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Mimbar Ilmu
Published by Universitas Pendidikan Ganesha
ISSN : 1829877X     EISSN : 26859033     DOI : 10.23887/mi
Core Subject : Education,
Education
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.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 568 Documents
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Knowledge Management-Based Applications for Monitoring Student Behavior: A Tool to Improve School-Parent Collaboration Suhendra; Suhardi, Eka; Sunaryo, Widodo; Fadilah, Ahmad Arif
Mimbar Ilmu Vol. 29 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v29i3.89745

Abstract

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.  
Enhancing Student Learning Outcomes through Formative Assessment: A Systematic Literature Review Ramdhani, Luthfi Ilham; Triana, Dinny Devi; Madani, Faisal
Mimbar Ilmu Vol. 29 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v29i3.89840

Abstract

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.
The Impact of Augmented Reality on Increasing Students' Cognitive Abilities in History Learning Hasan; Purnawati, Desak Made Oka; Herlina
Mimbar Ilmu Vol. 29 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v29i3.90028

Abstract

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.
Optimizing Digital Pedagogy in Education: Exploring Human Resource Management Approaches A'yun, Qurroti; Awalluddin; Hasan, Ahmad Makki
Mimbar Ilmu Vol. 29 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v29i3.90051

Abstract

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.
The Role of Perceived Strategic Planning in Enhancing School Effectiveness in Public Secondary Schools Sheyin, Adejoke Olabisi
Mimbar Ilmu Vol. 29 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v29i3.90052

Abstract

School effectiveness is one of the critical factors determining the quality of education. However, in public secondary schools in Ogun State, Nigeria, school effectiveness remains low, as reflected in poor teacher performance, low teaching quality, and inefficient school operations. This study aims to analyze the role of perceived strategic planning in improving school effectiveness. The study employed a descriptive survey design with a quantitative approach. The population included 20,000 public secondary school teachers, with a sample of 400 teachers selected through a multi-stage random sampling method. Out of the selected sample, 360 respondents provided valid responses. The primary research instrument was a questionnaire developed by the researcher titled The Role of Strategic Planning in School Effectiveness in Public Secondary Schools Questionnaire (RSPSEPSSQ). Data were analyzed using descriptive statistics, including mean scores and standard deviations. The findings indicate that the practice of strategic planning in public secondary schools remains low, with a mean score of 1.79 ± 1.04. Similarly, school effectiveness was recorded as low, with a mean score of 1.68 ± 1.29. However, respondents acknowledged that the implementation of strategic planning practices significantly contributed to improving various school aspects, such as teacher performance, teaching quality, administrative efficiency, and collaboration among teachers, students, and administrators to achieve common goals, with a mean score of 2.86 ± 0.94. Based on these findings, it is concluded that public secondary schools in Ogun State implement professional development programs for school principals and administrators to enhance effective strategic planning practices.
Parental Engagement in Children's Education: A Key Factor in Academic Achievement and Learning Motivation Owoyale-Abdulganiy, Ibrahim Solahudeen; Olokooba, Issa Nasiru
Mimbar Ilmu Vol. 29 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v29i3.90077

Abstract

Many families still face various challenges in providing optimal academic support, such as time constraints, lack of knowledge, and financial issues. This study aims to analyze the impact of parental involvement on students' academic achievement and to identify strategies that can enhance parents' roles in supporting their children's education. The research employed a descriptive survey approach with a simple random sampling technique. Data were collected from three participants, consisting of elementary school students' guardians, through closed questionnaires and in-depth interviews. The collected data were analyzed using descriptive statistics to identify patterns of involvement and their impact on students' academic performance. The results showed that parental involvement significantly contributes to students' academic success. Parents who actively provide support, such as assisting with homework, providing adequate learning resources, and maintaining communication with the school, can enhance children's learning motivation. However, several obstacles were identified in this study, including parents' time limitations due to work commitments, a lack of understanding of the learning materials, and financial constraints in providing optimal learning facilities. This study concludes that increasing parental involvement is crucial in supporting children's educational success.  
Bridging Socio-Economic Disparities Through Educational Infrastructure: A Bibliometric Analysis Hasmirati
Mimbar Ilmu Vol. 29 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v29i3.90083

