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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal JURNAL PENDIDIKAN TAMBUSAI Journal on Education Community Development Journal: Jurnal Pengabdian Masyarakat JagoMIPA: Jurnal Pendidikan Matematika dan IPA Berajah Journal Issues in Mathematics Education (IMED) Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Innovative: Journal Of Social Science Research Jurnal Pengabdian West Science Jurnal Pendidikan West Science Jurnal Psikologi dan Konseling West Science Jurnal Pendidikan Terapan Seminar Nasional Hasil Penelitian LP2M UNM West Science Interdisciplinary Studies West Science Interdisciplinary Studies Jurnal Pustaka Indonesia JOP Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M) International Journal of Education, Vocational and Social Science Journal of Pedagogi INTERNATIONAL JOURNAL OF SOCIETY REVIEWS (INJOSER) Journal of Community Services and Development Scientechno: Journal of Science and Technology Journal Neosantara Hybrid Learning Journal Emerging Technologies in Education International Journal of Educational Narratives
Baso Intang Sappaile
Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Physics Public Health Social Sciences Other

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Analisis Penerapan ESD dalam Pembelajaran IPA Daring Pada Masa Pandemi Covid-19 Mia Aina; Dalimawaty Kadir; Baso Intang Sappaile; Dara Mutiara Aswan; Asita Al Mufida
Jurnal Penelitian Pendidikan IPA Vol 9 No 6 (2023): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i6.3818

Abstract

Education for Sustainable Development (ESD) is a program designed to achieve sustainable development goals. In the 2013 curriculum, ESD has been used as one of the bases for teaching science to students. However, the existence of the Covid-19 outbreak in Indonesia has had an effect on science learning activities in junior high schools, so that face-to-face learning has been shifted to online learning. This study aims to analyze activities in online learning, the obstacles experienced by teachers and students, and their effectiveness in implementing ESD principles. The method used is descriptive qualitative to describe online learning at one of the Junior High School (SMP) and Islamic Junior High School (MTs) in West Java. The Researchers used data from the analysis of the teacher's lesson plan and semi-structured interviews with 2 teachers and 2 students. Data analysis was performed by reducing data, presenting data, and drawing conclusions. The results show that online learning is less effective in implementing ESD values because the material presented is limited and learning is only one-way (teacher center). Online learning is carried out using WhatsApp, Google Classroom, and e-learning media with obstacles in the form of internet network instability and a lack of student motivation. Therefore, it is hoped that the teacher can use a learning model that is more attractive, student-centered, and can implement the principles of ESD.
Pengembangan Instrumen Tes Kemampuan Pemecahan Masalah Matematika Berbasis Higher Order Thinking Skills (HOTS) Siswa SMA Asti Arifuddin; Baso Intang Sappaile; Mansyur Mansyur
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i2.4344

Abstract

Penelitian ini bertujuan untuk mengembangkan instrumen tes matematika berbasis Higher Order Thinking Skills (HOTS) yang valid dan reliabel untuk mengukur kemampuan pemecahan masalah matematika peserta didik kelas XI SMA. Penelitian ini merupakan penelitian pengembangan (research and development) yang mengacu pada model Mardapi, yang meliputi tahap: menentukan spesifikasi instrumen tes, menulis instrument, telaah ahli, uji coba terbatas, uji coba luas, analisis, revisi, dan perakitan instrumen. Subjek penelitian terdiri atas 75 peserta didik pada uji coba terbatas dan 125 peserta didik pada uji coba diperluas. Instrumen yang dikembangkan berupa 16 butir soal pilihan ganda berbasis HOTS pada level kognitif C4, C5, dan C6 dengan materi fungsi dan lingkaran. Hasil penelitian menunjukkan bahwa instrumen memiliki validitas teoritik yang sangat baik dengan nilai CVR 0,975 dan CVI sebesar 0,98. Secara empiris, 15 dari 16 butir soal dinyatakan valid (p < 0,05), sedangkan 1 butir soal dieliminasi. Reliabilitas instrumen sebesar 0,849 dengan kategori sangat tinggi. Tingkat kesukaran soal menunjukkan distribusi proporsional (33% mudah, 47% sedang, dan 20% sukar), serta daya pembeda berada pada kategori baik dan sangat baik. Dengan demikian, instrumen tes matematika berbasis HOTS yang dikembangkan dinyatakan valid, reliabel, dan layak digunakan untuk mengukur kemampuan pemecahan masalah matematika peserta didik.
From Professional Development to Educational ‎Transformation: Evaluating the Mobilizer Teacher Program ‎through Kirkpatrick’s Four-Level Model Yusuf Pratama; Baso Intang Sappaile; Syahrul Syahrul; Hasriana Hasriana
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 3 (2025): December
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i3.2508

