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Visipena
Published by STKIP Bina Bangsa Getsempena Banda Aceh
ISSN : 20861397     EISSN : 25026860     DOI : 10.46244/visipena
Core Subject : Education,
Education
Articles to be published on Visipena should follow the focus and scope of this journal. The scope of this journal is Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 361 Documents
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THE INFLUENCE OF ANDROID-BASED MUSIC MEDIA AND CONVENTIONAL MUSICAL INSTRUMENTS AND LEARNING MOTIVATION ON THE RESULTS OF JUNIOR HIGH SCHOOL STUDENTS' MUSIC ENSEMBLE Trisia Santi Parlina; Rufi'i Rufi'i; Reza Rachmadtullah
Jurnal Visipena Vol 16 No 2 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i2.3502

Abstract

This study aims to analyze the influence of learning media (Android-based music applications and conventional musical instruments) and learning motivation on the learning outcomes of junior high school students' music ensembles. The study used a quantitative approach with a 2×2 factorial quasi-experimental design on 60 students grouped by media type and learning motivation level. The research instruments included a learning outcome test and a motivation questionnaire (Cronbach's Alpha 0.85–0.87). Data analysis included normality, homogeneity, and two-way ANOVA tests. The results showed a significant increase between pretest and posttest scores (t = 12.84; p = 0.000). The ANOVA test revealed that learning media had a significant effect on learning outcomes (F(1,56) = 14.62; p = 0.000; η² = 0.21). Learning motivation also had a significant effect (F(1,56) = 32.45; p = 0.000; η² = 0.37). In addition, there was a significant interaction between media and motivation (F(1,56) = 4.18; p = 0.046; η² = 0.07). Highly motivated students using the Android application obtained the highest average score (Mean = 88.75), while lowly motivated students using conventional media showed the lowest score (Mean = 64.38). This finding confirms that Android-based music applications can significantly improve the effectiveness of music ensemble learning, especially for students with high motivation. The integration of digital technology is recommended as an alternative learning strategy that is interactive, flexible, and supports the improvement of students' musical performance.
PRINCIPAL MANAGEMENT IN THE IMPLEMENTATION OF THE TEACHING FACTORY TO IMPROVE GRADUATES' QUALITY Sri Wardhani; Saiful Bahri; Munawar Munawar
Jurnal Visipena Vol 16 No 2 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i2.3526

Abstract

Vocational High Schools are designed to produce work-ready graduates; however, the high unemployment rate among SMK graduates indicates a mismatch between school competencies and labor market demands. Teaching Factory (TEFA) has been developed as a contextual vocational learning approach, yet its implementation continues to face challenges, particularly in managerial aspects. This study aims to describe the principal’s management in improving graduate quality through Teaching Factory-based learning at SMK Negeri 2 Langsa. A qualitative approach was employed, with data collected through interviews, observations, and documentation. Data analysis was conducted using NVivo 12 software. The novelty of this study lies in positioning Teaching Factory as a vocational education management system driven by the principal’s leadership, rather than merely as a learning model, through the integration of four management functions: planning, organizing, implementing, and supervising. The findings indicate that planning is carried out strategically and collaboratively with industry partners, organizing is reflected in the strengthening of work structures and human resources, implementation is conducted through coordination and product-based evaluation, and supervision is adaptive and continuous. The implementation of TEFA management has a significant impact on improving graduate quality, as reflected in the increased graduate absorption rate based on the 2025 Education Report. These findings provide both theoretical and practical contributions to the development of vocational education management at SMK Negeri 2 Langsa.
EFFECTIVENESS OF THE NUMBERED HEADS TOGETHER (NHT) MODEL BASED ON SNAKES AND LADDERS MEDIA ON STUDENTS' ENGAGEMENT IN SKI Choirunisa Salsabila; Deden Makbuloh; Muhammad Mustofa
Jurnal Visipena Vol 16 No 2 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i2.3565

