Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)

Development of BAMSI (Busy Book for Numbers Six and Nine) as a Learning Medium for Number Recognition among Children Aged 5–6 Years

2026-03-19T21:58:46+07:00

The ability to recognize and differentiate numbers is a fundamental component of early childhood numeracy development; however, many children experience difficulties distinguishing visually similar numbers such as 6 and 9. This study aims to develop, validate, and evaluate the effectiveness of BAMSI (Busy Book for Numbers Six and Nine) as an interactive learning medium for children aged 5–6 years. The research employed a Research and Development (R&D) approach using the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. The feasibility of the media was assessed through expert validation involving media and subject-matter experts using a Likert-scale instrument, while effectiveness was tested using a one-group pretest–posttest design with 17 kindergarten children. Assessment indicators included the ability to identify, name, and classify numbers 6 and 9. The validation results indicated that the BAMSI media was highly feasible. Furthermore, the effectiveness test showed a significant improvement in children’s number recognition abilities, as evidenced by the Wilcoxon test (p < 0.001) and an N-Gain score of 0.81 (high category). The novelty of this study lies in integrating sensorimotor-based activities that enable children to manipulate physical objects, thereby strengthening visual discrimination and conceptual understanding. These findings suggest that BAMSI is an effective, engaging, and developmentally appropriate medium for enhancing early numeracy skills.

The Effectiveness of the Creative Dimension of P5 (Entrepreneurship Theme) on Elementary School Students’ Financial Literacy Skills

2026-03-23T08:39:54+07:00

This study aims to analyze the effectiveness of implementing the creative dimension within the Projek Penguatan Profil Pelajar Pancasila (P5) under the entrepreneurship theme in improving elementary school students’ financial literacy skills. The study employed a quantitative approach using a quasi-experimental nonequivalent control group design. The sample consisted of 55 fifth-grade students from SD Negeri 128 Palembang, divided into an experimental group (27 students) and a control group (28 students). The experimental group received treatment through P5 entrepreneurship-based activities emphasizing the creative dimension, including product idea planning, simple product development, pricing and capital simulation, and contextual selling practices, while the control group followed conventional instruction. Data were collected using a financial literacy test, observation, and documentation, and analyzed through normality tests, homogeneity tests, and an independent samples t-test on posttest scores. The results revealed a significant difference between the two groups, with t(53) = -8.664; p < 0.001, where the experimental group (M = 85.19) outperformed the control group (M = 80.71). The effect size was also found to be strong (Cohen’s d = 2.34), indicating a substantial impact of the intervention. These findings suggest that integrating the creative dimension within P5 entrepreneurship activities is highly effective in enhancing students’ financial literacy skills and provides meaningful, contextual learning experiences in elementary education.

The Use of Blooket Game to Improve Sixth Grade Students’ Learning Outcomes in Elementary School History

2026-03-23T08:40:56+07:00

This study examines the effectiveness of integrating the Blooket game with a deep learning pedagogical approach in improving sixth-grade elementary school students’ history learning outcomes, particularly on the topic of Indonesian Historical Events during the Independence Era. The study is motivated by students’ low conceptual understanding of history content, as instruction is often dominated by rote memorization. Although previous studies have explored the use of Blooket, research that specifically investigates its integration with a deep learning pedagogical approach in elementary history learning remains limited. This study employed a quasi-experimental pretest–posttest control group design involving 30 sixth-grade students, divided into an experimental group and a control group. The experimental group received instruction using Blooket designed to promote deep conceptual understanding of historical events, while the control group was taught using conventional methods. Data were collected through learning outcome tests and classroom observations. The results indicate that the posttest mean score of the experimental group (M = 87) was higher than that of the control group (M = 74). These findings suggest that the integration of Blooket with a deep learning pedagogical approach has the potential to enhance students’ history learning outcomes in a more meaningful and conceptually grounded manner.