Abstract

Indonesia’s Teacher Mobilizer Education Program (Program Pendidikan Guru Penggerak/PPGP) was designed to strengthen instructional leadership and accelerate school transformation, yet evidence of its outcomes across Kirkpatrick’s Four-Level Evaluation Model remains limited in Eastern Indonesia. This study evaluated reaction, learning, behavior, and results among PPGP participants in four public senior high schools in Makassar City. A qualitative evaluation design involved 16 purposively selected informants: Teacher Mobilizers, principals, peer teachers, and students. Data were generated through semi-structured interviews and document analysis of learning portfolios, mentoring reports, reflective journals, and school development documents. Data were analyzed using the Miles and Huberman interactive model and thematic coding based on the four Kirkpatrick levels. Credibility was supported through triangulation, member checking, and documentary verification. Participants reported positive reactions to the relevance of program content, facilitator support, mentoring, and collaborative learning. The program strengthened pedagogical knowledge, differentiated instruction, coaching, reflective practice, and instructional leadership. Behavioral outcomes included more student-centered teaching, restorative classroom management, peer collaboration, and active participation in school-improvement initiatives. At the organizational level, the program supported stronger professional learning communities, improved teacher collaboration, and greater student engagement. These findings indicate that PPGP can facilitate the transfer of professional learning into classroom and school-level practice. However, the qualitative design and limited number of schools constrain generalizability. Longitudinal mixed-method research is needed to assess sustained effects on teacher performance and student learning outcomes.
Evaluation of the Learning Quality of the Agricultural Industrial Technology Study Program Using Customer Satisfaction Index (CSI) And Importance-Performance Analysis (IPA) Andi Muhammad Akram Mukhlis; Syahrul Syahrul; Baso Intang Sappaile
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1441

Abstract

Purpose: This study analyzes the learning process quality in the Agricultural Industrial Technology Program at Universitas Negeri Makassar by evaluating satisfaction, analyzing gaps, and mapping priority attributes to provide data-driven management recommendations. Methods: This descriptive quantitative survey involved 121 active students, split into pilot and main groups. Content validity was verified using Aiken’s V with 5 experts. Construct validity was tested via Confirmatory Factor Analysis (CFA) in JASP, and reliability via Cronbach's Alpha. Data analysis integrated the Customer Satisfaction Index (CSI) and Importance-Performance Analysis (IPA). Findings: Aiken's V confirmed content validity (V ≥ 0.87). CFA eliminated 5 weak items, leaving 40 valid items with excellent reliability (alpha = 0.958). Indicator CSI scores reflected "Satisfied" and "Very Satisfied" categories (70.08%–84.40%). The grand mean of performance (X = 3.99) fell below importance (Y = 4.46), yielding a -0.47 gap. The IPA matrix identified two critical Quadrant I (Top Priority) attributes: lab staff responsiveness to technical glitches (Item 18) and flexible personal tutoring for struggling students (Item 34). Research Implications: These findings direct study program management to bypass high-cost overhauls, reallocating those resources to optimize laboratory staff responsiveness and more personalized student mentoring. Additionally, the CSI baseline indicates that student satisfaction remains anchored by strong pedagogy, proving that interventions must target specific technical and administrative bottlenecks. Originality: This study hybridizes the SERVQUAL framework with the latest National Higher Education Standards (Permendiktisaintek No. 39/2025), statistically reinforced by CFA to map academic dynamics in a developing engineering program.
The Influence of Managerial Competence and Supervisory Competence on the Performance Management Ability of Elementary School Nurmayanti Nurmayanti; Syahrul Syahrul; Baso Intang Sappaile
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.375

