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GAME‘S APPLICATION: Learning Method Using Maze Game Media to Increase the Learning Outcomes of Early Childhood Students Dema Yulianto; Maryana; Sumarni Rumfot; Muhammad Ridhwan; Jasiah
Journal of Childhood Development Vol. 3 No. 2 (2023): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v3i2.3365

Student learning outcomes can measure the achievement of learning objectives, so increased learning outcomes can also determine the success of a lesson. Efforts to improve student learning outcomes can be made by implementing Classroom Action Research (CAR). Providing action in the form of a game-based learning approach using maze game media in classes where the learning process tends to be monotonous has the potential to be a solution to improving student learning outcomes. This action was carried out on class II students who had problems with low student learning outcomes. At the pre-cycle stage, the average grade II grade was only 51.6, and the classical completeness was only 40%. The action in applying a game-based learning approach using maze game media given to class II succeeded in increasing student learning outcomes in each cycle. In the first cycle, the average score was 68.3 and the classical learning mastery was 65.2%; in the second cycle, the average value was 78.3 and the classical learning mastery was 82.6%.

Development of Flashcard Media in Improving Cultural Knowledge of Early Childhood Students Everhard Markiano Solissa; Rahayu Setyaningsih; Heppy Sapulete; Sumarni Rumfot; Agus Rofi’i
Journal of Childhood Development Vol. 3 No. 1 (2023): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v3i1.3373

The purpose of this study is to develop flashcard media for introducing the culture of Central Java. This study also used development research (R&D), which was carried out in two trials, namely the one-to-one trial and the small group trial. The subjects in this study were to get to know the culture of the Central Java region, while the objects in this study were 10 students. The data were collected using guidelines in the form of observation, interviews, questionnaires and documentation. The analysis used is qualitative and quantitative data analysis. The results of this study indicate that the Flashcard media developed through a series of trials and validations is declared feasible. The results of the one-to-one trial get a percentage of 87.50%, and the results of the small group trial get a percentage of 83.60%; both categories are very good or very decent. Therefore, based on the results of this study, it can be concluded that Flashcard media is appropriate for use in learning to introduce Central Java regional culture to students.

GAME‘S APPLICATION: Learning Method Using Maze Game Media to Increase the Learning Outcomes of Early Childhood Students Dema Yulianto; Maryana; Sumarni Rumfot; Muhammad Ridhwan; Jasiah
Journal of Childhood Development Vol. 3 No. 2 (2023): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v3i2.3365

Student learning outcomes can measure the achievement of learning objectives, so increased learning outcomes can also determine the success of a lesson. Efforts to improve student learning outcomes can be made by implementing Classroom Action Research (CAR). Providing action in the form of a game-based learning approach using maze game media in classes where the learning process tends to be monotonous has the potential to be a solution to improving student learning outcomes. This action was carried out on class II students who had problems with low student learning outcomes. At the pre-cycle stage, the average grade II grade was only 51.6, and the classical completeness was only 40%. The action in applying a game-based learning approach using maze game media given to class II succeeded in increasing student learning outcomes in each cycle. In the first cycle, the average score was 68.3 and the classical learning mastery was 65.2%; in the second cycle, the average value was 78.3 and the classical learning mastery was 82.6%.

Development of Flashcard Media in Improving Cultural Knowledge of Early Childhood Students Everhard Markiano Solissa; Rahayu Setyaningsih; Heppy Sapulete; Sumarni Rumfot; Agus Rofi’i
Journal of Childhood Development Vol. 3 No. 1 (2023): Journal of Childhood Development
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Ma'arif (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jcd.v3i1.3373

The purpose of this study is to develop flashcard media for introducing the culture of Central Java. This study also used development research (R&D), which was carried out in two trials, namely the one-to-one trial and the small group trial. The subjects in this study were to get to know the culture of the Central Java region, while the objects in this study were 10 students. The data were collected using guidelines in the form of observation, interviews, questionnaires and documentation. The analysis used is qualitative and quantitative data analysis. The results of this study indicate that the Flashcard media developed through a series of trials and validations is declared feasible. The results of the one-to-one trial get a percentage of 87.50%, and the results of the small group trial get a percentage of 83.60%; both categories are very good or very decent. Therefore, based on the results of this study, it can be concluded that Flashcard media is appropriate for use in learning to introduce Central Java regional culture to students.

