ASIAN: Indonesian Journal of Learning Development and Innovation
ASIAN: Indonesian Journal of Learning Development and Innovation is a periodical scientific publication published by the Institute of Education, Research, and Community Service. The journal aims to explore and disseminate the latest knowledge on development and innovation in the field of learning across all disciplines. The journal focuses on the assessment, analysis, implementation of new methods, strategies, technologies, and approaches that can improve the effectiveness and efficiency of the learning process.
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<![CDATA[Media Gamification and Learning Evaluation in Indonesian Language MPK Courses at Ganesha University of Education ]]>
<![CDATA[Kadek Wirahyuni]]>;
<![CDATA[Ida Bagus Putrayasa]]>;
<![CDATA[I Wayan Rasna]]>;
<![CDATA[I Nengah Suandi]]>
<![CDATA[ ASIAN: Indonesian Journal of Learning Development and Innovation Vol. 2 No. 3 (2024): November ]]>
Publisher : <![CDATA[Institute of Educational, Research, and Community Service ]]>
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<![CDATA[The purpose of this research is to (1) find out gamification as media and learning evaluation in Indonesian language MPK courses at Ganesha University of Education. The research method used in this research is descriptive analytical method with qualitative approach. The data collection techniques used are observation, interview, and documentation. The location of this research is at Ganesha University of Education. The research subjects were students who took MPK Indonesian Language courses at Ganesha University of Education. The results and discussion there are several applications to support learning in Indonesian language MPK courses, namely, Blooket, Gimkit, Kahoot, Quizwhizzer, Wordwall, and Oodlu. Student grades using gamification increased from an average of 7.5 to 8.5. Gamification with various applications is able to increase the positive attitude of students in learning Indonesian at Undiksha.]]>
<![CDATA[The Influence of Learning Video Media on Students' Interests and Critical Thinking Skills in Social Studies Learning for Class VIII SMPN 2 Bantan ]]>
<![CDATA[Eva Kurnia Ningsih]]>;
<![CDATA[Musnar Indra Daulay]]>;
<![CDATA[Imam Hanafi]]>
<![CDATA[ ASIAN: Indonesian Journal of Learning Development and Innovation Vol. 2 No. 3 (2024): November ]]>
Publisher : <![CDATA[Institute of Educational, Research, and Community Service ]]>
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<![CDATA[This study aims to determine the effect of learning video media on students' interest and critical thinking skills in social studies learning in class VIII of SMPN 2 Bantan. This study uses a quantitative approach with a quasi-experimental design. The research sample consisted of 62 students divided into experimental and control classes. The instruments used in this study were a learning interest questionnaire and a critical thinking ability test. The results showed that there was a significant effect of the use of learning video media on students' learning interest and critical thinking skills. In the experimental class, the average pretest value of learning interest was 10.52 and increased to 17.32 in the posttest, while the control class increased from 11.55 in the pretest to 15.52 in the posttest. Students' critical thinking skills in the experimental class increased from an average value of 61.90 in the pretest to 85.58 in the posttest, while in the control class increased from 63.39 in the pretest to 66.23 in the posttest. Data analysis using normality tests, homogeneity tests, and t-tests showed that the data were normally distributed and homogeneous. Independent sample t-test showed significant differences between the experimental and control classes in the posttest, both for learning interest and critical thinking skills (p < 0.05). This study concluded that learning video media is effective in increasing students' interest and critical thinking skills in social studies learning. Therefore, it is recommended for teachers to utilize learning video media as one of the strategies in improving the quality of social studies learning.]]>
<![CDATA[The Influence of the Indonesian Realistic Mathematics Education Approach on the Ability to Understand Concepts and Mathematical Representation in Fractional Number Material ]]>
<![CDATA[Hendri]]>;
<![CDATA[Masrul]]>;
<![CDATA[Kasman Ediputra]]>
<![CDATA[ ASIAN: Indonesian Journal of Learning Development and Innovation Vol. 2 No. 3 (2024): November ]]>
Publisher : <![CDATA[Institute of Educational, Research, and Community Service ]]>
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<![CDATA[This study examines the effect of the Indonesian Realistic Mathematics Education (PMRI) approach on students' conceptual understanding and mathematical representation skills, especially in the context of fractions. This study was conducted at SD Negeri 26 Bantan, where students often show negative perceptions of mathematics, which causes difficulties in understanding and representing mathematical concepts. The PMRI approach, adapted from the Realistic Mathematics Education (RME) model developed in the Netherlands, emphasizes the use of real-world contexts and guided discovery to facilitate mathematical understanding. This study used a quasi-experimental design with a control group to compare the effectiveness of the PMRI approach with traditional teaching methods. The results showed that the PMRI approach significantly improved students' conceptual understanding and ability to represent mathematical ideas in various forms compared to conventional methods. These findings suggest that PMRI can be an effective strategy to improve mathematics learning outcomes, especially in the area of fractions. This study contributes to the growing body of evidence supporting the use of realistic contexts in mathematics education to promote deeper understanding and student engagement.]]>
