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All Journal Indonesian Journal of Instructional Media and Model Journal of Education Technology and Inovation
endra, priawasana
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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The Influence of Inclusive Education on the Mathematics Achievement of Students with Intellectual Disabilities Riski, Karunia Ilahi; Asrorul, Mais; endra, priawasana; Lailil, Aflahkul Yaum
Indonesian Journal of Instructional Media and Model Vol 7 No 1 (2025): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v7i1.6300

Abstract

This study investigated the differences in mathematics achievement among elementary school students with intellectual disabilities (IDs) enrolled in inclusive classes and those in special schools (SLB). Mathematics achievement was assessed at the beginning and end of the academic year in two groups: students in inclusive classes (n = 44) and in special schools (n = 56). The findings revealed that students with IDs in inclusive settings demonstrated slightly greater improvement in mathematics achievement over nine months compared to their peers in special schools. More students with very low mathematics skills were concentrated in special schools and showed minimal progress, while those with some numeracy abilities were more frequently found in inclusive classes. To account for differences in age, IQ, and prior achievement, a matched sample (n = 44) was used for regression analysis, which confirmed a small positive effect of the inclusive setting on learning gains. These findings suggest that inclusive education can provide a more supportive and stimulating learning environment that promotes academic development for students with IDs. The study holds practical implications for educational policymakers by highlighting the potential of inclusive settings to enhance learning outcomes for children with disabilities, supporting the need for more inclusive practices and tailored support systems within general education classrooms.
Improving Learning Outcomes Through Dialogic Teaching in Collaborative Settings for High School Students in East Java Darsan, Darsan; Endra, Priawasana; Werdining , Wulan
Journal of Education Technology and Inovation Vol. 8 No. 1 (2025): Journal of Education Technology and Inovation (June)
Publisher : Program Pasca Sarjana, Universias PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/jeti.v8i1.2423

Abstract

The Role of Collaborative Wiki and KWL Framework in Advancing Cognitive Development and Learning Motivation in Elementary Schools Jamilatun, Jamilatun; Lupi , Andrayani; Ali, Furqon; Endra, Priawasana
Journal of Education Technology and Inovation Vol. 8 No. 1 (2025): Journal of Education Technology and Inovation (June)
Publisher : Program Pasca Sarjana, Universias PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/jeti.v8i1.2471

Abstract

The integration of technology in elementary education is vital to support students' cognitive development and motivation. Despite its potential, effective synergy between collaborative digital tools and reflective learning strategies remains underexplored in classroom practice. This study investigates the effects of integrating collaborative wikis and the Know–Want–Learn (KWL) framework on cognitive development and learning motivation among fifth-grade students in Jember, Indonesia. Using a quasi-experimental design with a mixed-method approach, the study involved 120 students assigned to experimental and control groups. Data were collected via pre- and post-tests, motivation questionnaires based on the ARCS model, classroom observations, and interviews. ANCOVA results revealed a significant increase in cognitive scores in the experimental group (F(1,117) = 28.59, p < 0.001), with motivational improvements noted across all four ARCS components. These findings demonstrate that the integration of wikis and KWL promotes reflective, collaborative, and engaging learning. The study contributes to the development of context-sensitive pedagogical models, particularly valuable for under-resourced primary education settings
Enhancing 21st Century Skills through Role-Playing in Economics Classrooms: A Quasi-Experimental Study Dwi Gustin, Mandasari; Endra, Priawasana; Aliyah, Suhartatik; Widjiati, Widjiati
Journal of Education Technology and Inovation Vol. 8 No. 2 (2025): Journal of Education Technology and Inovation (December)
Publisher : Program Pasca Sarjana, Universias PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/jeti.v8i2.2623

Abstract

The integration of 21st-century skills into economics education is essential to prepare students for complex global challenges. This quasi-experimental study examined the effectiveness of role-playing pedagogy in enhancing critical thinking, collaboration, and communication skills among senior high school students in Jember, Indonesia. A total of 160 eleventh-grade students participated, divided into an experimental group (n = 80) receiving role-playing instruction and a control group (n = 80) taught through traditional lectures. Data were collected using validated rubrics and analyzed with SPSS 26.0, employing independent samples t-tests and ANCOVA with pretest scores as covariates. Results revealed that the experimental group significantly outperformed the control group across all measured domains, with large effect sizes (Cohen’s d > 1.0). Specifically, role-playing was found to foster deeper cognitive engagement, collaborative interactions, and effective communication within simulated economic contexts. These findings confirm the pedagogical potential of role-playing as a transformative instructional strategy that aligns with experiential and constructivist learning theories. The study contributes to the growing evidence base advocating for active learning approaches in secondary education and highlights the importance of embedding authentic, simulation-based activities into economics curricula. Implications for practice suggest that integrating role-playing can enhance both academic outcomes and transversal competencies, equipping students with critical skills necessary for future academic and professional success
Co-Authors Ali, Furqon Aliyah, Suhartatik Asrorul Mais Darsan, Darsan Dwi Gustin, Mandasari Jamilatun, Jamilatun Lailil, Aflahkul Yaum Lupi , Andrayani Riski, Karunia Ilahi Werdining , Wulan Widjiati Widjiati, Widjiati