Abstract

Educational infrastructure has become a crucial pillar in addressing socio-economic disparities. This study systematically examines theories related to educational infrastructure and explores the current state of research and its application using a visual bibliometric analysis method based on data from 1846 to 2024. The analysis reveals that educational infrastructure has been a global concern for over a century. The analyzed articles reflect contributions from 2,873 authors and were published in 237 different journals, highlighting diverse research perspectives. The study finds that publications addressing the contribution of educational infrastructure to socio-economic disparities have significantly increased, particularly since 2015. This indicates that educational infrastructure development is a multidisciplinary research area gaining growing attention. At the national level, developing countries have become more active in improving their educational infrastructure, striving to catch up with or even surpass some developed countries in terms of educational access and quality. Cluster analysis results indicate that existing research focuses on inclusive education integration, aiming to solve issues related to educational accessibility and quality and providing better solutions to enhance educational equity. The study concludes that educational infrastructure development can be a key factor in reducing socio-economic disparities and supporting sustainable community development. These findings strengthen the understanding of the relationship between educational infrastructure and socio-economic inequality while offering policy guidance and future research directions to create an inclusive and equitable education system.
The Impact of Transformational Leadership on Educational Environments: A Systematic Review Yoserizal; Darmayanti, Rina; Septrisia, Reni; Rusdinal; Hadiyanto; Rifma
Mimbar Ilmu Vol. 29 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v29i3.90157

Abstract

School principals play a central role in shaping the educational environment through the policies they implement. Transformational leadership by school principals focuses on empowering teachers, enhancing student motivation, and fostering a positive school culture to achieve better educational outcomes. This study aims to provide a systematic literature review of the impact of transformational leadership by school principals on the educational environment. The research reviews relevant articles published in the past five years from the Scopus and ERIC databases, using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach. The findings of this study show that the majority of research focuses on the junior high school level, which is considered a critical transitional phase for students. Transformational leadership by school principals can improve teacher performance in areas such as creativity, innovation, and self-efficacy, which in turn contribute to student learning outcomes. Moreover, successful strategies employed by school principals include creating a conducive school climate, enhancing collaboration among teachers, strengthening relationships with parents, and fostering a positive school culture. These findings conclude the necessity of involving all elements within the educational environment to create an ecosystem that supports the holistic development of students.
Differentiated Learning Using Canva: A Strategy for Enhancing Motivation and Learning Outcomes in Science Education Triyono; Rakhmawati, Dini; Rasiman
Mimbar Ilmu Vol. 29 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v29i3.90184

Abstract

Student learning outcomes are influenced by various factors, one of which is the teaching method applied. In science education, the role of the teaching method is crucial in determining students' success in achieving the expected learning outcomes. However, the issue at hand is the lack of technology use in the classroom and the low motivation of fifth-grade students in engaging with lessons. This study aims to examine the impact of differentiated learning with Canva media on motivation and learning outcomes in science (IPAS) for fifth-grade students. This study employs a quasi-experimental design with a pretest-posttest and control group. The research involved 30 students, divided into two groups: 15 students in the intervention group and 15 students in the control group. Motivation and learning outcomes were measured using a validated and reliable questionnaire. Data were analyzed using paired T-tests and Independent Sample T-tests. The subjects' age ranged from 10 to 11 years. The results indicate a significant difference in the mean motivation difference between the intervention group (95.20±2.731) and the control group (87.07±5.725), with p = 0.000. Furthermore, there was a significant difference in the mean learning outcomes before and after the intervention in each group, with the intervention group achieving 84.33±3.716 (p = 0.000) and the control group achieving 70.67±8.209 (p = 0.003). The learning outcomes in the intervention group also showed a significant improvement compared to the control group (p = 0.000). The conclusion of this study is that differentiated learning using Canva media can significantly improve motivation and learning outcomes in fifth-grade students, making it an effective method for implementation in teaching.
Gamification in Education: Leveraging the Bamboozle App for Effective Summative Assessments in Seventh-Grade of Junior High School Nurmawati; Siregar, Tasya Amelia Putri; Siregar, Muhammad Irfansyah; Harahap, Ibnu Alwi Zakrkasih
Mimbar Ilmu Vol. 29 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v29i3.90266

Abstract

Technological advancements encourage teachers to continuously innovate in creating engaging learning experiences to improve student learning outcomes. However, during the implementation of the Fikih Ibadah lesson in seventh-grade classes, the researcher identified student demotivation that affected their interest, engagement, and active participation in the learning process. This study aims to describe the planning, implementation, and outcomes of summative assessments using the Bamboozle application in seventh-grade classes. The study employs a qualitative approach with a field research design. Data were collected through interviews with teachers, students, and school principals, as well as observations and documentation. The collected data were analyzed using a descriptive qualitative analysis technique, including data reduction, data presentation, and conclusion drawing. The findings indicate that the planning of summative assessments using the Bamboozle app involved preparing learning materials, assessment instruments, and implementation strategies. The execution of the assessment was effective, with increased student participation during the learning process. Based on interviews, students showed higher enthusiasm toward app-based assessments compared to conventional assessment methods. Moreover, the implementation of this approach successfully enhanced students' motivation, interest, and engagement in Fikih Ibadah lessons. The study concludes that the use of the Bamboozle app in summative assessments can serve as an effective innovation to improve learning quality, particularly in boosting student motivation and engagement.

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