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All Journal NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Varied Knowledge Journal
Abdul Hakim
Program Studi Teknologi Pendidikan, Universitas Negeri Makassar, Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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Pengembangan Microlearning Content Melalui Media Sosial Sebagai Sumber Belajar Vocabulary Secara Mandiri Siswa Sekolah Menengah Kejuruan Erwana Erwana; Nurhikmah Nurhikmah; Abdul Hakim
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6418

Abstract

The integration of information and communication technology in education has encouraged the development of innovative learning resources that are relevant to the characteristics of today's digital generation. Social media platforms such as TikTok, Instagram, and YouTube offer opportunities to support independent English vocabulary learning through microlearning content. This study aimed to analyze the need for developing microlearning content through social media as an independent vocabulary learning resource for vocational high school students. The study employed a quantitative descriptive design involving 30 vocational high school students and English teachers selected through purposive sampling. Data were collected using Likert-scale questionnaires and analyzed descriptively with SPSS. Instrument testing indicated that 19 of 20 questionnaire items were valid, while the reliability test produced a Cronbach's Alpha value of 0.922, indicating excellent reliability. The findings revealed that students still experienced difficulties in mastering English vocabulary and required more flexible, attractive, and accessible learning resources. Students also showed positive responses toward short, visual, and interactive learning content delivered through social media, which was perceived to support learning motivation and self-regulated learning. These findings indicate that developing microlearning content through social media is both relevant and feasible as an innovative vocabulary learning resource for vocational high school students. The results provide a basis for designing digital learning resources that are aligned with students' learning characteristics and the demands of technology-enhanced education. 
Analisis Kebutuhan Pengembangan Media Pembelajaran Berbasis Gamifikasi pada Mata Pelajaran Matematika di SMP Mar’atus Shalihah; Nurhikmah H; Abdul Hakim
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.226

Abstract

This study aims to analyze students’ needs for the development of gamification-based mathematics learning media in junior high schools (SMP). The study employed a qualitative descriptive approach involving 30 junior high school students as research participants. Data were collected using a Likert-scale questionnaire consisting of eight statements covering three indicators: the use of learning media, analysis of learning materials, and students’ interest in gamification. The results showed that students had a high need for learning media that are more engaging, interactive, and technology-based. A total of 75.8% of students strongly agreed that mathematics learning would be more interesting when supported by learning media, while 72.7% expressed a strong interest in using technology-based learning media. Regarding learning materials, 75.8% of students strongly agreed that mathematics is a difficult subject to understand, and 81.8% strongly agreed that they needed media to help them understand mathematical concepts. In terms of gamification, 81.8% of students strongly agreed that enjoyable learning could increase their enthusiasm for learning, while 78.8% strongly agreed that mathematics learning requires more engaging media innovations. These findings indicate that gamification-based learning media are highly relevant to students’ needs and can serve as a basis for developing mathematics learning media that are more interactive, enjoyable, and aligned with the characteristics of students in the digital era.
Analisis Kesiapan Implementasi LKPD Berbasis Gamifikasi dalam Pembelajaran Bahasa Indonesia: Perspektif Guru dan Siswa Mila Karmila; Nurhikmah H; Abdul Hakim
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.228

Abstract

This study aims to analyze the readiness for implementing gamification-based Student Worksheets (LKPD) in Indonesian language learning from the perspectives of students and teachers as an effort to enhance student engagement. The study employed a descriptive survey with qualitative support approach using a quantitative descriptive method supported by qualitative data. The participants consisted of 30 eleventh-grade students and one Indonesian language teacher at SMA Negeri 28 Bone. Data were collected through a Likert-scale questionnaire and structured interviews. The research instrument consisted of 25 statements that demonstrated satisfactory validity, with item correlation coefficients exceeding the critical r-value of 0.361, and very high reliability, with a Cronbach’s Alpha coefficient of 0.91. Data were analyzed using descriptive percentages, mean scores, and qualitative data analysis involving data reduction, data presentation, and conclusion drawing. The results showed that students’ learning motivation was categorized as moderate (61%), student engagement was low (59%), and the use of learning media was low (57%). In contrast, students’ responses to gamification were high (81%), while the need for innovative Student Worksheets was very high (89%). The gap between the current condition of learning media and students’ ideal needs reached 32%. Interview findings indicated that the teacher was receptive to instructional innovation, although implementation was constrained by limited school facilities. These findings highlight the strong potential of gamification-based Student Worksheets as an adaptive instructional innovation to enhance student engagement and support sustainable Indonesian language learning.
Analisis Kebutuhan Pengembangan Media Pembelajaran Digital Berbasis Microlearning dan Gamifikasi pada SMA/SMK Sunarti Rasdin; Nurhikmah H; Abdul Hakim; Arfan Arfan; Aswangga Aswangga
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.229

