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Jurnal Ilmiah WUNY
Published by Universitas Negeri Yogyakarta
ISSN : 01263854     EISSN : 27470547     DOI : https://doi.org/10.21831/jwuny.v1i3
Core Subject : Humanities, Health, Science, Education,
Humanities Computer Science & IT Education Public Health
Jurnal Ilmiah WUNY mempublikasikan berbagai hasil penelitian dan atau hasil pemikiran di bidang pendidikan, teknologi, kesehatan, dan budaya.
Arjuna Subject : Umum - Umum
Articles 232 Documents
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The Influence of Banyumas Promotional Themes on Engagement Levels on TikTok in 2025 Dimas Ikhwani; Afiya Sari Wibowo; Aulia Zahrah; Mastika Rahmani; Bayhaqi Adriansa Pane; Illona Tisha Nathania Wahono; Amalia Nur Ramadhani
Jurnal Ilmiah WUNY Vol. 8 No. 1 (2026): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v8i1.93598

Abstract

Background: Social media, particularly TikTok, has emerged as a significant instrument in digital marketing communication strategies and regional promotion campaigns in Indonesia. Objectives: This study aims to analyze the influence of promotional themes—tourism, culture, and culinary—on the engagement rate of Banyumas Regency's promotional content on the TikTok platform in 2025. Method: This study employed Quantitative Content Analysis with a population comprising all Banyumas promotional content uploaded during the period of January 1 to August 30, 2025. A total of 165 samples were selected using a simple random sampling technique. Data collection was conducted through non-participatory observation with systematic coding using a coding sheet. Data analysis was performed using descriptive statistics and inferential testing through One-Way ANOVA. Result: Findings indicate that culture-themed content achieved the highest engagement rate (1.39), followed by tourism-themed content (1.28) and culinary-themed content (1.27). The ANOVA test yielded a significance value of 0.429 (> 0.05), indicating that the influence of promotional themes on engagement rate is statistically not significant. Conclusion: TikTok engagement performance is not primarily determined by thematic substance but rather by the degree to which content aligns with the platform's algorithmic logic. Therefore, regional promotion efforts through TikTok should prioritize content creativity, production quality, and stylistic adaptation to platform norms over mere thematic selection.  
Integrating Gamification in LMS as an Effort to Increase Kinesthetic Learner Engagement Fatichananda Vitalia; Estu Miyarso
Jurnal Ilmiah WUNY Vol. 8 No. 1 (2026): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v8i1.91904

Abstract

Background: Digital education transformation demands learning systems that are adaptive to the diversity of students' learning styles. The Learning Management System (LMS) as an online learning platform has been widely used to support learning flexibility; however, it still inadequately accommodates the needs of kinesthetic learners who require physical activity and direct engagement. Objectives: This study aims to examine the potential of integrating gamification into LMS as a strategy to enhance the engagement of students with kinesthetic learning styles. Method: This study employed a literature review method, drawing on various sources and prior studies addressing LMS, gamification, and kinesthetic learning styles. Result: The review findings indicate that gamification incorporating interactive elements such as challenges, points, badges, and simulations is effective in increasing kinesthetic students' motivation and active engagement in digital learning environments. Conclusion: The integration of gamification into LMS has the potential to serve as a personalized and contextually responsive solution for kinesthetic learners, while also providing a conceptual foundation for the development of gamification-based LMS models as a more inclusive and effective digital learning innovation.
Blue Pedagogy Framework: A Conceptual Study of Coastal-Based Social Studies for Sustainability Asmaul Husnah Amiruddin; Hasni; Sakmawati
Jurnal Ilmiah WUNY Vol. 8 No. 2 (2026): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v8i2.100834

