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All Journal Socia : Jurnal Ilmu-Ilmu Sosial Jurnal Ilmiah WUNY GEA, Jurnal Pendidikan Geografi Jurnal Pendidikan Ilmu Sosial Al Ishlah Jurnal Pendidikan International Journal Pedagogy of Social Studies Jurnal Basicedu GERVASI: Jurnal Pengabdian kepada Masyarakat J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Pangea : Wahana Informasi Pengembangan Profesi dan Ilmu Geografi El Banar: Jurnal Pendidikan dan Pengajaran Attractive : Innovative Education Journal Ijtimaiya : Journal of Social Science and Teaching Heritage: Journal of Social Studies Jurnal Ilmiah Wahana Pendidikan EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Hasanuddin Journal of International Affairs STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran SOSEARCH : Social Science Educational Research Sosio-Didaktika: Social Science Education Journal Mazahib: Jurnal Pemikiran Hukum Islam Warta Pariwisata Jurnal Basicedu Research and Development in Education (RaDEn) Jurnal Pendidikan Geosfer Electronic Journal of Education, Social Economics and Technology Dedicated: Journal of Community Services (Pengabdian kepada Masyarakat) Teaching, Learning, and Development Reskilling : Jurnal Ilmu Pendidikan
Dina Siti Logayah
Universitas Pendidikan Indonesia
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PENERAPAN ASESMEN FORMATIF DIGITAL BERBASIS GAMIFIKASI ZEP QUIZ PADA MATERI LITERASI FINANSIAL KELAS IX SMPN 1 CILIMUS Gumilar, Anggun; Logayah, Dina Siti
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i1.9047

Abstract

Conventional classroom practices require the use of digital, gamified assessment tools such as Zep Quiz to enhance students’ motivation and the accuracy of learning evaluation. This study focuses on examining the effectiveness of the Zep Quiz digital assessment in improving students’ motivation and the quality of evaluation in financial literacy learning. This research employed a qualitative method with a case study design through observations, interviews, documentation, interactive data analysis, and three procedural stages: preparation, implementation, and reporting. The findings indicate that formative assessment supported by gamification through Zep Quiz increases students’ engagement, motivation, and the quality of feedback in financial literacy learning at SMPN 1 Cilimus. Students actively participated in the assessment, understood their errors more quickly through instant feedback, and showed strong enthusiasm due to game elements such as points and leaderboards. Teachers obtained real-time learning achievement data that enabled them to adjust instruction based on students’ needs. From a gamification perspective, Zep Quiz stimulates both intrinsic and extrinsic motivation through challenges, competition, and digital rewards. Using Rogers’ diffusion of innovation framework, the adoption process of Zep Quiz is reflected in the stages of knowledge, persuasion, decision, implementation, and confirmation experienced by teachers and students. Nevertheless, the study also identifies challenges related to network stability, technical readiness, and students’ varying digital abilities. Overall, Zep Quiz is considered effective as an engaging, adaptive, and relevant formative digital assessment tool for enhancing students’ financial literacy understanding in social studies learning ABSTRAKPembelajaran yang masih konvensional menuntut adanya asesmen digital berbasis gamifikasi seperti Zep Quiz untuk meningkatkan motivasi dan akurasi evaluasi belajar siswa. Penelitian ini berfokus pada efektivitas asesmen digital Zep Quiz dalam meningkatkan motivasi dan kualitas evaluasi literasi finansial. Metode yang digunakan adalah kualitatif dengan desain studi kasus melalui observasi, wawancara, dokumentasi, analisis data interaktif, serta prosedur penelitian tiga tahap, yaitu persiapan, pelaksanaan, dan pelaporan. Hasil penelitian menunjukkan bahwa asesmen formatif berbasis gamifikasi melalui Zep Quiz mampu meningkatkan keterlibatan, motivasi, dan kualitas umpan balik dalam pembelajaran literasi finansial di SMPN 1 Cilimus. Siswa terlihat lebih aktif mengikuti asesmen, lebih cepat memahami kesalahan melalui umpan balik instan, serta menunjukkan antusiasme tinggi berkat elemen permainan seperti poin dan leaderboard. Guru memperoleh data capaian belajar secara real time sehingga dapat menyesuaikan pembelajaran sesuai kebutuhan siswa. Dari perspektif gamifikasi, Zep Quiz memicu motivasi intrinsik dan ekstrinsik melalui tantangan, kompetisi, dan reward digital. Melalui kerangka difusi inovasi Rogers, proses adopsi Zep Quiz terlihat melalui tahapan pengetahuan, persuasi, keputusan, implementasi, dan konfirmasi yang dilalui guru dan siswa. Kendati demikian, penelitian juga menemukan kendala seperti keterbatasan jaringan, kesiapan teknis, dan variasi kemampuan digital siswa. Secara keseluruhan, Zep Quiz efektif sebagai asesmen formatif digital yang menarik, adaptif, dan relevan untuk meningkatkan pemahaman literasi finansial dalam pembelajaran IPS.
Implementasi Penilaian Autentik Berbasis Proyek Pada Mata Pelajaran IPS Untuk Mengembangkan Kreativitas Siswa Hijriati, Faizah; Ruhimat, Mamat; Logayah, Dina Siti
J-PIPS (Jurnal Pendidikan Ilmu Pengetahuan Sosial) Vol 12, No 1 (2025): JPIPS
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpips.v12i1.34683

