Mimbar Ilmu

Addressing Gaps in Educational Evaluation: A Comprehensive Meta-Analysis

Yoga Dwi Arianda, Dinny Devi Triana, Faisal Madani — Fri, 10 Jan 2025 00:00:00 +0000

Educational evaluation plays a crucial role in ensuring the effectiveness of the learning process. However, various studies indicate gaps in the implementation of effective evaluation methods, such as the lack of a holistic approach and limited valid and reliable instruments. These gaps have the potential to undermine the quality of assessments of students' abilities. This article aims to explore the gaps in educational evaluation through a meta-analysis of several related studies. This study uses a meta-analysis design with a qualitative approach. Data for the study were obtained by identifying relevant research articles, selected based on the following criteria: publication in indexed journals (Sinta or reputable international journals), the main topic related to the development or evaluation of educational instruments, and the context of formal education (elementary, junior high, senior high, or higher education). Primary data were derived from five key studies, which were analyzed in depth. The analysis process involved data categorization, thematic analysis, data interpretation, and result verification. The findings indicate that the development and validation of evaluation instruments based on innovative design and approaches are crucial in bridging the existing gaps. The development of more holistic evaluation methods, encompassing cognitive, affective, and psychomotor aspects, can provide a more comprehensive picture of students' abilities. Additionally, for educational policymakers, the findings highlight the importance of regulations that encourage comprehensive validation of evaluation instruments to support more meaningful teaching. The conclusion of this study is that the development of more effective and holistic evaluation instruments, supported by policies that encourage comprehensive validation, can significantly enhance the quality of educational evaluation.

The Impact of Augmented Reality on Enhancing Students' Cognitive Abilities in History Learning

Hasan, Desak Made Oka Purnawati, Herlina — Wed, 08 Jan 2025 00:00:00 +0000

The low cognitive ability of students in understanding complex historical concepts remains a challenge in school learning. Students’ comprehension is often limited to memorizing facts without being able to analyze the relationships between historical events. This situation calls for innovation in learning media that can enhance students' deeper understanding. This study aims to evaluate the effectiveness of using Augmented Reality (AR) technology in improving students' cognitive abilities in history learning. The research adopts an experimental design with a nonequivalent control group approach. Data were collected through pretests and posttests to measure the improvement in students' cognitive abilities. The research subjects consisted of two groups: an experimental class using AR media and a control class using conventional teaching methods. Data analysis was carried out by comparing the average pretest and posttest scores of both groups and calculating the percentage of learning improvement. The research results show that the experimental class using AR technology achieved an average posttest score of 73.50, while the control class achieved an average posttest score of 65.40. Although both groups experienced improvements from pretest to posttest, the experimental class demonstrated a greater improvement compared to the control class. However, the students' learning outcomes in the experimental class did not significantly surpass those in the control class. The study concludes that AR technology can enhance students' cognitive abilities in history learning by providing a more interactive and visual learning experience.

The Impact of Transformational Leadership on Educational Environments: A Systematic Review

Yoserizal, Rina Darmayanti, Reni Septrisia, Rusdinal, Hadiyanto, Rifma — Wed, 08 Jan 2025 00:00:00 +0000

School principals play a central role in shaping the educational environment through the policies they implement. Transformational leadership by school principals focuses on empowering teachers, enhancing student motivation, and fostering a positive school culture to achieve better educational outcomes. This study aims to provide a systematic literature review of the impact of transformational leadership by school principals on the educational environment. The research reviews relevant articles published in the past five years from the Scopus and ERIC databases, using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach. The findings of this study show that the majority of research focuses on the junior high school level, which is considered a critical transitional phase for students. Transformational leadership by school principals can improve teacher performance in areas such as creativity, innovation, and self-efficacy, which in turn contribute to student learning outcomes. Moreover, successful strategies employed by school principals include creating a conducive school climate, enhancing collaboration among teachers, strengthening relationships with parents, and fostering a positive school culture. These findings conclude the necessity of involving all elements within the educational environment to create an ecosystem that supports the holistic development of students.