Abstract

Despite the growing recognition of Ocean Literacy as an essential foundation for understanding the human–ocean relationship and supporting ocean sustainability, its integration into formal education remains fragmented and is not yet supported by a comprehensive pedagogical framework capable of transforming ocean knowledge into meaningful learning experiences. This study aims to analyze the conceptual evolution of Ocean Literacy in education, identify pedagogical gaps in the integration of ocean-related issues into formal education, particularly in Indonesia, and formulate Blue Pedagogy as a conceptual framework for coastal-based education for sustainability. This qualitative study employed an integrative literature review combined with concept analysis. Academic literature published between 2005 and 2026 was collected from Scopus, Web of Science, Google Scholar, and Publish or Perish and analyzed through four stages: literature mapping, critical review, concept synthesis, and framework construction. The findings reveal that Ocean Literacy has evolved from a predominantly knowledge-based concept into a multidimensional framework emphasizing the human–ocean relationship. However, its educational implementation remains constrained by epistemic, curricular, pedagogical, and institutional gaps. In response, this study conceptualizes Blue Pedagogy as a transformative pedagogical approach grounded in Ocean Literacy, Place-Based Education, Experiential Learning, Ecological Pedagogy, and Education for Sustainable Development. The resulting framework comprises four interconnected BLUE dimensions: Blue Experience, Learning through Reflection, Understanding through Engagement, and Empowerment for Action. Blue Pedagogy provides a conceptual foundation for transforming ocean education from learning about the ocean toward learning with, through, and for the ocean, while fostering ocean-literate, engaged, and sustainability-oriented citizens
Influence Of Ai-Based HR Recommendation Systems on Employee Trust and Work Engagement: The Moderating Role of Authentic Leadership Touheed Ahmed; Anik Widiastuti; Azhar Hussain Soofi
Jurnal Ilmiah WUNY Vol. 8 No. 2 (2026): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v8i2.89011

Abstract

Background: Artificial Intelligence (AI) is increasingly integrated into Human Resource Management (HRM), particularly through AI-based recommendation systems for recruitment, performance appraisal, and employee development. However, AI adoption raises challenges concerning employee trust, work engagement, and organizational leadership. Objectives: This study aims to examine the impact of AI-driven HR recommendation systems on employee trust and work engagement, with a particular focus on the moderating role of authentic leadership. Method: A convergent parallel mixed-methods approach was employed involving 228 employees and HR professionals from various industries in Pakistan. Quantitative data were collected through structured surveys, while qualitative data were obtained from 15 semi-structured interviews Result: The findings indicate that AI-driven HR recommendation systems can enhance personalization and operational efficiency. However, their effectiveness in strengthening employee trust and work engagement is significantly influenced by authentic leadership. Leaders demonstrating transparency, ethical behavior, and relational integrity contribute to more positive perceptions of AI-based HR systems. Qualitative findings further highlight the importance of effective communication, human interaction, and ethical considerations in addressing employee concerns regarding AI adoption Conclusion: Successful AI integration in HRM requires a balance between technological advancement and authentic leadership. Human-centered and ethically grounded leadership practices are essential for fostering employee trust and work engagement, particularly within the socio-cultural context of developing countries such as Pakistan.
Blended Learning Synergized with School Tourism to Improve Interest in Learning Science among Middle School Students Wilda Muhimmatun Nisa; Rizki Arumning Tyas; Andris Adhitra
Jurnal Ilmiah WUNY Vol. 8 No. 2 (2026): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v8i2.89450