Abstract

This study aims to analyze the influence of managerial competence and supervisory competence on the performance management ability of elementary school principals in Bontomanai District, Selayar Islands Regency. This study uses a quantitative approach with a correlational design. The research population consists of all elementary school principals in the area, with the sampling technique using total sampling. Data were collected thru structured questionnaires and analyzed using descriptive statistics and multiple regression analysis. The research results show that managerial competence has a positive and significant effect on the performance management ability of school principals. Supervisory competence also has a positive and significant effect on performance management ability. Simultaneously, both competencies significantly contribute to enhancing the effectiveness of school principals in managing school performance. These findings underscore the importance of strengthening managerial and supervisory competencies to enhance the quality of leadership and overall school performance. Therefore, it is recommended that the relevant parties provide continuous professional development programs focused on enhancing managerial and supervisory competencies for school principals.
Development of Semester Final Examination (UAS) Test Instruments Based on Higher Order Thinking Skills (HOTS) in the IPAS Subject for Fourth Grade Elementary School Nisrayanti Nisrayanti; Baso Intang Sappaile; Mansyur Mansyur
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.392

Abstract

This research aims to develop a Semester Final Examination (UAS) test instrument based on Higher Order Thinking Skills (HOTS) for the IPAS subject in the 4th grade of Elementary School. The background of this research is the still low ability of students' higher-order thinking, caused by the dominance of Lower Order Thinking Skills (LOTS) based questions in learning evaluation. Therefore, it is necessary to develop an assessment instrument that can measure students' critical thinking, analytical, and problem-solving abilities. This research uses the Research and Development (R&D) method with a development model that includes the stages of needs analysis, design, product development, expert validation, testing, and product revision. Validation was conducted by 2 validators consisting of subject matter experts and evaluation experts, while the instrument trial was carried out on 30 fourth-grade elementary school students. The validation results showed that the instrument received a very valid category with a feasibility percentage of 89%, while the reliability results indicated a reliability coefficient of 0.87 with a high category. The developed instrument consists of HOTS-based UAS questions on the IPAS material for fourth-grade elementary school students and is deemed suitable for use after undergoing the validation and revision process. This instrument is also deemed capable of measuring students' higher-order thinking skills more effectively compared to conventional instruments. The main contribution of this research is to produce a valid, reliable, and practical HOTS-based evaluation instrument to improve the quality of IPAS learning assessments in elementary schools.
Improving Digital Literacy Among Elementary School Students Through Interactive Learning and Online Platforms: Embracing an Era of Flexible and Inclusive Education Baso Intang Sappaile
Journal of Pedagogi Vol. 2 No. 3 (2025): Journal of Pedagogi - June
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/4gdtyd98

