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Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)
Published by Lembaga Riset dan Pengembangan Sumberdaya Wilayah
ISSN : 27757854     EISSN : 27757854     DOI : https://doi.org/10.54371/jiepp.v1i2
Core Subject : Humanities, Science, Education, Social,
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences
JIEPP-Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP) dengan Focus & Scope pada bidang: Inovasi Pembelajaran, Implementasi Teori & Manajemen Pendidikan, Evaluasi Pembelajaran, Pengembangan Teknik, Model & Perangkat Pembelajaran, Teknologi Pendidikan, Evaluasi dan Pengembangan Kurikulum, Belajar dan Pembelajaran, Desain sistem Pembelajaran, serta Makalah Ilmiah Hasil Penelitian bidang Ilmu Pendidikan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 159 Documents
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Development of Articulate Storyline-Based Interactive Learning Media to Improve Vocational High School Students’ Learning Outcomes in Basic Accounting Equations Aura Rizky Iswana Firdausy; Rochmawati Rochmawati
Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran Vol 6 No 1 (2026): Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jiepp.v6i1.1216

Abstract

This study aims to develop interactive learning media based on Articulate Storyline for the topic of Basic Accounting Equations, evaluate its feasibility, and examine its effectiveness in improving students’ learning outcomes. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The effectiveness test was conducted using a quasi-experimental pretest–posttest control group design involving tenth-grade students of Accounting and Institutional Finance (AKL) at SMK Negeri 4 Surabaya, consisting of 30 students in the experimental group and 30 students in the control group. Data were collected through expert validation sheets, student response questionnaires, and learning outcome tests. Feasibility data were analyzed descriptively using percentage techniques, while learning outcome data were analyzed using normality tests, homogeneity tests, independent samples t-test, N-gain, and effect size. The results showed that the developed media achieved validation scores of 92% from material experts, 90% from language experts, and 96% from media/graphics experts, all categorized as highly feasible. The effectiveness test revealed that the experimental group achieved a higher mean posttest score than the control group, with a statistically significant difference between the two groups. The N-gain value of the experimental group was also higher and supported by a large effect size. In addition, students responded very positively to the use of the media. Therefore, the Articulate Storyline-based interactive learning media is considered highly feasible and effective in supporting the learning of Basic Accounting Equations.
The Effect of Parental Involvement in the Learning Process on Elementary School Students’ Academic Achievement Mutiara Desma Natalia; Geby Chrilda Putri Abdi; Maudy Aprilia
Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran Vol 6 No 1 (2026): Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jiepp.v6i1.1281

Abstract

This study aims to examine the relationship and contribution of parental involvement in the learning process to elementary school students’ academic achievement. A quantitative approach with a survey design was employed, involving 100 elementary school students as participants. Data on parental involvement were collected using a structured questionnaire, while academic achievement data were obtained from students’ academic records. Data analysis was conducted using descriptive statistics, followed by Pearson correlation and simple linear regression. The results reveal that parental involvement has a positive and significant relationship with students’ academic achievement (r = 0.63, p < 0.01). Furthermore, regression analysis indicates that parental involvement is a significant predictor of academic achievement (β = 0.62, p < 0.01), with a coefficient of determination (R² = 0.3844), suggesting that parental involvement accounts for 38.44% of the variance in students’ academic performance. These findings imply that higher levels of parental engagement—such as assisting with learning, monitoring assignments, and maintaining communication with schools—are associated with better academic outcomes. This study highlights the importance of strong collaboration between families and schools in supporting elementary students’ academic success.
A Qualitative Study on the Implementation of CCTV-Based Visual Media in Enhancing Student Discipline Festiv Zega; Adrianus Bawamenewi; Hendrikus Otniel Nasozaro Harefa; Syukur Kasieli Hulu
Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran Vol 6 No 1 (2026): Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jiepp.v6i1.1339

Abstract

This study is motivated by the persistence of student disciplinary violations at SMK Negeri 1 Lotu, including tardiness, truancy, uniform violations, the use of mobile phones during lessons, and cheating during examinations, despite the installation of Closed-Circuit Television (CCTV) in several strategic areas. This study aims to explore the implementation of CCTV-based visual media in enhancing student discipline, identify supporting and inhibiting factors, and examine teachers’ and students’ responses to its use. A descriptive qualitative approach was employed, with data collected through observation, in-depth interviews, and documentation. The participants consisted of the principal, teachers, and students at SMK Negeri 1 Lotu. Data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that CCTV as a visual monitoring medium contributes to improving student discipline by creating a continuous supervision effect that fosters students’ awareness of school rules. The implementation is supported by the integration of CCTV monitoring with teacher supervision, institutional support, and the development of collective responsibility among school members. However, challenges such as power outages and limited camera coverage remain. Overall, both teachers and students responded positively, as CCTV-based visual media enables more objective behavioral monitoring and contributes to a safer, more orderly, and conducive learning environment.
A Qualitative Study on the Implementation of Character Education in Preventing Bullying Berkat Iman Jaya Gea; Anugerah Tatema Harefa; Hendrikus Otniel Nasozaro Harefa; Berkat Persada Lase
Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran Vol 6 No 1 (2026): Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jiepp.v6i1.1340

