Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Social Movements Educational Technology in Developing Countries
Cynthia Mayang Sari
Universitas Negeri Jakarta, Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Enhancing Conceptual Understanding in Islamic Education Through a Hypercontent Digital Flipbook in Blended Learning: Evidence from Indonesian Madrasah Miftah Hur Rahman Zh; Cynthia Mayang Sari; Zahid Zufar At Thaariq; Ilham Sumalee; Athia Nur Kamilah
Educational Technology in Developing Countries Vol. 1 No. 1 (2026): Educational Technology in Developing Countries (ETDC)
Publisher : Jambi Tuah Tengganai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/etdc.v1i1.60

Abstract

Conceptual understanding in Quranic studies requires learners to integrate Arabic text, recitation, exegesis, historical context, and contemporary application, an inherently multilayered and nonlinearly structured knowledge domain that linear print materials struggle to support. This study developed and evaluated a hypercontent digital flipbook within a blended learning structure to enhance conceptual understanding in Qur'anic studies at an Indonesian madrasa. Recognizing that linear print materials inadequately reflect the multilayered, nonlinear nature of religious knowledge, we designed a web-based flipbook that integrates Arabic text, translation, concise tafsir, audio recitation, animated explanations, and gamified assessment. Following the ADDIE model, we validated the artifact across four expert domains (instrument, learning strategy, media, content), conducted a small-group usability trial (n=20), and implemented a single-group pretest-posttest design with 36 Grade XI students from a state Islamic senior high school in East Java. Expert validation yielded ratings between 78% and 98.5%, while student acceptance ranged from 91% to 90.56% across trials. Pretest mean scores of 68.33 (61.11% mastery) increased to 81.09 (91.67% mastery) at posttest, with paired-samples t(35) = 22.23, p < .001, mean increase = 11.94 points, and Cohen's dz = 3.70. Hake's normalized gain of 0.38 indicated moderate educational improvement. However, the pre-experimental design, identical pretest-posttest items, and single-site sample preclude causal attribution. We articulate a candidate mechanism whereby nonlinear navigation supports conceptual integration across content layers. Future research requires quasi-experimental dismantling designs, multi-site replication, and delayed retention measures.
Designing an Evidence-Based Training and Mentoring Program for Principals’ Performance-Based Accreditation Capacity in Klari District Indonesia Aldo Redho Syam; Supadi Supadi; Winda Dewi Listyasari; Cynthia Mayang Sari
Journal of Social Movements Vol. 3 No. 1 (2026)
Publisher : Sahabat Akademia Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/jsm.v3i1.2026.113

Abstract

This article reports a preliminary needs assessment and evidence-informed design of a community service program to strengthen primary school principals’ capacity to prepare performance-based accreditation evidence in Klari District, Karawang Regency, Indonesia. A descriptive needs-assessment approach was employed through a preliminary survey of 56 school principals, partner consultations, problem mapping, and a focused literature synthesis on accreditation, school leadership, evidence use, and policy implementation. Survey data were summarized using frequencies and percentages, while qualitative information was organized into thematic capacity gaps and translated into an intervention matrix. Forty principals (72%) reported difficulties in preparing accreditation instruments, particularly in interpreting teacher-performance indicators, organizing documentary evidence, and aligning school resources with accreditation standards. Based on these findings, a five-stage intervention was designed, comprising socialization, applied training, technology-supported document preparation, mentoring and evaluation, and sustainability through school working groups. The design includes a 120-hour hybrid module, document templates, checklists, action plans, and rubric-based evaluation. These results represent a diagnosis of needs and a proposed intervention design, not evidence of program effectiveness. Future implementation should assess knowledge gains, document quality, action-plan completion, and three-month sustainability.
Co-Authors Aldo Redho Syam Athia Nur Kamilah Ilham Sumalee Listyasari, Winda Dewi Miftah Hur Rahman Zh Supadi Supadi Zahid Zufar At Thaariq