cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
COPE
Published by Universitas Negeri Yogyakarta
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 214 Documents
 18   19   20   21   22 
Opportunities, challenges, and implications of social media in Indonesian language learning in the digital era: Systematic literature review Sakinah Isna Firmani
COPE: Caraka Olah Pikir Edukatif Vol. 30 No. 1 (2026)
Publisher : DRPM UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cope.v30i1.88353

Abstract

The use of social media has been widely adopted by various groups, including teachers and students, in the learning process. This study aims to comprehensively explore the opportunities, challenges, and implications of using social media in Indonesian language learning in the digital era. This research employed the Systematic Literature Review (SLR) method by referring to the PRISMA 2020 model. Based on the selection process, eight articles were identified and further analyzed through the Systematic Literature Review (SLR) technique regarding the opportunities, challenges, and implications of social media in Indonesian language learning in the digital era. The findings indicate that the utilization of social media has proven effective in enhancing students’ motivation, active engagement, creativity, and learning outcomes at various educational levels. However, the effectiveness of social media use largely depends on teachers’ digital literacy readiness and well-planned management. Therefore, the successful integration of social media requires systematic planning, starting from setting objectives to evaluation, as well as improving teachers’ competencies in order to provide learning that is directed, safe, and educational.
The relationship between learning experiences of the sub-topics of the benefits and efforts to preserve biodiversity towards environmental literacy Annisa Nugrahaini Nur Rohmah; Della Palupi; Gustina Ika Putri
COPE: Caraka Olah Pikir Edukatif Vol. 30 No. 1 (2026)
Publisher : DRPM UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cope.v30i1.97336

Abstract

Learning experiences are a series of activities designed to facilitate students in acquiring new knowledge and skills. Learning experiences have a strategic role in fostering environmental literacy. The purpose of this study was to determine the learning experience of the sub-material Benefits and Efforts to Preserve Biodiversity, to determine the results of environmental literacy level measurements, and the relationship between the two in phase E students of SMAN 1 Turi. This type of research is descriptive using the expository method with a correlational design. The data analysis approach used is quantitative descriptive. The average results of the learning experience of the sub-material, Benefits and Efforts to Preserve Biodiversity, tend to be in the moderate category of 39 or 73.58% of students. The average results of environmental literacy of phase E students are in the moderate category, of 53 or 100% of students. From the results of the simple linear regression test, the Sig. value is 0.000 < 0.005 and the Pearson Correlation value is 0.60 < 0.625 < 0.799. In conclusion, there is a positive and significant relationship between the learning experience of the sub-material Benefits and Efforts to Preserve Biodiversity and the environmental literacy of phase E students of SMAN 1 Turi, where both have a strong level of relationship.
The effectiveness of Quizizz media to improve learning outcomes on income inequality Aghnia Rachmawati; Larisa Saputri; Ari Kusmiatun; Rinawati Rinawati
COPE: Caraka Olah Pikir Edukatif Vol. 30 No. 1 (2026)
Publisher : DRPM UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cope.v30i1.97351

Abstract

Learning motivation plays an important role in determining the success of economic learning, especially on the topic of income inequality, which is often considered abstract and difficult for students to understand. Learning evaluations using conventional methods tend to decrease students’ interest and engagement, resulting in less optimal learning outcomes. Therefore, the use of gamification-based digital media such as Quizizz is seen as an alternative that can increase both motivation and learning outcomes. This study aims to determine the effectiveness of using Quizizz as an evaluation medium in economics learning on the topic of income inequality, as well as to analyze the benefits and challenges of its implementation. The method used is qualitative descriptive, involving 36 students of class XI F1.3 at SMA Negeri 1 Turi as research subjects. Data was collected through observation and documentation of evaluation results using Quizizz, and then analyzed through the stages of reduction, presentation, and drawing conclusions. The study results indicate that Quizizz is capable of increasing both intrinsic and extrinsic learning motivation, as reflected in the improvement of average evaluation scores of 82% and 79%. Furthermore, this media creates a more interactive learning atmosphere, encourages healthy competition, and provides immediate feedback that helps students improve their understanding. Teachers also benefit from the convenience, as Quizizz presents evaluation results in a detailed and structured manner. Challenges encountered include device limitations and varying internet quality among students. Overall, Quizizz is effective as a digital evaluation medium and can be used as an innovative alternative in teaching economics as well as other subjects
The role of infographics in improving the literacy of F2 phase students in Quiz.Zep-based AKM training with deep learning analysis Deviokti Trihastuti; Lathifa Alfannasheera; Bayu Prasetya Hadi; Dewi Sulistyorini
COPE: Caraka Olah Pikir Edukatif Vol. 30 No. 1 (2026)
Publisher : DRPM UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cope.v30i1.97486

Abstract

The Minimum Competency Assessment (AKM) is designed to measure students' literacy and numeracy skills through text-based and visual questions. One form of presentation that demands high analytical skills is infographics because they combine text, numbers, and graphic elements in discourse paragraphs. For Phase F2 students, understanding infographics remains a challenge, so learning media that can adapt them to processing visual data is needed. This article aims to analyze the role of infographics in improving the literacy of Phase F2 students in AKM exercises based on Quiz.zep from a perspective. Deep Learning which emphasizes Mindful, Meaningful, and Joyful Learning. The method used was descriptive qualitative with observation, interviews, literature study, and documentation techniques. The study was conducted at SMA Negeri 1 Turi in grade XII (F2.1 and F2.2) with a total of 71 students. Data were analyzed through the stages of reduction, categorization, interpretation, and drawing conclusions. The results showed that the use of infographics through Quiz.zep improved students' visual literacy and numeracy, with an average score of 81.8 in grade F2.1 and 80 in grade F2.2. In addition, students were better able to interpret visual data, although they still faced difficulties in connecting complex text and graphics. Implementation of Deep Learning demonstrates more conscious student involvement (mindful), relevant (meaningful), and fun (joyful). Thus, the role of infographics and Quiz.zep effectively supports increased literacy while creating critical, reflective, and interactive learning experiences.

Page 22 of 22 | Total Record : 214

 18   19   20   21   22 

Filter by Year

2000 2026


Reset
Filter By Issues
All Issue Vol. 30 No. 1 (2026) Vol. 29 No. 2 (2025) Vol. 29 No. 1 (2025) Vol 21, No 2: November 2017 Vol 21, No 1: Mei 2017 Vol 20, No 2: November 2016 Vol 20, No 1: Mei 2016 Vol 19, No 01: Mei 2015 Vol 19, No 2: November 2015 2014: COPE, No.2, Tahun XVIII, November 2014 2014: COPE, No.1, Tahun XVIII, Mei 2014 2013: COPE, No. 02, Tahun XVII, Nopember 2013 2013: Cope, No.01, Tahun XVII, Mei 2013 COPE, No. 02 Vol. XVI November 2012 COPE, No. 01 Vol. XVI Mei 2012 Vol 15, No 02: November 2011 Vol 15, No 01: Mei 2011 Vol 14, No 01: Mei 2010 Vol 13, No 01: Februari 2009 Vol 12, No 01: Februari 2008 Vol 11, No 01: Mei 2007 Vol 10, No 01: Februari 2006 Vol 9, No 01: Februari 2005 Vol 8, No 01: Februari 2004 Vol 7, No 01: Februari 2003 Vol 6, No 01: Februari 2002 Vol 5, No 02: Desember 2001 Vol 4, No 01: Februari 2000 Vol 3, No 1: Mei1999 More Issue