selecting approaches that suit students' needs, using a variety of learning methods, actively involving students in learning activities, utilizing media that support conceptual understanding, and implementing continuous evaluation to assess learning success. All of these strategies complement each other and help create more engaging, understandable, and relevant science learning for students. Research findings also revealed that the choice of teaching strategy is influenced by several important factors: student characteristics, the characteristics of the science material being taught, the availability of learning media and facilities, the learning environment, and the desired learning objectives. These five factors serve as the basis for teachers to determine the most appropriate strategy, ensuring a more effective, focused learning process that enhances students' understanding of the material. Furthermore, this study identified several challenges teachers face in implementing science teaching strategies, such as diverse student abilities, time constraints, a lack of supporting media and facilities, sub-conducive classroom conditions, and uneven student motivation. These challenges require teachers to be creative and adapt strategies to ensure learning objectives are achieved and the quality of science instruction continues to improve.

Scientific Supervision and TPACK Competence on Teachers' Ability to Design IPAS Learning Mardiana Mardiana; Yunus, Muh.; Elpisah Elpisah; Suarlin Suarlin
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 1 (2026): January: International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v3i1.466

This study aims to: (1) determine the effect of academic supervision on teachers’ ability to design IPAS learning at elementary schools in Mandalle District; (2) examine the effect of TPACK competence on teachers’ ability to design IPAS learning; and (3) analyze the simultaneous influence of academic supervision and TPACK competence on teachers’ ability to design IPAS learning. The research was conducted in elementary schools across Mandalle District from September to October 2025 using a quantitative approach and a causal-comparative (ex post facto) design. A total of 51 teachers were selected through purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed using PLS-SEM with the SmartPLS application. The results indicate that: (1) academic supervision has a positive and significant effect on teachers’ ability to design IPAS learning (β = 0.168; T = 2.623; p = 0.009), although the effect size is categorized as small (f² = 0.071); (2) TPACK competence has a very strong and significant effect on teachers’ ability to design IPAS learning (β = 0.827; T = 14.299; p = 0.000) with a very large effect size (f² = 3.351), making it the dominant factor influencing lesson design quality; and (3) jointly, academic supervision and TPACK competence explain 85.5% of the variance in teachers’ ability to design IPAS learning, highlighting the importance of synergy between external guidance through supervision and internal teacher competence in mastering TPACK..

Implementation of Local Wisdom Based Learning to Enhance Students’ Social Awareness and Learning Culture at UPT SMP Negeri 4 Kelara Jeneponto Nurhayati Nurhayati; Elpisah Elpisah; Saripuddin Saripuddin; Suarlin Suarlin
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 1 (2026): January: International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v3i1.470

This study aims to: (1) describe the implementation of local wisdom–based learning in the teaching process of Grade VII B at UPT SMP Negeri 4 Kelara Jeneponto; (2) determine the improvement of students’ social awareness after the implementation of local wisdom–based learning; and (3) identify the enhancement of students’ learning culture through the application of this learning model. The research employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection. The subjects were 25 seventh-grade students, focusing on two main variables: social awareness and learning culture. Data were collected through observation, questionnaires, and documentation, and analyzed using descriptive quantitative and qualitative techniques. The findings indicate that the integration of Jeneponto cultural values Tabe’ Karaeng, Sipakatau, Sipakalabbiri, Sipakainga, Siri’ na Pacce, Akbulo Sibatang, and empo sipitangari was implemented effectively and became more optimal in Cycle II after improvements were made through Problem-Based Learning (PBL) and the use of more contextual local cases. Students’ social awareness increased from an average of 63.13% in Cycle I (categorized as Fair) to 80.42% in Cycle II (categorized as High). Similarly, students’ learning culture improved from 69.69% (Fair) in Cycle I to 82.66% (High) in Cycle II, meeting the classical mastery criteria. The study concludes that integrating local wisdom into classroom instruction not only strengthens students’ understanding of social studies content but is also effective in shaping their social character and learning habits. This model is recommended for development in other subjects and educational levels.

Integration of Discourse Analysis in Life Scope Learning: Generation Z's Ecological Literacy Construction of Climate Representation in Modern Media M.Ichsan Ali; Suarlin Suarlin; Asri Ismail; Deni Indrawan
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.4525

The study aims to analyze the representation of climate crisis discourse in modern media using Fairclough’s Critical Discourse Analysis (CDA) framework. It focuses on how language is used to frame climate change issues, uncover underlying ideologies, and examine power relations among state actors, corporations, and civil society. Employing a qualitative approach with a case study design, the research analyzes news texts discussing climate change, energy transition, and environmental policies. Data were examined through the three CDA dimensions, textual, discursive, and social practices, to reveal meaning construction and ideological tendencies within media narratives. The findings indicate that climate crisis discourse in the media predominantly emphasizes technocratic solutions, institutional moral responsibility, and international cooperation, while marginalizing civil society participation. At the social level, media reproduce the ideology of green capitalism and sustainable development that prioritize efficiency, investment, and global partnership. The results demonstrate that climate issue representation in media is not neutral but shaped by economic–political interests and global power structures. Therefore, fostering critical media literacy and promoting inclusive, transformative alternative discourses are essential for developing ecological awareness among younger generations, particularly Generation Z.

