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All Journal International Journal of Learning Reformation in Elementary Education Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Qomaruna Jurnal Pendidikan Progresif
Mastul, Al-Rashiff Hamjilani
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Enhancing Students' Learning Interest through the Use of Vascak Physics Animation as a Physics Learning Medium Syifa, Annisa; Mastul, Al-Rashiff Hamjilani
Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren Vol. 2 No. 03 (2023): Jurnal Praktik Baik Pembelajaran Sekolah dan Pesantren
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/pbpsp.v2i03.366

Abstract

Technology has made various activities easier, including the process of teaching and learning in schools. The development of diverse technology-assisted learning media can enhance students' learning interest. Learning activities can be conducted in various ways, one of which is through the use of instructional media. Vascak Physics Animation is an interactive learning medium developed to support physics education. This media utilizes captivating animations, simulations, and visualizations to help students better understand physics concepts. Moreover, students can visually observe how physics concepts operate in real-life situations. The animations can also be customized with various parameters, enabling students to conduct virtual experiments and observe the effects of changes in the studied phenomena. By practicing with virtual physics labs, students are able to engage in practical activities and review learned materials anytime and anywhere. The development of innovative and varied learning media is expected to increase students' learning interest and academic achievements.
Exploring Methods for Assessing Critical Thinking: Insights from Qualitative Study Mastul, Al-Rashiff Hamjilani; Sulisworo, Dwi
Jurnal Studi Multidisiplin Qomaruna Vol 1 No 2 (2024): 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM), Universitas Qomaruddin, Gresik, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62048/qjms.v1i2.38

Abstract

This article explores the various methodologies and approaches used in assessing critical thinking skills. The study was carried out by utilizing secondary data obtained from easily accessible literature sources on the internet which were discussed qualitatively regarding four main issues in assessment: Observation, Evidence Evaluation, Problem-Solving Tasks, and Decision-Making Exercises. Through descriptive analysis, the importance of integrating relevant measurement techniques into questions that focus on critical thinking skills is explained. The findings of this study underscore the important role of a comprehensive evaluation approach in equipping individuals with the essential critical thinking skills necessary to navigate the complexity of modern challenges and make informed decisions in diverse contexts.
Attitudes among Public School Teachers during The Implementation of Modular Distance Learning in Philippines Jayme, Cristina Beltran; Mastul, Al-Rashiff Hamjilani; Alih, Alwida Abdurahman
International Journal of Learning Reformation in Elementary Education Vol. 4 No. 01 (2025): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v4i01.894

Abstract

The COVID-19 pandemic has significantly reshaped the educational landscape, necessitating the implementation of Modular Distance Learning (MDL) in the Philippines. This study investigates the attitudes of public school teachers towards MDL, focusing on their readiness, schools’ preparedness, and the effectiveness of modular instruction. Employing a descriptive quantitative research design, data were collected from 261 public school teachers in Zamboanga City using a survey questionnaire. Results indicate that teachers exhibit a high level of readiness to implement MDL, demonstrating adaptability and willingness to embrace new teaching strategies. Schools also displayed a high level of preparedness, with established communication channels and health protocols. However, challenges persist, particularly regarding the effectiveness of modular instruction, which teachers perceive to be less effective compared to face-to-face learning. Statistical analyses reveal no significant differences in teachers’ attitudes based on demographic factors such as years of experience, educational background, or employment status. However, male teachers reported a higher perception of module effectiveness compared to their female counterparts. The findings underscore the need for continuous professional development and improved module design to enhance learning outcomes. This study contributes to understanding the realities of MDL implementation and provides a basis for future research on improving distance learning strategies. 
Influence of Social Media on Self-Esteem and Self-Awareness among 8th-grade Students Hambul, Nulrahim J.; Balsani, Masmo S.; Mastul, Al-Rashiff Hamjilani
International Journal of Learning Reformation in Elementary Education Vol. 4 No. 02 (2025): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v4i02.914

Abstract

The primary aim of this research study was to investigate and analyze the influence of social media usage on self-esteem and self-awareness among 8th-grade students at Pangasinan National High School. It utilized a quantitative research design to determine the impact of social media on self-esteem and self-awareness among the respondents. The quantitative approach used a survey questionnaire checklist to collect the numeric data from the students. The result indicates that the most common platform, Facebook, has a range of 3 to 4 hours per day, with a frequency of 33, then the least common one is Snapchat, with a range of 1 hour or less, with a frequency. Self-esteem and Self-awareness levels of 8th-grade students were analyzed using Pearson, and the results obtained were interpreted to indicate that the correlation coefficient is equal to [0.58]. Based on the summary of findings from the study, it can be concluded that the levels of self-esteem and self-awareness as perceived by the 8th-grade students are moderate. Moreover, they point to the engagement of the students in social media in a way that enhances their self-image without becoming orderly and dependent on external validation. On the other hand, the students derive a large portion of their self-worth from online interactions, which may lead to heightened self-esteem or increased vulnerability to negative feedback.
Incorporating Gamified Elements into Mobile Learning to Enhance Critical Thinking Skills Sulisworo, Dwi; Maryani, Ika; Mastul, Al-Rashiff Hamjilani; Kusumaningtyas, Dian Artha
Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Incorporating Gamified Elements into Mobile Learning to Enhance Critical Thinking Skills. Objective: This study explores the potential of gamified mobile learning in fostering critical thinking skills among learners. The objective is to investigate how gamified learning environments can provide engaging challenges, opportunities for decision-making, constructive feedback, collaborative experiences, adaptive pathways, and immersive narratives to promote the development of critical thinking skills.  Methods: The research employed a descriptive qualitative approach to explore how gamified learning environments influence the development of critical thinking skills. This method aimed to express experiences, perceptions, and behaviors within their natural context. It was informed by a review of existing literature on gamified learning and critical thinking, establishing a theoretical framework and grounding the research in established theories and findings. Thematic analysis was used to identify patterns and themes in the data, which were then integrated with relevant literature to gain comprehensive insights into the relationship between gamified learning and critical thinking. Findings: The findings suggest that gamified mobile learning can indeed be a powerful tool for fostering critical thinking skills. By harnessing the motivational power of games, educators can create dynamic learning environments that inspire learners to think critically, solve problems, and achieve deeper understanding. Gamified challenges, decision-making scenarios, collaborative experiences, adaptive pathways, and immersive narratives provide learners with meaningful learning experiences that promote active engagement and reflection. Conclusion: Overall, gamified mobile learning has the potential to revolutionize education by cultivating the skills and dispositions necessary for success in the 21st century. Keywords: critical thinking skills, education, gamified learning, thematic analysis.DOI: http://dx.doi.org/10.23960/jpp.v14.i1.202418
Co-Authors Alih, Alwida Abdurahman Balsani, Masmo S. Dian Artha Kusumaningtyas Hambul, Nulrahim J. Ika Maryani Jayme, Cristina Beltran Syifa, Annisa