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All Journal Journal Evaluation in Education (JEE) Dikdimas : Jurnal Pengabdian Kepada Masyarakat Jurnal Pustaka Indonesia Journal of Primary Education
Muhammad Kristiawan
University of Bengkulu
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences Other

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Evaluating the Effectiveness of the Learning Community Program in Improving Educators’ Pedagogical Competence Trisna Apriani; Manap Somantri; Muhammad Kristiawan; Zaharah Hussin
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2092

Abstract

Purpose of the study: This study aims to evaluate the learning community program at Sekolah Pendidikan Non-Formal Sanggar Kegiatan Belajar [Non-Formal Education School Learning Activity Center] SPNF-SKB Kaur in improving the pedagogical competence of learning facilitators using the CIPP (Context, Input, Process, Product) evaluation model. Methodology: This research employed a descriptive qualitative approach with the CIPP model. Participants included the Head of SPNF-SKB Kaur, learning community managers, and learning facilitators. Data were collected through interviews, observations, and documentation, then analyzed using Miles, Huberman, and Saldaña’s interactive model, including reduction, display, verification, and conclusion drawing. Main Findings: The findings show that the learning community program is relevant and effectively managed. It successfully supports planning, implementation, and resource provision, leading to improved pedagogical competence of facilitators and positive impacts on student learning outcomes. Nevertheless, challenges remain, such as limited motivation among some facilitators, insufficient module availability for Package A and B, and suboptimal support from local government. Novelty/Originality of this study: This study provides one of the first comprehensive evaluations of a learning community program for facilitators in non-formal education. Unlike previous studies that focused mainly on teachers in formal schools, this research highlights both the effectiveness and challenges of learning communities in enhancing pedagogical competence in non-formal education settings, filling an important gap in the literature.
Empowering Teachers in Designing Gamification as a Vocational Learning Strategy in Vocational Schools Jumiati Siska; Liza Yulianti; Muhammad Kristiawan; Afes Agustianza; Destika Rinanda
DIKDIMAS : Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 1 (2026): DIKDIMAS : JURNAL PENGABDIAN KEPADA MASYARAKAT VOL 5 NO 1 APRIL 2026
Publisher : Asosiasi Profesi Multimedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/dikdimas.v5i1.483

Abstract

Background: The integration of gamification in education has emerged as an effective strategy to enhance student motivation, engagement, and learning outcomes. However, many vocational school teachers lack the necessary skills and knowledge to design gamified learning experiences that align with the unique characteristics of vocational education.Aims: This paper aims to empower vocational school teachers with competencies in designing gamification-based learning strategies. The scope includes exploring teachers’ understanding of gamification principles, developing their design skills through training and workshops, and assessing the effectiveness of these interventions in enhancing vocational teaching practices.Methods: A qualitative descriptive approach was employed. Teachers participated in hands-on workshops focusing on gamification frameworks, digital tools, and practical design projects tailored to vocational learning contexts. The collected data were analyzed thematically to identify changes in teachers’ knowledge, skills, and confidence.Results: The results indicated that the teacher empowerment program significantly improved teachers’ ability to design gamification-based learning strategies. Teachers demonstrated increased creativity, improved alignment between gamified activities and vocational learning objectives, and greater confidence in using digital tools. Quantitative findings showed that 85% of participating teachers exhibited improved competence after the training program, with average post-test scores increasing from 62.4 to 84.7. Furthermore, 78% of participants reported a high level of readiness to implement gamification in their classrooms.Conclusion: Empowering teachers in gamification design is an effective approach to strengthening vocational education. It enhances teachers’ pedagogical competencies, promotes learner-centered instructional practices, and supports continuous professional development to meet the evolving demands of vocational education.
Application of the ADDIE Model in Developing Interactive Learning Multimedia for Coding and AI Subjects at the Primary School Level: A Systematic Literature Review Rojai Zhofir; Eko Risdianto; Muhammad Kristiawan
Journal of Primary Education (JPE) Vol 6, No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/jpe.v6i1.10957

Abstract

This study aims to systematically analyze scientific literature regarding the application of the ADDIE model in developing interactive multimedia for Coding and AI subjects at the primary school level, identifying research trends, best practices, and gaps requiring further academic attention. The study adopts a Semantic Literature Review (SLR) approach incorporating systematic mapping and semantic analysis. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol was applied to select articles from Scopus, Web of Science, ERIC, and IEEE Xplore databases. A total of 47 Scopus-indexed journal articles (2015–2025) were analyzed using thematic synthesis and conceptual mapping techniques. The analysis reveals a significant increase in the application of the ADDIE model for interactive multimedia development, with a primary focus on the Development phase, which integrates AI tools for content acceleration. Key findings include: (1) a dominance of asynchronous e-learning approaches (70%) in implementation; (2) the integration of multimedia presentations through short films (35%) as a best practice; (3) a critical need for a comprehensive AI literacy framework for educators; and (4) a research gap in long-term evaluations of learning effectiveness. The ADDIE model proves effective as a systematic framework for developing Coding and AI learning multimedia in primary schools; however, it requires adaptation through generative AI integration and agile approaches to remain responsive to rapid technological advancements. Future research should focus on developing valid and reliable assessment tools to measure AI literacy in primary school students. 
Intergenerational Communication Patterns between ‎Principals and Teachers in Improving Learning Quality: A ‎Systematic Literature Review Dina Puspita; Muhammad Kristiawan; Eko Risdianto
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August (In Press)
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2002

Abstract

This study aims to map, synthesize, and analyze empirical evidence on intergenerational communication patterns between school principals (Baby Boomers, Generation X, Millennials) and teachers (Generation X, Millennials, Generation Z) and its impact on learning quality. Method: A systematic literature review was conducted following the PRISMA guidelines. A search of Google Scholar, ERIC, and Scopus databases (2017–2026) identified 487 articles, of which 25 met the inclusion criteria for in-depth analysis. Results: Findings reveal five key insights: (1) each generation exhibits distinct communication styles shaped by social context and technology adoption; (2) generational gaps create barriers in media preferences, formality norms, and feedback expectations; (3) Generation X principals employing care-based communicative leadership effectively bridge these differences; (4) multi-channel strategies, two-way mentoring, and an inclusive climate enhance cross-generational communication; and (5) effective intergenerational communication significantly improves teacher motivation, collaboration, and learning quality. Novelty: This study uniquely synthesizes cross-generational dynamics across four generations within school leadership, highlighting the underexplored role of Generation X principals as effective mediators. Practical Implication: Findings inform school management policies that are responsive to generational diversity, promoting adaptive communication frameworks. Contribution: The study contributes a consolidated evidence base on intergenerational communication in educational leadership, offering actionable strategies to improve learning quality through enhanced teacher-principal interactions.
Co-Authors Afes Agustianza Destika Rinanda Dina Puspita Eko Risdianto Jumiati Siska Liza Yulianti Manap Somantri Rojai Zhofir Trisna Apriani Zaharah Hussin