<![CDATA[The Influence of Role Modeling and Rewards on Teacher Discipline at State Elementary School 2 Tanjungsamak ]]>
<![CDATA[Kamal]]>;
<![CDATA[Musnar indra Daulay]]>;
<![CDATA[Imam Hanafi]]>
<![CDATA[ ASIAN: Indonesian Journal of Learning Development and Innovation Vol. 2 No. 3 (2024): November ]]>
Publisher : <![CDATA[Institute of Educational, Research, and Community Service ]]>
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<![CDATA[This study aims to analyze the influence of role models and reward provision on teacher discipline at State Elementary School 2 Tanjungsamak. The method used in this study is a quantitative approach with multiple linear regression analysis techniques. Data were collected through questionnaires distributed to teachers at the school. The results of the study indicate that both role models and reward provision have a significant influence on teacher discipline. However, reward provision shows a stronger correlation with teacher discipline than role models. This indicates that an effective reward system can increase teacher motivation and discipline more directly. The conclusion of this study emphasizes the importance of developing a fair and transparent reward system in schools, as well as improving the quality of leadership to form a strong culture of discipline.]]>
<![CDATA[The Influence of Problem Based Learning Model on Students' Interest in Learning and Creative Thinking Skills in Mathematics Subjects in Elementary Schools ]]>
<![CDATA[Marisda Sipahutar]]>;
<![CDATA[Citra Ayu]]>;
<![CDATA[Samsurijal]]>
<![CDATA[ ASIAN: Indonesian Journal of Learning Development and Innovation Vol. 2 No. 3 (2024): November ]]>
Publisher : <![CDATA[Institute of Educational, Research, and Community Service ]]>
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<![CDATA[This study aims to investigate the effect of the Problem Based Learning (PBL) learning model on students' learning interest and creative thinking skills in mathematics subjects in elementary schools. The research design used was a quasi-experiment with two groups: class IIIA as the control group (n = 20) and class IIIB as the experimental group (n = 19). Data collection was carried out during the period from May 13 to June 7, 2024 through questionnaires and tests. Data analysis involved normality tests, homogeneity tests, and Mann-Whitney tests to test differences between the two groups. The results of the analysis showed that the implementation of PBL significantly increased students' learning interest (p = 0.000) and creative thinking skills (p = 0.000) compared to conventional learning methods. These findings indicate that the PBL model is an effective strategy to improve the quality of mathematics learning in elementary schools. The implications of this study are that PBL can be used as a basis for curriculum development and teacher training, which aims to design more interactive, relevant, and contextual learning for students.]]>
<![CDATA[The Influence of the STAD Type Cooperative Learning Model Assisted by Canva on the Motivation and Creativity of Grade VI Students at SDN 21 Bengkalis ]]>
<![CDATA[Ujiyanto]]>;
<![CDATA[Nurmalina]]>;
<![CDATA[Ramdhan witarsa]]>
<![CDATA[ ASIAN: Indonesian Journal of Learning Development and Innovation Vol. 2 No. 3 (2024): November ]]>
Publisher : <![CDATA[Institute of Educational, Research, and Community Service ]]>
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<![CDATA[This study applied the Student Teams Achievement Division (STAD) cooperative learning model assisted by Canva to 32 sixth grade students of SDN 21 Bengkalis. Data on students' learning motivation and creativity were obtained through pretest and posttest questionnaires. This study aims to determine the effect of using the Student Teams Achievement Division (STAD) cooperative learning model assisted by Canva on the motivation and creativity of sixth grade students of SDN 21 Bengkalis. The results of the analysis showed a significant increase in the average score of learning motivation from 23.41 in the pretest to 32.59 in the posttest, and the average score of creativity from 16.78 in the pretest to 28.78 in the posttest. The Shapiro-Wilk normality test confirmed that the data were normally distributed, and the paired t-test showed a significant effect of the STAD cooperative learning model assisted by Canva on students' motivation (Sig. <0.001) and creativity (Sig. <0.001). The implementation of this learning model involves the stages of delivering objectives and motivation, group division, teacher presentations, group work, quizzes, and team awards and presentations. In conclusion, the STAD type cooperative learning model assisted by Canva has proven effective in increasing the motivation and creativity of sixth grade students at SDN 21 Bengkalis]]>
<![CDATA[The Effect of Technology-Assisted Speaking Practice on English Pronunciation and Speaking Skills at SMPN 2 Bantan ]]>
<![CDATA[Siti Khotijah]]>;
<![CDATA[Masrul]]>;
<![CDATA[Ramdhan Witarsa]]>
<![CDATA[ ASIAN: Indonesian Journal of Learning Development and Innovation Vol. 2 No. 3 (2024): November ]]>
Publisher : <![CDATA[Institute of Educational, Research, and Community Service ]]>
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<![CDATA[This study aims to examine the effect of technology-assisted speaking practice on English pronunciation and speaking skills at SMPN 2 Bantan. The method used in this study is an experiment with a non-equivalent control group design. The population in this study were grade VIII students at SMPN 2 Bantan, with samples taken randomly. The instruments used in this study included a speaking skills test and a pronunciation skills test. The results showed that there was a significant effect of technology-assisted speaking practice on improving students' English pronunciation and speaking skills. Students who participated in technology-assisted speaking practice showed higher improvements compared to students who did not participate in the practice. In addition, technology-assisted speaking practice also increased students' confidence in communicating using English. This study provides implications that the use of technology in English learning can be an effective strategy to improve students' language skills. It is recommended that teachers use technology more in the learning process to create a more interactive and interesting learning environment.]]>
