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All Journal Journal of General Education and Humanities Jurnal Ilmiah Ilmu Terapan Universitas Jambi
Umam, M Afifuddin Khotibul
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Humanities Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Other

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Enhancing Student Learning Outcomes Through Quizizz-Supported Culturally Responsive Teaching in Problem-Based Learning Umam, M Afifuddin Khotibul; Sukmanasa, Elly; Heldayanti, Heldayanti; Pratiwi, Indah Egi
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.402

Abstract

Many students face academic engagement and achievement challenges due to the lack of culturally relevant instructional materials. This study examines the effectiveness of integrating Culturally Responsive Teaching (CRT) with Problem-Based Learning (PBL), supported by Quizizz, in improving student learning outcomes in Science and Social Studies (IPAS). Conducted as a Classroom Action Research (CAR) study using Stringer's model, the research involved two cycles with 28 fourth-grade students at SDN Empang 2 Bogor. Data collection methods included classroom observations, formative assessments, and student performance analysis. The findings indicate a significant improvement in student learning outcomes, with average scores increasing from 67 in Cycle 1 to 80 in Cycle 2. The proportion of students meeting the minimum competency threshold rose from 46% to 75%. A paired t-test confirmed that these improvements were statistically significant (p < 0.05, Cohen's d = 1.18), indicating a strong effect of the CRT-PBL model. Integrating culturally relevant content, problem-solving strategies, and gamified assessment through Quizizz enhanced student engagement, motivation, and conceptual understanding. This study highlights the potential of CRT-PBL combined with educational technology to foster active learning in diverse classrooms. Future research should explore its long-term impact and applicability across different subjects and educational settings.
DEVELOPMENT OF CULTURE-BASED AR-ASSISTED COMICS BOOK TO ENHANCE LEARNING MOTIVATION Mujahidawati, Mujahidawati; Sabil, Husni; Syaiful, Syaiful; Novferma, Novferma; Harizon, Harizon; Romundza, Febbry; Umam, M Afifuddin Khotibul
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 4 (2025): Volume 9, Nomor 4, December 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i4.50240

Abstract

The research aims to develop, validate, and evaluate Bucomath, a culture-based mathematics comic book integrated with Augmented Reality (AR), designed to provide a contextual, interactive, and culturally relevant learning experience. Using a ADDIE model, the study involved 37 ninth-grade students and collected data through expert validation sheets, teacher and student practicality questionnaires, classroom observations, pre–post motivation scales, and structural equation modeling using SmartPLS 4. The results indicate that Bucomath achieved very high validity (83.22%) in both content and design aspects, along with strong practicality ratings from teachers and students (88.22%). The effectiveness analysis revealed a substantial improvement in learning motivation, with an N-Gain score of 0.73 categorized as high, while PLS-SEM results showed that Engagement (R² = 0.64) significantly mediated the influence of Perceived Usefulness and Perceived Enjoyment on Learning Interest (R² = 0.71), with all path coefficients statistically significant (p < 0.05). These findings suggest that the combination of cultural narratives such as Jambi traditional architecture and batik geometry with AR-based 3D visualization successfully transforms abstract mathematical concepts into concrete and emotionally engaging learning experiences. In conclusion, Bucomath demonstrates that integrating local cultural identity with immersive AR technology has strong pedagogical potential to enhance students’ intrinsic motivation, cognitive engagement, and positive attitudes toward mathematics. The implications of this study highlight that culturally responsive AR media can serve as a scalable and inclusive model for future digital learning innovations, supporting not only mathematical understanding but also cultural appreciation and identity-affirming education across diverse learning environments.
Co-Authors Elly Sukmanasa Harizon Harizon Heldayanti, Heldayanti Husni Sabil Mujahidawati, Mujahidawati novferma, novferma Pratiwi, Indah Egi Romundza, Febbry Syaiful .