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Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Published by Lembaga Riset dan Pengembangan Sumberdaya Wilayah
ISSN : 27467767     EISSN : 27467767     DOI : -
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan), covers research and study in the field of education and culture, such as, education management, education best practice, curriculum, education assessment, education policy, education technology, language, archeology, educatioan etc . Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan), is an informative media from the sphere of educational research which aims to communicate different kinds of literature in the sphere of education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 319 Documents
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The Effect of AI-Based Sketch Metademolab Media on Second Grade Elementary Students’ Interest in Visual Arts Learning Prima Samtiadji; Sigit Yulianto
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1419

Abstract

Art education in elementary schools still faces challenges in improving students’ learning interest due to the use of conventional learning media that provide limited visual-interactive experiences. This study aimed to analyze the effect of Sketch Metademolab AI media on the art learning interest of second-grade elementary school students. The study employed a quasi-experimental method using a pretest-posttest control group design involving experimental and control groups. Data were collected using a learning interest questionnaire and analyzed through paired samples t-tests, independent samples t-tests, N-Gain analysis, and Cohen’s d effect size. The findings revealed that the average learning interest score of the experimental group increased from 72.67 to 76.86, while the control group decreased from 75.92 to 71.96. Statistical analysis indicated a significant difference between the two groups (p < 0.001). The N-Gain score of the experimental group was 0.61, categorized as moderate, while the control group obtained 0.35, categorized as low. Furthermore, Cohen’s d value of 1.054 was categorized as a large effect, indicating a strong influence of the media on improving students’ learning interest. These findings demonstrate that Sketch Metademolab AI media effectively enhances students’ interest in art learning through visual-interactive learning in elementary schools.
Development of an RME-Based E-Module to Improve Junior High School Students’ Conceptual Understanding and Statistical Problem-Solving Skills Ratna Wati Seri Jala; Christina Ismaniati
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1420

Abstract

Low mathematical conceptual understanding and problem-solving ability remain significant challenges in statistics learning at SMP Negeri 4 Waibakul. Teacher-centered instruction and the limited availability of contextual teaching materials and digital learning resources have reduced students’ engagement in the learning process. This study aimed to develop a Realistic Mathematics Education (RME)-based e-module that is feasible, practical, and effective in improving students’ conceptual understanding and mathematical problem-solving skills. The research employed a Research and Development (R&D) method using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The participants consisted of 39 seventh-grade students selected through purposive sampling. Data were collected through expert validation sheets, teacher and student response questionnaires, and learning outcome tests. The findings revealed that the developed e-module met the criteria of being highly feasible and highly practical. The effectiveness of the e-module was indicated by N-Gain scores of 0.77 for conceptual understanding and 0.80 for problem-solving ability, both categorized as high. In addition, there was a significant difference between the experimental and control groups. These findings demonstrate that the RME-based e-module effectively supports contextual mathematics learning, particularly in improving students’ conceptual understanding and problem-solving skills simultaneously.
Exploring Vocabulary Learning Through Paper flashcards in a Rural Indonesian Junior High School Ida Farida; Ali Muhtadi
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1425

Abstract

This study aimed to explore the effectiveness of using paper flashcards in English vocabulary learning among seventh-grade junior high school students in rural areas. Vocabulary mastery is an essential aspect of English learning; however, limited learning media and low student engagement remain major challenges. The study employed a descriptive method using a mixed-method approach involving 32 students. Qualitative data were collected through classroom observations, while quantitative data were obtained from questionnaires and vocabulary tests. Data were analyzed using descriptive statistics and qualitative analysis, then integrated to provide a comprehensive understanding of the findings. The results revealed that the use of paper flashcards encouraged active student engagement in individual, pair, and group activities. The media also received positive responses regarding ease of use, visual attractiveness, and usefulness in learning. The normalized gain (N-gain) score of 0.71 was categorized as high, indicating a substantial improvement in students’ vocabulary mastery. The consistency among observation, questionnaire, and test results demonstrated that paper flashcards support active, interactive, and meaningful vocabulary learning, particularly in resource-limited school contexts. These findings suggest that simple paper-based media can serve as an effective alternative for improving student engagement and learning outcomes in English language learning.
Innovating Dance Learning through Interactive Video Media: The Case of Gandrung Seblang Lukinto Dance Siti Wulandari; Sudarsri Lestari; Vina Rohmatul Ummah
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1426