Augmented Reality and Coding in Education: A Food Pyramid Media to Foster Self-Directed Learning and Computational Thinking

Ni Putu Mita Ardiyanti, I Nyoman Laba Jayanta — Thu, 09 Jan 2025 00:00:00 +0000

The issue of low self-directed learning and computational thinking skills among elementary school students remains a challenge in the learning process. One innovative solution to address this problem is the use of interactive and contextual technology-based learning media. This study aims to develop an augmented reality (AR)-based food pyramid media integrated with coding to enhance self-directed learning and computational thinking skills of fifth-grade elementary school students. The research employed the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The media's validity was assessed by experts, while its practicality and effectiveness were evaluated through classroom implementation. Data were collected using self-directed learning questionnaires, essay questions to measure computational thinking skills, and interviews with homeroom teachers to strengthen qualitative data. The findings revealed that the AR-based food pyramid media has a high validity level, with expert evaluations categorized as highly valid. The media also demonstrated high practicality, receiving positive responses from both students and teachers during classroom implementation. The effectiveness test showed that the media significantly improved students' self-directed learning and computational thinking skills. The statistical test results indicated a significance value (sig. 2-tailed) of < 0.001 for both variables. This result shows that F-calculated > F-table, rejecting H₀ and accepting H₁, indicating a significant impact of the media on enhancing students' self-directed learning and computational thinking skills. In conclusion, the augmented reality and coding-based food pyramid media can serve as an effective learning tool to improve students' self-directed learning and computational thinking skills.

The Literacy of Elementary School Students on Food and Environmental Sustainability Values in Local Wisdom

Thu, 09 Jan 2025 00:00:00 +0000

The low awareness among the younger generation regarding the values of food and environmental sustainability poses a significant challenge in preserving cultural heritage and ecosystems in Indonesia. This study aims to describe the level of students' literacy on food and environmental sustainability values embedded in their local wisdom. The study involved 252 sixth-grade students as participants. Data were collected through surveys and interviews to assess the students' understanding of food sustainability values in folktales, such as the origins of vegetables and corn, and environmental sustainability values in traditional ceremonies, such as the village clean-up ceremony and water source conservation. The data were analyzed using both quantitative and qualitative approaches to provide a comprehensive understanding of the students' literacy. The findings revealed that the majority of students showed more positive literacy regarding environmental sustainability values in traditional ceremonies compared to food sustainability values in folktales. Students were more supportive of environmental cleanliness and the preservation of water sources. On the other hand, students' literacy regarding food sustainability values, particularly those related to corn, was relatively low. Key factors influencing this low literacy included limited access to folktales, negative perceptions of corn-based foods (which are associated with "demonic foods" in traditional ceremonies), and socio-economic stigma towards corn rice. The conclusion of this study is that students' literacy on sustainability values embedded in local wisdom is not evenly distributed.

Knowledge Management-Based Application for Monitoring Student Behavior: A Tool for Enhancing School-Parent Collaboration

Suhendra, Eka Suhardi, Widodo Sunaryo, Ahmad Arif Fadilah — Wed, 08 Jan 2025 00:00:00 +0000

School counselors play a crucial role in monitoring and recording student behavior. An accurate application is required to document such behavior effectively. This study aims to develop a student behavior recording application, referred to as a knowledge management-based behavior recording application. The recorded data is subsequently published and made accessible to parents (knowledge sharing). The research method employed is research and development, consisting of the following stages: literature review, needs analysis, product development, and product testing. Validation tests conducted by subject matter experts, IT specialists, and managers revealed average scores of 96%, 88.4%, and 94%, respectively, falling within the “excellent” criteria. These results indicate that the behavior recording application is feasible for further development. Evaluation results from teachers regarding usability, knowledge enhancement, and application benefits show that 44% strongly agreed, 52% agreed, and 4% disagreed. Parent evaluations regarding usability, recording accuracy, and transparency of information access revealed that 48% strongly agreed, 50% agreed, and 2% disagreed. The findings indicate that the application can accurately document student behavior and is suitable for decision-making purposes by schools and parents.

