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All Journal JPF : JURNAL PENDIDIKAN FISIKA Journal of Innovative Science Education Jurnal Dedikasi Pendidikan Physics Communication Jurnal Citra Pendidikan Jurnal Pendidikan Jompa Indonesia Jurnal Educative: Journal of Educational Studies Jurnal Citra Pendidikan Anak Indonesian Journal of Education Research (IJoER) Jurnal Citra Kuliah Kerja Nyata Jurnal Ar Ro'is Mandalika (Armada) JPK: Jurnal Pendidikan dan Kebudayaan JURNAL PEKAN : Jurnal Pendidikan Kewarganegaraan Jurnal Citra Magang dan Persekolahan Jurnal Citra Kuliah Kerja Nyata Jurnal Citra Pendidikan
Gelu, Afrianus
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Religion Arts Humanities Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Play and Game Based Learning in Coding Education: A Bibliometric Mapping Toward Integrated Computational Thinking, Digital Literacy, and Psychomotor Outcomes in Primary Schools Laksana, Dek Ngurah Laba; Gelu, Afrianus; Suparmi, Ni Wayan
Jurnal Pendidikan Jompa Indonesia Vol 4 No 3 (2025): JUPENJI: Jurnal Pendidikan Jompa Indonesia
Publisher : Yayasan Jompa Research and Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57218/jupenji.Vol4.Iss3.2429

Abstract

This study maps the thematic landscape of coding education research in primary schools through a bibliometric keyword co-occurrence analysis to clarify dominant emphases and identify underexplored directions for instructional design. Using a structured search strategy that combines coding/programming terms with play/game-based learning and learning-outcome constructs, the analysis reveals five major clusters that collectively highlight a strong concentration on computer science learning contexts (e.g., course implementation, effectiveness, engagement, and problem solving) and on experimental, digitally mediated interventions particularly digital game-based approaches aimed at improving computational thinking, motivation, and performance. Across clusters, the literature shows a consistent tendency to foreground cognitive and affective outcomes, while explicit integration of digital literacy as a comprehensive competence and psychomotor development as an equivalent educational target appears comparatively limited. The mapped themes also suggest that value-embedded and culturally grounded design principles are less frequently articulated as systematic, transferable frameworks, despite their relevance for context-sensitive learning in diverse settings. Based on these findings, the study proposes a future research agenda that moves beyond predominantly digital-game and experiment-centered trajectories by strengthening integrative outcome frameworks (computational, digital, and psychomotor domains), advancing culturally grounded design principles, and developing replicable unplugged play-based models such as the Bodhuleke Bot approach within an Educational Design Research pathway.
EKSPLORASI PENGALAMAN GURU DALAM MENGGUNAKAN MEDIA DIGITAL UNTUK PEMBELAJARAN FISIKA DI SMP Tina, Magdalena Mite; Busa, Rosa Dalima; Zau, Maria Oktaviani; Gelu, Afrianus
Jurnal Citra Magang dan Persekolahan Vol. 4 No. 1 (2026): Jurnal Citra Magang dan Persekolahan
Publisher : Pusat Penelitian dan Pengabdian kepada Masyarakat STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jcmp.v4i1.6109

Abstract

Pembelajaran fisika di SMP menuntut strategi yang mampu membantu siswa memahami konsep-konsep abstrak melalui pendekatan yang menarik dan kontekstual. Perkembangan teknologi digital membuka peluang pemanfaatan media pembelajaran interaktif untuk meningkatkan minat dan pemahaman siswa. Penelitian ini bertujuan mengeksplorasi pengalaman guru SMP dalam memanfaatkan media digital, khususnya aplikasi Canva, pada pembelajaran fisika serta mengidentifikasi manfaat dan kendala yang dihadapi selama proses pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif dan dilaksanakan di SMP Negeri 1 Mauponggo, Kabupaten Nagekeo. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi dengan melibatkan guru IPA dan peserta didik sebagai subjek penelitian. Hasil penelitian menunjukkan bahwa penggunaan Canva mampu meningkatkan minat belajar dan pemahaman siswa terhadap konsep fisika melalui visualisasi yang kreatif dan interaktif. Meskipun demikian, keterbatasan infrastruktur dan keterampilan teknis masih menjadi tantangan utama. Penelitian ini menyimpulkan bahwa media digital berbasis Canva efektif digunakan dalam pembelajaran fisika, dengan dukungan fasilitas dan pelatihan berkelanjutan sebagai faktor pendukung keberhasilan.
Effectiveness of Online Physics Learning Platforms in Improving Students’ Learning Motivation Gelu, Afrianus; Kusairi, Sentot; Mogi, Theresia; Kua, Maria Yuliana
Jurnal Pendidikan Fisika Vol. 14 No. 1 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jmr7h219