Abstract

This study aims to examine how the implementation of authentic project-based assessment supports the development of students’ creativity in Social Studies learning at the junior high school level. The research method uses a mixed method approach with a descriptive-exploratory design, this study involved 28 seventh grade students at SMP Negeri 29 Bandung as research subjects. Data were collected through observation, interviews, and project assessments using an authentic rubric based on Torrance’s four creativity indicators: fluency, flexibility, originality, and elaboration. The quantitative findings revealed that the students’ average creativity score was 11.8 out of a maximum of 16 (Good category), with originality showing the highest mean (M = 3.14) and flexibility the lowest (M = 2.79). Theoretically, these results reinforce Torrance’s model of creativity and Amabile’s componential theory within the context of social studies. Methodologically, this study introduces an authentic assessment rubric with high reliability (κ = 0.82). The novelty of this research lies in the application of authentic assessment through a three-dimensional physical project involving recycled materials, which integrates students' cognitive, social, and psychomotor aspects. In practice, the findings highlight the importance of designing contextual, sustainability-oriented projects to foster 21st-century competencies
ADOPSI ASESMEN AUTENTIK PADA PEMBELAJARAN DEEP LEARNING: KAJIAN PERSEPSI GURU BERDASARKAN ATRIBUT INOVASI ROGERS Hidayat, Devi; Logayah, Dina Siti; Ruhimat, Mamat
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v6i1.9098