Abstract

Student engagement is a crucial indicator of successful educational outcomes. However, in practice, engagement levels often remain low, particularly in Islamic Cultural History (SKI) courses. Preliminary research conducted at MTs Negeri 2 Bandar Lampung revealed that only 2% of students actively engaged in asking questions to teachers or peers, indicating a predominantly passive attitude towards learning. This situation highlights the urgent need for innovative teaching methods that can effectively foster active student participation. Accordingly, this study empirically examines the effectiveness of the Numbered Heads Together (NHT) cooperative learning model, integrated with Snakes and Ladders game media, in enhancing students’ engagement in Islamic Cultural History (SKI). The research adopts a quantitative approach using a quasi-experimental design with a post-test-only control group framework. The sample consists of two intact groups from seventh-grade classes, selected via intact group sampling techniques. One class served as the experimental group, utilizing NHT with Snakes and Ladders media, while the other group was the control, applying the Jigsaw method. Data on learning activity were collected through questionnaires and analyzed using independent sample t- tests, along with effect size calculations. The findings revealed a significance level of 0.269 (> 0.05) and a Cohen’s d of 0.027, indicating no statistically significant difference between the experimental and control groups, with the treatment effect being negligibly small in practical terms. These results suggest that the effectiveness of the NHT model based on game media is context-dependent and influenced by students’ preparedness, self-confidence, and emotional factors. Consequently, for NHT to function optimally in enhancing student engagement, it requires strengthening of the affective domain alongside consistent reinforcement of cooperative learning practices.
MARTBOARD-BASED INDONESIAN SIGN LANGUAGE (BISINDO) DEEP LEARNING MODEL FOR DEAF STUDENTS AT SLB PEMBINA MEDAN Elisa Haddina; Insiatun Insiatun; Chatrin Shelvia Tarigan; Lela Santika
Jurnal Visipena Vol 17 No 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v17i1.3573

Abstract

Deaf students in Indonesian special schools (SLB) face persistent barriers in accessing interactive instructional media that align with their visual-spatial cognitive needs and Bisindo linguistic identity. While prior studies have explored sign language recognition technologies and general deep learning algorithms, a critical gap remains in integrating pedagogical deep learning principles with disability-specific interactive media within special education classrooms. This study aimed to develop and validate a Smartboard-based Indonesian Sign Language (Bisindo) deep learning instructional model for deaf students at SLB Pembina Medan. Employing a Research and Development (R&D) approach following the Borg and Gall ten-step model, the study involved needs analysis, product development, expert validation, and field testing. Validation instruments were assessed for content validity using the Content Validity Index (CVI) and Content Validity Ratio (CVR), and reliability was established through inter-rater agreement. The product was evaluated by one learning expert, one Bisindo expert, and one media expert, followed by small-group trials (N = 3 teachers) and large-group trials (N = 3 teachers). Ethical approval was obtained from the institutional review board prior to data collection. Results demonstrated exceptional feasibility: material experts rated the product at 97.06%, Bisindo experts at 95.59%, and media experts at 91.67%, all classified as "very feasible." Small-group teacher trials yielded 88.33% (feasible), while large-group trials achieved 96.66% (very feasible). The developed model offers a replicable pedagogical framework that integrates Bisindo linguistic features, deep learning pedagogy, and Smartboard interactivity, contributing to inclusive digital learning practices for deaf students in special education contexts.
UNRAVELING THE ESSENCE OF DEEP LEARNING APPROACH APPLICATION: IDENTIFYING CRITICAL FACTORS FOR EFFECTIVE IMPLEMENTATION IN SCHOOLS Nuzulul Isna; Sukri Adani; Zuhri Efendi; Khairul Nurhaliza
Jurnal Visipena Vol 17 No 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v17i1.3647

