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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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The Influence of Gamification Techniques on Students’ Learning Performance and Motivation in Learning: An Experimental Study Baso Intang Sappaile; Shanshan Xu; Markus Oci; Murphy Xavier; Chandra Halim
Journal Neosantara Hybrid Learning Vol. 2 No. 1 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jnhl.v2i1.935

Abstract

Innovative and engaging learning is becoming increasingly important in modern education. Gamification techniques, which adapt game elements to learning contexts, have attracted research interest as a potentially effective approach to improving student achievement and learning motivation. This research aims to evaluate the effect of gamification techniques on student achievement and motivation in learning. This research method uses an experimental approach with a randomized controlled design, involving two groups of students: an experimental group that applies gamification techniques and a control group that follows conventional learning. Data was collected through achievement tests, learning motivation questionnaires, and classroom observations. The results of this study explain that data analysis shows that students who were involved in learning using gamification techniques had significantly higher achievement than the control group. In addition, students’ learning motivation in the experimental group was also significantly higher than that in the control group. Classroom observations showed higher levels of engagement and participation from students in lessons that used gamification techniques. The conclusion of this research supports the idea that the use of gamification techniques in learning has a positive impact on student achievement and learning motivation. This shows the potential of gamification techniques as an effective tool in increasing the efficiency and effectiveness of learning. The practical implication of this research is that the gamification approach can be integrated into curriculum design to create a more interesting and encouraging learning environment for students. It is hoped that this research can further explore specific aspects of implementing gamification techniques in different educational contexts
THE EFFECTIVENESS OF BLENDED LEARNING IN IMPROVING 21ST CENTURY SKILLS IN MIDDLE SCHOOL STUDENTS Baso Intang Sappaile; Samantha Gonzales; Andres Villanueva
Journal Neosantara Hybrid Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i2.2695

Abstract

Blended learning is frequently promoted as an effective instructional model for fostering 21st-century skills; however, much of the existing discourse assumes its superiority without adequately examining the contextual and pedagogical conditions that shape its outcomes. This study addresses this gap by investigating whether blended learning meaningfully improves critical thinking, collaboration, creativity, and digital literacy among middle school students in a real classroom environment. The research aims to evaluate not only the magnitude of improvement but also whether the observed changes can be attributed to the blended instructional design rather than external factors such as teacher expertise or students’ prior technological exposure. A quasi-experimental method was employed involving two groups of eighth-grade students: an experimental group receiving blended instruction through a combination of face-to-face learning, digital modules, and interactive online tasks, and a control group receiving conventional instruction. Data were collected through performance-based assessments, observation checklists, and student self-evaluation surveys. The analysis utilized paired-sample and independent-sample t-tests to compare pre- and post-intervention differences. The findings indicate a statistically significant improvement in all four targeted skills among the experimental group, with the strongest gains observed in digital literacy and collaborative problem-solving. However, the results also suggest that the effectiveness of blended learning is highly dependent on instructional scaffolding, the quality of digital resources, and students’ initial readiness for technology-mediated tasks. The study concludes that blended learning can enhance 21st-century skills in middle school students when implemented through a structured, well-facilitated design. It cautions, however, against assuming universal effectiveness across diverse learning environments.
ENHANCING TEACHERS’ PROFESSIONAL COMPETENCIES FOR HYBRID LEARNING THROUGH A PEER-LED DIGITAL MENTORSHIP PROGRAM Baso Intang Sappaile; Tatenda Ncube; Miriam Moyo; Emmanuel Gumbo
Journal Neosantara Hybrid Learning Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i5.3353

