Garuda - Garba Rujukan Digital

Development of Google Sites-Based Interactive Multimedia for Sixth-Grade Solar System Instruction Akhmad Taufiq; Suryanti Suryanti; Enny Susiyawati; Neni Mariana
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2887

This study aims to develop and evaluate Interactive Multimedia (IMM) learning media based on Google Sites and supported by Google Classroom to improve learning motivation and learning outcomes of sixth-grade students at SDN Bening, Mojokerto, on Solar System material. The study used a Research and Development approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Research subjects involved 3 experts (media, material, and instructional), 1 science teacher, and 22 students. Data collection instruments included validation sheets, response questionnaires, and learning outcome tests (pretest–posttest). Data were analyzed descriptively using percentages and N-Gain scores. The results showed that the developed IMM media was highly valid according to expert judgment (average score of 4.28), highly practical based on teacher (4.40) and student (4.34) responses, and effective in improving student learning outcomes, as indicated by an N-Gain score of 0.54 (moderate category). Student learning motivation increased by 21.32% after implementation. The integration of Google Sites and Google Classroom supports interactive content delivery and digital assessment within a unified learning environment, making the media suitable for teaching abstract science concepts at the elementary level.

Elementary Science Learning at the Intersection of Educational Philosophies: Rethinking Pedagogical Paradigms and Practices Supriyati Fatma Rabia; Wahono Widodo; Hendratno Hendratno; Suryanti Suryanti
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2533

Purpose of the study: This study aims to map how the educational philosophies of constructivism, progressivism, pragmatism, and humanism shape pedagogical paradigms and teaching practices in elementary science education. It also seeks to develop an integrative conceptual framework that supports meaningful and student-centered science learning in 21st-century primary education. Methodology: This study employed a qualitative Systematic Literature Review (SLR) following PRISMA guidelines. Articles were retrieved from the Scopus and Web of Science (WoS) databases covering the 2015–2025 period. Ten peer-reviewed articles were selected after identification, screening, and eligibility stages. Data were analyzed using thematic analysis and narrative synthesis supported by a structured data extraction instrument. Main Findings: Constructivism promotes active knowledge construction through inquiry-based approaches such as CIBSE. Progressivism emphasizes student-centered and adaptive learning environments supported by digital technology. Pragmatism integrates cultural and empirical knowledge through experiential reflection, while humanism supports holistic development by addressing affective and social dimensions. Effective science learning emerges from the interaction of these traditions rather than reliance on a single paradigm. Novelty/Originality of this study: The study synthesizes four philosophical traditions into a unified Integrative Philosophical Framework, which has rarely been explored in previous SLR studies. The findings encourage educators to adopt a reflective multi-philosophical approach. However, the review is limited by its small sample size and reliance on predominantly English-language sources. Future research should involve longitudinal mixed-methods studies across a broader range of educational contexts.

Students' Learning Needs as an Empirical Foundation for Project-Based Collaborative Learning Model Development toward SDG 4 Zet Yulius Baitanu; Suryanti Suryanti; Lamijan Hadi Susarno
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.294

Objective: To establish an empirical foundation for the development of a Project-Based Collaborative Learning (PjBCL) model by identifying undergraduate students’ learning needs, interpreting their instructional significance, and translating the findings into empirical learner design requirements to support SDG 4 (Quality Education). Method: The study represents the needs assessment phase of a broader Educational Design Research (EDR) project. Following pilot testing of a preliminary 70-item questionnaire with 35 students, a refined instrument consisting of 49 substantive items, two attention-check items, and three open-ended questions was administered to 677 undergraduate students from 43 study programmes across nine faculties at Universitas Nusa Cendana, Indonesia. Quantitative data were analyzed using descriptive statistics, Cronbach’s alpha, and exploratory factor analysis (EFA), while 2,031 qualitative response units were analyzed thematically. Both datasets were integrated through a joint display to derive empirical learner design requirements. Results: The findings revealed that local contextual relevance, collaboration and communication, and students’ preference for Project-Based Collaborative Learning constitute strong readiness factors for instructional innovation. In contrast, problem-solving and creative-thinking competencies require further instructional support. Qualitative analysis generated six major themes, including authentic contextual learning, structured collaborative inquiry, higher-order cognition, learner agency, digital and information literacy, and instructional support. The integration of quantitative and qualitative findings produced a comprehensive set of learner design requirements for authentic local projects, structured collaboration, higher-order cognitive development, ethical digital learning, continuous instructional support, and learner autonomy. Novelty: Demonstrating a transparent evidence-to-design process by systematically integrating quantitative and qualitative findings to generate empirical learner design requirements. These evidence-based requirements provide a robust foundation for the subsequent design and development of an effective Project-Based Collaborative Learning (PjBCL) model.