Abstract

The implementation of deep learning requires assessment practices that are able to capture learning processes, higher-order thinking skills, and students’ performance in a meaningful way. In this context, authentic assessment is widely regarded as relevant; however, its adoption in schools has not yet been consistently realized. This study aims to explore teachers’ perceptions of authentic assessment adoption in deep learning by examining its characteristics through five innovation attributes: relative advantage, compatibility, complexity, trialability, and observability. A qualitative approach with a single case study design was employed in a public junior high school in Karawang Regency, Indonesia. Ten teachers from diverse subject areas were purposively selected as participants. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed thematically. The findings reveal that teachers perceive authentic assessment as advantageous for assessing learning processes, higher-order thinking skills, and student performance, particularly in practice-oriented subjects. Nevertheless, variations were found in terms of compatibility and observability across subjects, while implementation complexity emerged as a major constraint. Overall, authentic assessment adoption remains at an early stage and requires stronger school-level policy support, more structured assessment instruments, and continuous development of teachers’ assessment competence to ensure sustainable implementation. ABSTRAKPenerapan pembelajaran deep learning menuntut sistem asesmen yang mampu merepresentasikan proses belajar, kemampuan berpikir tingkat tinggi, dan capaian belajar siswa secara bermakna. Dalam konteks ini, asesmen autentik dipandang relevan, namun implementasinya di tingkat sekolah belum berlangsung secara konsisten. Penelitian ini bertujuan untuk mengeksplorasi persepsi guru terhadap adopsi asesmen autentik dalam pembelajaran deep learning dengan menelaah karakteristik adopsinya melalui lima atribut inovasi, yaitu keunggulan relatif, kesesuaian, kompleksitas, kemungkinan dicoba, dan keteramatan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus tunggal yang dilaksanakan di salah satu SMP negeri di Kabupaten Karawang. Informan penelitian terdiri atas sepuluh guru dari berbagai mata pelajaran yang dipilih secara purposive. Data diperoleh melalui wawancara mendalam, observasi pembelajaran, dan analisis dokumen, kemudian dianalisis secara tematik. Hasil penelitian menunjukkan bahwa guru memersepsikan asesmen autentik memiliki keunggulan dalam menilai proses belajar, kemampuan berpikir tingkat tinggi, dan unjuk kerja siswa, terutama pada mata pelajaran berbasis praktik. Namun demikian, tingkat kesesuaian dan keteramatannya bervariasi antar mata pelajaran, sementara kompleksitas penerapan menjadi hambatan utama. Secara keseluruhan, adopsi asesmen autentik masih berada pada tahap awal dan memerlukan dukungan kebijakan sekolah, ketersediaan perangkat asesmen yang terstruktur, serta penguatan kompetensi guru agar implementasinya berkelanjutan.
Analisis Kualitas Butir Soal Geografi Kelas X Materi Peta, Inderaja, Dan SIG Putri, Intan Ivana; Yudha, Dwiky Dirga; Amadia, Amina Lufi; Rizky, Irfan Yazid Nur; Ruhimat, Mamat; Logayah, Dina Siti; Pratiwi, Tyas
Pangea : Wahana Informasi Pengembangan Profesi dan Ilmu Geografi Vol 7, No 2 (2025): Pangea: Wahana Informasi Pengembangan Profesi dan Ilmu Geografi
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/pangea.v7i2.11210

Abstract

Penelitian ini bertujuan untuk menganalisis kualitas butir soal Geografi pada materi Peta, Penginderaan Jauh, dan Sistem Informasi Geografis (SIG) agar layak digunakan dalam proses pembelajaran. Data yang digunakan berupa hasil pekerjaan soal pilihan ganda yang disebarkan kepada siswa kelas X Sekolah Menengah Atas melalui Google Forms. Data dianalisis dengan teknik deskriptif kuantitatif menggunakan bantuan Microsoft Excel. Berdasarkan hasil penelitian dapat disimpulkan bahwa: 1) Uji validitas menunjukkan 17 butir soal berada dalam kategori valid dan layak digunakan; 2) Uji reliabilitas menunjukkan tingkat kepercayaan soal cukup tinggi; 3) Uji tingkat kesukaran menunjukkan terdapat 5 soal dengan tingkat kesukaran sedang; 4) Uji daya beda menunjukkan 12 soal memiliki daya pembeda baik; dan 5) Uji efektivitas pengecoh menunjukkan 2 soal memiliki pengecoh yang berfungsi secara efektif. Dengan demikian, sebagian besar butir soal layak digunakan sebagai instrumen evaluasi pembelajaran Geografi pada materi tersebut.
The Role of Islamic Law in Addressing Global Warming: Perspectives from Indonesia and Global Contexts Islamy, Mohammad Rindu Fajar; Suprima, Suprima; Hermawan, Wawan; Budiyanti, Nurti; Parhan, Muhamad; Logayah, Dina Siti
Mazahib Vol 24 No 2 (2025): VOLUME 24, ISSUE 2, 2025
Publisher : Fakultas Syariah UINSI Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/mj.v24i2.11314