Abstract

This study explores ongoing motivation challenges in junior high school physics, where abstract concepts and teacher-centered methods often diminish student engagement. It aims to compare six online learning platforms Google Classroom, Canvas, Padlet, Nearpod, Genially, and Kahoot! in boosting students’ physics motivation using the ARCS framework (Attention, Relevance, Confidence, Satisfaction). A quasi-experimental, non-equivalent group pretest–posttest design was conducted across six junior high schools in Ngada Regency, Indonesia, involving 120 eighth-grade students (one intact class per school). Motivation was assessed with a validated 20-item ARCS-based questionnaire on a five-point Likert scale, complemented by classroom observations and teacher interviews for contextual insights. Data analysis included descriptive statistics, assumption tests (normality and homogeneity), paired-sample t-tests, one-way ANOVA, and Tukey HSD post hoc analysis. Results revealed significant increases in motivation from pretest to posttest for all platforms (p < 0.001), suggesting that platform-supported physics instruction can effectively boost student motivation. Notably, motivational improvements varied significantly across platforms (F = 9.400, p < 0.001): interactive and gamified platforms, especially Kahoot! and Nearpod, yielded higher gains than more text- and task-focused platforms such as Google Classroom and Padlet. The unique contribution of this study lies in its systematic comparison of multiple platforms within the same grade level and physics topic in a non-urban setting, interpreted explicitly through ARCS. The findings highlight that interactivity and immediate feedback are crucial for motivating students and offer evidence-based guidance for physics teachers and schools in choosing and integrating digital platforms to create more motivationally engaging instruction and professional development for technology-enhanced physics education.
Development of a Nearpod-Based Digital Teaching Module Containing Sui Wu'u Ngada Local Wisdom to Improve Analytical Thinking Skills Gelu, Afrianus; Tri Magdalena Wea; Maria Yuliana Kua; Fransiska Anjelina Mola
Jurnal Pendidikan Fisika Vol. 14 No. 1 (2026): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/r3wyb634

Abstract

This study addresses the urgent need for interactive and contextual digital learning media that can foster higher-order thinking skills in physics, especially in culturally rich regions such as Ngada Regency, Indonesia. The study aimed to develop and evaluate a Nearpod-based digital teaching module incorporating Sui Wu’u Ngada local wisdom to improve senior high school students’ analytical thinking skills in thermodynamics. Using a research and development (R&D) approach with the ADDIE model (analysis, design, development, implementation, and evaluation), the module was designed with interactive features (e.g., quizzes, drag-and-drop tasks, videos, and local case-based activities) and culturally grounded contexts derived from Sui Wu’u practices. The module was implemented through guided learning with 32 grade XI students at Citra Bakti High School, supported by physics teachers. Data were analyzed using descriptive qualitative and quantitative methods, including expert validation, student response questionnaires, and pretest–posttest assessments of analytical thinking skills. The results showed that the developed module received a “very valid” rating, with an expert mean score of 4.72, and demonstrated “very practical” usability based on student responses (88%), indicating it was engaging, easy to use, and culturally relevant. Effectiveness testing indicated a significant improvement in analytical thinking skills, with an N-gain value of 0.67 (medium–high category). The novelty of this study lies in systematically integrating the specific local wisdom of Sui Wu’u Ngada into an interactive Nearpod digital module for thermodynamics learning, which remains rarely documented in regional physics education contexts. In conclusion, the Nearpod-based Sui Wu’u module is feasible, practical, and effective for improving students’ analytical thinking and contributes to physics education by providing an empirically supported model for culturally responsive, technology-enhanced learning in secondary education schools.
Co-Authors Bupu, Maria Cintya Busa, Rosa Dalima Dedo, Bernardus Ardy Dhena, Gervarsia V. A. Djawaria, Prisko Yanuarius Efrida Ita Ellianawati, Ellianawati Foa, Anna Julita Fransiska Anjelina Mola Fransiskus Xaverius Dolo Gaba, Maria Dolorosa Nau Hari, Chistina Lusiana Itu, Kristina Evanjelina Kua, Maria Yulian Kua, Maria Yuliana Kugu , Yustina Paulina Kui, Maria Goreti Laksana, Dek Ngurah Laba Lidvina Pasu, Maria Mahardika Prasetya Aji Maria Editha Bela Meme, Yosefina Owa Mogi, Theresia Ngode, Karolina Ngurah Mahendra Dinatha Nurwijayanti Pare, Prisko Yanuarius.D Prisko Yanuarius Djawaria Pare Putut Marwoto Rewo, Josep Marianus Rewo, Josep Marsianus Roas, Novita Sentot Kusairi Suparmi, Ni Wayan Tina, Magdalena Mite Tri Magdalena Wea Watu, Vinsensius Yasinta Maria Fono Yuliana Pasu, Maria Zae, Maria Fridolin Zau, Maria Oktaviani