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Arimbi Pamungkas
Sekolah Tinggi Keguruan dan Ilmu Pendidikan Al Islam Tunas Bangsa
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Augmented Reality in Learning: Its Impact on the Understanding of Abstract Concepts Arimbi Pamungkas; Rahayu Soraya; Ahmad Tohir
EduTech Journal Vol. 2 No. 3 (2026): JET - JANUARY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/xjs9bx55

Abstract

This study investigates the effect of immersive simulation-based learning on students’ empathy development compared to video-based learning and non-technology instruction. A randomized controlled trial with a pre-test–post-test design involving three groups was employed. A total of 120 undergraduate students aged 18–25 years were randomly assigned to a virtual reality (VR) simulation group, a video-based learning group, and a control group. Empathy was measured as a latent construct consisting of cognitive and emotional dimensions, adapted from established empathy theory. Data were analyzed using repeated measures ANOVA and Structural Equation Modeling–Partial Least Squares (SEM–PLS). The results indicate that the VR simulation group demonstrated a significantly greater increase in empathy compared to the other groups. Structural modeling further revealed that immersive simulation had a stronger positive effect on empathy than video-based learning. These findings suggest that immersive learning environments effectively support empathy development through integrated cognitive and emotional engagement
DEVELOPMENT OF FLIPBOOK-BASED ENGLISH E-MODULES TO IMPROVE THE READING SKILLS OF SEVENTH GRADE JUNIOR HIGH SCHOOL STUDENTS Arimbi Pamungkas; Tri Dewantari; Reyli Pramita
JETAL: Journal of English Teaching & Applied Linguistic Vol 7 No 2 (2026): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v7i2.1998

Abstract

In the current era of the Industrial Revolution 4.0, technological developments in education continue to grow rapidly. Technology plays an important role in education. Technology is considered capable of assisting teachers in the learning process both inside and outside the classroom. Technology-based learning media continue to develop, one of which is electronic-based learning media. Flipbook-based E-modules helps teachers and students in the learning process of English both inside and outside the classroom. Through flipbook-based E-modules, teachers and students easily access materials inside and outside the classroom and encourage students to learn further materials independently. Besides, flipbook-based E-module has an interesting design so that the students do not feel bored while studying. This study aims to develop an English subject E-Module based on flipbooks to improve reading skills in seventh-grade junior high school students. This study is a research and development (R&D) study using the ASSURE model (Analyze learners; State objectives; Select methods, media, and materials; Utilize media and materials; Require learner participation; Evaluate and revise). The populations of this study were seventh-grade junior high school students. The sample was purposive sampling. The data collection techniques were interview, observation, and questionnaires. The result of the study showed that the paired sample t-test, the sig. (2-tailed) value was < 0.05, namely 0.000, which means that there was an increase in the reading skills of seventh-grade junior high school students after using the flipbook-based E-Module for English. Furthermore, based on the N Gain test results, the N-Gain score with a mean of 0.7666 is included in the high criteria. The N-Gain percentage obtained was 76.6% with an effective interpretation. Thus, it can be concluded that the flipbook-based E-Module for English is effective in improving the reading skills of seventh-grade junior high school students. The use of flipbook-based E-module as a learning media increasing the reading skill of seventh-grade junior high school students. Therefore, the flipbook-based E-Module for English can be used as a media in learning English.
Evaluating the Effectiveness of Technology-Based Learning through an Evidence-Based Education Framework Arimbi Pamungkas; Rahayu Soraya; Ahmad Tohir
EduTech Journal Vol. 2 No. 3 (2026): JET - JANUARY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/4zkfbq42

