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Bisri Mustopa
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Classroom Experiences
Published by Tinta Emas Publisher
ISSN : -     EISSN : 29883849     DOI : https://doi.org/10.59535/care
Core Subject : Education,
Education
Aims and Scope The Classroom Action Research Experiences journal aims to present action research conducted in classroom educational settings. This journal focuses on research conducted by educators, teachers, professors, or other education practitioners who seek to improve and enhance their teaching practices within the classroom. The journal encourages action research as a powerful method to address the challenges faced by educators in creating effective and efficient learning environments. Aims: Facilitate the dissemination of innovative and high-quality action research in the field of classroom education. Foster reflection and continuous learning among educators and education practitioners. Provide a platform for educators to share their experiences in conducting action research and implementing research findings in day-to-day classroom practices. Encourage collaboration and knowledge exchange among educators, researchers, and education practitioners. Promote the use of action research as an effective tool to inform educational policies and teaching practices. Scope: The Classroom Action Research Experiences journal welcomes contributions in various areas related to action research in classroom educational settings, including but not limited to: Designing and implementing action research in the context of classroom education. Evaluation and analysis of action research outcomes conducted in classrooms. Utilization of technology in classroom action research. Innovative teaching strategies tested through action research. Effective classroom management based on action research findings. Student roles and involvement in action research. Professional development of educators through action research. Application of action research findings in educational policies. Teaching methodologies and instructional strategies. Curriculum development and innovation. Classroom assessment and evaluation. Student engagement and motivation. Classroom management and discipline. Special education and inclusive practices. Technology integration in the classroom. Language teaching and learning. STEM (Science, Technology, Engineering, and Mathematics) education. Social-emotional learning and well-being. Multicultural education and diversity in the classroom. Professional development for educators. Parent and community involvement in education. Educational policy and reform. This journal welcomes contributions from researchers, education practitioners, and educators interested in action research and willing to share their experiences and findings to enhance the quality of teaching and learning in classroom environments.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 35 Documents
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Development of Learning Media for Tutors Based on Video Tutorials on the "Setara Daring" Application at PKBM in the Medan City Area Keysar Panjaitan; Ederlina M. Acedo; Shahid Hussain
Classroom Experiences Vol. 3 No. 2 (2025): December
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/care.v3i2.632

Abstract

SeTARA Daring provides a range of facilities that enable online teaching and learning, including convenient access for tutors and learners via various digital devices. This study aimed to develop and describe the procedure for producing video-tutorial–based learning media for use in the “SeTARA Online” application by tutors at PKBM East Medan, and to evaluate the effectiveness of the resulting media. The research object was a KineMaster-based video tutorial designed to support tutors in creating effective instructional media within the SeTARA Daring platform. Data were collected using a questionnaire, and were analyzed using Aiken’s V to establish content validity, complemented by a t-test and normalized gain (N-gain) analysis to examine learning improvements. The findings indicate that the developed video tutorial achieved very high validity, with Aiken’s V approaching 1.00, suggesting that the content and presentation were highly appropriate and aligned with the instructional material. In addition, the video-based media not only supported students’ understanding of the learning content but also encouraged tutors to adopt more creative and innovative instructional practices. Results from the pretest–posttest analysis further demonstrated a statistically significant improvement in student learning outcomes among those who learned with the KineMaster-based video media compared with those who did not. Overall, the study concludes that KineMaster-based video tutorials are feasible and effective for supporting learning through the SeTARA Daring application. Future research is recommended to extend implementation to broader contexts and to further examine impacts on learning outcomes across different learner groups.
Development of Digital Flipbook Media to Improve Indonesian Language Learning Outcomes of Fourth Grade Students at State Elementary School Purwodadi 3 Malang Khoirun Nisa; Ida Rinda Ningsih; Chosi Kasanda
Classroom Experiences Vol. 3 No. 2 (2025): December
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/care.v3i2.633

Abstract

This study aims to develop, test the feasibility, and assess the effectiveness of digital flipbook learning media in improving the Indonesian language learning outcomes of fourth-grade students at Purwodadi 3 Elementary School, Malang. This study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of students of grades IV A and IV B and two Indonesian language teachers. Flipbook media was developed to facilitate vocabulary understanding, effective sentence construction, and simple paragraph writing through visual and interactive displays. The validation results showed that the media received a very feasible category from material experts and media experts. Teacher and student responses also showed a high level of interest and ease of use. Learning outcome data showed an increase in the average score from 67.4 to 86.1, with a percentage increase of 27.7%. These findings indicate that digital flipbook media is effective in improving the Indonesian language learning outcomes of fourth-grade students. Thus, digital flipbooks can be used as an alternative innovative learning media that supports active, interesting, and student-centered learning in elementary schools.
Implementing Project-Based Learning to Improve Students' Engagement and Learning Outcomes in Basic Map-Making Skills: A Classroom Action Research Study at SMAN 4 Kupang Regina Sarah Asamoi; Mikael Samin; Arfita Rahmawati
Classroom Experiences Vol. 4 No. 1 (2026): June
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/care.v4i1.631

