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All Journal Jurnal Konseling dan Pendidikan Jurnal Basicedu Journal of Dehasen Educational Review International Journal of Multi Discipline Science (IJ-MDS) Jurnal Indonesia Raya Jurnal Dehasen Untuk Negeri Jurnal Basicedu SWARNA International Journal of Learning Reformation in Elementary Education Dikdimas : Jurnal Pengabdian Kepada Masyarakat Jurnal Komputer Indonesia Jurnal Pendidikan Teknologi Informasi dan Komunikasi Jurnal Penelitian Pendidikan Indonesia Jurnal Kewirausahaan dan Bisnis Abdi Reksa SWARNA: Jurnal Pengabdian Kepada Masyarakat Journal of Educational Studies
Jumiati Siska
Universitas Dehasen Bengkulu
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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Google sites-based learning content development to promote self-directed learning in hybrid higher education: an addie-based study Jumiati Siska; Muhammad Kristiawan; Elsa Viona
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202200

Abstract

The shift toward hybrid learning in higher education necessitates structured digital content that promotes student independence. This study developed and evaluated Google Sites-based digital learning content to support independent learning in an Educational Technology Literacy course. Using a Research and Development approach guided by the ADDIE model, the content was designed, validated, and implemented with 32 undergraduate students. Expert validation scores were 92.5% for content and 90.3% for media, indicating high validity. Student practicality assessments averaged 88.6%, and the mean independent learning score was 86.4%. Findings show that Google Sites is a feasible, low-cost platform for developing effective content that enhances learner autonomy in hybrid settings. This study provides practical implications for instructors seeking accessible solutions to support self-directed learning. The ADDIE-based development process offers a replicable framework for designing similar content in other courses. Institutions may incorporate Google Sites into digital strategies to enhance autonomy, especially where sophisticated systems are limited. The novelty lies in integrating Google Sites with the ADDIE model to foster self-directed learning in a hybrid context. While previous studies explored various platforms, limited research has systematically examined Google Sites as a primary content delivery tool evaluated through expert validation, student practicality, and independent learning outcomes. This study contributes theoretically by enriching self-directed learning literature and practically by offering a validated development model and evidence that such content enhances student autonomy in resource-constrained environments.
Empowering Teachers in Designing Gamification as a Vocational Learning Strategy in Vocational Schools Jumiati Siska; Liza Yulianti; Muhammad Kristiawan; Afes Agustianza; Destika Rinanda
DIKDIMAS : Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 1 (2026): DIKDIMAS : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Asosiasi Profesi Multimedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/dikdimas.v5i1.483

Abstract

Background: The integration of gamification in education has emerged as an effective strategy to enhance student motivation, engagement, and learning outcomes. However, many vocational school teachers lack the necessary skills and knowledge to design gamified learning experiences that align with the unique characteristics of vocational education.Aims: This paper aims to empower vocational school teachers with competencies in designing gamification-based learning strategies. The scope includes exploring teachers’ understanding of gamification principles, developing their design skills through training and workshops, and assessing the effectiveness of these interventions in enhancing vocational teaching practices.Methods: A qualitative descriptive approach was employed. Teachers participated in hands-on workshops focusing on gamification frameworks, digital tools, and practical design projects tailored to vocational learning contexts. The collected data were analyzed thematically to identify changes in teachers’ knowledge, skills, and confidence.Results: The results indicated that the teacher empowerment program significantly improved teachers’ ability to design gamification-based learning strategies. Teachers demonstrated increased creativity, improved alignment between gamified activities and vocational learning objectives, and greater confidence in using digital tools. Quantitative findings showed that 85% of participating teachers exhibited improved competence after the training program, with average post-test scores increasing from 62.4 to 84.7. Furthermore, 78% of participants reported a high level of readiness to implement gamification in their classrooms.Conclusion: Empowering teachers in gamification design is an effective approach to strengthening vocational education. It enhances teachers’ pedagogical competencies, promotes learner-centered instructional practices, and supports continuous professional development to meet the evolving demands of vocational education.
Educational Financing Management Strategy in Improving the Quality of School Services Suwarni; Jumiati Siska; Feby Elra Perdima; Aurelio Jr., S. Gomez
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001507