Parental Engagement in Children's Education: A Key Factor in Academic Achievement and Learning Motivation

Ibrahim Solahudeen Owoyale-Abdulganiy, Issa Nasiru Olokooba — Thu, 09 Jan 2025 00:00:00 +0000

Many families still face various challenges in providing optimal academic support, such as time constraints, lack of knowledge, and financial issues. This study aims to analyze the impact of parental involvement on students' academic achievement and to identify strategies that can enhance parents' roles in supporting their children's education. The research employed a descriptive survey approach with a simple random sampling technique. Data were collected from three participants, consisting of elementary school students' guardians, through closed questionnaires and in-depth interviews. The collected data were analyzed using descriptive statistics to identify patterns of involvement and their impact on students' academic performance. The results showed that parental involvement significantly contributes to students' academic success. Parents who actively provide support, such as assisting with homework, providing adequate learning resources, and maintaining communication with the school, can enhance children's learning motivation. However, several obstacles were identified in this study, including parents' time limitations due to work commitments, a lack of understanding of the learning materials, and financial constraints in providing optimal learning facilities. This study concludes that increasing parental involvement is crucial in supporting children's educational success.

Integrating STEAM in Project-Based Learning to Foster Soft Skills in Higher Education

Thu, 09 Jan 2025 00:00:00 +0000

Soft skills are essential factors in preparing students to face the increasingly competitive job market. However, traditional learning methods often pay less attention to the development of these non-technical skills. This study aims to analyze the impact of project-based learning integrated with STEAM (Science, Technology, Engineering, Arts, and Mathematics) on improving students' soft skills in the Organic Chemistry course, particularly in the topic of hydrocarbons. The research employs a quantitative approach with a descriptive-correlational design. The sample was selected purposively, involving 33 students who took the Organic Chemistry. Data were collected through a closed-ended questionnaire using Google Form, and the data analysis was conducted using simple linear regression. The results showed that the project-based learning method integrated with STEAM (PJBL-STEAM) had a significant impact on the development of students' soft skills, with a determination coefficient (R²) value of 0.300. This indicates that the method explains 30% of the variation in soft skills improvement, while the remaining percentage is influenced by other factors beyond this study. In conclusion, this study highlights that PJBL-STEAM is not only effective in enhancing students' technical abilities but also plays a crucial role in developing the non-technical skills required in professional settings.

Global Trends and Contributions of Internet of Things (IoT) Research in Education: A Bibliometric Analysis

Rustam Efendy Rasyid, Sitti Aisa, A. Rizal — Thu, 09 Jan 2025 00:00:00 +0000

The development of Internet of Things (IoT) technology has significantly transformed various sectors, including education. However, research on the implementation of IoT in education remains fragmented and lacks a comprehensive understanding of global trends and its contributions to educational advancements. This study aims to provide a holistic overview of global trends and contributions in IoT research within the educational field through bibliometric analysis of Scopus data from 2016 to 2024. The study adopts a qualitative descriptive approach using the PRISMA method to conduct a systematic literature review. The analyzed data comprises scientific publications related to IoT in education retrieved from the Scopus database. Bibliometric analysis was conducted to identify publication trends, prominent authors, contributing institutions, and dominant fields of study in this research area. The results indicate that the number of publications on IoT in education fluctuated annually, with a general upward trend peaking in 2023 before declining in 2024. The study identified Mershad, K. as the most prolific author and the Arts, Sciences, and Technology University as the leading institution contributing to IoT research in education. The dominant fields of study in these publications were Computer Science, followed by Social Sciences and Engineering, reflecting the multidisciplinary nature of IoT research in education. This study concludes that the application of IoT in education continues to evolve and significantly contributes to educational innovation.