<![CDATA[The Influence of Group Guidance-Based Cooperative Learning Methods on Collaboration and Social Interaction Skills of Students at SMPN 2 Bantan ]]>
<![CDATA[Tina Murdiati]]>;
<![CDATA[Nurmalina]]>;
<![CDATA[Imam Hanafi]]>
<![CDATA[ ASIAN: Indonesian Journal of Learning Development and Innovation Vol. 2 No. 3 (2024): November ]]>
Publisher : <![CDATA[Institute of Educational, Research, and Community Service ]]>
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<![CDATA[This study aims to analyze the effect of the Cooperative Learning method based on group guidance on the collaboration and social interaction skills of students at SMPN 2 Bantan. The research was conducted over a period of two weeks, with a series of activities including pretest, intervention, and posttest. Data were taken from 10 students who were the subjects of the study. During the study, a pretest was conducted at the beginning to determine the initial conditions of the students, followed by four intervention meetings using the Cooperative Learning method based on group guidance, and a posttest at the end of the period to measure the changes that occurred. Based on the results of the study, it can be concluded that the Cooperative Learning method based on group guidance has a significant effect on improving the collaboration and social interaction skills of students at SMPN 2 Bantan. The significant increase in these two variables indicates that the Cooperative Learning method based on group guidance is not only effective in improving collaboration skills, but is also able to improve students' social interactions. This is important because collaboration and social interaction skills are vital components in the learning process and character development of students.]]>
<![CDATA[The Influence of the Problem-Based Learning Model Assisted by Short Video Learning on the Curiosity and Understanding of Science Subject Concepts of Grade III Elementary School Students ]]>
<![CDATA[Novaritanti]]>;
<![CDATA[Nurmalina]]>;
<![CDATA[Kasman Ediputra]]>
<![CDATA[ ASIAN: Indonesian Journal of Learning Development and Innovation Vol. 2 No. 3 (2024): November ]]>
Publisher : <![CDATA[Institute of Educational, Research, and Community Service ]]>
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<![CDATA[This study aims to examine the influence of the Problem-Based Learning (PBL) model assisted by short video learning on the curiosity and concept understanding of third-grade students in science subjects at SD Negeri 15 Sungai Gayung Kiri. The research method used is a quasi-experimental design with a pretest-posttest control group. The population of this study is all third-grade students at SD Negeri 15 Sungai Gayung Kiri, with a research sample of 60 students divided into an experimental class and a control class. The experimental class was taught using the PBL model assisted by short video learning, while the control class received conventional teaching. The results showed significant differences in concept understanding and curiosity between the experimental and control classes after the implementation of the PBL model assisted by short video learning. The Mann-Whitney U test analysis for pretest and posttest indicated that the use of the PBL model assisted by short video learning significantly increased students' curiosity and concept understanding. This improvement can be attributed to the more interactive and engaging teaching methods that encouraged students to be more involved and interested in the material taught. The conclusion of this study is that the Problem-Based Learning (PBL) model assisted by short video learning is effective in enhancing students' curiosity and concept understanding in science subjects.]]>
<![CDATA[The Influence of Role Playing Models on Students' Concept Understanding and Communication Skills in Social Studies Learning in Elementary Schools ]]>
<![CDATA[Nur Rohmah]]>;
<![CDATA[Nurmalina]]>;
<![CDATA[Kasman Ediputra]]>
<![CDATA[ ASIAN: Indonesian Journal of Learning Development and Innovation Vol. 2 No. 3 (2024): November ]]>
Publisher : <![CDATA[Institute of Educational, Research, and Community Service ]]>
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<![CDATA[This research aims to analyze the influence of the role-playing model on the conceptual understanding and communication skills of students in Social Studies learning at elementary school. The role-playing model was chosen as a teaching strategy believed to enhance student engagement, learning motivation, and conceptual understanding through a more interactive and contextual approach. The research method used is quantitative with a quasi-experimental design. The subjects of this research were fifth-grade students at SDN 2 Tanjungsamak and SDN 1 Tanjungsamak. Data collection was carried out through tests of conceptual understanding and communication skills. The results of the study showed that the use of the role-playing model significantly improved students' conceptual understanding and communication skills in Social Studies learning. Students involved in the role-playing model demonstrated better understanding of the taught material and were able to communicate their ideas more effectively. This research makes a significant contribution to the field of education, particularly in developing effective teaching methods in elementary schools. Therefore, it is hoped that teachers can implement the role-playing model as an alternative teaching strategy to enhance the quality of Social Studies learning.]]>
