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All Journal SITTAH: Journal of Primary Education SENSEI INTERNATIONAL JOURNAL OF EDUCATION AND LINGUISTICS (SIJEL)
Syifa Zia Muharni
Universitas Negeri Malang
Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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THE IMPACT OF ONLINE COLLABORATIVE LEARNING ON STUDENTS' ACADEMIC ENGAGEMENT IN SECONDARY SCHOOL CLASSROOM CONTEXTS Inayatul Muntaqiyah; Syifa Zia Muharni
Sensei International Journal of Education and Linguistic Vol. 4 No. 2 (2024): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v4i2.210

Abstract

Academic engagement is a critical factor in students' learning success because it reflects behavioral participation, cognitive investment, emotional involvement, and social interaction during learning. However, many students remain passive in online learning environments, particularly when digital activities are limited to individual assignments, teacher explanation, and one-way content delivery. Online collaborative learning offers an alternative by allowing students to interact, discuss ideas, construct knowledge, solve problems, and complete shared tasks through digital platforms. This study aims to examine the impact of online collaborative learning on students' academic engagement and to explore how students experience collaborative learning in digital environments. The study employed a mixed-method design using a quasi-experimental pretest-posttest control group approach supported by classroom observations, student interviews, reflective journals, and document analysis. The participants were 80 secondary school students divided into an experimental group and a control group. The experimental group received online collaborative learning activities through group discussion forums, shared documents, peer feedback, collaborative projects, and synchronous reflection sessions, while the control group received conventional online instruction. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, normalized gain scores, and effect size analysis, while qualitative data were analyzed thematically. The findings showed that online collaborative learning significantly improved students' academic engagement. Students improved in behavioral, cognitive, emotional, and social engagement through peer interaction, shared responsibility, task negotiation, feedback exchange, and group accountability. The study concludes that online collaborative learning can strengthen academic engagement when digital collaboration is structured, monitored, interactive, and supported by clear roles and assessment criteria.
The Role of Teachers in Building Access to Mathematics Learning for Deaf Students in Public Elementary Schools Syifa Zia Muharni; Siti Faizah; Riska Pristiani
SITTAH: Journal of Primary Education Vol. 7 No. 1 (2026): SITTAH: Journal of Primary Education
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/sittah.v7i1.8500

Abstract

Mathematics learning in inclusive elementary schools still faces challenges in providing deaf students with meaningful access to learning, primarily due to communication barriers, the complexity of abstract mathematical language, and limited learning resources. Therefore, classroom teachers play a strategic role in ensuring access to learning by implementing strategies, communicating, and using media appropriate to deaf students' learning needs. This study aims to examine the role of classroom teachers in building access to meaningful mathematics learning for deaf students in inclusive public elementary schools. This qualitative case study was conducted at SDN Junrejo 01. Data were collected through interviews with one second-grade teacher, two second-grade deaf students (P1 and P2), and the school's inclusion coordinator. The study found that teachers build access to mathematics learning by identifying students' initial abilities, independence, and individual characteristics; using pictures, concrete objects, simple language, verbatim explanations, repetitive instructions, and tailored communication strategies; and adapting materials, assignments, and assessments to gradually build foundational concepts. These findings suggest that access to mathematics for deaf students requires classroom strategies, parental support, and school support systems. This study contributes to inclusive mathematics education by highlighting the importance of integrated support from teachers, families, media, and schools. In practice, inclusive elementary schools need to strengthen coordination among class teachers, inclusion coordinators, parents, assistant teachers, and resource room services to ensure that concrete media, communication adjustments, and learning assistance are consistently provided.
Co-Authors Inayatul Muntaqiyah Riska Pristiani Siti Faizah