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All Journal Al Ishlah Jurnal Pendidikan Mutiara: Multidiciplinary Scientifict Journal
Deby Cinthia
Universitas Negeri Padang
Arts Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Mechanical Engineering Social Sciences Other

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Development of Video Tutorial-Based Learning Media on Reflexiology Treatment Courses Deby Cinthia; Yuliana Yuliana; Rahmiati Rahmiati; Hansi Effendi
Mutiara: Multidiciplinary Scientifict Journal Vol. 1 No. 10 (2023): Mutiara: Multidiciplinary Scientifict Journal
Publisher : Al Makki Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57185/mutiara.v1i10.99

Abstract

In the reflexology course, there are certain stages of treatment, so that students do not understand reflexology treatment if the explanation is only through writing, pictures and practice times, resulting in a lack of understanding of students about the stages of reflexology treatment as a whole. The learning media designed is using video tutorial-based learning media. Video tutorial is one of the media that uses a presentation display in the form of a video that shows the steps of work. The development of learning media based on video tutorials is carried out with 4-D development, namely the development of a model consisting of four stages, including: define, design, development and dissemination. The purpose of developing this learning media is to produce a Reflexology Treatment video tutorial that has valid, practical and effective criteria. From the results of the recapitulation of student learning outcomes with an average gain score of 0.809, that is in the high category. So seen from the cognitive learning outcomes of students who take courses using video tutorials, it shows that the video tutorial-based learning media developed by researchers is effective in improving student learning outcomes.
Evaluating the Effectiveness of Problem-Based Learning (PBL) in Schools: A Comprehensive Meta-Analysis Deby Cinthia; Ganefri Ganefri; Asmar Yulastri; Giatman Giatman; Dedy Irfan; Hansi Effendi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7008

Abstract

Problem-Based Learning (PBL) has been widely promoted as a student-centered approach that fosters critical thinking. However, evidence from individual studies often varies across educational levels and contexts. This study aimed to synthesize empirical findings through a meta-analysis to evaluate the overall effectiveness of PBL in enhancing learners’ critical thinking skills. A systematic search was conducted across academic databases, yielding 2,250 articles. After applying inclusion and exclusion criteria, 25 studies were selected for analysis. Data were coded based on research design, educational level, and implementation characteristics. Statistical analyses were performed using both fixed-effect and random-effect models to estimate the pooled effect size. Publication bias was examined using Egger’s Test, Funnel Plot, and Rank Correlation Test. The meta-analysis indicated that PBL has a significant positive effect on critical thinking skills, with a pooled effect size of 1.134 (p 0.001) and a 95% confidence interval ranging from 0.730 to 1.537. A high heterogeneity level was observed (I² = 95.047%), suggesting variations in study characteristics such as instructional methods, learner populations, and cultural contexts. Although Egger’s Test suggested possible publication bias, Funnel Plot and Rank Correlation Test results supported the overall robustness of the findings. This study provides strong evidence that PBL is an effective strategy for improving critical thinking across different educational levels. Successful implementation requires adequate institutional support, teacher training, and contextual adaptation. The findings highlight the importance of adopting PBL more broadly as a framework for 21st-century education.
The Impact of Quizizz-Based Gamification on Academic Achievement: A Meta-Analysis Across Educational Contexts Deby Cinthia; M. Giatman; Nurhasan Syah; Nizwardi Jalinus; Krismadinata Krismadinata; Ambiyar Ambiyar
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.8097

Abstract

This meta-analysis investigates the overall impact of Quizizz-based gamification on students’ academic achievement across diverse educational contexts, from elementary to higher education. A systematic search of academic databases (Google Scholar, ERIC, Scopus, and institutional repositories) identified 1,340 studies, of which 28 met inclusion criteria. Effect sizes and standard errors from 25 quantitative studies were synthesized using JASP software under a fixed-effects model. The results reveal a large and statistically significant overall effect (Cohen’s d = 0.86, p .001), indicating that Quizizz substantially improves academic performance. Heterogeneity was moderate (I² = 48.6%), and funnel plot analysis with Egger’s test indicated minimal publication bias. Subgroup analysis showed consistent effectiveness of Quizizz across subject areas (e.g., mathematics, science, language learning) and instructional settings (face-to-face, blended, and online learning). These findings suggest that Quizizz is a versatile and pedagogically valuable tool for enhancing student engagement, motivation, and achievement. The study supports the broader adoption of gamified digital tools in modern classrooms and recommends further research to explore long-term effects and contextual moderators.
Co-Authors Ambiyar, Ambiyar Asmar Yulastri Dedy Irfan Ganefri . Hansi Effendi Krismadinata Krismadinata, Krismadinata Nizwardi Jalinus Nurhasan Syah Rahmiati Rahmiati Yuliana Yuliana