Abstract

Bullying in junior high schools remains a persistent issue, indicating that character education has not been optimally implemented as a preventive strategy. This study aims to examine the implementation of character education in preventing bullying at SMP Negeri 1 Hiliduho and to identify supporting and inhibiting factors affecting its effectiveness. A qualitative case study approach was used to gain an in-depth understanding of practices within the natural school setting. Data were collected through interviews, observations, and document analysis involving the principal, civics teacher, and vice principal for student affairs. The findings show three main implementation patterns: preventive socialization on bullying awareness, habituation of character values through routine and extracurricular activities, and integration of values such as respect, empathy, and responsibility into classroom learning. The effectiveness of these efforts is supported by strong institutional commitment, collaboration among school members, and a positive school culture. However, several challenges were identified, including limited supervision, inconsistent student behavior, and lack of family support, which may hinder sustainability. These findings indicate that character education in bullying prevention should not be limited to classroom instruction but requires a holistic approach involving school culture, consistent supervision, and collaboration between schools and families. Strengthening systemic support and reinforcing value-based practices are essential to ensure long-term effectiveness.
Strategies for Improving Reading Comprehension of Descriptive Texts through Mind Mapping Sari Asmida; Luwandi Suhartono; Eni Rosnija
Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran Vol 6 No 2 (2026): Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jiepp.v6i2.1441

Abstract

Reading comprehension requires students to understand textual information and organize relationships among main ideas, supporting details, and text structure. This classroom action research investigated the use of mind mapping to improve tenth-grade students’ comprehension of descriptive texts. Participants were 26 students from Class X IPS at Madrasah Aliyah Islamiyah Pontianak during the 2024/2025 academic year. The study employed Burns’ action research framework across two cycles of planning, action, observation, and reflection. Data were collected through reading comprehension tests, an observation checklist, and field notes, and analyzed using descriptive statistics and qualitative thematic summaries. Results showed progressive improvement, with mean scores increasing from 57.5 in the preliminary study to 70.8 in Cycle I and 81.7 in Cycle II. The proportion of students achieving mastery also increased from 26.9% (7/26) to 57.7% (15/26) and 84.6% (22/26), respectively. Improvements in Cycle II followed more explicit teacher modeling, vocabulary support, guided practice, and individual mind-map construction. These findings suggest that mind mapping can support students in selecting, organizing, and connecting information when comprehending descriptive texts. However, improvements cannot be attributed exclusively to mind mapping, as repeated practice and additional instructional support may have contributed. Given the single-class, two-cycle design, the findings are context-specific. Overall, mind mapping is a potentially useful strategy when accompanied by appropriate scaffolding and guided practice.
A Systematic Literature Review: The Effects of Split-Attention and Modality Effects on Cognitive Load in Online Mathematics Learning Masriani Masriani; Tiara Tiara; Mutmainnah Mutmainnah; Mayanti Mayanti; Harianto Harianto
Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran Vol 6 No 2 (2026): Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jiepp.v6i2.1446

Abstract

Digital mathematics learning may increase cognitive load when interdependent text, symbols, diagrams, and solution steps are presented separately, while audio may introduce redundancy and transient information effects. This study synthesized empirical evidence on the split-attention and modality effects, identified conditions influencing these effects, and derived implications for digital mathematics learning design. A Systematic Literature Review (SLR) was conducted following PRISMA 2020, with narrative synthesis guided by SWiM. Searches across Scopus, DOAJ, Google Scholar, and ScienceDirect identified 35 records. After removing 10 duplicates and screening titles and abstracts, 22 articles underwent full-text assessment, of which 11 primary studies met the eligibility criteria. The findings show that studies were predominantly conducted in Indonesia, frequently employed research and development designs, and commonly used multimedia, while direct measurement of cognitive load remained limited. Empirical evidence specifically addressing split-attention and modality effects in digital mathematics learning was also scarce. Available evidence suggests that spatial-temporal integration and audio may support learning under certain conditions, but their effectiveness depends on prior knowledge, material complexity, narration pace, learner control, redundancy, and device characteristics. Thus, the modality effect should not be considered a universal principle for reducing cognitive load. Based on these findings, this study proposes the Conditional SAM-Math Model, integrating design decisions, boundary conditions, cognitive load measurement, and learning outcomes to guide more context-sensitive digital mathematics learning design.
Deconstructing Problems in Elementary Social Studies Learning through the Inconsistency of Gamification Models and Their Impact on Critical Thinking Skills: A Systematic Literature Review Runy Angriani
Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran Vol 6 No 2 (2026): Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jiepp.v6i2.1476

