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All Journal Edutech Journal of Education and Learning (EduLearn) Al Ishlah Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika PEDAGOGIA JMM (Jurnal Masyarakat Mandiri) Journal of Education Technology Budimas : Jurnal Pengabdian Masyarakat Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal for Lesson and Learning Studies Inovasi Kurikulum Journal Evaluation in Education (JEE) Curricula: Journal of Curriculum Development JURNAL MUARA PENDIDIKAN Eduvest - Journal of Universal Studies Jurnal Pengabdian Pada Masyarakat IJOEM: Indonesian Journal of Elearning and Multimedia Finger : Jurnal Ilmiah Teknologi Pendidikan Jurnal Pendidikan Teknologi Informasi dan Komunikasi Indonesian Journal on Learning and Advanced Education (IJOLAE)
Emilzoli, Mario
Universitas Pendidikan Indonesia
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Competence of Teachers to Support Special Needs Children in Our Dream Indonesia Al Aqsha, Isra; Emilzoli, Mario
Eduvest - Journal of Universal Studies Vol. 4 No. 5 (2024): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v4i5.1173

Abstract

Education for children with special needs in Indonesia continues to face numerous challenges. Despite the increasing number of children with disabilities, resources to meet the needs of schools and institutions remain inadequate. This study aims to analyze the training needs of teaching staff to support the handling of children with disabilities at Our Dream Indonesia. The research is a case study with a qualitative descriptive approach. The study involved three managers and 21 accompanying teachers as informants. Open-ended questionnaires and interview forms were used as instruments. Qualitative descriptive analysis was employed as the data analysis technique. The collected data was divided into three parts: data reduction, data presentation, and conclusion drawing. The results indicated that children with disabilities at Our Dream Indonesia have diverse characteristics, including varying cognitive, physical, and social-emotional abilities. The teaching staff at Our Dream Indonesia requires training in several areas, including learning strategies for children with disabilities, educational technology, collaboration with parents and professionals, behavior management for children with disabilities, and implementation of the ABA method. The achievement of training can be measured through various methods, such as observation, tests, portfolios, and feedback. Therefore, Our Dream Indonesia should invest in training and professional development for teaching staff to ensure that children with disabilities receive a quality education that meets their needs.
Readiness of ICE Institute Courses Based on ICE-I QAT with Quality Assurance Criteria Afriani, Afriani; Dewi, Laksmi; Hariwibawanto, Hariwibawanto; Purbojo, Rijanto; Emilzoli, Mario; Asih, Irsanti Widuri; Arwan, Juwintar Febriani
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 4 (2024): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.12845

Abstract

This study aims to evaluate the readiness of online courses offered by the ICE Institute based on seven quality assurance dimensions developed through ICE-I QAT. These seven dimensions include course information, instructor information, technology and learning tools, learning materials, interaction, assessment, and evaluation. The method used was descriptive quantitative by using instrument quality assurance criteria was developed by ICE-I. Sample of this research were 77 courses and were curated by the partner universities collaborating with the ICE Institute in 2024. The results show variability in the readiness levels of the courses across each dimension. For example, in the course information dimension, only 45 out of 77 courses met the minimum standards, while in the assessment dimension, only 23 courses met the standards. These findings indicate that many courses still need quality improvement, particularly in learning materials, interaction, and assessment. The discussion highlights the importance of providing clear information, effective use of learning technology, and comprehensive instructional materials to enhance student engagement and course completion. The study concludes that improving the quality of online courses is essential to support effective and meaningful distance learning at the ICE Institute.
Implications of Gamification for Student Learning Motivation: Meta-Analysis Study Emilzoli, Mario; Hernawan, Asep Herry; R. Nadia, Hanoum; Rullyana, Gema; Saidah, Zahrani Putri; Susanti, Lia; Gifari, Muhamad Kosim
JENTIK : Jurnal Pendidikan Teknologi Informasi dan Komunikasi Vol. 4 No. 2 (2025): Jurnal Pendidikan Teknologi Informasi dan Komunikasi
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jentik.v4i2.579