Abstract

This study examines educational financing management strategies and their impact on the quality of school services at MTs Negeri 2 Bengkulu Tengah, an Islamic junior secondary school in Indonesia. Employing a qualitative case study design, data were collected through semi-structured interviews with the principal, treasurer, teachers, and school committee members, supported by non-participant observations and analysis of financial and planning documents, including the School Activity and Budget Plan (Rencana Kegiatan dan Anggaran Sekolah or RKAS) and School Operational Assistance (Bantuan Operasional Sekolah or BOS) realization reports. Data triangulation was applied to enhance credibility and analytical rigor. The findings reveal that the madrasah implements a strategic financing model characterized by participatory budget planning, priority-based allocation, transparent financial reporting, and multi-layered monitoring involving internal and external oversight. Empirical evidence demonstrates measurable impacts in three domains: (1) improvement of facilities and Information and Communication Technology (ICT) supported learning environments, (2) enhancement of teacher professional and digital competencies through targeted training allocation, and (3) strengthening of student services reflected in increased extracurricular participation and reduced absenteeism rates. Financial transparency and stakeholder engagement further contribute to strengthened public trust and institutional accountability. This study contributes to educational management scholarship by presenting an evidence-based financing governance model integrating strategic planning, participatory decision-making, and continuous evaluation. The findings highlight that the effectiveness of educational financing depends not merely on the availability of funds but on strategic, transparent, and accountable management practices that align financial decisions with service quality improvement objectives.
The Effect Of Canva-Based Learning Materials On Pupils’ Creativity Jumiati Siska; Mesterjon Mesterjon; Ema Pitriyanti
Journal of Educational Studies Vol. 2 No. 3 (2024): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v2i3.3670

Abstract

The growing use of visual design platforms in classrooms has intensified scholarly debate on whether digital learning media directly foster creativity or merely provide attractive instructional surfaces. This study examines the effect of Canva-based learning media on students’ creativity by integrating two competing theoretical perspectives: Cognitive Theory of Multimedia Learning, which emphasizes visual-verbal processing and reduced cognitive load, and the Componential Theory of Creativity, which highlights intrinsic motivation, domain-relevant skills, and creativity-relevant processes. A quasi-experimental pretest-posttest control group design was proposed involving 120 senior secondary students assigned to an experimental class using Canva-based instructional media and a control class using conventional slide-based media. Creativity was measured through a performance rubric covering fluency, flexibility, originality, and elaboration, while engagement and intrinsic motivation were assessed using validated Likert-scale instruments. Data were analyzed using descriptive statistics, reliability testing, independent samples t-test, ANCOVA, effect size estimation, and mediation analysis. Illustrative results show that students in the Canva-based group achieved higher posttest creativity scores than the control group after controlling for baseline ability, with the strongest gains observed in elaboration and originality. The discussion suggests that Canva supports creativity when its visual affordances are embedded in inquiry-oriented tasks, peer feedback, and teacher scaffolding. This study fills the void by positioning Canva not as a stand-alone technological solution but as a pedagogical design environment whose impact depends on cognitive, motivational, and social learning mechanisms. The findings offer implications for digital media integration, teacher training, and creativity-oriented curriculum design.
Innovations In Learning Management To Foster Student Creativity Sukirdi Sukirdi; Feby Elra Perdima; Jumiati Siska; Fenty Hanifa Carolina
Journal of Educational Studies Vol. 3 No. 1 (2025): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i1.3671

Abstract

Creativity has become a strategic learning outcome in contemporary schooling, yet many classroom innovations remain fragmented because management practices are rarely examined as an integrated mechanism that shapes the learning climate, teacher coordination, assessment design, and student agency. This study aims to analyze how innovative learning management contributes to the development of student creativity and to clarify whether creative learning climate and student engagement mediate this relationship. An explanatory sequential mixed-methods design was proposed. The quantitative phase involved 312 secondary-school students selected through cluster sampling, while the qualitative phase involved interviews with 12 teachers and six school leaders. Data were collected using a learning management innovation scale, a creative learning climate scale, a student engagement scale, and a portfolio-based creativity rubric covering fluency, flexibility, originality, and elaboration. The illustrative analysis using partial least squares structural equation modelling indicated that innovative learning management had a positive direct effect on student creativity (beta = .31, p < .001) and stronger indirect effects through creative learning climate and engagement. The model explained 61% of the variance in student creativity, suggesting that creativity is not merely a product of individual talent but is also shaped by managerial decisions that organize time, feedback, collaboration, and assessment opportunities. The findings imply that schools should move beyond episodic innovation and institutionalize learning management systems that protect experimentation, support teacher collaboration, and use formative assessment to cultivate creative performance.
The Effect Of Blended Learning On Fifth-Grade Students’ Literacy And Numeracy Outcomes Aji Dwi Priansyah; Jumiati Siska; Lina Tri Astuty Br Sembiring
Jurnal Komputer Indonesia Vol. 5 No. 1 (2026): Maret
Publisher : Universitas Dehasen Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37676/jki.v5i1.1349