Abstract

This study was motivated by the limited availability of dance learning media in elementary schools that has not optimally integrated local culture into the learning process. The study aimed to develop a local wisdom-based interactive video media on the Gandrung Seblang Lukinto dance material, examine its feasibility, and analyze its effectiveness in dance learning at the elementary school level. The research employed a Research and Development (R&D) method using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Data were collected through expert validation questionnaires, student response questionnaires, and learning outcome tests. Data analysis was conducted using feasibility percentages, N-Gain, and paired sample t-tests. The findings revealed that the media achieved feasibility scores of 85% from material experts and 81.67% from media experts, categorized as feasible to highly feasible. Student responses reached 98.18%, indicating a very high level of practicality. The effectiveness analysis showed an N-Gain score of 0.78, while the paired sample t-test indicated a significant difference (p < 0.05). These findings demonstrate that the local wisdom-based interactive video media effectively helps students understand dance movements, increases learning engagement, and supports the preservation of local culture through dance learning in elementary schools.
The Effectiveness of the Triangle Passing Method on Soccer Passing Learning Outcomes Muhammad Virgiawan Listanto; Vina Rohmatul Ummah
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 2 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i2.1433

Abstract

This study was motivated by the low soccer passing skills among elementary school students and the need for more effective instructional methods in physical education learning. The study aimed to examine differences in the improvement of soccer passing learning outcomes between students taught using the Triangle Passing method and those taught using conventional methods. The research employed a quantitative approach with an experimental method using a pretest–posttest control group design. The sample consisted of 88 students divided into an experimental group (n = 44) and a control group (n = 44). Data were collected through a soccer passing skills test and analyzed using paired sample t-tests and independent sample t-tests. The findings revealed that both groups experienced improvements in average scores. The experimental group improved from 23.93 to 28.29, while the control group improved from 23.06 to 26.54. However, the difference test indicated no significant difference between the two groups (p = 0.136 > 0.05). These findings indicate that both the Triangle Passing method and conventional methods were able to improve students’ passing skills, but the Triangle Passing method did not produce a significantly greater effect compared to the conventional method. This study implies that the effectiveness of sports skill learning methods should consider student characteristics, training intensity, and the duration of instructional implementation.
Implementation of the Student Teams Achievement Divisions (STAD) Cooperative Learning Method to Improve Eighth-Grade Students’ Mathematics Learning Outcomes Yohanes Bayu Prasetyo; Gregoria Ariyanti
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1334

Abstract

Low mathematics achievement and limited classroom participation indicated the need for a more collaborative instructional approach in Grade 8A at Santo Yusup Pacet Junior High School. This study aimed to improve students’ learning outcomes on the Pythagorean Theorem through the Student Teams Achievement Divisions (STAD) cooperative learning model. Classroom Action Research was conducted with 35 eighth-grade students during the first semester of the 2025/2026 academic year through two cycles of planning, action, observation, and reflection. STAD was implemented through class presentation, heterogeneous group work, peer tutoring, individual assessment, and group recognition. Data were collected using achievement tests, classroom observations, and field notes and analyzed descriptively, with 70% classical mastery established as the success criterion. The mean achievement score increased from 69.77 in Cycle I to 81.29 in Cycle II, while classical mastery improved from 37.14% to 74.29%, exceeding the predetermined criterion in Cycle II. Reflection after Cycle I identified students’ limited adaptation to cooperative learning, leading to strengthened peer-tutoring roles, clearer group responsibilities, and more explicit group recognition in Cycle II. Following these refinements, students demonstrated improved mathematics achievement and greater participation in collaborative activities. The findings indicate that iterative implementation of STAD can support mathematics learning outcomes and classroom participation in the studied context.
Implementation of Unplugged Coding in Early Childhood Education Learning: A Systematic Literature Review Elia Azizah; Lisa Virdinarti Putra
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1444

Abstract

Unplugged coding has gained increasing attention in early childhood education as a developmentally appropriate approach to introducing computational thinking through non-digital, play-based activities. However, evidence regarding its implementation in early childhood settings remains fragmented across research designs, activity forms, learning outcomes, and teacher roles. This study systematically reviewed the characteristics and implementation of unplugged coding in early childhood education, focusing on publication trends, research approaches, activity forms, reported learning outcomes, and teacher roles. A Systematic Literature Review (SLR) was conducted following the PRISMA framework. Studies were identified through Publish or Perish using Google Scholar, resulting in 16 articles published between 2019 and 2025 for final synthesis. The findings indicate that descriptive qualitative and case-study approaches predominated, suggesting that existing research remains primarily implementation-oriented. Unplugged coding commonly involved sequencing and simple algorithms, directional or navigation games, and pattern-based or visual-manipulative activities. Computational thinking emerged as the primary learning focus, particularly sequencing, pattern recognition, logical reasoning, and problem solving, while several studies also reported outcomes related to language, numeracy, motor skills, and executive functions. Teachers played important roles in designing activities, providing instruction and scaffolding, facilitating exploration, and evaluating learning processes. Overall, unplugged coding represents a promising pedagogical approach for introducing computational thinking in developmentally appropriate early childhood contexts. Nevertheless, the predominance of descriptive studies and limited evidence base preclude strong conclusions regarding comparative effectiveness. Further experimental and longitudinal research is needed to determine which forms of unplugged coding are most effective, for whom, and under what instructional conditions.
Effects of STEM Based Project Based Learning Assisted by Artificial Intelligence on Cognitive Learning Outcomes and Creative Thinking Skills Kasfa Atharisna; Jailani Jailani; Herliani Herliani; Suparno Putera Makkadafi; Nelda Anasthasia Serena
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1445