Abstract

The rapid shift toward hybrid learning has underscored the urgent need to enhance teachers’ digital pedagogical competencies. Many educators, particularly in developing educational contexts, face challenges in integrating technology effectively into instructional design and collaborative teaching practices. This study investigates the implementation of a peer-led digital mentorship program as a sustainable approach to strengthen teachers’ professional competencies for hybrid education. The research aims to examine how structured peer mentoring, supported by digital platforms, improves teachers’ skills in instructional technology, online communication, and collaborative curriculum development. A mixed-method design was applied, involving 60 teachers from secondary schools participating in a three-month mentorship program. Quantitative data were collected through pre- and post-training competency assessments, while qualitative insights were derived from focus group discussions and reflective journals. Data analysis employed paired-sample t-tests for statistical validation and thematic analysis for narrative interpretation. Results showed significant improvement in teachers’ digital literacy (p < 0.01), confidence in hybrid instruction, and collaborative engagement. Participants reported that peer mentoring provided psychological safety, practical modeling, and contextual learning experiences that formal training often lacked. The study concludes that peer-led digital mentorship represents an effective, scalable model for professional development in the hybrid learning era. It fosters a culture of collaboration, adaptability, and continuous learning among teachers, supporting the long-term sustainability of hybrid education practices.
GAMIFICATION AND STUDENT MOTIVATION: EVALUATING E-LEARNING ENGAGEMENT FROM AN EDUCATIONAL PSYCHOLOGY PERSPECTIVE Baso Intang Sappaile; Rachel Chan; Marcus Tan
Journal Neosantara Hybrid Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i2.4162

Abstract

Growing reliance on e-learning has transformed educational practice while simultaneously highlighting persistent challenges related to sustaining student motivation and meaningful learning engagement. Gamification has emerged as a promising instructional strategy that incorporates game design elements into digital learning environments to enhance learners' psychological involvement and academic performance. This study aimed to evaluate the effectiveness of gamification in improving student motivation and e-learning engagement from an educational psychology perspective by examining the relationships among motivational design, psychological needs satisfaction, learner engagement, self-regulated learning, and academic achievement. A mixed-methods sequential explanatory research design was employed, combining quantitative data collected from 480 undergraduate students through standardized motivation and engagement scales, academic performance assessments, and learning management system analytics with qualitative evidence obtained from classroom observations, semi-structured interviews, focus group discussions, reflective learning journals, and instructional document analysis. Findings revealed that students participating in gamified e-learning demonstrated significantly higher intrinsic motivation, self-efficacy, behavioral engagement, emotional engagement, self-regulated learning, and academic achievement than those enrolled in conventional online learning environments. Qualitative evidence further indicated that meaningful feedback, collaborative learning activities, learner autonomy, and active instructional facilitation strengthened the motivational impact of gamification. Results suggest that gamification functions most effectively when integrated with educational psychology principles, providing a sustainable pedagogical framework for promoting meaningful engagement, learner persistence, and long-term success in digital learning environments.
Effectiveness of Using Audio Visual Media in Improving Student Achievement in Mathematics Learning in Elementary Schools Baso Intang Sappaile; Nur Fajrin Maulana Yusuf; Mardiati Mardiati; Masli Nur cahya Zoraida; Ediaman Sitepu
Journal Emerging Technologies in Education Vol. 2 No. 1 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i1.742

Abstract

Background. Audio-visual media is media that contains elements of sound and images. It is useful for conveying information, knowledge, ideas, ideas in a more interesting way. The proper use of audiovisual media in accordance with the needs in education will be able to improve learning achievement. Audio visual media will help students in developing logical, critical, and creative thinking skills in solving problems. The use of audiovisual media in learning mathematics can improve student achievement in elementary school. This can be achieved as long as the use is effective and efficient. Purpose. This study aims to measure the effectiveness of using audio-visual media in improving student achievement in mathematics learning in elementary schools. This research will also be useful to find out the factors that influence the success of using audio-visual media. In addition, it is also to find out how far audiovisual media can help students in understanding mathematical concepts, increase learning motivation, and develop logical, critical, and creative thinking skills. Method. The method used in this research is quantitative. Quantitative method is a way of presenting data in the form of numbers. The data obtained is the result of the acquisition of responses. The data is taken from the distribution of questionnaires containing questions related to the effectiveness of the use of audio-visual media in improving student achievement in mathematics learning at the elementary school level. Results. The results of this study state that the use of audio visual in math learning in elementary schools can improve student achievement. The use of audiovisual media has a positive effectiveness in learning mathematics in elementary schools. The use of audiovisual media can improve student learning outcomes, concept understanding, ability to analyze, and interest in learning. However, the use of this media must also pay attention to certain factors in order to be effective. Conclusion This research can be concluded that audio visual media as a learning medium that contains elements of sound and images will be able to be used to convey information, knowledge, ideas, or ideas more interestingly. The use of audio-visual media in learning mathematics will help in improving students' concept understanding, interest, and learning outcomes.
Influence of the Blended Learning Method on Student Achievement in Mathematics Lessons Baso Intang Sappaile; Dina Mayadiana; Rino Lengam; Xie Guilin; Muhammad Ichsan Abda
Journal Emerging Technologies in Education Vol. 2 No. 2 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i2.810

