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Epistema
Published by Universitas Negeri Yogyakarta
ISSN : -     EISSN : 27238199     DOI : https://doi.org/10.21831/ep.v2i1
Core Subject : Education,
Education
Epistema is a showcase of original and scrupulously conducted research in educational technology. The scope includes curriculum development & course design, innovation in learning, technology in learning, digital technology in education, evaluation of technology application in education and etc. in addition, other studies that related to Educational Technology can also be published in this journal.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 8 Documents
 1 
Search results for , issue "Vol. 6 No. 2 (2025)" : 8 Documents clear
Pengembangan Game Edukasi RPG Mata Pelajaran IPA pada Siswa SMP Rahwati, Ardila; Yerry Soepriyanto; Agus Wedi
Epistema Vol. 6 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v6i2.89383

Abstract

Penelitian ini bertujuan untuk mengembangkan dan menguji kelayakan game edukasi berbasis Role-Playing Game (RPG) berjudul “Atem Realm” sebagai media pembelajaran materi sistem pernapasan manusia untuk siswa kelas VIII SMP. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan mengacu pada model Lee & Owens, yang meliputi tahap analisis kebutuhan, desain, pengembangan, implementasi, dan evaluasi, namun pada penelitian ini hanya sampai pada tahap desain. Produk yang dihasilkan adalah game interaktif dengan narasi petualangan, karakter, kuis, dan tantangan berbasis materi. Uji kelayakan produk melibatkan validasi oleh ahli media dan ahli materi serta uji coba pada siswa. Hasil validasi menunjukkan bahwa game memenuhi kriteria kelayakan dari segi konten dan tampilan. Selain itu, siswa memberikan tanggapan yang sangat positif, merasa lebih tertarik, termotivasi, dan terbantu dalam memahami konsep abstrak sistem pernapasan. Simpulan utama penelitian ini adalah bahwa game edukasi RPG “Atem Realm” layak digunakan sebagai media pembelajaran interaktif yang dapat mendukung proses belajar IPA, baik secara mandiri maupun di kelas, serta berkontribusi pada pengembangan media digital di abad ke-21.
Analisis Kebutuhan Media Pembelajaran Seni Budaya Berbasis Pendekatan Deep Learning Dalam Kurikulum Merdeka Pada Jenjang Operasional Formal Zuhro, Aida Roihana; Cahyandaru, Pramudya; Sumiyati; Fidianingsih, Ambar
Epistema Vol. 6 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v6i2.89879

Abstract

Penelitian ini menganalisis kebutuhan media pembelajaran Seni Budaya berbasis pendekatan deep learning dalam implementasi Kurikulum Merdeka di jenjang SMA. Latar belakang penelitian didasari oleh kesenjangan antara peluang pemanfaatan teknologi digital (seperti multimedia interaktif, AR, dan VR) dengan keterbatasan infrastruktur, kompetensi guru, serta minimnya integrasi refleksi dalam praktik pembelajaran seni. Metode penelitian menggunakan pendekatan kualitatif melalui wawancara mendalam dan focus group discussion (FGD) bersama 25 guru MGMP Seni Budaya di Yogyakarta. Hasil penelitian menunjukkan adanya ketidakkonsistenan dalam penerjemahan capaian pembelajaran, keterbatasan waktu tatap muka, preferensi siswa terhadap media digital, dan lemahnya aspek refleksi. Guru membutuhkan media pembelajaran yang sederhana, mobile-first, offline-friendly, serta berbasis budaya lokal. Rekomendasi penelitian ini mencakup pengembangan media hybrid (digital dan cetak), repositori kolaboratif “Rumah Media Seni Budaya”, serta pelatihan modular bagi guru. Dengan integrasi teknologi dan prinsip mindful, meaningful, dan joyful, pembelajaran seni budaya diharapkan dapat mendorong kreativitas siswa, memperkuat identitas budaya, dan mendukung pencapaian deep learning sesuai semangat Kurikulum Merdeka.
Bridging Theory and Practice: The Implementation of Case-Based Contextual Teaching and Learning in Higher Education Budiarto, Mochamad Kamil; Nahrowi, Nazli; Alim, Rafii Fathul; Santoso, Alivia Rizky Wulan; Aini, Isna Qurrotun
Epistema Vol. 6 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v6i2.91561