Abstract

The accelerated adoption of technology-based learning in the post-pandemic era has encouraged educational institutions to integrate various digital innovations into instructional practices. However, increased technology use does not consistently translate into measurable learning gains, highlighting the need for evidence-based evaluation. This study aims to evaluate the effectiveness of technology-based learning through an evidence-based education framework using a Systematic Literature Review (SLR) approach. Literature searches were conducted in reputable academic databases with inclusion criteria emphasizing empirical quality and pedagogical relevance. A total of 32 empirical studies were selected and analyzed through thematic and comparative synthesis. The findings indicate that technology-based learning tends to produce positive learning outcomes when supported by evidence-informed instructional design, alignment between learning objectives, activities, and assessment, and the use of objective learning outcome measures. In contrast, technology implementations that merely substitute traditional methods without strong pedagogical grounding yield limited effects. This study concludes that the effectiveness of technology-based learning is conditional rather than universal and must be evaluated within an evidence-based education framework. The findings underscore the need to shift from innovation-driven technology adoption toward pedagogical decision-making grounded in robust empirical evidence.
Pelatihan Guru PAUD Dalam Menangani Masalah Emosi Anak Berbasis Bimbingan Konseling Tri Dewantari; Arimbi Pamungkas; Rahayu Soraya; Sulistianah
Jurnal PADAMU NEGERI (Pengabdian pada Masyarakat Bidang Eksakta) Vol. 7 No. 1 (2026)
Publisher : Perkumpulan Dosen Muda (PDM) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37638/zahhyk84

Abstract

Permasalahan emosi pada anak usia dini merupakan salah satu aspek perkembangan yang memerlukan perhatian khusus dari guru PAUD. Guru memiliki peran penting dalam mengenali gejala permasalahan emosi serta memberikan penanganan yang tepat sesuai dengan karakteristik perkembangan anak. Namun, masih terdapat guru yang mengalami kesulitan dalam mengidentifikasi dan menangani berbagai permasalahan emosi seperti tantrum, perilaku agresif, kecemasan, serta kesulitan anak dalam mengelola emosi. Oleh karena itu, kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru PAUD dalam mengenali dan menangani permasalahan emosi anak usia dini berbasis bimbingan dan konseling. Kegiatan dilaksanakan di Dinas Pendidikan Kabupaten Way Kanan dengan peserta sebanyak 50 guru PAUD dari berbagai satuan pendidikan di Kabupaten Way Kanan. Metode pelaksanaan meliputi tahap persiapan, pelaksanaan, refleksi, dan evaluasi. Materi yang diberikan mencakup perkembangan emosi anak usia dini, identifikasi permasalahan emosi, strategi penanganan berbasis bimbingan dan konseling, serta praktik studi kasus. Hasil kegiatan menunjukkan bahwa peserta memperoleh pemahaman yang lebih baik mengenai karakteristik perkembangan emosi anak dan mampu menerapkan strategi penanganan yang lebih tepat dalam kegiatan pembelajaran. Kegiatan ini memberikan kontribusi positif terhadap peningkatan kompetensi guru PAUD dalam mendukung perkembangan sosial emosional anak usia dini.
An Analysis of Project-Based Learning Activities in Enhancing Students’ Speaking Ability in EFL Classroom Arimbi Pamungkas; Rahayu Soraya; Sulistianah; Tri Dewantari
JURNAL ILMU PENDIDIKAN Vol. 5 No. 1 (2026): JANUARI-JUNI
Publisher : Gayaku Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58222/jurip.v5i1.2060

Abstract

This study aimed to analyzed project-based learning activities in enhancing students’ speaking ability in EFL Classroom. This study used mixed methods research design. This study conducted at first semester students of Early Childhood Education Teacher Training STKIP Al Islam Tunas Bangsa. The participant consists of 35 students majoring in Early Childhood Education Teacher Training. Data collection techniques in this study used by the result of students’ project in speaking skill, observation, and interviews. The finding reveals that project-based learning activities in teaching speaking can improve students’ speaking skills. This is evident from the marks students received for presenting the projects students had created. The results showed that 40% of students received an A, 31.43% received a B, 20% received a C and 8.57% received a D. Furthermore, the result of the observation and interview reveals that there is an impact of students’ grammatical, vocabulary, fluency, creativity, and collaboration by using project-based learning activity and some challenges in enhancing students’ speaking ability in EFL Classroom by using project-based learning activity such as students’ grammatical, students’ lack of vocabulary, lack of self-confidence, the difficulties in pronunciation, and less motivation. it can be concluded that project-based learning activities in enhancing students’ speaking ability in EFL Classroom  
Technology-Based Learning Enhances Self-Regulated Learning: Systematic Literature Review Ahmad Tohir; Arimbi Pamungkas; Agnes Fibriana Kurniawati
Social Sciences Journal Vol. 3 No. 2 (2026): August
Publisher : Universitas Dehasen Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37676/sosj.v3i2.2019