Abstract

Background of the study: Gamification is increasingly applied in education to stimulate engagement and motivation, yet empirical findings on its effectiveness remain mixed.Aims: This study aims to determine the overall effect of gamification on students’ learning motivation and to examine whether education level, sample size, and publication year moderate this effect.Methods: A meta-analysis was conducted using Scopus-indexed journal articles published between 2015–2024. Studies were included if they reported motivation outcomes with sample size, mean, and standard deviation. Effect sizes (Hedges’ g) were calculated and synthesized using a random-effects model with OpenMEE.Results: Twenty-five articles (26 outcomes) met the criteria. Gamification demonstrated a significant and very strong overall effect on learning motivation (ES = 1.061). Moderator analysis showed stronger effects at the senior high school level, while the influences of sample size and publication year were comparatively smaller.Conclusion: Gamification substantially enhances students’ learning motivation compared with non-gamified approaches. These results support the careful and contextual integration of gamified elements in teaching to optimize learner engagement and instructional quality.
Mapping the Evolution of Constructivist Pedagogy: VOSviewer Visualization of Inter-disciplinary Applications, E-Learning Shifts, and Geographic Research Dominance Priandani, Ai Pemi; Riyana, Cepi; Emilzoli, Mario; Alharir, Gamal Adam; Aruan, Juwintar Febriani
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 3, September 2025
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i3.8096

Abstract

10 year research trend of constructivism in modern education is the main goal of this research. Scientific publication data taken from the Scopus database is analyzed using VOSviewer software to visualize networks, overlays, and density visualizations. The results of the study show that constructivism remains an important cornerstone in the development of modern education, shown by a significant increase in the number of publications. The United States dominated research production, followed by China showing increased attention to constructivism. Social Sciences is the field that applies constructivism the most, but other fields such as Arts and Humanities, Engineering, and Computer Science also show significant contributions. The analysis of keyword co-occurrence revealed several important trends, including an increased focus on technology integration (e-learning, modern technologies), the development of a learning environment that supports constructivism, and attention to student learning strategies. Overlay visualization shows the shift in research focus over time, while density view shows the intensity of research on specific topics. The conclusion of this study is that constructivism remains a relevant and dynamic approach in modern education. This research provides a comprehensive overview of the development of constructivism research and can be the foundation for further research that is more in-depth and specific.
Developing Holistic Gasing Evaluation Model to Balance Cognitive Efficiency and Affective Resilience Wijiningsih, Ninik; Puspitasari, Eva; Setiawan, Budi; Emilzoli, Mario
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2825

Abstract

Purpose of the study: The Gasing method (Gampang, Asyik, Menyenangkan) emphasizes ease and enjoyment, yet evaluations frequently neglect the core pillar of enjoyment. This research aims to construct and validate the Holistic Gasing Evaluation Model (HGEM) to balance cognitive speed with affective resilience, making instructional claims of joy empirically verifiable. Methodology: This study utilizes a Type 2 Design and Development Research approach. The procedure involves a systematic analysis of eighty-three empirical papers via Publish or Perish software. A conceptual design phase synthesizes identified theoretical references to establish thirty-six specific model sub-indicators. The final development phase employs the Aiken method with three doctoral experts to validate the model content and structural integrity. Main Findings: The Holistic Gasing Evaluation Model establishes five core dimensions supported by thirty-six psychometric sub-indicators, replacing anecdotal observations with validated instruments like the Mathematics Anxiety Rating Scale. Results show a mean Aiken’s V of 0.86. Discussion indicates that standardizing these metrics identifies instructional risks when rapid speed gains correlate with elevated anxiety, ensuring sustainable numerical performance. The primary limitation of this developmental phase is the focus on internal content validation without immediate large-scale longitudinal field data. Novelty/Originality of this study: This research introduces the first psychometrically validated Affective-Safety guardrail for Gasing evaluation, directly resolving the "Joy Paradox" where anecdotal claims of enjoyment lack empirical verification. By transitioning from qualitative narratives to rigorous standardized benchmarks, this study advances knowledge by ensuring that rapid computational gains do not compromise student affective well-being through replicable assessment protocols.
Developing Holistic Gasing Evaluation Model to Balance Cognitive Efficiency and Affective Resilience Wijiningsih, Ninik; Puspitasari, Eva; Setiawan, Budi; Emilzoli, Mario
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2825