Optimizing Digital Pedagogy in Education: Exploring Human Resource Management Approaches

Qurroti A'yun, Awalluddin, Ahmad Makki Hasan — Thu, 09 Jan 2025 00:00:00 +0000

Digital transformation in education has become an urgent necessity in response to technological advancements and 21st-century learning demands. However, the optimization of digital pedagogy in educational institutions still faces various challenges, particularly in human resource management (HRM). The limited readiness of educators to effectively utilize digital technology may hinder the implementation of innovative learning processes. This study aims to explore HRM approaches that support the optimization of digital pedagogy in educational institutions. This research employs a literature review method, analyzing relevant sources on HRM and digital pedagogy. Data were collected through document studies consisting of academic journals, books, and research reports addressing HR management in the education sector within the context of digital transformation. Data analysis was conducted using qualitative descriptive methods with content analysis to identify key concepts, main themes, and best practices in implementing HRM to support digital pedagogy. The findings reveal that a structured HRM approach can enhance educators' competencies in using digital technology and foster an innovative and adaptive learning ecosystem. The HRM approach includes identifying digital training needs, developing continuous training programs, supporting the use of digital learning tools, implementing digital performance evaluations, and recognizing outstanding educators. This study concludes that effective HR management is a key driver in optimizing digital pedagogy, ultimately improving the quality of education in the digital era.

Differentiated Learning Using Canva: A Strategy for Enhancing Motivation and Learning Outcomes in Science Education

Triyono, Dini Rakhmawati, Rasiman — Fri, 10 Jan 2025 00:00:00 +0000

Student learning outcomes are influenced by various factors, one of which is the teaching method applied. In science education, the role of the teaching method is crucial in determining students' success in achieving the expected learning outcomes. However, the issue at hand is the lack of technology use in the classroom and the low motivation of fifth-grade students in engaging with lessons. This study aims to examine the impact of differentiated learning with Canva media on motivation and learning outcomes in science (IPAS) for fifth-grade students. This study employs a quasi-experimental design with a pretest-posttest and control group. The research involved 30 students, divided into two groups: 15 students in the intervention group and 15 students in the control group. Motivation and learning outcomes were measured using a validated and reliable questionnaire. Data were analyzed using paired T-tests and Independent Sample T-tests. The subjects' age ranged from 10 to 11 years. The results indicate a significant difference in the mean motivation difference between the intervention group (95.20±2.731) and the control group (87.07±5.725), with p = 0.000. Furthermore, there was a significant difference in the mean learning outcomes before and after the intervention in each group, with the intervention group achieving 84.33±3.716 (p = 0.000) and the control group achieving 70.67±8.209 (p = 0.003). The learning outcomes in the intervention group also showed a significant improvement compared to the control group (p = 0.000). The conclusion of this study is that differentiated learning using Canva media can significantly improve motivation and learning outcomes in fifth-grade students, making it an effective method for implementation in teaching.

Exploring the Impact of Teaching Strategies on Students' Critical Thinking Skills in Chemistry

Ni Luh Casmini, I Wayan Redhana, I Ketut Suma — Wed, 08 Jan 2025 00:00:00 +0000

The low level of students' critical thinking skills in chemistry learning remains a challenge at the high school level. This issue stems from the lack of implementation of learning models that encourage students to think analytically and reflectively. This study aims to describe the analysis of students' critical thinking skills through the implementation of the discovery learning model in Grade XI chemistry classes. The study employs a qualitative research method with a descriptive-analytical approach. The research subjects include chemistry teachers and students, while the research object focuses on students' critical thinking skills during the learning process. Data were collected through observations, interviews, and document analysis. The data analysis techniques applied include triangulation, member checking, audit trails, and credibility checks to ensure the validity of the findings. The study's results indicate differences in students' critical thinking skill levels during the learning process with the discovery learning model. Some critical thinking indicators, such as the ability to analyze information and provide logical arguments, were not optimally demonstrated by students. Classroom interaction differences also influenced learning outcomes. Teacher 1 implemented multi-directional interaction that encouraged active discussions, while Teacher 2 tended to use one-way interaction that limited student participation. The teaching skills of the teachers played a significant role in facilitating the development of students' critical thinking skills. The study concludes that the discovery learning model can enhance students' critical thinking skills if supported by effective interaction and adequate teaching abilities.