Abstract

The Deep Learning Approach is increasingly viewed as a valuable educational model for preparing students with crucial 21st-century skills, including critical thinking, creativity, teamwork, and effective communication. Nonetheless, the effective application of the approach is significantly influenced by the specific local context, the capabilities of implementers at various levels, and their understanding and interpretation of Deep Learning concepts and principles.  This research seeks to gain in-depth insights into practitioners' experiences and perspectives, as well as the support systems needed to implement a Deep Learning approach in schools in Southwest Aceh. This is a qualitative methodology that uses Focus Group Discussions (FGDs) and interviews as the main methods of data collection, which were later analyzed using NVivo 12 software. The findings indicate that the implementation of Deep Learning remains in its early, fragmented stage, limited to a small number of schools, and primarily focused on preparatory activities such as teacher training, lesson planning, and limited dissemination. The study also reveals divergent stakeholder perspectives: the Education Office assumes a predominantly administrative role; school principals emphasize instructional leadership. At the same time, teachers demonstrate strong enthusiasm, but face constraints related to administrative workload and limited digital literacy. Furthermore, effective implementation requires systemic support, including alignment between national and local policies, strengthened digital infrastructure, and structured, sustained professional mentoring. These findings highlight the importance of context-responsive and system-level support in addressing implementation gaps and enabling effective Deep Learning practices in decentralized education systems.
THE EFFECTIVENESS OF THE PROJECT-BASED LEARNING MODEL ON THE CIVIC EDUCATION LEARNING OUTCOMES OF FIFTH-GRADE STUDENTS AT SEJAHTERA ELEMENTARY SCHOOL Dindha Aulia Rivai; Nurrohmatul Amaliyah
Jurnal Visipena Vol 17 No 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to measure the effectiveness of the Project-Based Learning Model in Civic Education (PKN) learning methods for fifth-grade students at SDS Sejahtera. The main objective of this research was to determine whether Project-Based Learning could improve students’ learning outcomes. The methodology used in this study was a correlational analysis with a saturated sampling approach. The instruments consisted of 30 questionnaire items related to Project-Based Learning, 20 social studies essay questions, and 10 multiple-choice questions. Instrument validity was tested using the Pearson Product Moment correlation, while reliability was measured using the Cronbach’s Alpha formula. The reliability coefficients obtained were 0.733 for the Project-Based Learning instrument and 0.674 for the social studies instrument. The results of the analysis showed an r-count value of 0.577 with a p-value of 0.000, indicating a significant correlation between Project-Based Learning and Civic Education learning methods. The t-test result showed t = 4.900 with a p-value of 0.000, meaning that H0 was rejected and Project-Based Learning was proven to be effective. Furthermore, the analysis revealed an F-count value of 24.011 and an R² value of 33.3%, indicating a significant influence between the two variables. In conclusion, this study demonstrates that Project-Based Learning is an effective method for improving the Civic Education learning outcomes of fifth-grade students at SDS Sejahtera. This learning model has the potential to be implemented more broadly in other learning contexts.
THE EFFECT OF THE PROJECT CITIZEN LEARNING MODEL AND CRITICAL THINKING SKILLS ON THE LEARNING OUTCOMES OF SIXTH-GRADE STUDENTS AT SDN PEGADUNGAN 03 MORNING SCHOOL Lilis Suryatie; Nurrohmatul Amaliyah; Irdalisa Irdalisa
Jurnal Visipena Vol 17 No 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was motivated by the low learning outcomes in Pancasila Education among sixth-grade students at SDN Pegadungan 03 Pagi. In the implementation of the Merdeka Curriculum, learning models that can improve critical thinking skills and active student participation are highly needed. The Project Citizen learning model was chosen because it emphasizes collaborative, investigative, and problem-solving activities based on public issues. This study aimed to determine the effect of the Project Citizen learning model and critical thinking skills on students’ learning outcomes. The study employed a quantitative method with a 2×2 factorial quasi-experimental design. The sample consisted of 62 sixth-grade students divided into an experimental class and a control class. The independent variables were the Project Citizen learning model (X1) and critical thinking skills (X2), while the dependent variable was students’ learning outcomes (Y). Data were collected through critical thinking skill questionnaires and learning outcome tests. The results showed that: (1) there was an effect of the Project Citizen learning model on learning outcomes with Fcount 13.79 > Ftable 4.08; (2) there was an effect of critical thinking skills on learning outcomes with Fcount 21.45 > Ftable 4.08; and (3) there was an interaction between the Project Citizen learning model and critical thinking skills on learning outcomes with Fcount 5.00 > Ftable 4.08. Therefore, the Project Citizen learning model was effective in improving the learning outcomes of sixth-grade students at SDN Pegadungan 03 Pagi.
THE EFFECT OF PROJECT-BASED LEARNING ON FIFTH-GRADE STUDENTS’ IPAS LEARNING OUTCOMES: A QUASI-EXPERIMENTAL STUDY Husnu Mubarak; Azizah Azizah; Sri Wahyuni; Sinta Satria Dewi Pendit; Wirdana Wirdana
Jurnal Visipena Vol 16 No 2 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i2.3115

