Mimbar Ilmu
Mimbar Ilmu is published by Research and Community Service Institution Universitas Pendidikan Ganesha. Mimbar Ilmu aims at becoming the publication center of education researches in instruction, learning and teaching, curriculum development, learning environment, teacher education, educational technology, and educational development. It is published twice a year in April and October.
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<![CDATA[Transforming Nigeria's Education: Insights from Indonesia's Policy Reinforcement ]]>
<![CDATA[Adeoye, Moses Adeleke]]>;
<![CDATA[Nurjanah, Ratih Laily]]>;
<![CDATA[Widiana, I Wayan]]>;
<![CDATA[Prastikawati, Entika Fani]]>
<![CDATA[ Mimbar Ilmu Vol. 29 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v29i3.73520
<![CDATA[The Nigerian education system continues to face numerous challenges, including limited access, poor educational quality, and inequalities in learning outcomes. These challenges necessitate effective policy reforms to enhance educational quality and achieve sustainable development goals. This study aims to examine the potential transformation of Nigeria's education system by drawing lessons from the success of educational policy reforms in Indonesia. The study employs a comparative analysis method by examining key elements of Indonesia's educational policies, their implementation strategies, and their impacts on educational outcomes. The analysis explores contextual similarities and differences between the two countries to identify best practices and transferable lessons for Nigeria. Data were gathered from various sources, including policy reports, academic studies, and official publications, and were qualitatively analyzed to provide in-depth insights. The findings reveal that Indonesia's educational policies, such as compulsory education programs, teacher quality improvement initiatives, and the strengthening of vocational education, have positively impacted both access to and quality of education. These practices can be adapted to Nigeria’s context to address similar challenges. However, the implementation of such policies in Nigeria requires adjustments to suit the country’s unique social, economic, and cultural conditions. In conclusion, this study emphasizes that well-directed and sustainable policy reforms can bring transformative changes to a country's education system.]]>
<![CDATA[The Literacy of Elementary School Students on Food and Environmental Sustainability Values in Local Wisdom ]]>
<![CDATA[Sumarwati]]>;
<![CDATA[Anindyarini, Atikah]]>;
<![CDATA[Suryanto, Edy]]>;
<![CDATA[Hadiyah]]>;
<![CDATA[Muftihah, Nani]]>;
<![CDATA[Alfien, Moh. Fajrul]]>
<![CDATA[ Mimbar Ilmu Vol. 29 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v29i3.82264
<![CDATA[The low awareness among the younger generation regarding the values of food and environmental sustainability poses a significant challenge in preserving cultural heritage and ecosystems in Indonesia. This study aims to describe the level of students' literacy on food and environmental sustainability values embedded in their local wisdom. The study involved 252 sixth-grade students as participants. Data were collected through surveys and interviews to assess the students' understanding of food sustainability values in folktales, such as the origins of vegetables and corn, and environmental sustainability values in traditional ceremonies, such as the village clean-up ceremony and water source conservation. The data were analyzed using both quantitative and qualitative approaches to provide a comprehensive understanding of the students' literacy. The findings revealed that the majority of students showed more positive literacy regarding environmental sustainability values in traditional ceremonies compared to food sustainability values in folktales. Students were more supportive of environmental cleanliness and the preservation of water sources. On the other hand, students' literacy regarding food sustainability values, particularly those related to corn, was relatively low. Key factors influencing this low literacy included limited access to folktales, negative perceptions of corn-based foods (which are associated with "demonic foods" in traditional ceremonies), and socio-economic stigma towards corn rice. The conclusion of this study is that students' literacy on sustainability values embedded in local wisdom is not evenly distributed.]]>
<![CDATA[Digitalizing Culture in Education: A Local Wisdom-Based E-Book on Balinese Songs for Fourth Graders ]]>
<![CDATA[Kristina, Ni Kadek Sindy Dwi]]>;
<![CDATA[Sujana, I Wayan]]>;
<![CDATA[Suniasih, Ni Wayan]]>
<![CDATA[ Mimbar Ilmu Vol. 29 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v29i3.85719
