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Journal : Jurnal Paedagogy

Development of a Game-Assisted Flipbook to Enhance Fifth-Grade Students’ Conceptual Understanding of Cultural Diversity Somantari, Ni Ketut; Wibawa, I Made Citra; Suma, Ketut
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19371

Abstract

This study aims to develop and evaluate the feasibility, practicality, and effectiveness of a game-assisted flipbook on cultural diversity for fifth-grade elementary school students. The study was conducted in Cluster V Tuanku Imam Bonjol, Denpasar, Bali, using the ADDIE development model. The participants included two content experts, two media experts, 12 teachers, and 65 fifth-grade students, comprising 33 students in the experimental group and 32 in the control group. Data were collected using expert validation sheets, teacher and student practicality questionnaires, and pretest–posttest assessments of concept mastery. The data were analyzed using descriptive statistics, percentage conversion, analysis of covariance (ANCOVA), and normalized gain (N-gain). The flipbook was developed using Microsoft Word, Canva, and Heyzine, and featured contextual narratives, cultural illustrations, reflective activities, QR codes, and educational games. The validation results indicated that the product was highly feasible, with a mean score of 3.87 (96.75%) from both content and media experts. Practicality was also rated very highly, with scores of 3.84 (95.88%) from teachers and 3.91 (97.83%) from students. ANCOVA results revealed a statistically significant difference between the experimental and control groups after controlling for pretest scores (F = 84.980, p < 0.001), with a large effect size (partial eta squared = 0.578). Furthermore, the N-gain analysis showed greater improvement in the experimental group (0.81, high category) compared to the control group (0.51, moderate category). In conclusion, the game-assisted flipbook is highly feasible, practical, and effective in improving students’ concept mastery in elementary education.
Problem-Based Learning Supported by Assembler Edu: Impacts on Science Learning Outcomes and Students’ Self-Confidence Putra, I Kadek Ardyawan; Suma, Ketut; Jampel, I Nyoman
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19669

Abstract

This study aims to examine differences in IPAS learning outcomes between students taught through Problem-Based Learning (PBL) assisted by Assemblr Edu and those taught through conventional instruction, as well as to analyze the interaction between the learning model and students’ self-confidence. The study employed a quasi-experimental design using a pretest–posttest non-equivalent control group approach. The participants were 115 fifth-grade students from Cluster II Tegallalang Elementary Schools, comprising 57 students in the experimental group and 58 in the control group. The research instruments included a multiple-choice IPAS learning outcomes test and a self-confidence questionnaire, both of which were validated and tested for reliability. Content validity was assessed by two expert lecturers using Gregory’s formula. The learning outcomes test demonstrated very high reliability (KR-20 = 0.958), and the self-confidence questionnaire also showed very high reliability (Cronbach’s α = 0.929). Data were analyzed using ANCOVA. The results indicate that the learning model significantly affected IPAS learning outcomes (F = 56.791, p < 0.001, Partial η² = 0.340), while self-confidence also had a significant effect (F = 43.628, p < 0.001, Partial η² = 0.284). Furthermore, a significant interaction was observed between the learning model and self-confidence (F = 6.486, p = 0.012, Partial η² = 0.056). These findings suggest that PBL assisted by Assemblr Edu is more effective than conventional instruction, indicating that the integration of problem-based learning with AR-supported media can reduce learning barriers and enhance conceptual understanding in a meaningful way.
Co-Authors - Khaeruman A. A. Istri Agung Rai Sudiatmika Ahmad Walela Aiman, Ummu Amrina, Siti Arofatul Anak Agung Inten Paraniti Antara, I Gede Wahyu Suwela Antari, S R S. Artini, Ni Nyoman Budiastini, Ni Putu Putri Darmayasa, K. G. Desak Ketut Trisna Lestari Desak Putu Parmiti Dewa Bagus Sanjaya Dewa Gede Hendra Divayana, Dewa Gede Hendra Dewi Oktofa Rachmawati Dian Susanti Diyatmika, Utama Dr. Ni Made Pujani,M.Si . Endang Puji Astuti Erlina, Nia Gde Parie Perdana, Gde Parie Hikmawati Hikmawati Hikmawati I Gede Aris Gunadi I Gede Astawan I Ketut Mudana, I Ketut I Ketut Wiratana I Komang Pradika Utama I Komang Wisnu Budi Wijaya I Made Ari Winangun I Made Candiasa I Made Citra Wibawa I Nyoman Jampel I Nyoman Sita Setiawan I Nyoman Suardana I Wayan Redhana I Wayan Sadia I Wayan Suastra I Wayan Subagia I Wayan Suja I Wayan Widiana Ida Bagus Putu Arnyana Indahwati, Christine Irmayanti, Ni Luh Islamiati, Evy Fitria Iwan Suswandi Jayantini, Ni Luh Kadek Raka Jihad, Ruhul Juniartina, Prima Kadek Rihendra Dantes Karma, I Wayan Kasanah, Uswantun Ketut Desia Tristiantari, Ni Khaeruman Luh Rumni Oktaria M.Pd Prof. Dr. I Nyoman Sudiana . Made Hery Santosa Mardana, I P. B. Maulida, Ikrima Mukaromah, Anis Fitriatul Mursalin, Muhammad N. Sundoro Katili Ni Ketut Rapi Ni Luh Pande Latria Devi Ni Putu Noviarini Nur Halimah Nyoman Dantes Oktaria, Luh Rumni Pangga, Dwi Pradnyawati, Diah Pratiyaksi, Ni Made Diantari Pujani, N M Pusparini, Kadek Dwi Cita Putra, I Kadek Ardyawan Putri Sarini Putu Artawan Putu Widiarini Rai Sujanem Rapi, N K. Rohani Rohani Rosmayuni, Anak Agung Ayu Putri Sanjaya, Fifi SITI MARYAM Siti Nurhidayati Somantari, Ni Ketut Suastra , Wayan Sudewa, P. Hari Sudewa, Putu Hari Supriani, Ni Made Suryana, I Kade Pande Sutika, I Made Suwindra, I.N.P Wayan Suastra Wimbawati, PK Ary Wulandari, N P V A Yasa, I Wayan Dresti