Abstract

The shifting paradigm of higher education demands pedagogical innovation that connects theory and practice contextually. This study examines the implementation of the Contextual Teaching and Learning (CTL) model through case study-based assignments to enhance student engagement and critical thinking in the Educational Technology Study Program at PSDKU UNESA. Using a descriptive qualitative design, data were collected through observation, interviews, and document analysis with 87 students during eight lecture sessions. Analysis was conducted using the Miles & Huberman interactive model, which included data reduction, presentation, and verification. The results indicate that learning planning and implementation aligned with CTL principles, which emphasize the link between theory and practice, reflection, and collaboration. Students demonstrated significant improvements in cognitive, affective, and social participation, with positive responses regarding the relevance of learning to professional competencies. Key supporting factors included lecturer readiness, institutional support, and case authenticity, while challenges included limited time and technological resources. These findings confirm the effectiveness of case study-based CTL as an approach that fosters meaningful and workplace-relevant learning and recommend expanding its application to other higher education contexts.
Implementing the Eclectic Blend of Genre-Based Instruction, Cooperative Learning, and Gamification to Improve Students’ Knowledge of Songs Azizah, Sarah Nur; Anita Triastuti
Epistema Vol. 6 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v6i2.91884

Abstract

Enhancing students' understanding of figurative language in English song lyrics presents a significant challenge in English Language Teaching (ELT). This research explored the collective impact of integrating Genre-Based Instruction (GBI), Cooperative Learning, and Gamification on improving students' knowledge and understanding of songs. The integration of modern approaches such as Genre-Based Instruction (GBI) in English Language Teaching (ELT) has significantly enhanced students' linguistic and communicative competencies. GBI encourages students to consider audience, purpose, and context, which is particularly beneficial in understanding complex language forms such as figurative language. The study aimed to assess how this eclectic blend influenced students' comprehension of figurative language, as well as their linguistic competence, critical thinking, and creativity. The research utilized a Classroom Action Research (CAR) design with both qualitative and quantitative methods. The study involved 36 students from a public school in Ngaglik, Sleman, Yogyakarta, and their English teacher, who also served as the homeroom teacher. Data collection included qualitative methods such as classroom observations, interviews, and documentation, as well as quantitative data from pre-tests, cycle 1 tests, and cycle 2 tests (post-tests). Qualitative data were analyzed through data condensation, data display, and conclusion drawing, while quantitative data were processed and analyzed similarly. The results of qualitative and quantitative analysis, along with triangulation, indicate a significant improvement in students' ability to understand and use figurative language. The combined use of GBI, cooperative learning, and gamification proved effective in creating a dynamic learning environment that enhances students' comprehension of figurative language in songs. The integration of GBI provided a structured framework for analyzing various song genres, while cooperative learning created a collaborative environment that fostered deeper engagement with the material. The gamification element introduced a competitive and enjoyable aspect that increased student motivation and participation. However, challenges such as varying student proficiency levels and the need for additional support were noted. Future research should explore the long-term effects of these strategies on overall language skills, address diverse student needs, and evaluate various gamification techniques. These insights will help refine the application of these methods in diverse educational contexts.
Pengaruh Discovery Learning Berbantuan Notion terhadap Kemampuan Literasi Informasi Peserta Didik pada Pembelajaran Biologi Isnaeniyah, Fauziyah; Romy Faisal Mustofa; Mufti Ali
Epistema Vol. 6 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v6i2.83718

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran penemuan berbantuan Notion terhadap kemampuan literasi informasi peserta didik dalam pembelajaran biologi. Penelitian ini dilaksanakan pada bulan Januari 2025. Metode penelitian yang digunakan adalah quasi eksperimental dengan desain non-equivalent control group design. Populasi pada penelitian ini adalah kelas X SMA Negeri 4 Tasikmalaya yang berjumlah 11 kelas, dengan sampel yang digunakan sebanyak 3 kelas. Sampel diambil dengan teknik purposive sampling , sehingga diperoleh kelas X-1 sebagai kelas eksperimen, kelas X-4 sebagai kelas kontrol positif dan kelas X-2 sebagai kelas kontrol negatif. Instrumen yang digunakan yaitu tes pilihan majemuk kemampuan literasi informasi sebanyak 33 butir soal yang teruji valid dan reliabel. Teknik analisis data yang digunakan adalah uji one way ANOVA dengan taraf signifikansi α = 0,05. Berdasarkan analisis dan pengujian hipotesis diperoleh nilai signifikansi 0,048 < 0,05 untuk kemampuan literasi informasi, artinya terdapat perbedaan signifikan dalam perlakuan setiap kelas. Dari hasil penelitian ini dapat disimpulkan bahwa pembelajaran penemuan berbantuan Notion memberikan pengaruh yang baik dalam memberdayakan kemampuan literasi informasi peserta didik pada materi ekosistem.
Efektivitas Penerapan Permainan Edukasi Berbasis Quizizz terhadap Peningkatan Kemandirian Belajar dan Sikap Ilmiah Ekaputra, Firdiawan; Sungkono
Epistema Vol. 6 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v6i2.90664