Abstract

The increasing integration of digital technology in twenty-first-century education has encouraged the use of gamification to enhance student engagement in primary school Social Studies. However, its effectiveness in supporting critical thinking remains unclear and may depend on game mechanics, instructional design, and contextual conditions. This study systematically examined the effectiveness and implementation challenges of gamification in developing critical thinking in primary school Social Studies. A Systematic Literature Review (SLR) following the PRISMA protocol was conducted to identify, evaluate, and synthesize 20 journal articles published between 2021 and 2026. The findings show that gamification does not consistently produce positive cognitive outcomes. Speed-oriented mechanics may encourage rapid responses and superficial reasoning, while competitive leaderboards may create disparities in learning experiences. Excessive reliance on external rewards may also weaken intrinsic motivation. In addition, limited digital infrastructure and the absence of structured reflection or debriefing can restrict gamified activities to surface-level engagement rather than deeper critical thinking. Overall, the educational value of gamification depends less on the presence of game elements than on their integration into instructional design. Gamification is more likely to foster logical reasoning and critical thinking when digital challenges are supported by guided reflection, meaningful feedback, and contextualized content. These findings emphasize appropriate media selection and stronger teacher competence in designing adaptive gamified learning experiences that support students’ cognitive development.
The Effect of the Progressive Art Trail Board on Art Elements among Foundation Phase Children Aged 5–6 Years Heri Hidayat; Fadilla Ayuningtyas; Delia Imas Nurbayanti; Muthia Maullyza Tazrin; Zaki Al-Faruq
Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran Vol 6 No 2 (2026): Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jiepp.v6i2.1535

Abstract

The development of artistic abilities in early childhood plays an important role in fostering creativity, self-expression, and aesthetic sensitivity during the foundational phase, highlighting the need for learning media that align with children’s developmental characteristics and learning experiences. This study aimed to analyze changes in the artistic development of children aged 5–6 years following the implementation of the Progressive Art Trail Board as an educational play medium. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design involving eight Group B children at RA Al-Ihsan. Data were collected through structured observation and documentation and analyzed using descriptive statistics and a paired-samples t-test. The results showed an increase in the mean artistic development score from 21.88 at pretest to 31.38 at posttest. Hypothesis testing yielded a t-value of 9.029, exceeding the critical t-value of 2.365 at the 0.05 significance level, indicating a significant difference between scores before and after the intervention. These findings suggest that the Progressive Art Trail Board has the potential to support children’s artistic development through active, creative, and enjoyable learning activities. This study provides an alternative educational play medium that educators may use to support artistic development during the foundational phase; however, the findings should be interpreted in light of the study’s pre-experimental design and relatively small sample size.
Instructional Interactions Based on Peer-Assisted Learning in Classical Tahfidz Al-Qur'an Learning Ulfa Dina Novienda; Muhammad Sutra Adi Pernama
Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran Vol 6 No 2 (2026): Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jiepp.v6i2.1549

Abstract

Large-class Qur’an memorization instruction requires learning interactions that provide sufficient opportunities for listening, repetition, and feedback. This study examined the implementation of peer-assisted learning (PAL) through reciprocal tasmi’ in whole-class Qur’an memorization (tahfidz) instruction at Madrasah Aliyah Negeri (MAN) Bondowoso, focusing on peer interaction, perceived contributions to recitation accuracy and memorization maintenance, and supporting and constraining factors. A qualitative case study involved seven informants: one Head of the Religious Program, two tahfidz instructors, and four male students from Class XI A1. Data were collected through participant observation, semi-structured interviews, and analysis of the tahfidz curriculum, lesson plans, and mutaba’ah records, and analyzed through condensation, coding, categorization, data display, and conclusion drawing. Three findings emerged. First, reciprocal peer tasmi’ functioned as a preliminary quality-control mechanism before teacher validation. Second, peer encouragement, repeated muroja’ah, and parental supervision formed a complementary support system for maintaining memorization fluency. Third, limited independent muroja’ah, differences in memorization pace, and competing academic demands affected weekly target consistency, prompting adaptive use of collective muroja’ah. These findings position PAL not as a substitute for the tahfidz teacher, but as a classroom-management mechanism that distributes listening and feedback opportunities in large classes. Given the qualitative, single-site, and non-comparative design, the findings reflect perceived contributions and implementation dynamics rather than causal evidence of PAL effectiveness or statistically verified improvements in long-term memory.

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