Digitalizing Culture in Education: A Local Wisdom-Based E-Book on Balinese Songs for Fourth Graders

Ni Kadek Sindy Dwi Kristina, I Wayan Sujana, Ni Wayan Suniasih — Thu, 09 Jan 2025 00:00:00 +0000

This study was motivated by the inability of educators or teachers to provide engaging and innovative learning media. This issue significantly impacts students' learning outcomes, which remain low or below the Minimum Competency Criteria (KKM). Therefore, it is essential to develop a learning medium that addresses students' learning challenges. The aim of this research is to develop a local wisdom-based electronic book (E-Book) focusing on Balinese songs with the theme "My Region and Its Natural Resources" in the teaching of Natural and Social Sciences (IPAS) for fourth-grade elementary school students. This study employs the ADDIE development model with 16 fourth-grade elementary school students as research subjects. The findings indicate that the E-Book's design assessment achieved a score of 90.91%, categorized as excellent. The E-Book's feasibility was confirmed through expert evaluations, with a learning content expert scoring 90.63%, an instructional design expert scoring 91.25%, and a media expert scoring 90.91%, all categorized as excellent. In individual trials, the E-Book scored 94.64%, and in small group trials, it scored 93.25%, both of which are categorized as excellent. Furthermore, the effectiveness test yielded a calculated t-value of 7.097. Based on these results, it can be concluded that the local wisdom-based E-Book on Balinese songs with the theme "My Region and Its Natural Resources" is effective for use in the IPAS learning process for fourth-grade elementary school students.

Enhancing Student Learning Outcomes through Formative Assessment: A Systematic Literature Review

Luthfi Ilham Ramdhani, Dinny Devi Triana, Faisal Madani — Wed, 08 Jan 2025 00:00:00 +0000

The challenge of low student learning outcomes and the limitations in motivating their active involvement in learning remains a significant issue in various educational contexts. This study aims to analyze the effectiveness of formative assessment as an approach to improve student learning outcomes across different educational levels. The method used is a Systematic Literature Review (SLR) with the PRISMA framework, encompassing the analysis of 30 relevant articles from primary education to higher education. Data collection was conducted by identifying and categorizing relevant articles, then analyzing findings related to the impact of formative assessment on student learning. Data analysis was performed through synthesizing key findings from the studies analyzed. The results of the study show that formative assessment significantly contributes to improving students' understanding of the learning material, promoting critical thinking skills, increasing learning motivation, and enhancing students' active engagement in the learning process. Additionally, the study highlights the crucial role of teachers in providing relevant and constructive feedback. Challenges in implementing formative assessment include high teacher workloads, limited training, and inadequate technology support. The conclusion of this study is that formative assessment can be a highly effective tool for improving the quality of learning when supported by adequate teacher training, the development of technology infrastructure, and better integration into the curriculum.

Bridging Socio-Economic Disparities Through Educational Infrastructure: A Bibliometric Analysis

