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All Journal Perspektif Ilmu Pendidikan Journal of Educational Sciences
Kustandi , Cecep
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Enhancing Primary School Teacher Professionalism Through a Mobile-Based Reflective Supervision System Rugaiyah, Rugaiyah; Rahmawati , Desi; Karnati , Neti; Kustandi , Cecep; Kamaludin, Kamaludin; Novianti, Rahmah
Perspektif Ilmu Pendidikan Vol. 39 No. 2 (2025): Perspektif Ilmu Pendidikan (In Press)
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.392.6

Abstract

This study explores the development and implementation of a mobile-based clinical supervision application designed to improve the professional competence of primary school teachers in Indonesia. In response to the increasing demands for reflective teaching and sustainable professional development in the digital era, this research applies a systematic research and development (R&D) approach using the Waterfall model to design, validate, and field-test a supervision tool integrated into mobile platforms. The study engaged 100 primary school teachers and 9 experts in education technology and instructional design. Results indicate high user acceptance, improved reflective practices, and enhanced supervision transparency. The findings support the potential of mobile-based tools to foster teacher growth, inform school management decisions, and transform traditional supervision into a more collaborative and developmental process.
Gamification in Contextual Learning-Based Approaches: A Systematic Review of Empirical Research Aurellia, Gracelda Luthfi; Kustandi , Cecep; Kusumawardani, Dwi; Rahmadi , Imam Fitri
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.404-415

Abstract

Gamification is widely used to increase student motivation and participation, yet evidence on its effective integration with Contextual Teaching and Learning (CTL) remains fragmented. This systematic review aims to map how gamification elements are integrated with CTL components and how the integration relates to reported learning outcomes. The review followed PRISMA 2020 guidelines through a structured search in Scopus, screening based on predefined inclusion and exclusion criteria, and methodological quality assessment prior to synthesis. Included studies were analyzed narratively by coding gamification elements, CTL implementation (authentic context, inquiry/discovery, collaboration, and reflection), research design, educational level, and outcome indicators. The synthesis suggests that integration is most consistently associated with positive outcomes when game elements are embedded in authentic, context-rich tasks and inquiry-oriented activities, supported by clear learning goals and formative feedback. However, the current evidence base is constrained by limited coverage of early childhood education, short intervention durations, and incomplete reporting of implementation fidelity. Future research should expand educational contexts, improve transparency in documenting CTL enactment and gamification use, and apply longer-duration designs to evaluate sustained outcomes.
Co-Authors Aurellia, Gracelda Luthfi Kamaludin Kamaludin Karnati , Neti Kusumawardani, Dwi Rahmadi , Imam Fitri Rahmah Novianti Rahmawati , Desi Rugaiyah