Abstract

The learning model greatly determines the effectiveness of learning, One of the learning models that can be applied to overcome problems is to use the Project Based Learning learning model which provides opportunities for students to learn actively. The purpose of this study is to determine the Effect of the Use of Project Based Learning on the Learning Outcomes of Grade V Students of SD Inpres Bumi Sagu. This study is an experimental research conducted on two groups, namely the experimental group and the control group. The research design used in this study is Quasi Experimental Design using a Non-equivalent Control Group Design. The population in this study is grade V students of SD Inpres Bumi Sagu, which totals 30 students. The samples in this study were class VB as the control class and class VA as the experimental class. The research instruments are in the form of pretest and posttest. Data were analyzed using the SPSS 30.0-assisted Independent Sample t-Test. The results of the analysis showed a significance value (p-value) of 0.001 < 0.05 which means that there is a significant difference between the two groups. These findings show that Project Based Learning is effective in improving student learning outcomes. Theoretically, this research strengthens the theory of constructivism in learning, while it can practically be an alternative to innovative learning models in elementary schools.
AUGMENTED REALITY (AR)-BASED LEARNING ON PHYSICAL EDUCATION LEARNING OUTCOMES Rizkei Kurniawan; Sultan Maulana Hakim; Yoki Afriandy Rangkuti; Didi Yudha Pranata
Jurnal Visipena Vol 16 No 2 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i2.3382

Abstract

This study aims to evaluate the effectiveness of Augmented Reality (AR)-based learning in improving physical education outcomes among junior high school students. Using a quantitative approach with a pretest–posttest design, the research involved 32 students who received AR-assisted instruction on basic basketball movements. The assessment instruments covered cognitive, affective, and psychomotor domains. The findings revealed a significant improvement from pretest to posttest scores, with the N-Gain value categorized as effective. The use of AR provided an immersive learning experience through three-dimensional visualization, enhancing students’ motivation, engagement, and conceptual understanding. The discussion highlights that AR supports active learning in line with constructivist and socioconstructivist theories, while also offering opportunities to strengthen motor skills through interactive simulations. Nevertheless, the implementation of AR still faces challenges such as limited teacher competence and technological infrastructure. These findings underscore the potential of AR as an innovative learning medium to improve the quality of physical education. The implications of this study include the need for teacher training and the development of adaptive technology-based learning models.
THE EFFECT OF THE USE OF WORDWALL AND CANVA LEARNING MEDIA AND LEARNING MOTIVATION ON THE COGNITIVE DEVELOPMENT OF 5-6 YEAR-OLD CHILDREN AT DHARMA WANITA PUGERAN KINDERGARTEN Finisya Seffy Christiyanti; Rufi&#039;i Rufi&#039;i; Reza Rachmadtullah
Jurnal Visipena Vol 16 No 2 (2025)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v16i2.3530

Abstract

Cognitive development is an important aspect in the learning process, so choosing the right media is a key factor in supporting the effectiveness of early childhood learning. This study aims to analyze the effect of the use of Wordwall and Canva media and learning motivation on the cognitive development of children aged 5–6 years at Dharma Wanita Pugeran Kindergarten. The research design used a quasi-experiment with Two-Way ANOVA, involving 30 students divided into two treatment groups. The results showed that learning media had a significant effect on cognitive development (F = 55.60; p < 0.05), where Wordwall produced a higher increase than Canva. Conversely, learning motivation did not have a significant effect (F = 0.310; p > 0.05) and there was no interaction between learning media and motivation (F = 2.737; p > 0.05). The research model explained 73% of the variation in cognitive development. These findings confirm that Wordwall is more effective in improving children's cognitive abilities, regardless of their initial motivation level. Practically, these results recommend that teachers integrate gamification media such as Wordwall in early childhood learning to maximize cognitive achievement consistently.

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