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INDONESIA
Edunesia : jurnal Ilmiah Pendidikan
Published by Natural Aceh
ISSN : 27225194     EISSN : 27227790     DOI : 10.51276
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
As an National or international, multi-disciplinary, the scope of this journal is in education which provides a platform for the publication of the most advanced scientific researches in the areas of education, learning, development, instruction and teaching. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concerns the significance of the contribution to the area of learning and instruction. 1 Educational technology 2 Educational development 3 Learning and teaching 4 Curriculum development 5 Learning environment
Arjuna Subject : Umum - Umum
Articles 503 Documents
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Unity‑Based History Hunt: Development and Quasi‑Experimental Effects on Elementary Students’ Knowledge and Interest Yuniar, Rani; Hikmawan, Rizki
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1594

Abstract

This study employed a Research and Development (R&D) approach using the ADDIE model to develop the History Hunt game and then examined its effectiveness using a quasi-experimental pretest-posttest control-group design. Participants were 87 fourth- and fifth-grade elementary students, assigned to an experimental group (n=44) and a control group (n=43). Data were collected with a 10-item historical knowledge test, a 15-item learning-interest questionnaire, a 10-item usability scale, interviews, and classroom observations. The product achieved 82.04% usability, indicating it is suitable for classroom use. Learning outcomes favored the experimental group: N-Gain=0.725 versus 0.566 in the control (t(85)=2.39, p=0.019, Cohen's d=0.513). Learning interest also rose markedly in the experimental group (M=60.36) compared with the control (M=46.23; p<0.001, Cohen's d=2.81). These findings indicate that a Unity-based, location-enabled, game-based learning tool can meaningfully strengthen both historical knowledge and interest in elementary history. Pedagogically, combining game-based learning, location-based tasks, and joyful learning principles offers a feasible, engaging approach for teachers and a replicable development workflow for designers using the ADDIE model.
Evaluating the Fun School Movement (GSM) Using the Discrepancy Evaluation Model in Junior High Schools Zamzami, Zamzami; Pusporini, Widowati; Laksita, Ghany Desti; Juliati, Ade Putri; Kiram, Muhammad Zawil
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1596

Abstract

This study aims to evaluate the implementation of the Fun School Movement (GSM) program at public junior high schools in Kulon Progo Regency. The evaluation assesses the achievements and barriers within four key components of GSM: learning environment, pedagogical practices, character development, and school connectedness. The method used is Provus' Discrepancy Evaluation Model (DEM) with a mixed-methods approach, involving 3 principals, 28 teachers, and 288 students. Data were collected through interviews, observations, questionnaires, and document reviews, and analyzed using qualitative analysis and descriptive statistics. The results show that the GSM program successfully created a more positive learning environment, with an average achievement of 75.64% across the three schools, and supported student character development, with an average score of 77.92%. However, the main challenges included varying levels of understanding among teachers, low parental involvement, and the need for further teacher training. The implications of this study emphasize the need for continuous teacher training and increased parental involvement to support the more effective and sustainable implementation of GSM.
Design and Validation of AR- Based Learning Tool Integrated with Deep Learning Approach for Secondary EFL Learners Kalsum, Wa Ode Sinta; Sariyatun, Sariyatun; Drajati, Nur Arifah
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1606

Abstract

This study designed and validated an Augmented Reality (AR)–based vocabulary learning tool integrating deep learning pedagogy for secondary EFL learners in under-resourced contexts. Using a Research and Development approach within the ADDIE model (Analyze, Design, Develop), the Research collected data from classroom observations, needs-analysis questionnaires, and expert validation by media and subject-matter specialists. An offline-capable mobile AR prototype was developed to address infrastructural constraints and to provide contextualized vocabulary presentation, guided attention, and reflection to support mindful learning, authentic AR visualization for meaningful learning, and interactive quizzes to foster joyful learning. Expert validation indicated high feasibility and validity: media expert mean = 86.67% (very feasible) and Material expert mean = 93.72% (very valid). Collectively, these findings provide robust empirical evidence that the media is pedagogically grounded, technically feasible, and aligned with curriculum objectives. The study contributes a validated instructional design framework that demonstrates how AR can be operationalized to embody mindful, meaningful, and joyful learning principles, offering practical guidance for educators and developers seeking accessible, context-responsive vocabulary-learning solutions in marginalized EFL settings.

Page 51 of 51 | Total Record : 503

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