Abstract

Basic map-making is a foundational geography competency because it requires students to read spatial information, represent relief forms, and translate abstract geographic concepts into meaningful visual products. However, preliminary classroom conditions in Grade X-L at SMAN 4 Kupang indicated that geography learning was still perceived as memorization-oriented and teacher-centered, resulting in limited participation and low achievement. This classroom action research examined the implementation of Project-Based Learning (PjBL) through a waste-paper-based relief map project and evaluated its contribution to students' engagement, creativity, and learning outcomes. The research involved 36 students and was conducted in two cycles consisting of planning, action, observation, and reflection. Data were collected using student and teacher observation sheets, project creativity assessment, and 15-item cognitive tests. The success criterion was set at a minimum mastery score of 75, with at least 75% of students achieving mastery. The findings showed consistent cross-cycle improvement. Student activity increased from a mean score of 2.91 in Cycle I to 3.67 in Cycle II, while project creativity increased from 50% to 78%. Cognitive achievement improved from an average score of 53.73 in Cycle I to 78.52 in Cycle II, and mastery rose from 50.00% to 80.56%. The normalized gain was 0.54, indicating a moderate improvement. These results suggest that PjBL supported more active, collaborative, and product-oriented geography learning, particularly when basic map-making was connected with spatial representation and environmental reuse.
Moodle-Assisted Contrasting Cases-Based Recitation to Improve Students' Conceptual Mastery of Geometric Optics Mokhamad Alvan Rifa‘i; Garth Lipps; Sveta Berdibayeva
Classroom Experiences Vol. 4 No. 1 (2026): June
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/care.v4i1.637

Abstract

Geometric optics remains conceptually demanding because students must coordinate ray diagrams, image location, observer position, and everyday optical phenomena within a coherent explanatory framework. This study examined the effectiveness of a Moodle-assisted recitation program designed around contrasting cases to improve senior high school students' conceptual mastery of geometric optics. An embedded experimental design was implemented with 28 Grade XI-MIA students at SMA Annur, Malang Regency. The intervention consisted of four video packages and seven sets of reasoned conceptual exercises delivered through Moodle outside regular class hours. Data were collected using a 19-item reasoned multiple-choice test administered as pretest and posttest, a response questionnaire, observation notes, and students' written reasons. Quantitative analysis included descriptive statistics, the Wilcoxon signed-rank test, normalized gain, effect size, and correlation analysis, while qualitative evidence was used to interpret shifts in reasoning. The mean score increased from 10.61 to 16.64 out of 19, the Wilcoxon test indicated a significant pretest-posttest difference (p < 0.001), the normalized gain reached 0.703, and the effect size was very high (d = 3.28). Most high-gain items were related to reflection, plane mirrors, concave mirrors, and refraction. Students also reported that the program was easy to use and that feedback helped them correct conceptual errors. These findings indicate that Moodle-assisted contrasting cases recitation can substantially strengthen conceptual mastery when digital learning, feedback, and structured comparison are integrated coherently.
Development and Implementation of a Thunkable-Based Android Mobile Learning Application for Computer Hardware Instruction in a Vocational High School Muhammad Ali Zainal Abidin; Firman Jaya; Rahmad Shofan Razaqi
Classroom Experiences Vol. 4 No. 1 (2026): June
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/care.v4i1.681

Abstract

Digital learning in vocational education requires media that can visualise technical concepts while supporting independent access beyond classroom time. This study developed and implemented a Thunkable-based Android mobile learning application for the Informatics topic of computer hardware and its functions at State Vocational School 1 Kendit, Indonesia. The study adopted a research-and-development design using the ADDIE stages of analysis, design, development, implementation, and evaluation. The product included learning objectives, a material guide, hardware illustrations, instructional content, an interactive quiz, and automated evaluation. Feasibility was examined through content validation by a subject-matter expert, media validation by an instructional-media expert, and user-response questionnaires completed by 25 Grade X Computer and Network Engineering students. The material validation score was 84.0%, indicating a very feasible category, while media validation reached 80.6%, also indicating a very feasible category. Student responses were substantially higher at 92.7%, with the strongest item being ease of understanding the hardware material (94.4%). The findings show that a low-code Android application can provide a practical, visually supported, and flexible learning medium for vocational hardware instruction. However, the evidence should be interpreted as feasibility and perceived usability rather than causal proof of learning gains because the study did not employ a controlled pre-test-post-test design. The study contributes a context-specific mobile learning model for vocational informatics instruction and offers a replicable development pathway for teachers seeking to transform students' smartphone use into structured learning activity.

Page 4 of 4 | Total Record : 35

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