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All Journal Jurnal Consulenza : Jurnal Bimbingan Konseling dan Psikologi Journal of Research in Instructional
Nurhikmah Nurhikmah
Universitas Negeri Makassar, Indonesia
Humanities Education Social Sciences Other

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Development of digital art and culture book for improving students learning outcomes Ahliana Ahliana; Nurhikmah Nurhikmah; Citra Rosalyn Anwar
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.520

Abstract

This study aims to determine whether the learning resources in the form of digital art and culture books are valid, practical, and effective in improving student learning outcomes. The ADDIE model was used to develop digital books. The study was conducted on grade VII students at a junior high school in Bone. The books that were developed were validated by experts and the media. Trials on 3 students and 9 students to see the practicality of digital books. Meanwhile, 26 students were involved in learning for effectiveness testing. The development results showed that digital books were valid (80.00%) based on material validators and very valid (88.23%) based on media experts. Individual responses from three students showed practical books, followed by findings in the responses of 9 students and 1 teacher (percentage range 88-95). The effectiveness test results showed that the average before digital books was 60 with a "low" category, and the average value obtained after using digital books was 90 with a "high" category. Wilcoxon testing indicates that digital books effectively improve student learning outcomes (sig. < 0.05). It can be concluded that using digital books in arts and culture subjects has proven valid, practical, and effective in improving student learning outcomes.
Efektivitas Penggunaan Aplikasi Aku Pintar Dalam Asesmen Kebutuhan Siswa Di Sekolah Nur Artha Ikafitri; Nur Asky Marsuki; Sri Wahyuni; Nurhikmah Nurhikmah; Citra Prasiska Puspita Tohamba
Jurnal Consulenza : Jurnal Bimbingan Konseling dan Psikologi Vol 9 No 1 (2026): Maret
Publisher : Program Studi Bimbingan dan Konseling FKIP Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/jcbkp.v9i1.4881

Abstract

The diverse needs of students require guidance and counseling teachers to conduct accurate and rapid assessments with the support of digital technology such as the Aku Pintar application, which facilitates effective data collection and analysis. This study aims to evaluate the effectiveness of the Aku Pintar application in assessing student needs in schools through a descriptive-reflective literature review. The analysis was conducted by reviewing various relevant studies and academic articles related to the implementation of digital assessment in guidance and counseling practices. The results of the study indicate that the Aku Pintar application helps guidance and counseling teachers identify students' academic and non-academic needs more quickly and accurately. Furthermore, this study synthesizes that the effectiveness of using digital applications in guidance and counseling services is determined not only by technological superiority but also by teachers' digital literacy readiness and school system support. Theoretically, this study contributes to strengthening the concepts of digital counseling and data-driven counseling in the context of student needs assessment in schools. Practically, the results of this study provide implications for guidance and counseling teachers and educational institutions to improve digital competency and provide infrastructure support to optimize the use of technology in guidance and counseling services. These findings also emphasize the importance of teachers' digital literacy readiness in utilizing assessment technology, as well as the need for continuous professional development. Keywords: Aku Pintar application; digital guidance and counselling; effectivenessstudent needs assessment;
Development of numbers adventure gamification in mathematics subjects for elementary schools Nurul Khaeraninnasyith Arif; Nurhikmah Nurhikmah; Lu’mu Lu’mu
Journal of Research in Instructional Vol. 6 No. 2 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i2.47

Abstract

In elementary school mathematics, students often struggle to distinguish, name, and identify numbers. Simple gamification tools, such as the "Snakes and Ladders" game, serve as learning media that support the development of fundamental cognitive skills, including number recognition and problem-solving. This study aimed to develop and test the feasibility of the "Numbers Adventure" gamification model through a series of assessments regarding validity, practicality, and effectiveness. A Research and Development (R&D) approach was employed, following the Define, Design, Develop, Implement, and Evaluate & Revise stages. The study involved 51 students and three classroom teachers. Data collection instruments included media and instrument validation sheets, student and teacher response questionnaires, and learning outcome tests. The findings indicate that developing the "Numbers Adventure" gamification model was necessary to bridge the gap between students' learning characteristics, educators' needs, and elementary school curriculum requirements. Assessments by subject matter experts (96%) and media experts (95%) confirmed that the content, design, and learning structure met pedagogical standards and aligned with the elementary school curriculum. The practicality of the "Numbers Adventure" gamification proved to be very high, based on ratings from both students (95.11%) and educators (94%). The model demonstrated high effectiveness in improving mathematics learning outcomes, evidenced by N-Gain scores ranging from 0.83 to 0.88 (categorized as high). The "Numbers Adventure" gamification model successfully optimized numeracy concept understanding for students with varying levels of prior knowledge across all trial locations.
Co-Authors Ahliana Ahliana Citra Prasiska Puspita Tohamba Citra Rosalyn Anwar Lu’mu Lu’mu Nur Artha Ikafitri Nur Asky Marsuki Nurul Khaeraninnasyith Arif Sri Wahyuni