Abstract

This study examines the role of Islamic law in addressing global warming, focusing on case studies from Indonesia and Western contexts. As emphasized by Indian scholar Mukherjee A, climate change has emerged as an escalating global threat driven primarily by human actions such as excessive fossil fuel consumption, deforestation for industrialization and urbanization, and rapid population growth. These activities accelerate global warming and permanently disrupt ecosystems, leading to significant human suffering. Within Islamic jurisprudence, the principle of Fiqh al-Bī’ah (Islamic environmental jurisprudence) provides both a moral and legal foundation for maintaining ecological balance. Classical Muslim scholars emphasize stewardship (khilāfah) and accountability (mas’ūliyyah) as ethical imperatives guiding human responsibility toward nature. In the contemporary context, Islamic law extends these principles through maqāṣid al-sharī‘ah, particularly the preservation of life (ḥifẓ al-nafs) and nature (ḥifẓ al-bi’ah), which demand sustainable and responsible engagement with the environment. This research employs a Systematic Literature Review (SLR) alongside an analysis of classical Islamic works, examining 578 scholarly papers to ensure comprehensive coverage. The Miles and Huberman framework, comprising data reduction, data display, and conclusion drawing, was applied to guide the data analysis. The findings reveal that Islamic law offers both normative and practical mechanisms for mitigating climate change: (1) strengthening Fiqh al-Bī’ah as a legal-ethical response, (2) promoting ecological citizenship within Society 5.0, (3) enforcing robust environmental regulations and local capacity building, and (4) integrating technological innovation with sustainable practices. The study concludes that Islamic law provides a holistic ethical and legal foundation for environmental stewardship, harmonizing traditional jurisprudence with modern sustainability initiatives to address global warming both globally and locally.
Co-Authors Ade Budhi Salira Ade Budhi Salira Ade Budi Salira Aim Abdulkarim Akbar, Iqbal Subagja Amadia, Amina Lufi Andriani, Nabila Dwi Annissa, Sylvia Aufi, Ritsalisa Azzahra, Audree Bella Rizky Mustikasari Daine Zahra Hindami Darmawan, Rizal Akbar Demalia, Ema Desiany, Mia Efendi, Algama Danendra Enok Maryani Erlina Wiyanarti Fadhilah, Alma Husna Fajar Islamy, Mohammad Rindu Fauzan, Fachri Fitria, Neng Ani Ghina Afiifah Safiinatunnajah Gumilar, Anggun Hidayat, Devi Hijriati, Faizah Jati, Pramestyawati Jupri Jupri Kirani Kirani Kirani Kirani, Kirani koswara, mara bira Mamat Ruhimat Mamat Ruhimat, Mamat Maulia D Kembara Mina Holilah Mina Holilah, Mina Muhamad Parhan Muhammad Arief Rakhman Muhammad Rendi Neiny Ratmaningsih Noor Harini Nurbayani, Yulia Nazwa Nurhadi, Jatmika Nurti Budiyanti Pratiwi, Tyas Prisa, Anggun Artika putri, imelda triana Putri, Intan Ivana Raifadilah, Qiden Binta Rakhman, M. Arief Regina Putri Rahmawati Riko Arrasyid Rismawati, Kharina Rizal Akbar Darmawan Rizal Akbar Darmawan Rizal Akbar Darmawan Rizal Akbar Darmawan Rizky, Irfan Yazid Nur Rosyidi, Ahmad Zain Ruimat, Mamat Salira, Ade Budhi Sapriya Sigarlaki, Nadya Aurelya Suprima Thaliana Primawardani, Astried Tianti, Tri tisani, salwa dhia Tri Tianti Tri Tianti Triana, Igna Juli Wawan Hermawan Yakub Malik, Yakub Yeni Kurniawati Yudha, Dwiky Dirga Zulfa, Nova Nafisah