<![CDATA[This study was motivated by the inability of educators or teachers to provide engaging and innovative learning media. This issue significantly impacts students' learning outcomes, which remain low or below the Minimum Competency Criteria (KKM). Therefore, it is essential to develop a learning medium that addresses students' learning challenges. The aim of this research is to develop a local wisdom-based electronic book (E-Book) focusing on Balinese songs with the theme "My Region and Its Natural Resources" in the teaching of Natural and Social Sciences (IPAS) for fourth-grade elementary school students. This study employs the ADDIE development model with 16 fourth-grade elementary school students as research subjects. The findings indicate that the E-Book's design assessment achieved a score of 90.91%, categorized as excellent. The E-Book's feasibility was confirmed through expert evaluations, with a learning content expert scoring 90.63%, an instructional design expert scoring 91.25%, and a media expert scoring 90.91%, all categorized as excellent. In individual trials, the E-Book scored 94.64%, and in small group trials, it scored 93.25%, both of which are categorized as excellent. Furthermore, the effectiveness test yielded a calculated tvalue of 7.097. Based on these results, it can be concluded that the local wisdom-based E-Book on Balinese songs with the theme "My Region and Its Natural Resources" is effective for use in the IPAS learning process for fourth-grade elementary school students. ]]>
<![CDATA[Addressing Gaps in Educational Evaluation: A Comprehensive Meta-Analysis ]]>
<![CDATA[Arianda, Yoga Dwi]]>;
<![CDATA[Triana, Dinny Devi]]>;
<![CDATA[Madani, Faisal]]>
<![CDATA[ Mimbar Ilmu Vol. 29 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v29i3.89581
<![CDATA[Educational evaluation plays a crucial role in ensuring the effectiveness of the learning process. However, various studies indicate gaps in the implementation of effective evaluation methods, such as the lack of a holistic approach and limited valid and reliable instruments. These gaps have the potential to undermine the quality of assessments of students' abilities. This article aims to explore the gaps in educational evaluation through a meta-analysis of several related studies. This study uses a meta-analysis design with a qualitative approach. Data for the study were obtained by identifying relevant research articles, selected based on the following criteria: publication in indexed journals, the main topic related to the development or evaluation of educational instruments, and the context of formal education. Primary data were derived from five key studies, which were analyzed in depth. The analysis process involved data categorization, thematic analysis, data interpretation, and result verification. The findings indicate that the development and validation of evaluation instruments based on innovative design and approaches are crucial in bridging the existing gaps. The development of more holistic evaluation methods, encompassing cognitive, affective, and psychomotor aspects, can provide a more comprehensive picture of students' abilities. Additionally, for educational policymakers, the findings highlight the importance of regulations that encourage comprehensive validation of evaluation instruments to support more meaningful teaching. The conclusion of this study is that the development of more effective and holistic evaluation instruments, supported by policies that encourage comprehensive validation, can significantly enhance the quality of educational evaluation.]]>
<![CDATA[Global Trends and Contributions of Internet of Things (IoT) Research in Education: A Bibliometric Analysis ]]>
<![CDATA[Rasyid, Rustam Efendy]]>;
<![CDATA[Aisa, Sitti]]>;
<![CDATA[Rizal, A.]]>
<![CDATA[ Mimbar Ilmu Vol. 29 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v29i3.89589
<![CDATA[The development of Internet of Things (IoT) technology has significantly transformed various sectors, including education. However, research on the implementation of IoT in education remains fragmented and lacks a comprehensive understanding of global trends and its contributions to educational advancements. This study aims to provide a holistic overview of global trends and contributions in IoT research within the educational field through bibliometric analysis of Scopus data from 2016 to 2024. The study adopts a qualitative descriptive approach using the PRISMA method to conduct a systematic literature review. The analyzed data comprises scientific publications related to IoT in education retrieved from the Scopus database. Bibliometric analysis was conducted to identify publication trends, prominent authors, contributing institutions, and dominant fields of study in this research area. The results indicate that the number of publications on IoT in education fluctuated annually, with a general upward trend peaking in 2023 before declining in 2024. The study identified Mershad, K. as the most prolific author and the Arts, Sciences, and Technology University as the leading institution contributing to IoT research in education. The dominant fields of study in these publications were Computer Science, followed by Social Sciences and Engineering, reflecting the multidisciplinary nature of IoT research in education. This study concludes that the application of IoT in education continues to evolve and significantly contributes to educational innovation.]]>
