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All Journal Jurnal Komunikasi Pendidikan International Journal of Learning Reformation in Elementary Education Cognitive Development Journal
Mohamad Zain Musa, Mohamad Zain
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Exploring Teachers' and Students' Perspectives on Gamification in Learning Management Systems Subiyantoro, Singgih; Musa, Mohamad Zain
Jurnal Komunikasi Pendidikan Vol 7 No 2 (2023): Jurnal Komunikasi Pendidikan
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jurnalkomdik.v7i2.4613

Abstract

Integrating innovative pedagogical approaches becomes paramount as the contemporary educational paradigm evolves. The study addresses the gap in the current literature by offering insights into the multifaceted implications of gamification in higher education settings. The primary purpose of this research is to analyze the attitudes, experiences, and perceptions of both educators and students toward gamified elements in LMS. The study combines qualitative interviews with teachers and students and quantitative surveys to gather a comprehensive understanding of the subject. The methodology encompasses diverse higher education institutions to ensure a representative sample. Results highlight the nuanced perspectives of participants, revealing key factors influencing the effectiveness of gamification in LMS, such as motivation, engagement, and learning outcomes. The findings provide a foundation for a more informed integration of gamified elements into educational practices. In conclusion, this research contributes to the field by offering empirical evidence and nuanced insights into the perceptions of gamification in higher education. The study enhances our understanding of the challenges and benefits associated with gamified learning and provides practical implications for educators and policymakers aiming to foster innovative and engaging learning environments.
Preparing Indonesian Primary School Teachers for Deep Learning: Readiness, Challenges, and Institutional Support Subiyantoro, Singgih; Musa, Mohamad Zain; Efendi, Agus
Cognitive Development Journal Vol. 2 No. 2 (2024): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v2i2.44

Abstract

The growing influence of deep learning technologies in everyday life has created new demands for educational systems worldwide, prompting efforts to introduce basic concepts of artificial intelligence at earlier stages of learning. In Indonesia, while digital literacy initiatives are gaining momentum, the preparedness of primary school teachers to teach deep learning concepts remains largely unexplored. This study aims to investigate the readiness of Indonesian primary school teachers to teach fundamental deep learning principles, identify the challenges they face, and assess the level of institutional support available to them. A mixed methods design was employed, combining quantitative survey data from 215 teachers with qualitative insights gathered through focus group interviews. The survey measured readiness across technical, pedagogical, and institutional dimensions, while thematic analysis was used to explore deeper experiences and perspectives. The findings reveal that while teachers express strong enthusiasm and recognize the importance of introducing deep learning, their technical understanding and pedagogical confidence remain moderate. Access to training opportunities and digital infrastructure emerged as critical enablers, whereas a lack of curricular guidance and institutional support was cited as major barriers. Teacher motivation is not lacking; rather, systemic support must be strengthened to turn readiness into effective practice. Preparing teachers for deep learning education requires comprehensive strategies that integrate professional development, curriculum design, and infrastructure improvement. This study enriches the limited literature on AI education at the primary level in developing countries and offers practical recommendations for policymakers and educational stakeholders seeking to build future-ready classrooms.
Challenges in Implementing Values-Based Education: A Qualitative Study at Sekolah Terpadu Musa-Asiah (Sepama), Cambodia Aminas, L.Y.; Musa, Mohamad Zain; Ahmad
International Journal of Learning Reformation in Elementary Education Vol. 4 No. 03 (2025): Forthcoming Issue - International Journal of Learning Reformation in Elementar
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v4i03.1152

Abstract

This qualitative study explores the challenges of implementing values-based education in Sekolah Terpadu Musa-Asiah (Sepama), an integrated Islamic elementary school in Svay Khleang Village, Kroch Chmar District, Thbong Khmum Province, Cambodia. Using observation and interviews with teachers, school leaders, and parents, the study identifies difficulties in aligning the national Cambodian curriculum with Islamic values, teacher preparedness limitations, and student adaptation constraints. This research integrates literature reviews and presents a conceptual framework that illustrates the dual influence of national and religious curricula on classroom practices. The findings are organized into three key themes: curriculum integration, pedagogical implementation, and socio-cultural barriers. Tables are included to highlight data patterns and thematic insights. The study provides strategic recommendations to improve the synergy between moral instruction and academic goals in post-conflict educational settings.
Co-Authors Agus Efendi Ahmad Aminas, L.Y. Singgih Subiyantoro