Abstract

Background. The characteristics and achievements of each student are different. This is influenced by the methods, interests, talents, media, sources, environment, and even strategies of the students themselves. A blanded learning method that combines traditional classroom learning with online-based learning can make a big impact in the world of education. It will provide opportunities for students to learn with more flexibility. It also creates a more engaging learning experience. Purpose This study aims to find out how much the use of blended learning method affects students' achievement. This achievement is more specific to mathematics learning. This is because there are often difficulties in understanding mathematics learning by students. Therefore, the blended learning method is considered to be able to influence learning, especially mathematics. Method. The method used in this research is quantitative. This method is considered suitable as a measuring tool. This is because the effect of using the blanded learning method on student achievement can be measured by a number scale. So that it can be read or understood through graphs, percentages, or data processing. Research using quantitative methods that have the characteristics of using numbers will be more in line with this research. Results. The result of this study explains that the use of blanded learning method will affect students' achievement in learning mathematics. The blanded learning method that combines traditional and online-based learning will enrich the learning experience. Not only that, this method will also provide a combination of different methods, media, sources, environments, and even learning strategies. Conclusion This research can be concluded that the use of blanded learning method will provide innovation in learning. It will support different ways of learning from students. In addition, it will also help teachers in the flexibility of organising learning time. On the other hand, it will also help students who have difficulty in following face-to-face learning.
Impact of Using Cognitive Technology in Increasing the Efficiency of the Learning Process Baso Intang Sappaile
Journal Emerging Technologies in Education Vol. 2 No. 2 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i2.1060

Abstract

Background:Utilizing cognitive technology has significantly improved educational outcomes, with a real impact on the effectiveness of the learning process.Cognitive technology allows teachers to present lesson content that is aligned with students' level of understanding and learning styles, resulting in more effective and efficient teaching. The use of cognitive technology not only increases the efficiency of the learning process but also creates a more thoughtful and focused learning environment for students. Research purposes:ObjectiveThis research aims to determine the impact of using cognitive technology in increasing the efficiency of the learning process. As well as knowing the effect of using cognitive technology which can increase efficiency in the learning process. So that the desired learning objectives are achieved. Method:This research uses quantitative methods so that it can provide data in the form of accurate numbers. Data was obtained by distributing an online questionnaire via the Google Form application to respondents. The respondents' results will be managed using the SPSS application. After data management, researchers present the data in the form of graphs or diagrams. Results:From the results of this research, it can be seen that cognitive technology has a significant impact in increasing the efficiency of the learning process. By using cognitive technology that can be accessed anytime and anywhere, it can make it easier for students to understand the material. So as to create an efficient learning process. Conclusion:From this research, researchers can conclude that the impact of using cognitive technology can increase efficiency in the learning process. So as to create a safe and comfortable learning atmosphere. And achieving the desired learning goals.
The Impact of Dependence on Gadgets on Student Concentration and Academic Performance Baso Intang Sappaile
Journal Emerging Technologies in Education Vol. 2 No. 2 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i2.1063