Lecturer-Informed Instructional Design Requirements for Developing a Project-Based Collaborative Learning Model toward SDG 4 Zet Yulius Baitanu; Suryanti Suryanti; Lamijan Hadi Susarno
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.304

Objective: To identify and prioritise lecturers’ instructional needs and translate integrated evidence into lecturer-informed design requirements for developing a Project-Based Collaborative Learning (PjBCL) model in higher education. It also examined how the resulting requirements could support SDG 4 by strengthening contextually relevant and competency-oriented quality education. Method: The study employed the Preliminary Research phase of Educational Design Research. A needs-assessment questionnaire was pilot-tested with 11 lecturers and administered to 78 lecturers at an Indonesian public university using purposive sampling. Quantitative data were analysed using descriptive statistics and internal-consistency testing, while qualitative responses were examined through inductive content analysis. The two strands were integrated using Joint Display and Meta-Inference. Results: The analysis produced four interrelated instructional design requirements: local contextualisation, authentic collaborative learning, institutional readiness, and student competency development. Local-context integration received the highest quantitative rating (M = 4.65, SD = 0.41), and qualitative findings specified the cultural, pedagogical, organisational, and partnership conditions required to operationalise these priorities. Novelty: The study advances Educational Design Research by demonstrating a transparent evidence-to-design pathway that converts lecturers’ quantitative priorities and qualitative explanations into explicit instructional design requirements before model development. This lecturer-informed process provides an empirical foundation for designing and iteratively refining a context-responsive PjBCL model aligned with SDG 4 (Quality Education).

Students' Learning Needs as an Empirical Foundation for Project-Based Collaborative Learning Model Development toward SDG 4 Zet Yulius Baitanu; Suryanti Suryanti; Lamijan Hadi Susarno
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.294

Objective: To establish an empirical foundation for the development of a Project-Based Collaborative Learning (PjBCL) model by identifying undergraduate students’ learning needs, interpreting their instructional significance, and translating the findings into empirical learner design requirements to support SDG 4 (Quality Education). Method: The study represents the needs assessment phase of a broader Educational Design Research (EDR) project. Following pilot testing of a preliminary 70-item questionnaire with 35 students, a refined instrument consisting of 49 substantive items, two attention-check items, and three open-ended questions was administered to 677 undergraduate students from 43 study programmes across nine faculties at Universitas Nusa Cendana, Indonesia. Quantitative data were analyzed using descriptive statistics, Cronbach’s alpha, and exploratory factor analysis (EFA), while 2,031 qualitative response units were analyzed thematically. Both datasets were integrated through a joint display to derive empirical learner design requirements. Results: The findings revealed that local contextual relevance, collaboration and communication, and students’ preference for Project-Based Collaborative Learning constitute strong readiness factors for instructional innovation. In contrast, problem-solving and creative-thinking competencies require further instructional support. Qualitative analysis generated six major themes, including authentic contextual learning, structured collaborative inquiry, higher-order cognition, learner agency, digital and information literacy, and instructional support. The integration of quantitative and qualitative findings produced a comprehensive set of learner design requirements for authentic local projects, structured collaboration, higher-order cognitive development, ethical digital learning, continuous instructional support, and learner autonomy. Novelty: Demonstrating a transparent evidence-to-design process by systematically integrating quantitative and qualitative findings to generate empirical learner design requirements. These evidence-based requirements provide a robust foundation for the subsequent design and development of an effective Project-Based Collaborative Learning (PjBCL) model.

Lecturer-Informed Instructional Design Requirements for Developing a Project-Based Collaborative Learning Model toward SDG 4 Zet Yulius Baitanu; Suryanti Suryanti; Lamijan Hadi Susarno
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.304

Objective: To identify and prioritise lecturers’ instructional needs and translate integrated evidence into lecturer-informed design requirements for developing a Project-Based Collaborative Learning (PjBCL) model in higher education. It also examined how the resulting requirements could support SDG 4 by strengthening contextually relevant and competency-oriented quality education. Method: The study employed the Preliminary Research phase of Educational Design Research. A needs-assessment questionnaire was pilot-tested with 11 lecturers and administered to 78 lecturers at an Indonesian public university using purposive sampling. Quantitative data were analysed using descriptive statistics and internal-consistency testing, while qualitative responses were examined through inductive content analysis. The two strands were integrated using Joint Display and Meta-Inference. Results: The analysis produced four interrelated instructional design requirements: local contextualisation, authentic collaborative learning, institutional readiness, and student competency development. Local-context integration received the highest quantitative rating (M = 4.65, SD = 0.41), and qualitative findings specified the cultural, pedagogical, organisational, and partnership conditions required to operationalise these priorities. Novelty: The study advances Educational Design Research by demonstrating a transparent evidence-to-design pathway that converts lecturers’ quantitative priorities and qualitative explanations into explicit instructional design requirements before model development. This lecturer-informed process provides an empirical foundation for designing and iteratively refining a context-responsive PjBCL model aligned with SDG 4 (Quality Education).

Title

Found 6 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 6 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 6 Documents
Search