Abstract

Low cognitive learning outcomes and creative thinking skills among students in science learning have been associated with instructional processes that remain dominated by conventional methods and discovery learning, resulting in suboptimal student engagement. This study aimed to examine the effect of an Artificial Intelligence (AI)-assisted, STEM-based Project-Based Learning (PjBL) model on the cognitive learning outcomes and creative thinking skills of seventh-grade students at SMPN 1 Samarinda. A quasi-experimental method with a pretest–posttest control group design was employed. Data were collected using tests of cognitive learning outcomes and creative thinking skills and were analyzed through hypothesis testing. The results showed that the experimental class achieved 100% mastery in cognitive learning outcomes, compared with 32% in the control class. Regarding creative thinking skills, the experimental class achieved 68%, while the control class achieved 22%. Hypothesis testing yielded a significance value of 0.000 < 0.05, indicating a significant effect of the AI-assisted, STEM-based PjBL model on the measured outcomes. These findings indicate that the model was effective in improving students’ cognitive learning outcomes and creative thinking skills in learning about interactions among living organisms. The study contributes to the development of technology-enhanced science learning by integrating STEM and AI approaches to support more active, creative, and 21st-century skills-oriented learning.
Development of A Science Literacy-Based Four-Tier Diagnostic Instrument to Identify Misconceptions in Chemical Bonding Material Junia Marsanita; Wiwi Siswaningsih; Febriati Dian Mubarokah
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1456

Abstract

This study aimed to develop a science-literacy-based four-tier diagnostic instrument for identifying students’ misconceptions in chemical bonding and to establish evidence of its content validity. The instrument was developed using the Test Design and Development approach, focusing on the planning and development stages. An initial pool of 40 multiple-choice items integrated into nine contextual informational texts was evaluated by five expert validators, comprising three chemistry education lecturers and two high school chemistry teachers. Content validity was assessed using the Content Validity Ratio (CVR), Content Validity Index (CVI), Item-Level Content Validity Index (I-CVI), and Scale-Level Content Validity Index based on the average method (S-CVI/Ave). The results showed that 37 of the 40 items obtained a CVR of 1 and met the required criterion for five validators, while three items failed to satisfy the threshold and therefore required further revision or exclusion before pilot testing. Based on the I-CVI analysis, all 40 items met the acceptable criterion of ≥ 0.78. At the scale level, the instrument achieved an overall CVI of 0.9875 and an S-CVI/Ave of 0.99375, indicating a high level of agreement among experts regarding the relevance of the instrument content. These findings provide strong preliminary evidence for the content validity of the developed instrument but do not establish its overall psychometric quality or diagnostic accuracy. Further empirical testing involving students is therefore required to examine construct validity, reliability, item functioning, classification accuracy, and diagnostic performance before the instrument can be recommended for broader diagnostic use.
Development of "Orkapi Online" Media to Improve Sociology Learning Outcomes in Social Structure Material for Package C Students Badriyah Badriyah; Decky Avrilianda
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1458

Abstract

This study developed and evaluated “Orkapi Online,” a digital learning medium designed to facilitate Sociology instruction on social structure for Package C learners at PKBM Orkapi Semarang. The study adopted a Research and Development approach based on the ADDIE model, encompassing analysis, design, development, implementation, and evaluation. Media feasibility was evaluated through expert judgment using the Content Validity Ratio (CVR), Content Validity Index (CVI), Percentage of Agreement (PA), and Intraclass Correlation Coefficient (ICC), while effectiveness was assessed using a quasi-experimental pretest–posttest control-group design. The validation yielded a CVI of 0.95, PA of 0.92, and ICC of 0.88, demonstrating strong expert agreement on the suitability of the media content and design. The experimental group achieved a higher mean posttest score (87) than the control group (72) and obtained a high N-Gain score of 0.75. Questionnaire data also indicated positive tendencies in learning initiative, time management, and responsibility, although these findings were interpreted descriptively due to the absence of complete inferential analysis of learning independence. Overall, “Orkapi Online” demonstrated adequate feasibility and was associated with improved Sociology learning outcomes within the study context. Further studies involving larger samples and more rigorous measurement of learning independence are recommended to confirm its effectiveness and broader applicability.

Page 30 of 32 | Total Record : 319

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