Abstract

The global transformation of the digital education ecosystem demands a high level of independent learning from students to navigate expanding academic autonomy. This systematic literature review aims to identify, evaluate, and synthesize the effectiveness of implementing cutting-edge instructional technologies on improving students' self-regulation strategies across academic levels. This research approach adopted the rigorous PRISMA selection protocol by extracting purely primary empirical literature from the Scopus database covering publications from 2016 to 2026, resulting in fifteen final articles for in-depth thematic analysis. The analysis findings demonstrate that the presence of adaptive learning platforms, artificial intelligence generative feedback, gamified virtual reality devices, and smart e-books successfully trigger a surge in students' metacognitive capacity and positive affect. These digital devices consistently replace the role of manual instructor supervision by providing instant cognitive scaffolding that can calibrate task difficulty based on students' actual performance track records. The study concludes that the modern technology ecosystem is not simply a passive repository of material but has evolved into a proactive co-regulatory agent that fundamentally transforms academic cognitive load into long-term intrinsic persistence. The novelty of this research rests on a theoretical unpacking of the psychological interactions of humans and machines, providing conclusive evidence of how personalized digital algorithms are able to hijack the brain's gratification system to catalyze self-discipline, while providing a crucial guiding framework for designing hybrid pedagogical curricula in the future.
AI-Supported Learning Design untuk Meningkatkan Self-Regulated Learning Mahasiswa Ahmad Tohir; Arimbi Pamungkas; Agnes Fibriana Kurniawati
Indonesian Journal of Innovation Science and Knowledge Vol. 3 No. 4 (2026): IJISK 2026
Publisher : Fakultas Pendidikan Ilmu Keguruan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/ijisk.v3i4.802

Abstract

Perkembangan kecerdasan buatan dalam pendidikan membuka peluang untuk membangun lingkungan belajar yang lebih adaptif, personal, dan responsif terhadap kebutuhan mahasiswa. Pemanfaatan AI belum secara otomatis membentuk kemampuan mahasiswa dalam mengatur tujuan, strategi, pemantauan, dan refleksi belajar sehingga diperlukan desain pembelajaran yang mengintegrasikan AI dengan mekanisme Self-Regulated Learning secara sistematis. Penelitian ini bertujuan menganalisis pengaruh AI-Supported Learning Design terhadap Self-Regulated Learning mahasiswa setelah mengendalikan kemampuan awal. Penelitian menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimental pretest-posttest control group. Sebanyak 60 mahasiswa dibagi secara proporsional ke dalam kelompok eksperimen dan kontrol, masing-masing 30 mahasiswa. Instrumen penelitian terdiri atas 25 item Self-Regulated Learning dengan skala Likert lima tingkat. Analisis dilakukan menggunakan statistik deskriptif, uji asumsi, paired samples t-test, dan ANCOVA. Hasil penelitian menunjukkan peningkatan rata-rata Self-Regulated Learning sebesar 17,700 poin pada kelompok eksperimen dan 5,533 poin pada kelompok kontrol. ANCOVA menunjukkan perbedaan signifikan antar kelompok setelah Pre_Total dikendalikan, F(1,57) = 183,461, p < 0,001, partial η² = 0,763. Adjusted mean kelompok eksperimen sebesar 92,590, sedangkan kelompok kontrol sebesar 80,377. Novelty penelitian terletak pada pengembangan AI sebagai komponen desain pembelajaran yang secara terstruktur mendukung penetapan tujuan, perencanaan, monitoring, regulasi strategi, umpan balik, dan refleksi. Temuan menegaskan bahwa nilai pedagogis AI bergantung pada kualitas desain pembelajaran yang mengarahkan teknologi untuk memperkuat regulasi belajar mahasiswa.
Co-Authors Agnes Fibriana Kurniawati Ahmad Tohir Rahayu Soraya Rahayu Soraya Rahayu Soraya Reyli Pramita Sulistianah Sulistianah Tri Dewantari Tri Dewantari