Development of Articulate Storyline-Based Interactive Learning Media to Improve Vocational High School Students’ Learning Outcomes in Basic Accounting Equations

2026-03-23T08:42:27+07:00

This study aims to develop interactive learning media based on Articulate Storyline for the topic of Basic Accounting Equations, evaluate its feasibility, and examine its effectiveness in improving students’ learning outcomes. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The effectiveness test was conducted using a quasi-experimental pretest–posttest control group design involving tenth-grade students of Accounting and Institutional Finance (AKL) at SMK Negeri 4 Surabaya, consisting of 30 students in the experimental group and 30 students in the control group. Data were collected through expert validation sheets, student response questionnaires, and learning outcome tests. Feasibility data were analyzed descriptively using percentage techniques, while learning outcome data were analyzed using normality tests, homogeneity tests, independent samples t-test, N-gain, and effect size. The results showed that the developed media achieved validation scores of 92% from material experts, 90% from language experts, and 96% from media/graphics experts, all categorized as highly feasible. The effectiveness test revealed that the experimental group achieved a higher mean posttest score than the control group, with a statistically significant difference between the two groups. The N-gain value of the experimental group was also higher and supported by a large effect size. In addition, students responded very positively to the use of the media. Therefore, the Articulate Storyline-based interactive learning media is considered highly feasible and effective in supporting the learning of Basic Accounting Equations.

The Effect of Parental Involvement in the Learning Process on Elementary School Students’ Academic Achievement

2026-03-23T08:41:48+07:00

This study aims to examine the relationship and contribution of parental involvement in the learning process to elementary school students’ academic achievement. A quantitative approach with a survey design was employed, involving 100 elementary school students as participants. Data on parental involvement were collected using a structured questionnaire, while academic achievement data were obtained from students’ academic records. Data analysis was conducted using descriptive statistics, followed by Pearson correlation and simple linear regression. The results reveal that parental involvement has a positive and significant relationship with students’ academic achievement (r = 0.63, p < 0.01). Furthermore, regression analysis indicates that parental involvement is a significant predictor of academic achievement (β = 0.62, p < 0.01), with a coefficient of determination (R² = 0.3844), suggesting that parental involvement accounts for 38.44% of the variance in students’ academic performance. These findings imply that higher levels of parental engagement—such as assisting with learning, monitoring assignments, and maintaining communication with schools—are associated with better academic outcomes. This study highlights the importance of strong collaboration between families and schools in supporting elementary students’ academic success.

A Qualitative Study on the Implementation of CCTV-Based Visual Media in Enhancing Student Discipline

2026-04-01T07:00:41+07:00

This study is motivated by the persistence of student disciplinary violations at SMK Negeri 1 Lotu, including tardiness, truancy, uniform violations, the use of mobile phones during lessons, and cheating during examinations, despite the installation of Closed-Circuit Television (CCTV) in several strategic areas. This study aims to explore the implementation of CCTV-based visual media in enhancing student discipline, identify supporting and inhibiting factors, and examine teachers’ and students’ responses to its use. A descriptive qualitative approach was employed, with data collected through observation, in-depth interviews, and documentation. The participants consisted of the principal, teachers, and students at SMK Negeri 1 Lotu. Data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that CCTV as a visual monitoring medium contributes to improving student discipline by creating a continuous supervision effect that fosters students’ awareness of school rules. The implementation is supported by the integration of CCTV monitoring with teacher supervision, institutional support, and the development of collective responsibility among school members. However, challenges such as power outages and limited camera coverage remain. Overall, both teachers and students responded positively, as CCTV-based visual media enables more objective behavioral monitoring and contributes to a safer, more orderly, and conducive learning environment.

A Qualitative Study on the Implementation of Character Education in Preventing Bullying

2026-04-01T06:59:24+07:00

Bullying in junior high schools remains a persistent issue, indicating that character education has not been optimally implemented as a preventive strategy. This study aims to examine the implementation of character education in preventing bullying at SMP Negeri 1 Hiliduho and to identify supporting and inhibiting factors affecting its effectiveness. A qualitative case study approach was used to gain an in-depth understanding of practices within the natural school setting. Data were collected through interviews, observations, and document analysis involving the principal, civics teacher, and vice principal for student affairs. The findings show three main implementation patterns: preventive socialization on bullying awareness, habituation of character values through routine and extracurricular activities, and integration of values such as respect, empathy, and responsibility into classroom learning. The effectiveness of these efforts is supported by strong institutional commitment, collaboration among school members, and a positive school culture. However, several challenges were identified, including limited supervision, inconsistent student behavior, and lack of family support, which may hinder sustainability. These findings indicate that character education in bullying prevention should not be limited to classroom instruction but requires a holistic approach involving school culture, consistent supervision, and collaboration between schools and families. Strengthening systemic support and reinforcing value-based practices are essential to ensure long-term effectiveness.