Hasmirati — Wed, 08 Jan 2025 00:00:00 +0000

Educational infrastructure has become a crucial pillar in addressing socio-economic disparities. This study systematically examines theories related to educational infrastructure and explores the current state of research and its application using a visual bibliometric analysis method based on data from 1846 to 2024. The analysis reveals that educational infrastructure has been a global concern for over a century. The analyzed articles reflect contributions from 2,873 authors and were published in 237 different journals, highlighting diverse research perspectives. The study finds that publications addressing the contribution of educational infrastructure to socio-economic disparities have significantly increased, particularly since 2015. This indicates that educational infrastructure development is a multidisciplinary research area gaining growing attention. At the national level, developing countries have become more active in improving their educational infrastructure, striving to catch up with or even surpass some developed countries in terms of educational access and quality. Cluster analysis results indicate that existing research focuses on inclusive education integration, aiming to solve issues related to educational accessibility and quality and providing better solutions to enhance educational equity. The study concludes that educational infrastructure development can be a key factor in reducing socio-economic disparities and supporting sustainable community development. These findings strengthen the understanding of the relationship between educational infrastructure and socio-economic inequality while offering policy guidance and future research directions to create an inclusive and equitable education system.

Strategies for Fostering Religious Character in Adolescents: An Analysis of IPNU-IPPNU's BRUS Program

Syarifah Setiana Ardiati, Ahmad Hinayatulohi — Thu, 09 Jan 2025 00:00:00 +0000

In the era of globalization, uncontrolled free association can have a negative impact on the character of adolescents, making it crucial for educational organizations to develop religious character among the younger generation. IPNU-IPPNU, as an organization engaged in education, plays a strategic role in helping the government foster adolescents with religious character. This study aims to analyze the strategies implemented by IPNU-IPPNU in shaping religious character in adolescents through the BRUS program. This study uses a mixed-method approach, with data collection techniques including observation, interviews, document studies, and surveys. The collected data were analyzed using three main steps: data condensation, data presentation, and drawing conclusions. The results show that the strategies employed by IPNU-IPPNU in shaping religious character involve three stages: first, strategic planning, which includes problem identification, needs analysis, strategy analysis, and activity design; second, strategy implementation, involving Training of Facilitators and the application of the BRUS program in educational institutions; third, strategy evaluation, including the evaluation of participant enthusiasm and the assessment of participants' understanding of the material presented. The conclusion of this study is that the strategic steps taken by IPNU-IPPNU have proven effective in shaping the religious character of adolescents, although improvements and strengthening in several aspects, especially in enhancing active participant engagement and understanding of the values taught.

Transforming Nigeria's Education: Insights from Indonesia's Policy Reinforcement

Thu, 09 Jan 2025 00:00:00 +0000

The Nigerian education system continues to face numerous challenges, including limited access, poor educational quality, and inequalities in learning outcomes. These challenges necessitate effective policy reforms to enhance educational quality and achieve sustainable development goals. This study aims to examine the potential transformation of Nigeria's education system by drawing lessons from the success of educational policy reforms in Indonesia. The study employs a comparative analysis method by examining key elements of Indonesia's educational policies, their implementation strategies, and their impacts on educational outcomes. The analysis explores contextual similarities and differences between the two countries to identify best practices and transferable lessons for Nigeria. Data were gathered from various sources, including policy reports, academic studies, and official publications, and were qualitatively analyzed to provide in-depth insights. The findings reveal that Indonesia's educational policies, such as compulsory education programs, teacher quality improvement initiatives, and the strengthening of vocational education, have positively impacted both access to and quality of education. These practices can be adapted to Nigeria’s context to address similar challenges. However, the implementation of such policies in Nigeria requires adjustments to suit the country’s unique social, economic, and cultural conditions. In conclusion, this study emphasizes that well-directed and sustainable policy reforms can bring transformative changes to a country's education system. Nigeria holds significant potential to leverage insights from Indonesia's educational policies as inspiration for building a more inclusive, high-quality, and sustainable education system.