Abstract

Background:One impact that can disrupt students' concentration in studying is gadget dependence. This dependency can have an impact on students' academic achievement, such as decreasing test scores and poor learning quality and achievement. Therefore, schools must better monitor students' use of gadgets during lessons at school and notify students' parents or guardians to supervise or limit students' use of gadgets at home. Research purposes:This research was conducted with the aim of understanding the relationship between the impact of dependence on gadgets on students' learning concentration and academic performance, as well as the extent of the impact of dependence on gadgets on students. Method:The method used in this research is a quantitative method.This method is a way of collecting numerical data that can be tested. Data was collected through distributing questionnaires addressed to students. Furthermore, the data that has been collected from the results of distributing the questionnaire will be accessible in Excel format which can then be processed using SPSS. Results:From this research, researchers were able to obtain research results on the impact of dependence on gadgets on students' learning concentration and academic performance, which can indeed have a very big influence on students' focus in learning. However, if the use of gadgets can be utilized properly, the resulting negative impact on students' concentration and academic performance will be less. Conclusion:Based on the results of this research, it can be concluded that the impact of dependence on gadgets, if used frequently, will have an impact on students' learning concentration. By decreasing student concentration in learning, it can result in fatalities such as decreasing the level of student achievement itself. Therefore, supervision is needed, especially by parents, so that students at home do not always play or use gadgets all the time.
Teacher Professional Development Through Neuroeducation: A Hybrid Learning Approach to Brain-Based Teaching Competence Baso Intang Sappaile; Palesa Molefe; KabelaD Dube; Dineo Modise
Journal Emerging Technologies in Education Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i6.2246

Abstract

Background. Recent advances in neuroscience have opened new pathways for enhancing educational practices, particularly through the integration of brain-based principles into teaching. However, many educators remain underprepared to translate neuroeducational knowledge into classroom strategies, highlighting a gap in professional development frameworks. Purpose.  This study aims to design, implement, and evaluate a hybrid learning model for teacher professional development that enhances brain-based teaching competence through neuroeducation. Using a mixed-method approach, the research engaged 72 in-service teachers across three institutions in a 10-week hybrid training program combining asynchronous modules, interactive webinars, and reflective practice. Method. Quantitative data from pre- and post-tests revealed a statistically significant increase in participants’ knowledge and application of neuroeducational principles (p < 0.001). Qualitative data from journals and interviews indicated improved instructional planning, learner engagement, and classroom adaptability. Results. The findings suggest that a hybrid model rooted in neuroeducation can effectively foster pedagogical transformation by bridging neuroscience and educational practice. Conclusions. This study offers a scalable and evidence-informed framework for equipping educators with brain-based competencies necessary for 21st-century learning environments.
The Relationship Between Teacher Performance and Teacher Digital Literacy with the Implementation of Online Learning Baso Intang Sappaile; Andi Tenri Abeng; Nuridayanti Nuridayanti
International Journal of Educational Narratives Vol. 1 No. 3 (2023)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/ijen.v1i3.350

Abstract

Background. The study population was all teachers of State Senior High Schools in Gowa Regency, while the samples were all teachers of State Senior High School 10 and State Senior High School 14 in Gowa Regency Purpose. This study aims to determine whether there is a relationship between teacher performance and digital literacy with the implementation of online learning for teachers of SMA Negeri Gowa Regency, both jointly and separately Method. Data was obtained by giving teacher performance scales, teacher digital literacy, and online learning implementation scales. Results. Data were analyzed quantitatively, namely by using multiple linear regression analysis. The conclusions in this study are: 1) teacher performance and teacher digital literacy together have a relationship with the implementation of online learning, 2) teacher performance has no relationship with the implementation of online learning, and 3) teacher digital literacy has a relationship with the implementation of teacher online learning Gowa Regency Public High School. Conclusion. The conclusion of this study is to find out whether there is a relationship between teacher performance and digital literacy with the implementation of online learning in public high school teachers in Gowa Regency, both together and separately.
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