Penguatan Tata Kelola Perguruan Tinggi dalam Mewujudkan Layanan Akademik yang Transparan dan Akuntabel Andy Chairuddin; Wahira Wahira; Suarlin Suarlin; Andi Aslinda; A. Kasmawati; Andi Cudai Nur
Prosiding Seminar Nasional Ilmu Hukum Vol. 2 No. 2 (2025): Desember : Prosiding Seminar Nasional Ilmu Hukum,
Publisher : Asosiasi Peneliti dan Pengajar Ilmu Hukum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/prosemnashuk.v2i2.81

This study aims to analyze the strengthening of higher education governance in realizing transparent and accountable academic services. In the context of the globalization of higher education and increasing public accountability demands, universities are required not only to excel academically but also to provide services that are open, responsive, and accountable. This research employs a qualitative approach with a descriptive-analytical design. Data were collected through in-depth interviews, observations, and documentation studies involving university leaders, academic administrators, lecturers, and students. Data analysis was conducted interactively through data reduction, data display, and conclusion drawing. The results indicate that the principle of transparency has been implemented through digital-based academic information systems; however, consistency in updating information still needs improvement. Accountability has been supported by standard operating procedures and service evaluations, although performance measurement based on indicators has not been fully integrated. Stakeholder participation has been facilitated through evaluation forums, but involvement in strategic decision-making remains limited. Overall, the dimensions of transparency, accountability, participation, effectiveness, and responsibility are interrelated in shaping the quality of academic services. This study emphasizes that strengthening governance must be systemically internalized within organizational culture and institutional operational systems to enhance trust and stakeholder satisfaction.

Co-Authors A. Kasmawati Abd. Wafi, Muh Isnain Afdalia Afdalia Ali Refaat Ahmed Elsayed Ali, Ichsan Ali, M. Ichsan Ali, Muhammad Ichsan Amir Pada, Amir Amrah Amrah Amrah Amrah, Amrah Andi Aisyah Mappatoba Andi Aslinda Andi Cudai Nur Andi Makkasau Andy Chairuddin Asri Ismail Asriani Asis Atri Yuni Aulia Muslimah Razak Ayu Trisnawati Bahar Bahar Bahar Bahar, Bahar Bhakti Prima Findiga Hermuttaqien Bhakti Prima Findiga Hermuttaqien Bhat, Bilal Ahmad Bilal Ahmad Bhat Chailing Chailing Chairuddin, Andy Deni Indrawan Devilla, Rego Djaga, Syamsiah Elpisah Elpisah Elpisah Erita Novianti Ernawati Ernawati Erni Rismawanti Erni Rismawati Fajar Arwadi Hartini Hartini HASNAWI HARIS, HASNAWI Hasnawi Hasnawi Hulaifah, Andi Annisa Husain As Hushady, Pratiwi Ichsan Ali Ishak, Nurhalisa Iwan Setiawan Iwan Setiawan K, Husain As Khaerunnisa Khaerunnisa Ladumpe, Arden Rudyatno Lutfi M. Ichsan Ali M. Ichsan Ali Madiana Madiana Mardiana Mardiana Mardiana Mardiana Mattunruang, Andi Aris Muh. Nur Fajar Arsyad Muh. Rais Abidin Muh. Yunus Muh. Yunus Muhammad Fahreza W Mujahidah, Nurul Mustaman Mustaman Muthiyah Salsabilah Mutmainnah Nabila, Khairunnisa An Nashiruddin Latif Nasri, Sitti Hafiyah Negi, Surabhi Noor Munadia Mawaddati Novitasari, Ririn Nur Nuraliah Nuraliah Nurfadila MY Nurfadila MY nurfaisah, andi Nurfaizah AP Nurfaizah AP Nurfikriani Eka Putri Nurhaedah Nurhaedah Nurhayati Nurhayati Nurjannah Nurjannah Nurul Azizah Bahar Nurwajidah Nurwajidah Putri Amalia Putri, Nurfikriani Eka Rahmawati Rahmawati Raihan, Siti Rego Devila Rego Devilla Salsabilah, Muthiyah Saripuddin Saripuddin Sayidiman Sayidiman Sidjara, Sahlan Sigit Bin Basso Sri Hardyanti Puspita Sary Sri Nursinta Sri Wahyuni Supardi Hamid Surabhi Negi Syarifuddin Syarifuddin Syarifuddin Syarifuddin Syarini Syarini Takuat, Susi H. Tasmiah Tasmiah Wahira Wahira Widya Karmila Sari Achmad

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