Abstract

This study aims to analyze the development needs of microlearning and gamification-based learning media at the Senior High/Vocational School (SMA/SMK) level. A descriptive quantitative approach was employed using a questionnaire instrument distributed to 32 respondents (teachers and students). The instrument consisted of 23 items covering five aspects: (1) learner characteristics, (2) current learning conditions, (3) microlearning content needs, (4) gamification feature needs, and (5) technical support and infrastructure. Reliability testing using Cronbach's Alpha yielded a value of 0.937, classified as highly reliable. Validity testing using Pearson correlation indicated that 21 out of 23 items were valid (rhitung > rtabel = 0.349). Descriptive analysis results showed an overall mean of 4.08 (high category) with an average achievement percentage of 81.8%. The highest needs were identified in the aspects of concise and dense content format (M = 4.62; 92.5%), active student engagement (M = 4.56; 91.2%), and achievement badges in gamification (M = 4.50; 90.0%). These findings confirm that the development of microlearning and gamification-based learning media is highly needed in SMA/SMK to enhance student motivation and learning engagement.
Analisis Kebutuhan Media Pembelajaran Berbasis Gamifikasi Dalam Meningkatkan Partisipasi dan Hasil Belajar Bahasa Inggris Pada Siswa SMP Intan Gemelia Fau; Wirda Wiwik La Otje; Adiati Tomia; Ruslan Effendi Kilkoda; Nurhikmah H; Abdul Hakim
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.230

Abstract

This study aims to analyze the needs for developing gamification-based learning media to improve students’ participation and learning outcomes in English learning at the junior high school level. The research employed a Research and Development (R&D) approach using the ADDIE model, focusing on the analysis stage. The subjects of the study consisted of 32 seventh-grade students and two English teachers at SMP Negeri 40 Seram Bagian Timur. Data were collected through questionnaires and interviews. The questionnaire instrument consisted of 21 statements covering aspects of learning motivation, student participation, the use of learning media, interest in educational games, and the need for gamification-based learning media. Instrument validity was tested using Corrected Item Total Correlation, while reliability testing used Cronbach’s Alpha. The results showed that 17 out of 21 items were valid, and the reliability coefficient reached 0.859, indicating high reliability. Qualitative findings revealed that English learning was still dominated by conventional teacher-centered methods, causing students to become passive and less motivated in the learning process. Students showed a high interest in interactive and game-based learning. In addition, teachers supported the development of gamification-based learning media to create a more engaging and enjoyable learning environment. Therefore, gamification-based learning media are considered relevant and feasible to improve students’ motivation, participation, and English learning outcomes at the junior high school level.
Analisis Kebutuhan Media Pembelajaran Berbasis Webgame dengan Model Discovery Learning untuk Meningkatkan Motivasi dan Hasil Belaja Matematika Siswa SMP Wirda Wiwik La Otje; Intan Gemelia Fau; Adiati Tomia; Ruslan Efendi Kilkoda; Nurhikmah H; Abdul Hakim
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.231

Abstract

This study aims to analyze the needs for developing webgame-based learning media integrated with the Discovery Learning model to improve students’ motivation and mathematics learning outcomes at the junior high school level. The research employed a Research and Development (R&D) approach using the ADDIE model, focusing on the analysis stage. The subjects of the study consisted of 31 junior high school students and three mathematics teachers. Data were collected through questionnaires and interviews. The questionnaire instrument consisted of 20 statements covering aspects of learning motivation, mathematics learning difficulties, the use of learning media, interest in educational games, and the need for webgame-based learning media. Instrument validity was tested using Corrected Item–Total Correlation, while reliability testing used Cronbach’s Alpha. The results showed that 17 out of 20 items were valid, and the reliability coefficient reached 0.87, indicating high reliability. Qualitative findings revealed that mathematics learning was still dominated by conventional teacher-centered methods, causing students to become passive and less motivated in the learning process. Students showed a high interest in interactive learning using webgames. In addition, teachers supported the development of webgame-based learning media integrated with the Discovery Learning model to create a more engaging, interactive, and meaningful learning environment.
Co-Authors Adiati Tomia Arfan Arfan Aswangga Aswangga Erwana Erwana Intan Gemelia Fau Mar’atus Shalihah Mila Karmila Nurhikmah H Nurhikmah Nurhikmah Ruslan Efendi Kilkoda Ruslan Effendi Kilkoda Sunarti Rasdin Wirda Wiwik La Otje