The Impact of Digital Literacy Integration on Critical Thinking Skills in Secondary School Students: A Quasi-Experimental Study Kaso Mustamin; Andi Hidayati; Yusuf; Etty Rosmiati; Muhammad Al Muhajir; Sumarni Rumfot
International Journal of Educational Research Excellence (IJERE) Vol. 5 No. 2 (2026): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v5i2.1989

The rapid digitalization of education demands the integration of digital literacy into instruction, yet empirical evidence on its effect on higher-order thinking in Indonesian secondary schools remains scarce. This quasi-experimental study examined the impact of systematic digital literacy integration on students’ critical thinking skills. A total of 128 eleventh-grade students from two public senior high schools in West Sumatra participated, assigned to an experimental group (n=64) receiving technology-enhanced, inquiry-based learning with embedded digital literacy activities and a control group (n=64) following conventional instruction. Critical thinking was measured using an adapted Cornell Critical Thinking Test Level X before and after a 10-week intervention. Analysis of covariance, controlling for pretest scores and prior digital access, revealed a significant large effect of the intervention (F(1,124)=127.84, p<.001, partial η²=.508). The experimental group’s adjusted posttest mean (M=63.28, SE=0.61) substantially exceeded that of the control group (M=52.14, SE=0.61). Subscale analysis indicated significant improvements in induction, deduction, evaluation, and inference. Effect sizes ranged from Cohen’s d=1.42 for the total score to d=0.94 for evaluation. These findings demonstrate that deliberate integration of digital literacy can robustly enhance secondary students’ critical thinking, offering a scalable, evidence-based model for 21st-century curriculum reform in Indonesia

Digital Literacy and Teacher Readiness in Post-Pandemic Primary Education: A Structural Equation Modeling Approach Baso Intang Sappaile; Wahyu; Muh. Safar; Arief Setyo Nugroho; Arum Putri Rahayu; Sumarni Rumfot
International Journal of Educational Research Excellence (IJERE) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijere.v6i1.2066

The abrupt transition to remote learning during the COVID-19 pandemic exposed critical gaps in primary teachers’ digital literacy and pedagogical readiness. While substantial quantitative research has measured these constructs, the intricate mechanisms through which digital literacy components shape teacher readiness remain underexplored from an interpretive perspective. This study employed a qualitative grounded theory design to construct a structural model delineating the relationships among digital literacy dimensions and readiness constructs in Indonesian post-pandemic primary education. Data were collected through semi-structured interviews with 32 purposively sampled primary school teachers, 14 classroom observations, and analysis of school digital policy documents across six public and private schools in West Java. Constant comparative analysis, encompassing open, axial, and selective coding, generated a substantive theory comprising five core digital literacy categories—technological proficiency, information evaluation, digital content creation, cyber-safety awareness, and collaborative digital communication—and three readiness dimensions—cognitive preparedness, affective commitment, and pedagogical agility. The emergent structural model posits that technological proficiency and cyber-safety awareness serve as foundational enablers; digital content creation acts as a central mediator; collaborative communication amplifies pedagogical agility; and information evaluation moderates the translation of skills into cognitive preparedness. The model reveals virtuous and vicious cycles, where insufficient cyber-safety awareness suppresses content creation, undermining overall readiness. The findings offer a contextually grounded, testable framework for future confirmatory studies using structural equation modeling, and provide actionable insights for teacher professional development policy in Indonesia’s decentralized education system

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