Abstract

The development of digital technology requires the strengthening of digital literacy from elementary school level as part of 21st century competencies. However, students' ability to access, evaluate, and produce digital information is still relatively low. This study aims to evaluate the effectiveness of interactive learning based on online platforms in improving the digital literacy of elementary school students. The study employs a descriptive qualitative approach with a case study design on fifth-grade students at a public elementary school in an urban area. Data were collected through observation, interviews, documentation, and digital literacy assessments before and after the intervention. Over three months, students participated in learning that integrated Google Classroom for task management, Wordwall for interactive evaluation, and Canva for digital content production. The results showed an average increase in students' digital literacy scores from 56 to 84, with significant improvements in information search (35%) and digital content production (42%). Students also began to demonstrate awareness of digital ethics, such as maintaining privacy and recognizing fake news. The main challenges included limitations in devices and internet connectivity, while supporting factors included school principal support, teacher readiness, and parental involvement. The study concluded that interactive learning based on online platforms is effective in improving elementary school students' digital literacy. Implications suggest that this learning model could serve as a strategic alternative to support more flexible, adaptive, and inclusive education in the digital age
GAMIFICATION IN E-LEARNING: ITS IMPACT ON MOTIVATION AND LEARNING ACHIEVEMENT Baso Intang Sappaile; Elisa Mayang Sari; Abdun Wijaya
Berajah Journal Vol. 6 No. 4 (2026): Berajah Journal
Publisher : CV. Lafadz Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/bj.v6i4.712

Abstract

With e-learning becoming more and more common at all educational levels, the advancement of digital technology has fueled the transformation of the learning process. Low student involvement and motivation, however, continue to be obstacles to the adoption of online learning. Gamification, or the use of game elements in an educational setting to improve learning, is one popular strategy to deal with this problem. The purpose of this study is to examine how gamification in e-learning affects learning outcomes and student motivation. A literature study was the research methodology employed, looking at numerous pertinent books, scholarly publications, and scientific papers about gamification in digital learning environments. According to the study's findings, gamification components including points, badges, levels, challenges, leaderboards, and reward systems can boost students' motivation both internally and externally. Additionally, by making learning more engaging and pleasurable, gamification enhances academic accomplishment, learning persistence, active involvement, and engagement. However, the learning design, student characteristics, and how well the game components fit the intended learning objectives all affect how effective gamification is. In order to maximize the advantages of e-learning-based learning processes, gamification must be implemented in a methodical manner. This study advances a more comprehensive knowledge of gamification's function as a cutting-edge tactic to raise the caliber of online education in the age of educational reform.
Factors Influencing Intention to Use Mobile Learning: A Quantitative Study in Higher Education Baso Intang Sappaile; Hendro Sukoco
Scientechno: Journal of Science and Technology Vol. 3 No. 1 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/scientechno.v3i1.1047

Abstract

In this modern era, the use of technology is increasingly widespread among students at universities. One of them is the increasing use of mobile technology in learning, showing the importance of understanding the factors that influence the intention to use mobile learning among students. The aim of this research is to determine and analyze the factors that influence the intention to use mobile learning among college students. Apart from that, it is also to find out the relationship between the variables studied. This research method uses a quantitative method with a questionnaire as a data collection instrument. The research sample consisted of students at universities who used mobile learning in the learning process. The results of this research indicate that there are several factors that influence the intention to use mobile learning in higher education, including ease of use, perceived benefits, perceptions of usefulness, and social factors. These variables make a significant contribution to the intention to use mobile learning among students. The conclusion of this study confirms that factors such as ease of use, perceived usefulness, perception of usefulness, and social factors play an important role in forming intentions to use mobile learning in higher education environments. The implication of this research is the importance of integrating these factors in the development of effective learning strategies using mobile technology to increase student participation and performance in higher learning. The limitation of this research is that the researcher did not directly conduct research at universities, but by distributing questionnaires to students at universities.
The Impact of Gamification Learning on Student Motivation in Elementary School Learning Baso Intang Sappaile
Scientechno: Journal of Science and Technology Vol. 3 No. 2 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/scientechno.v3i2.1050

