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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 88 Documents
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Mind Mapping Instan vs. Manual: Studi Komparatif Coggle dan Mapify dalam Hyper-Learning Nurjanah, Agustina; JIdda, Nadira; Firnando, Firnando; Salsabila, Unik Hanifah
Epistema Vol. 6 No. 1 (2025): Vol. 6 No. 1 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v6i1.82694

Abstract

Konsep berpikir di era digital adalah dengan menggunakan klasifikasi-klasifikasi tertentu atau biasa disebut dengan mind mapping. Konsep berpikir ini sangat mendukung pola hyper-learning dalam pembelajran. Penggunaan mind mapping di dalam kelas sudah banyak digunakan dan diteliti oleh peneliti sebelumnya. Studi komparatif ini membandingkan dua alat mind mapping manual dan instan berbasis digital dengan pendekatan artifiacial intelligence. Penelitian ini bertujuan untuk membandingkan dua alat presentasi mind mapping berbasis digital dan articifial intelligence menggunakan coggle dan mapify dalam menunjang kemampuan hyper-learning. Metode yang digunakan dalam tulisan ini adalah studi literatur kualitatif dengan analisis data studi pustaka. Analisis data menggunakan analisis naratif dengan memahami dan menginterpretasikan makna, struktur dan konten narasi dari sumber yang diambil. Hasil analisis menunjukkan bahwa penggunaan mind mapping berbasis artificial intelligence dengan alat mapify dianggap lebih efektif dalam mendukung kemampuan hyper-learning khususnya kemampuan kognitif, meskipun demikian perlu adanya edukasi terkait kesadaran manusia akan potensi masalah yang akan terjadi terhadap penggunaan artifiacial intelligence.
Penerapan Media Canva Sebagai inovasi Pembelajaran dalam Upaya Meningkatkan Hasil Belajar Pancasila Siswa SD fajrina, wilta; Andy Sapta; Dang Irvan Rahmat Safari
Epistema Vol. 6 No. 1 (2025): Vol. 6 No. 1 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v6i1.87204

Abstract

Abstract: Penelitian ini bertujuan untuk mendeskripsikan bagaimana pemanfaatan media pembelajaran Canva dapat berkontribusi dalam meningkatkan hasil belajar siswa pada mata pelajaran Pancasila di SDN Pamulang Indah. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus dengan setiap siklus meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah seluruh siswa kelas IV D yang berjumlah 32 orang. Berdasarkan hasil penelitian, penggunaan media Canva terbukti memberikan pengaruh positif terhadap peningkatan hasil belajar siswa. Hal ini dapat dilihat dari perkembangan nilai siswa pada setiap tahap pelaksanaan. Pada tahap pra-siklus, nilai rata-rata siswa hanya mencapai 53,00 dengan tingkat ketuntasan belajar 31%. Setelah diterapkan tindakan pada Siklus I, nilai rata-rata meningkat menjadi 72,00 dengan persentase ketuntasan 59%. Peningkatan terus terjadi pada Siklus II, di mana nilai rata-rata siswa naik menjadi 81,84 dengan ketuntasan mencapai 88%. Hasil ini membuktikan bahwa media Canva mampu menarik perhatian siswa, meningkatkan minat dan motivasi belajar, serta mendorong keaktifan siswa dalam proses pembelajaran, sehingga berdampak pada perolehan hasil belajar yang lebih optimal. Kata kunci: Media Canva, Pancasila, Penelitian Tindakan Kelas, Hasil Belajar. This study aims to describe how the use of Canva as an instructional medium can improve students’ learning outcomes in Pancasila subjects at SDN Pamulang Indah. This research employed a Classroom Action Research (CAR) method conducted in two cycles, each consisting of the stages of planning, action implementation, observation, and reflection. The subjects of this research were all 32 students of class IV D. The findings indicate that integrating Canva into the learning process has a positive impact on enhancing students’ academic performance. This is evident from the improvement in students’ scores at each stage. Before the action was implemented (pre-cycle), the average score was only 53.00 with a mastery level of 31%. In Cycle I, the average score increased to 72.00 with 59% of students achieving mastery. Further improvement occurred in Cycle II, where the average score rose to 81.84 and the mastery level reached 88%. These results show that the use of Canva not only makes students more interested and motivated to learn but also encourages their active participation during lessons, which ultimately contributes to better learning outcomes. Keywords: Canva Media, Pancasila, Classroom Action Research, Learning Outcomes
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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