<![CDATA[Empowering Conceptual Mastery and Learning Autonomy through Canva-Assisted Problem-Based Learning Worksheets ]]>
<![CDATA[Meka, Ike Yunia]]>;
<![CDATA[Sukasih, Sri]]>;
<![CDATA[Aeni, Kurotul]]>
<![CDATA[ Mimbar Ilmu Vol. 29 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v29i3.89720
<![CDATA[The problem underlying this research is the low mastery of concepts and the lack of learning independence of students in the learning process. This research aims to develop Student Worksheets (LKPD) assisted by Canva using the Problem Based Learning (PBL) model to increase students' mastery of concepts and learning independence. This research uses a Research and Development (R&D) approach with seven simplified steps, including needs analysis, product design, expert validation, revision, field trials, final product revision, and dissemination. Data collection was carried out through expert validation questionnaires, learning outcomes tests, learning independence questionnaires, and student response questionnaires. Data was analyzed descriptively, quantitatively and qualitatively. The product trial involved 21 students from an elementary school. The research results show that the LKPD assisted by Canva that was developed is valid and suitable for use based on expert assessments. The N-Gain value obtained shows an increase in concept mastery. In conclusion, Canva-assisted LKPD with the PBL model is effective in increasing students' mastery of concepts and learning independence, making it suitable for use as an innovative learning medium in elementary schools. Implications of this research shows that the use of digital technology in learning can increase student engagement and understanding of the concepts being studied.]]>
<![CDATA[Knowledge Management-Based Applications for Monitoring Student Behavior: A Tool to Improve School-Parent Collaboration ]]>
<![CDATA[Suhendra]]>;
<![CDATA[Suhardi, Eka]]>;
<![CDATA[Sunaryo, Widodo]]>;
<![CDATA[Fadilah, Ahmad Arif]]>
<![CDATA[ Mimbar Ilmu Vol. 29 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v29i3.89745
<![CDATA[School counselors play an important role in monitoring and recording student behavior. Accurate implementation is necessary to document such behavior effectively. This research aims to develop a student behavior recording application called a knowledge management-based behavior recording application. The recorded data is then published and can be accessed by parents (sharing knowledge). The research method used is research and development which consists of the following stages: literature review, needs analysis, product development, and product testing. Validation tests conducted by subject matter experts, IT specialists, and managers showed average scores of 96%, 88.4%, and 94%, respectively, which fall within the “excellent” criteria. These results indicate that the behavior recording application is worthy of further development. The results of teacher evaluations regarding usability, increasing knowledge, and benefits of implementation show that 44% strongly agree, 52% agree, and 4% disagree. Parents' evaluations regarding usability, accuracy of recording, and transparency of access to information showed that 48% strongly agreed, 50% agreed, and 2% disagreed. Findings indicate that the app can document student behavior accurately and is suitable for decision-making purposes by schools and parents. ]]>
<![CDATA[Enhancing Student Learning Outcomes through Formative Assessment: A Systematic Literature Review ]]>
<![CDATA[Ramdhani, Luthfi Ilham]]>;
<![CDATA[Triana, Dinny Devi]]>;
<![CDATA[Madani, Faisal]]>
<![CDATA[ Mimbar Ilmu Vol. 29 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v29i3.89840
