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Assyifa Azzahra Muthmainnah
Pendidikan Sistem dan Teknologi Informasi, Universitas Pendidikan Indonesia, Bandung, 40154, Indonesia
Religion Humanities Education Library & Information Science Other

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DigiWise: An Interactive Narrative Game for Enhancing Digital Security Literacy among Junior High School Students Yumna Ashri Nabilah; Nuur Wachid Abdul Majid; Assyifa Azzahra Muthmainnah
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.158-172

Abstract

The high rate of internet penetration in Indonesia among adolescents (78.19%) has not been matched by adequate digital security awareness, while existing learning media remain passive and unable to simulate digital threats contextually. This study aims to develop DigiWise, an interactive story game based learning medium using Unity 2D to enhance digital security literacy among Junior High School students. The method employed is Research and Development with the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The novelty of this research lies in the integration of the Danger Level mechanism within the Choice Based Narrative system, which provides  educational feedback based on risk levels in real time. Product feasibility was assessed by two expert validators using a Likert scale 1–5 questionnaire. The media expert assigned 76.7% (Feasible) and the content expert assigned 93.3% (Highly Feasible), yielding a combined average of 85% (Highly Feasible). These results confirm that DigiWise is feasible as a digital security learning medium for junior high school students. However, this study is limited to expert validation and has not yet examined the effectiveness of DigiWise on students digital security literacy.
CAVEN: A Visual Novel-Based Educational Game for Learning Fundamental Web Programming Concepts in High School Education Assyifa Azzahra Muthmainnah; Nuur Wachid Abdul Majid Majid
Journal of Educational Sciences Vol. 10 No. 8 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.8.p.1156-1173

Abstract

Web programming is a fundamental competency in the digital era, yet high school students often struggle with its abstract, multi-layered concepts under conventional lecture-based instruction. This study develops and evaluates CAVEN (Chronicles of the Altered Virtual ENgine), a Ren'Py-based visual novel educational game introducing frontend, backend, and security concepts to high school students, developed using the Multimedia Development Life Cycle (MDLC) method across six stages: concept, design, material collecting, assembly, testing, and distribution. The game integrates interactive storytelling, quizzes aligned with Bloom's taxonomy, a scoring system, and multiple endings. Evaluation involved content and media expert validation, Black Box Testing across 20 scenarios, and the User Experience Questionnaire Short Version (UEQ-S) with 20 Grade 10 respondents. Expert validation yielded feasibility scores of 86.7% (media) and 76.7% (content); Black Box Testing yielded a perfect functionality score (X = 1.00); and UEQ-S results were strongly positive, with Pragmatic Quality (1.88), Hedonic Quality (1.98), and an Overall UX score of 1.93. These findings demonstrate CAVEN as an expert-validated, technically feasible medium delivering positive user experience, establishing usability and student engagement rather than direct learning effectiveness, thus offering teachers a supportive digital learning tool.
Co-Authors Nuur Wachid Abdul Majid Yumna Ashri Nabilah