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Husriani Husain
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Journal : International Journal of Community Service (IJCS)

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Implementation of the 'Flipped Classroom' Learning Model with YouTube Content to Improve High School Students' Learning Independence in the Digital Era Yasriuddin, Yasriuddin; Sartinayanti, Sartinayanti; Husain, Husriani; Ekawati, Mutmainna; Pradana, Pascalian Hadi
International Journal of Community Service (IJCS) Vol. 4 No. 1 (2025): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v4i1.1401

Abstract

This study explores the implementation of the flipped classroom model using YouTube content to enhance independent learning among Indonesian high school students in the digital era. A qualitative research approach was employed, drawing on interviews, classroom observations, and document analysis to comprehensively examine students' experiences and challenges . The research investigates the perceived benefits of this approach . The findings indicate that integrating YouTube-based flipped classrooms fosters greater student autonomy, motivation, and engagement . Students can control the pace and timing of their content engagement, enhancing their responsibility for their learning . The use of multimedia content makes learning more appealing, leading to higher levels of participation and interest . Classroom sessions shift towards collaborative problem-solving and discussions. Challenges related to internet access, digital literacy, and the varying quality of YouTube materials remain . Teachers also need support in curating and integrating digital content effectively . Addressing these challenges is essential for maximizing the impact of flipped classrooms . Future research should explore scalable strategies for teacher training and digital resource development to support integrating flipped classrooms in diverse educational contexts
Development of 'EduGame Mathematics' Gamification-Based Application to Enhance Learning Interest of Elementary School Students in 3T Regions Muhajir, Muhajir; Afandi, Ahmad; Husain, Husriani; Sappaile, Baso Intang; Karmila, Mila
International Journal of Community Service (IJCS) Vol. 4 No. 1 (2025): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v4i1.1072

Abstract

Background: The digital divide in Indonesia's underdeveloped, frontier, and outermost (3T) regions creates significant challenges for mathematics education in elementary schools. Traditional teaching methods often fail to engage students, resulting in low learning motivation and poor academic outcomes. Objective: This study aims to develop and evaluate the effectiveness of 'EduGame Mathematics,' a gamification-based mobile learning application designed to enhance learning interest among elementary school students in 3T regions. Methods: A quantitative experimental research design was employed using a pretest-posttest control group design. The study involved 120 elementary school students (grades 4-6) from three schools in 3T regions, randomly assigned to experimental (n=60) and control (n=60) groups. Data collection instruments included learning motivation questionnaires, mathematics achievement tests, and application usability assessments. Statistical analysis was conducted using independent t-tests and paired t-tests with SPSS 25.0. Results: The experimental group demonstrated significantly higher learning motivation scores compared to the control group (M=85.4, SD=8.2 vs M=68.7, SD=9.1; t(118)=10.45, p<0.001). Mathematics achievement scores showed substantial improvement in the experimental group, with a mean increase of 24.3 points (from 62.1 to 86.4), while the control group showed minimal improvement of 5.2 points (from 61.8 to 67.0). The application received high usability ratings (M=4.31/5.0) and demonstrated strong acceptance among students and teachers. Conclusion: The EduGame Mathematics application effectively enhances learning interest and achievement among elementary school students in 3T regions. The gamification approach successfully addresses educational challenges in resource-constrained environments, providing a scalable solution for improving mathematics education quality in remote areas of Indonesia.
Development of Local Wisdom-Based Learning Modules and Teacher Training for Character Strengthening Wajnah, Wajnah; Suwarma, Dina Mayadiana; Wahdah, Wahdah; Jumriah, Jumriah; Husain, Husriani
International Journal of Community Service (IJCS) Vol. 4 No. 2 (2025): July-December
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v4i2.1667

Abstract

Character education remains a pivotal concern in contemporary Indonesian educational contexts, particularly in preserving cultural values amid globalization while fostering moral development in students. This research addresses the urgent need for contextually relevant pedagogical approaches by developing and implementing learning modules based on local wisdom (kearifan lokal) integrated with comprehensive teacher training programs. Employing qualitative methodology through thematic analysis of interview data, observational records, and documentary evidence collected from eight teachers across diverse school settings in Indonesia, this study examines the effectiveness of locally-contextualized learning modules in strengthening character education. The findings reveal that 93.75% of teachers perceived the modules as highly useful, with student character development indicators demonstrating improvements ranging from 29% to 33% across six key character values within a four-month implementation period. Community stakeholder engagement, particularly involving local elders (90% participation) and religious leaders (88% participation), emerged as a crucial supporting factor in implementation success. This research demonstrates that integrating indigenous knowledge with pedagogical training creates sustainable frameworks for character education that honor cultural identity while achieving educational objectives. The results have significant implications for educational policy, teacher professional development, and the preservation of cultural heritage through formal education systems..
Co-Authors A. Fitriani Suryadi ADIL, AHMAD Ahmad Adil Ahmad Afandi Aminuyati Andi Ihsan Arismunandar Baso Intang Sappaile, Baso Intang Dina Mayadiana Suwarma ekawati, mutmainna Hasbullah, Bahmid Hastuty Musa Hudain, Muh. Adnan Ichsani, Ichsani Intiardy, Dermawan Jaya, Rahmat Jumriah, Jumriah Lutfi Lutfi M Imran Hasanuddin M. Sahib Saleh M. Said Zainuddin Mila Karmila Mislia, Mislia Muhajir Muhajir, Muhajir Muhammadong Mustamin, Kaso Mutmainna Ekawati Mutmainna Ekawati NETTI KARIANI MENDOFA Nurqiyama Hamid Oktosiyanti MT. Abdullah, Oktosiyanti MT. Pascalian Hadi Pradana R. Rusli Rosidah Rosidah Sartinayanti Sartinayanti, Sartinayanti Solly Aryza Suardi Sungguh Ponten Pranata Suradi Suradi Suryadi, A. Fitriani Syaharuddin Syaharuddin Syaharuddin Syaharuddin Taufik, Muh.Usman Wahdah, Wahdah Wahyudin Wahyudin Wahyudin Wahyudin Wahyuni Hasbul Wajnah, Wajnah Yasriuddin Yasriuddin Yasriuddin Yasriuddin Yasriuddin, Yasriuddin