Abstract

Background: School-based tourism-enhanced blended learning provides a novel approach to developing context-based and meaningful science learning experiences by integrating local environmental resources into classroom instruction. Objectives:  This study aimed to determine the impact of school tourism-oriented blended learning on students' learning interest in science. Method: A pre-experimental design with a one-group pretest-posttest approach was employed, involving 32 eighth-grade students of SMP Negeri 2 Genteng, Banyuwangi, Indonesia. Data were collected using a 23-item learning interest questionnaire based on four indicators: interest, enjoyment, attention, and awareness. Analysis was conducted using a paired sample t-test and n-gain test. Result:  The findings revealed a statistically significant increase in students' learning interest, with a Sig. (2-tailed) value of 0.000 (< 0.05) and an average n-gain score of 0.60, categorized as medium-range improvement. The greatest improvement was observed in the interest dimension (n-gain = 0.69), while the lowest was found in the attention dimension (n-gain = 0.51). Conclusion:  These results suggest that integrating local tourism resources into school-based blended learning can effectively promote students' interest and active engagement in science lessons. Future research is recommended to apply this strategy with larger samples and to investigate its effects on additional learning outcomes such as scientific literacy, critical thinking, and creativity.
Strengthening Waste-Care Culture Through School–Community Synergy: A Quasi-Experimental Model Azwar Riza Habibi; Vivi Aida Fitria; Rasamimanana Joronavalona
Jurnal Ilmiah WUNY Vol. 8 No. 2 (2026): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v8i2.97530

Abstract

Background: Indonesia's 2025 SIPSN data show 24.8 million tonnes of annual waste, of which 65.51% remains unmanaged—dominated by food waste (40.76%) and plastics (20.49%). Closing this gap requires behavioural change at the school and household level, not merely additional infrastructure. Objectives: This study examines whether an integrated school-education and community-empowerment intervention can move the three constitutive dimensions of waste-care culture—knowledge, attitude, and behaviour—within an eight-week cycle. Method: A quasi-experimental one-group pretest–posttest design was applied to simulated data covering 40 participants (20 students, 20 community members). The intervention comprised eight modules spanning waste literacy, school routine formation, waste-bank simulation, organic processing, social campaigns, and collaborative action. A 20-item five-point Likert questionnaire operationalised the three dimensions; analyses included paired samples t-test, Cohen's d_z, and normalized gain. Result: Total scores rose from 67.18 (SD = 5.53) to 80.93 (SD = 9.87). The paired t-test yielded t(39) = 11.70; p < 0.001, with a 95% CI of 11.45–16.05 points. The effect size was very large ( = 1.85); class N-Gain reached 0.42 (medium category). Response heterogeneity (13 low, 19 medium, 8 high gainers) emerged as a substantive finding. Conclusion: Education and community empowerment can be treated as a single change system; however, the single-group design and the simulated data require field verification with a control group before any generalisation can be made.
Development of a Learning Management System Using the Agile Method at Ibnu Syam Center Obsession Wahyu Wiradarma; Wahyu Setia Murti; Indra Setyawan; Aryo Waskito
Jurnal Ilmiah WUNY Vol. 8 No. 2 (2026): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v8i2.97601

Abstract

Background: The rapid growth of digital technology has encouraged educational institutions to adopt Learning Management Systems (LMS) to improve teaching and learning processes. However, many organizations still face limitations in using generic systems that do not fully support their specific educational needs.   Objectives: This study aims to develop an LMS application for Islamic Religious Education at Ibnu Syam Center Obsession, Blitar in order to enhance learning accessibility and management efficiency.  Method:  The research applied Agile methodology supported by the PIECES framework to guide system development, analyze requirements, and identify problems and improvement opportunities.  Result:  The study successfully produced a web-based LMS with features including learning material management, quizzes, assessments, and student progress monitoring. The development process consisted of planning, design, development, testing, release, and feedback stages. During the planning and design phases, the system architecture was modeled using class diagrams, activity diagrams, use case diagrams, and sequence diagrams to define system requirements and relationships among components. The implementation phase utilized Laravel PHP Programming Framework, and MySQL Database.  Conclusion: The findings indicate that the integration of Agile methodology and modern web technologies is effective in creating an adaptable and reliable LMS that improves the quality of educational delivery in non-formal institutions. 
Learning Challenges Of Children With Special Needs In A Generalized Learning System Salwa Salsabillah; Revani Aurellia; Suci Widiyanti; Ririn Dwi Riyanti; Ayu Rahmawati; Gita Dwi Amelda; Retno Freliana Zeta; Masayu Tantiya Arizka Alfira Putri; Dara Zulaiha; Rina Rahayu Siregar
Jurnal Ilmiah WUNY Vol. 8 No. 2 (2026): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v8i2.97651