Abstract

Lately, many students have found a lack of motivation in learning in elementary schools. This can be caused by a lack of methods or use of technology that can attract students' attention so they are motivated to learn. Student motivation is a key factor in successful learning in elementary schools. However, one often finds it challenging to maintain high levels of motivation among students. For this reason, a gamification approach, which uses game elements in learning, has attracted attention as a way to increase student motivation. This research aims to determine the impact of gamified learning on student motivation in learning in elementary schools. The focus is to find out whether the use of game elements in learning can increase student motivation. This research uses a quantitative approach with a preposttest-posttest experimental design. Data was collected through questionnaires that measured students' motivation levels before and after the intervention. The research results show that gamified learning has a positive impact on student motivation in elementary schools. Students who engaged in learning with gamification elements showed greater increases in their motivation levels compared to students who received conventional learning. Factors such as challenge, reward, and self-recognition in the context of play help increase student interest and engagement in learning. The conclusion of this research explains that gamified learning can be an effective tool for increasing student motivation in elementary schools. The integration of game elements such as points, levels, and challenges in learning can increase student interest, engagement, and overall motivation. These findings provide an important contribution to the development of more innovative and effective learning strategies in the future.
Co-Authors Abdun Wijaya Achmad Sutanto Adi Nugroho Susanto Putro Agus Junaidi Agusalim Juhari Agustina Setyaningsih Ahmad, Siti Nurjanah Akhmad Ramli Andi Fatir Islam Andi Muh Akbar Saputra Andi Muhammad Akram Mukhlis Andi Tenri Abeng Andres Villanueva Archristhea Amahoru Asdar . Asti Arifuddin Azhariah Rachman Baiq Fina Farlina Bernard Bernard Bernard Chandra Halim Cherry Lumingkewas Citra Azhariat Malasari Dalimawaty Kadir Dara Mutiara Aswan Dewi Prabawati Didik Cahyono Dina Mayadiana Suwarma Dineo Modise Djoko Widagdo Ediaman Sitepu EFENDI Eka Donna Fauziah Lasinggaru Eka Sarofah Elisa Mayang Sari Ellyas Palalas Emmanuel Gumbo Fauzan G Gamar Al Haddar Geofakta Razali Gusti Rusmayadi Hasriana Hendro Sukoco Hilya Wildana Sofia I Putu Agus Dharma Hita Idrus Idrus Ika Setiawati Imam Prawiranegara Gani Ivon Mukaddamah Joni Wilson Sitopu KabelaD Dube Liani Sari Lisnasari Andi Mattoliang Loso Judijanto Lutfan Anas Zahir Mansyur Mansyur Marcus Tan Mardiati Mardiati Markus Asta Patma Nugraha Masli Nur cahya Zoraida MAURITZ PANDAPOTAN MARPAUNG Mayliza, Riri Meldawati Artayani Mia Aina Miriam Moyo Miske Elsy Sibian MS Viktor Purhanudin Mufida, Asita Al Muhammad Ichsan Abda Muhammad Yasin Mukhtar Zaini Dahlan Mulyadi Nur Murnianti Murphy Xavier Muslimah L Nasir, Norma Niel Ananto Nining Andriani Nirmala Dewi Nisrayanti Nisrayanti Nur Fajrin Maulana Yusuf Nur Fajrin Maulana Yusuf Nur Wahyu Ilahi Nuridayanti Nuridayanti Nurmayanti Nurmayanti Ova Huzaefah Palesa Molefe Patahuddin Patahuddin Paulus Haniko Paulus Haniko Prastyadi Wibawa Rahayu Rachel Chan Rahmah Fitria Ratna Novita Punggeti RD. D. Lokita Pramesti Dewi Retno Dewi Prisusanti Rino Lengam Rival Pahrijal Rukimin Rukimin Sabil Mokodenseho Sahid Samalua Waoma Samantha Gonzales Sari, Mike Nurmalia Shanshan Xu Siyono Siyono Sofyan Suci Nabila Lumalan Sultan Andilah Suriati Lubis Syah, Setiawan Putra Syahril Hasan Syahrul Syahrul Syahrul Syahrul Tatenda Ncube Ti Aisyah Triyanto Pristiwaluyo Ubaidillah Wahyudi BR Wahyuni, Maya Sari Washilah Wahdiah Ramadhani Nur Wiranti Kusuma Hapsari Xie Guilin Yenik Pujowati Yenny Anggreini Sarumaha Yusuf Pratama Zuhad Ahmad