Abstract

Purpose of the study: The Gasing method (Gampang, Asyik, Menyenangkan) emphasizes ease and enjoyment, yet evaluations frequently neglect the core pillar of enjoyment. This research aims to construct and validate the Holistic Gasing Evaluation Model (HGEM) to balance cognitive speed with affective resilience, making instructional claims of joy empirically verifiable. Methodology: This study utilizes a Type 2 Design and Development Research approach. The procedure involves a systematic analysis of eighty-three empirical papers via Publish or Perish software. A conceptual design phase synthesizes identified theoretical references to establish thirty-six specific model sub-indicators. The final development phase employs the Aiken method with three doctoral experts to validate the model content and structural integrity. Main Findings: The Holistic Gasing Evaluation Model establishes five core dimensions supported by thirty-six psychometric sub-indicators, replacing anecdotal observations with validated instruments like the Mathematics Anxiety Rating Scale. Results show a mean Aiken’s V of 0.86. Discussion indicates that standardizing these metrics identifies instructional risks when rapid speed gains correlate with elevated anxiety, ensuring sustainable numerical performance. The primary limitation of this developmental phase is the focus on internal content validation without immediate large-scale longitudinal field data. Novelty/Originality of this study: This research introduces the first psychometrically validated Affective-Safety guardrail for Gasing evaluation, directly resolving the "Joy Paradox" where anecdotal claims of enjoyment lack empirical verification. By transitioning from qualitative narratives to rigorous standardized benchmarks, this study advances knowledge by ensuring that rapid computational gains do not compromise student affective well-being through replicable assessment protocols.
PGMI STUDENTS' ABILITY TO DEVELOP SCIENCE LEARNING VIDEOS BASED ON PROBLEM BASED LEARNING MODELS Pipih Nurhayati; Dzikra Fu’adiah; Mario Emilzoli
Jurnal Muara Pendidikan Vol. 7 No. 1 (2022): Jurnal Muara Pendidikan Vol 7 No 1, Juni 2022
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v7i1.758

Abstract

This study aims to determine the ability of PGMI students to integrate and develop MI science learning videos based on the PBL model. This study uses a quantitative descriptive method where the subject of this research is 30 students of the PGMI Study Program. Data were obtained through observation sheets, product assessment sheets and interview guidelines. The results showed that PGMI students had been able to integrate well (82.14) the PBL learning model in scenarios and the development of science learning videos in MI. PBL-based video learning is considered to be able to support students to learn independently (85,14). Technically, the assessment of sound and picture clarity still needs to be improved (67.86).
Co-Authors Abdullah, Mohd Lokman Afriani Afriani Agustina, Tresna Hamidah Ahmad Fajar Fadlillah Ai Pemi Priandani Al Aqsha, Isra Alharir, Gamal Adam Ambarwati Ambarwati Amir Fiqih Aruan, Juwintar Febriani Arwan, Juwintar Febriani Asep Herry Hernawan Asih, Irsanti Widuri Budi Setiawan Cepi Riyana Cepi Riyana, Cepi Dadi Mulyadi Della Amelia Dzikra Fu'adiah Dzikra Fu'adiah Dzikra Fu’adiah Dzikra Fu’adiah Ellina Rienovita Fadlillah, Ahmad Fajar Firly, Shabran Ghazi Nabil Fu'adiah, Dzikra Gema Rullyana Gifari, Muhamad Kosim Gumelar, Muhammad Raffy Maulana Hariwibawanto, Hariwibawanto Hedar, Yusran Johan, Riche Cynthia Laksmi Dewi, Laksmi Mulyadi, Dadi Nurhayati, Pipih Nurrohman, Mohammad Nazwan Pipih Nurhayati Pipih Nurhayati Pipih Nurhayati Priandani, Ai Pemi Puspitasari, Eva R. Nadia Hanoum, R. Nadia R. Nadia, Hanoum Ramadhon, Syafril Rijanto Purbojo Rudi Susilana, Rudi Rullyana, Gema Saidah, Zahrani Putri Saputra, Yori Susanti, Lia Suwandi, Metsa Fajrianti Kusumah Syafril Ramadhon Toto Fathoni Tryono, F.X. Yudi Wijiningsih, Ninik