Abstract

This study has two main objectives, namely: (1) to analyze the effectiveness of increasing student learning independence after the implementation of learning media in the form of Quizizz-based educational games, and (2) to assess the effectiveness of increasing students' scientific attitudes through the use of learning media in the form of Quizizz-based educational games. The research subjects consisted of students in Class A of the Chemistry Education Study Program at the University of Jambi who took the Chemistry Learning Media course in the 2022/2023 academic year. The type of research used was an experiment with a single group design using a pretest-posttest scheme. Data collection on learning independence and scientific attitudes was conducted using a questionnaire instrument. The collected data were then analyzed using a paired samples t-test to determine the differences before and after the use of Quizizz-based educational games as learning media. The results showed that: (1) there was a significant increase in learning independence after students used Quizizz-based educational games as learning media, and (2) there was also a significant increase in students' scientific attitudes after the application of Quizizz-based educational games as learning media.
Strategi Pembelajaran yang Efektif untuk Mengajar Anak Autis Normawati, Yeni Irma; Nasution, Annisa May Syarah; Sumiyati; Ulandary, Yury
Epistema Vol. 6 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v6i2.92402

Abstract

Anak autis berhak untuk mendapatkan pendidikan yang berkualitas . Untuk memenuhi hak ini, diperlukan identifikasi dan penerapan strategi pembelajaran yang terbukti efektif dan berbasis bukti (evidence-based practice) yang mampu mengatasi tantangan pembelajaran anak autis. Penelitian ini bertujuan untuk mensintesis strategi pembelajaran yang efektif bagi anak autis, dengan berfokus pada hasil penelitian terbaru yang diterbitkan antara tahun 2021 hingga 2025. Metode penelitian menggunakan systematic literature review yang menganalisis dan mengelompokkan temuan dari lima studi utama yang berfokus pada intervensi anak autis di berbagai domain: dukungan visual terstruktur, pemanfaatan artificial intelligence dan assistive technology, serta akomodasi lingkungan belajar. Dukungan visual terstruktur melalui visual schedule yang sistematis secara signifikan meningkatkan kemandirian dan on-task behavior pada anak autis. Pemanfaatan teknologi canggih efektif dalam mendiagnosis gejala spektrum autisme sejak dini. Penggunaan robot mampu meningkatkan interaksi sosial. Fokus kognitif anak autis lebih meningkat dengan melibatkan game dalam treatment mereka. Selain itu akomodasi lingkungan belajar memberikan dampak positif pada kinerja akademik anak autis di sekolah. Children with autism have the right to receive a quality education. To fulfill this right, it is necessary to identify and implement proven, evidence-based learning strategies that can overcome the learning challenges of children with autism. This study aims to synthesize effective learning strategies for children with autism, focusing on the results of the latest research published between 2021 and 2025. The research method used a systematic literature review that analyzed and categorized the findings of five major studies that focused on interventions for children with autism in various domains: structured visual support, the use of artificial intelligence and assistive technology, and learning environment accommodations. Structured visual support through a systematic visual schedule significantly increased independence and on-task behavior in children with autism. The use of advanced technology is effective in diagnosing autism spectrum symptoms early. The use of social robotic can improve social interaction. The cognitive focus of children with autism is further improved by involving games in their treatment. In addition, learning environment accommodations have a positive impact on the academic performance of children with autism in school. Keywords: anak autis, strategi pembelajaran, visual schedule, advanced technology, akomodasi lingkungan belajar
Effect of LMS Live Forum with Deep Learning Approach on Students’ Collaborative Skills Amarulloh, Adhitya; Riski Dwi Andrian; Muhammad Maulidun Mufid; Isna Qurrotun Aini; Wanda Ani Nizar Auliya
Epistema Vol. 6 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v6i2.93217

Abstract

This study investigates the effect of LMS live forum activities integrated with a deep learning approach on the collaborative skills of higher education students. The research employed a one-group pretest–posttest design involving 30 undergraduate students enrolled in an Educational Technology course at a public university in Indonesia. Students participated in a series of synchronous live forum sessions in the LMS, structured using deep learning principles such as critical questioning, conceptual exploration, and collaborative problem solving. Data on collaboration skills were collected using a performance-based rubric and analyzed through descriptive statistics, the Shapiro–Wilk normality test, and a paired samples t-test. The results showed a significant increase in students’ collaborative skills after the intervention, with the mean score rising from 27.07 to 38.73. The paired t-test indicated a highly significant difference (p = .000), and the effect size (Cohen’s d = 3.70) demonstrated a very large and meaningful impact of the intervention. These findings suggest that the integration of deep learning strategies into synchronous LMS discussions fosters deeper engagement, enhances interaction quality, and supports more equitable collaborative performance among students. It is recommended that educators adopt structured deep learning–based live forum activities to strengthen collaboration competencies in digital learning environments. Future research may explore long-term effects, larger samples, and additional LMS features to optimize collaborative learning outcomes.

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