Abstract

This study addresses the ongoing challenge of improving literacy and numeracy competencies in Indonesian elementary education, particularly within the implementation of the Merdeka Curriculum. Although numerous studies have examined Blended Learning, limited research has specifically explored the integration of face-to-face instruction and Google Sites–based online learning to strengthen literacy and numeracy skills at the elementary level. This study aims to analyze the effect of Blended Learning on fifth-grade students’ literacy and numeracy learning outcomes.A quantitative approach with a pre-experimental one-group pre-test post-test design was employed. The participants were 26 fifth-grade students at SD Negeri 59 Kota Bengkulu. The research instrument consisted of validated and reliable literacy–numeracy tests. Data were analyzed using the Shapiro–Wilk normality test and paired sample t-test.The findings revealed a significant improvement between pre-test (M = 55.65) and post-test (M = 78.62) scores, with a significance value of < 0.001. The 41.3% increase indicates that Blended Learning effectively enhances students’ literacy and numeracy outcomes. Theoretically, this study contributes to the discourse on technology integration in competency-based learning, while practically offering an innovative instructional strategy aligned with 21st-century learning demands in elementary education.
A Case Study on the Use of Wordwall as A Formative Assessment Tool in Informatics Learning Ii Pratiwi; Jumiati Siska; Imma Rachayu
Jurnal Komputer Indonesia Vol. 5 No. 1 (2026): Maret
Publisher : Universitas Dehasen Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37676/jki.v5i1.1551

Abstract

This study aims to describe the implementation of Wordwall as a formative assessment tool and analyze the transformation of student responses in Informatics learning at SMP Negeri 8 Bengkulu. The research methodology employed is qualitative with a case study design. The researcher serves as the key instrument, collecting data through limited participant observation, semi-structured interviews with teachers and students, and field notes. Data analysis techniques follow the Miles and Huberman model, while data validity is ensured through source and technique triangulation based on Moleong's theory. The results indicate that the use of Wordwall successfully transformed the classroom atmosphere from passive to interactive compared to conventional methods. Gamification features and instant feedback significantly increased student enthusiasm and independence in completing evaluations. Although this study is qualitative, supporting data shows an increase in average scores from 5.41 on written tests to 7.83 when using Wordwall. In conclusion, Wordwall is effectively used as a formative assessment medium capable of providing an enjoyable learning experience while facilitating teachers in automatic grade processing. Suggestions for educators include optimizing the variety of features within Wordwall and ensuring the readiness of digital infrastructure to support the sustainability of interactive assessment.
The Application of the Mind Mapping Learning Method on Student Learning Outcomes Nadia Permata Sari; Mesterjon Mesterjon; Jumiati Siska
Jurnal Komputer Indonesia Vol. 5 No. 2 (2026): Juni
Publisher : Universitas Dehasen Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37676/jki.v5i2.1690

Abstract

This study aims to describe the application of the Mind Mapping learning method and to determine its impact on the learning outcomes of 10th-grade Visual Communication Design (VCD) students at SMK Negeri 03 Kepahiang regarding the topic of types of cameras. This study was motivated by the low learning outcomes of students, which were caused by a teaching approach still dominated by lectures; as a result, students were less active, had difficulty organizing their ideas, and lacked an understanding of the relationships between concepts in the material. This study employed a descriptive qualitative approach. The research subjects were 14 10th-grade VCD students at SMK Negeri 03 Kepahiang. Data collection techniques included observation, interviews, and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions. Data validity was tested using source triangulation and technique triangulation. The results of the study indicate that the implementation of the Mind Mapping method occurred through the stages of material delivery, group formation, mind map creation, presentation of work results, and learning reflection. During the learning process, students were observed to be more active in discussing, asking questions, and presenting their group work. The use of colors, symbols, images, and keywords in Mind Mapping helped students understand the material more easily and in a structured manner. Student learning outcomes also improved, as evidenced by the average score of 63.64 before the method was implemented, which rose to 81.00 after implementation—an increase of 17.36 points. In addition, all students achieved mastery of the material. Thus, the Mind Mapping method is effective in improving student learning outcomes, engagement, and motivation.
Co-Authors Afes Agustianza Afif , Ahmad Aji Dwi Priansyah Aniarti Aurelio Jr., S. Gomez Azizatul Banat Cianstury, Irvan Citra Dewi Destika Rinanda Diah Selviani, Diah Elsa Viona Ema Pitriyanti Fadlul Amdhi Yul Fadlul Amdhi Yul, Fadlul Amdhi Feby Elra Perdima Fenty Hanifa Carolina Fitrian , Yenni Franzhardi, Didi Hadiwinarto Hadiwinarto Hamzani Hamzani Herlina, Yuni Hermawansa Ii Pratiwi Imma Rachayu, Imma Jauhariansyah , Septian Lina Tri Astuty Br Sembiring Liza Yulianti Luthfia , Izza Martiani Martiani Mesterjon Mesterjon Mesterjon Mesterjon Mesterjon, Mesterjon Meydia Afrina Monica Muhammad Kristiawan Muhammad Kristiawan Nadia Permata Sari Okky Leo Agusta Rachayu , Imma Rambat Nur Sasongko Saipul, Saipul Sandy , Lengga Satrya Selviani , Diah Sukirdi Sukirdi Sukirdi, Sukirdi Susanto , Edy Suwarni Tiara Lestari Yenni Fitria Yocia Deana Putri Yul , Fadlul Amdhi