<![CDATA[The challenge of low student learning outcomes and the limitations in motivating their active involvement in learning remains a significant issue in various educational contexts. This study aims to analyze the effectiveness of formative assessment as an approach to improving student learning outcomes across different educational levels. The method used is a Systematic Literature Review (SLR) with the PRISMA framework, encompassing the analysis of 30 relevant articles from primary education to higher education. Data collection was conducted by identifying and categorizing relevant articles, then analyzing findings related to the impact of formative assessment on student learning. Data analysis was performed through synthesizing key findings from the studies analyzed. The results of the study show that formative assessment significantly contributes to improving students' understanding of the learning material, promoting critical thinking skills, increasing learning motivation, and enhancing students' active engagement in the learning process. Additionally, the study highlights the crucial role of teachers in providing relevant and constructive feedback. Challenges in implementing formative assessment include high teacher workloads, limited training, and inadequate technology support. The conclusion of this study is that formative assessment can be a highly effective tool for improving the quality of learning when supported by adequate teacher training, the development of technology infrastructure, and better integration into the curriculum.]]>
<![CDATA[The Impact of Augmented Reality on Increasing Students' Cognitive Abilities in History Learning ]]>
<![CDATA[Hasan]]>;
<![CDATA[Purnawati, Desak Made Oka]]>;
<![CDATA[Herlina]]>
<![CDATA[ Mimbar Ilmu Vol. 29 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v29i3.90028
<![CDATA[Students' low cognitive abilities in understanding complex historical concepts is still a challenge in learning at school. Students' understanding is often limited to memorizing facts without being able to analyze the relationship between historical events. This condition demands innovation in learning media that is able to increase students' understanding in more depth. This research aims to evaluate the effectiveness of using Augmented Reality (AR) technology in improving students' cognitive abilities in history learning. This research uses an experimental design approach unequal control group. Data collection is carried out through initial test And post test to measure the increase in students' cognitive abilities. The research subjects consisted of two groups, namely the experimental class which used AR media and the control class which used conventional learning methods. Data analysis was carried out by comparing average scores initial test And post test in both groups and calculate the percentage increase in student learning outcomes. The research results show that the experimental class using AR technology achieved an average score post test amounted to 73.50, while the control class achieved an average score post test amounting to 65.40. Although both groups experienced an increase in initial test That post test, the experimental class showed greater improvement compared to the control class. However, student learning outcomes in the experimental class did not significantly exceed the control class. The conclusion of this research shows that AR technology can improve students' cognitive abilities in history learning by providing a more interactive and visual learning experience.]]>
<![CDATA[Optimizing Digital Pedagogy in Education: Exploring Human Resource Management Approaches ]]>
<![CDATA[A'yun, Qurroti]]>;
<![CDATA[Awalluddin]]>;
<![CDATA[Hasan, Ahmad Makki]]>
<![CDATA[ Mimbar Ilmu Vol. 29 No. 3 (2024): December ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v29i3.90051
<![CDATA[Digital transformation in education has become an urgent necessity in response to technological advancements and 21st-century learning demands. However, the optimization of digital pedagogy in educational institutions still faces various challenges, particularly in human resource management (HRM). The limited readiness of educators to effectively utilize digital technology may hinder the implementation of innovative learning processes. This study aims to explore HRM approaches that support the optimization of digital pedagogy in educational institutions. This research employs a literature review method, analyzing relevant sources on HRM and digital pedagogy. Data were collected through document studies consisting of academic journals, books, and research reports addressing HR management in the education sector within the context of digital transformation. Data analysis was conducted using qualitative descriptive methods with content analysis to identify key concepts, main themes, and best practices in implementing HRM to support digital pedagogy. The findings reveal that a structured HRM approach can enhance educators' competencies in using digital technology and foster an innovative and adaptive learning ecosystem. The HRM approach includes identifying digital training needs, developing continuous training programs, supporting the use of digital learning tools, implementing digital performance evaluations, and recognizing outstanding educators. This study concludes that effective HR management is a key driver in optimizing digital pedagogy, ultimately improving the quality of education in the digital era.]]>