Empowering Conceptual Mastery and Learning Autonomy through Canva-Assisted Problem-Based Learning Worksheets

Ike Yunia Meka, Sri Sukasih, Kurotul Aeni — Wed, 08 Jan 2025 00:00:00 +0000

The underlying problem addressed in this study is the low conceptual mastery and lack of learning autonomy among students in the learning process. This study aims to develop a Student Worksheet (LKPD) facilitated by Canva using the Problem-Based Learning (PBL) model to improve students' conceptual understanding and learning autonomy. The study employed a Research and Development (R&D) approach with a simplified seven-step process, including needs analysis, product design, expert validation, revisions, field trials, final product revision, and dissemination. Data were collected through expert validation questionnaires, learning outcome tests, learning autonomy questionnaires, and student response questionnaires. The data were analyzed using descriptive quantitative and qualitative methods. The product trial involved 21 elementary school students. The findings revealed that the Canva-assisted LKPD developed is valid and feasible for use, based on expert assessments. The N-Gain scores indicated a significant improvement in conceptual mastery with an average score of 0.76 and learning autonomy with an average score of 0.78, both categorized as high. Additionally, students' responses to the LKPD were overwhelmingly positive, with an effectiveness score of 95%. In conclusion, the Canva-assisted LKPD using the PBL model is proven to be effective in enhancing students' conceptual mastery and learning autonomy, making it a viable and innovative instructional medium for elementary education.

The Role of Perceived Strategic Planning in Enhancing School Effectiveness in Public Secondary Schools in Ogun State, Nigeria

Adejoke Olabisi Sheyin — Fri, 10 Jan 2025 00:00:00 +0000

School effectiveness is one of the critical factors determining the quality of education. However, in public secondary schools in Ogun State, Nigeria, school effectiveness remains low, as reflected in poor teacher performance, low teaching quality, and inefficient school operations. This study aims to analyze the role of perceived strategic planning in improving school effectiveness. The study employed a descriptive survey design with a quantitative approach. The population included 20,000 public secondary school teachers, with a sample of 400 teachers selected through a multi-stage random sampling method. Out of the selected sample, 360 respondents provided valid responses. The primary research instrument was a questionnaire developed by the researcher titled The Role of Strategic Planning in School Effectiveness in Public Secondary Schools Questionnaire (RSPSEPSSQ). Data were analyzed using descriptive statistics, including mean scores and standard deviations. The findings indicate that the practice of strategic planning in public secondary schools remains low, with a mean score of 1.79 ± 1.04. Similarly, school effectiveness was recorded as low, with a mean score of 1.68 ± 1.29. However, respondents acknowledged that the implementation of strategic planning practices significantly contributed to improving various school aspects, such as teacher performance, teaching quality, administrative efficiency, and collaboration among teachers, students, and administrators to achieve common goals, with a mean score of 2.86 ± 0.94. Based on these findings, it is concluded that public secondary schools in Ogun State implement professional development programs for school principals and administrators to enhance effective strategic planning practices.

Gamification in Education: Leveraging the Bamboozle App for Effective Summative Assessments in Seventh-Grade of Junior High School

Thu, 09 Jan 2025 00:00:00 +0000

Technological advancements encourage teachers to continuously innovate in creating engaging learning experiences to improve student learning outcomes. However, during the implementation of the Fikih Ibadah lesson in seventh-grade classes, the researcher identified student demotivation that affected their interest, engagement, and active participation in the learning process. This study aims to describe the planning, implementation, and outcomes of summative assessments using the Bamboozle application in seventh-grade classes. The study employs a qualitative approach with a field research design. Data were collected through interviews with teachers, students, and school principals, as well as observations and documentation. The collected data were analyzed using a descriptive qualitative analysis technique, including data reduction, data presentation, and conclusion drawing. The findings indicate that the planning of summative assessments using the Bamboozle app involved preparing learning materials, assessment instruments, and implementation strategies. The execution of the assessment was effective, with increased student participation during the learning process. Based on interviews, students showed higher enthusiasm toward app-based assessments compared to conventional assessment methods. Moreover, the implementation of this approach successfully enhanced students' motivation, interest, and engagement in Fikih Ibadah lessons. The study concludes that the use of the Bamboozle app in summative assessments can serve as an effective innovation to improve learning quality, particularly in boosting student motivation and engagement.