Abstract

Background: A uniform inclusive education system is often unable to adequately meet the learning needs of children with special needs, ultimately hindering their academic and social progress. This situation reflects a fundamental incompatibility between broadly applied education policies and the individual demands of students in inclusive settings. Objectives: This study aims to identify various obstacles experienced by children with special needs in integrated learning environments while examining the contribution of teachers in addressing these challenges. Method: A qualitative approach was employed, with data collected through structured observation and in-depth interviews with teachers and school managers involved in inclusive education programs. Result: Key findings indicate that children with special needs face difficulties in grasping subject matter presented in a standard manner, experience restrictions in social interaction, and encounter a lack of adaptation in teaching methods to their individual characteristics. Furthermore, teachers face significant obstacles in providing intensive guidance, including limited instructional time, an excessive number of students, insufficient specialized training in inclusive education, and the constraints imposed by a rigid curriculum. Conclusion: These findings suggest that systemic reform is necessary, particularly in teacher qualification criteria and professional development, to strengthen a genuinely inclusive learning ecosystem in which the potential of children with special needs can develop optimally
Description Description of Satisfaction of Technical Assistant Training Participants at the Indonesian Ombudsman Yulia Novi Gabriella; Saut Gracer Sijabat
Jurnal Ilmiah WUNY Vol. 8 No. 2 (2026): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v8i2.97679

Abstract

Background: The fulfillment of the competency development rights of Assistant employees at the Indonesian Ombudsman, amounting to 20 Learning Hours (JP) per year, achieved the target in 2022. However, the 2022 community satisfaction survey indicated that Assistant employees were still perceived as lacking competence in handling public complaints. This is a concern because they are at the forefront of public complaint services and directly influence service quality. Objectives: This study aims to evaluate the implementation of technical competency development through training for Assistant employees at the Indonesian Ombudsman. Method: This study employed a qualitative approach, with data collected through interviews. The evaluation used Kirkpatrick’s (2006) four-level model: reaction, learning, behavior, and results. Result: The findings show that participants were generally satisfied with the technical training, particularly the training materials, resource persons/facilitators, and supporting facilities. However, competency development still needs to be aligned with employees’ actual competency needs. The HRMU Bureau needs to strengthen the existing competency standards and competency dictionary and conduct competency assessments to identify gaps between employees’ competency profiles and established standards. Conclusion: Technical competency development through training has received positive responses from participants. However, a more systematic competency-based development process is needed to ensure that training effectively improves employee competence and the quality of public complaint services.
The Role Of SOS Children’s Village Indonesia in Improving Children’s Social Welfare Arinda Putri Wulandari; Nurliana Cipta Apsari; Nunung Nurwati
Jurnal Ilmiah WUNY Vol. 8 No. 2 (2026): Jurnal Ilmiah WUNY
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jwuny.v8i2.97751

Abstract

Background:  Violence against children and the loss of parental care remain major issues in Indonesia. Many children experience physical and psychological violence, resulting in long-term trauma and disrupted development. Therefore, child welfare service institutions play an important role in protecting children and fulfilling their rights. Objectives:  This article aims to analyze the role of SOS Children’s Villages Indonesia in improving children’s social welfare and fulfilling children’s rights based on the Convention on the Rights of the Child. Method:  This study uses a literature review method by analyzing journals, books, research reports, laws, and relevant websites related to child welfare services and SOS Children’s Villages Indonesia. Result:  The study shows that SOS Children’s Villages Indonesia provides holistic child welfare services, including education, healthcare, nutrition, emotional support, substitute family care, and life skills training. The institution also creates safe and supportive environments that help children develop positively and become independent individuals. Conclusion:  SOS Children’s Villages Indonesia significantly contributes to improving child welfare in Indonesia. Through a child-centered and family-based approach, the institution helps fulfill children’s rights to protection, education, healthcare, and freedom from violence and exploitation.

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