Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)

A Systematic Literature Review: The Effects of Split-Attention and Modality Effects on Cognitive Load in Online Mathematics Learning

Thu, 20 Aug 2026 00:00:00 +0700

Digital mathematics learning may increase cognitive load when interdependent text, symbols, diagrams, and solution steps are presented separately, while audio may introduce redundancy and transient information effects. This study synthesized empirical evidence on the split-attention and modality effects, identified conditions influencing these effects, and derived implications for digital mathematics learning design. A Systematic Literature Review (SLR) was conducted following PRISMA 2020, with narrative synthesis guided by SWiM. Searches across Scopus, DOAJ, Google Scholar, and ScienceDirect identified 35 records. After removing 10 duplicates and screening titles and abstracts, 22 articles underwent full-text assessment, of which 11 primary studies met the eligibility criteria. The findings show that studies were predominantly conducted in Indonesia, frequently employed research and development designs, and commonly used multimedia, while direct measurement of cognitive load remained limited. Empirical evidence specifically addressing split-attention and modality effects in digital mathematics learning was also scarce. Available evidence suggests that spatial-temporal integration and audio may support learning under certain conditions, but their effectiveness depends on prior knowledge, material complexity, narration pace, learner control, redundancy, and device characteristics. Thus, the modality effect should not be considered a universal principle for reducing cognitive load. Based on these findings, this study proposes the Conditional SAM-Math Model, integrating design decisions, boundary conditions, cognitive load measurement, and learning outcomes to guide more context-sensitive digital mathematics learning design.

Strategies for Improving Reading Comprehension of Descriptive Texts through Mind Mapping

Sari Asmida, Luwandi Suhartono, Eni Rosnija — Thu, 20 Aug 2026 00:00:00 +0700

Reading comprehension requires students to understand textual information and organize relationships among main ideas, supporting details, and text structure. This classroom action research investigated the use of mind mapping to improve tenth-grade students’ comprehension of descriptive texts. Participants were 26 students from Class X IPS at Madrasah Aliyah Islamiyah Pontianak during the 2024/2025 academic year. The study employed Burns’ action research framework across two cycles of planning, action, observation, and reflection. Data were collected through reading comprehension tests, an observation checklist, and field notes, and analyzed using descriptive statistics and qualitative thematic summaries. Results showed progressive improvement, with mean scores increasing from 57.5 in the preliminary study to 70.8 in Cycle I and 81.7 in Cycle II. The proportion of students achieving mastery also increased from 26.9% (7/26) to 57.7% (15/26) and 84.6% (22/26), respectively. Improvements in Cycle II followed more explicit teacher modeling, vocabulary support, guided practice, and individual mind-map construction. These findings suggest that mind mapping can support students in selecting, organizing, and connecting information when comprehending descriptive texts. However, improvements cannot be attributed exclusively to mind mapping, as repeated practice and additional instructional support may have contributed. Given the single-class, two-cycle design, the findings are context-specific. Overall, mind mapping is a potentially useful strategy when accompanied by appropriate scaffolding and guided practice.

Deconstructing Problems in Elementary Social Studies Learning through the Inconsistency of Gamification Models and Their Impact on Critical Thinking Skills: A Systematic Literature Review

Runy Angriani — Thu, 20 Aug 2026 00:00:00 +0700

The increasing integration of digital technology in twenty-first-century education has encouraged the use of gamification to enhance student engagement in primary school Social Studies. However, its effectiveness in supporting critical thinking remains unclear and may depend on game mechanics, instructional design, and contextual conditions. This study systematically examined the effectiveness and implementation challenges of gamification in developing critical thinking in primary school Social Studies. A Systematic Literature Review (SLR) following the PRISMA protocol was conducted to identify, evaluate, and synthesize 20 journal articles published between 2021 and 2026. The findings show that gamification does not consistently produce positive cognitive outcomes. Speed-oriented mechanics may encourage rapid responses and superficial reasoning, while competitive leaderboards may create disparities in learning experiences. Excessive reliance on external rewards may also weaken intrinsic motivation. In addition, limited digital infrastructure and the absence of structured reflection or debriefing can restrict gamified activities to surface-level engagement rather than deeper critical thinking. Overall, the educational value of gamification depends less on the presence of game elements than on their integration into instructional design. Gamification is more likely to foster logical reasoning and critical thinking when digital challenges are supported by guided reflection, meaningful feedback, and contextualized content. These findings emphasize appropriate media selection and stronger teacher competence in designing adaptive gamified learning experiences that support students’ cognitive development.

The Effect of the Progressive Art Trail Board on Art Elements among Foundation Phase Children Aged 5–6 Years

Thu, 20 Aug 2026 00:00:00 +0700

The development of artistic abilities in early childhood plays an important role in fostering creativity, self-expression, and aesthetic sensitivity during the foundational phase, highlighting the need for learning media that align with children’s developmental characteristics and learning experiences. This study aimed to analyze changes in the artistic development of children aged 5–6 years following the implementation of the Progressive Art Trail Board as an educational play medium. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design involving eight Group B children at RA Al-Ihsan. Data were collected through structured observation and documentation and analyzed using descriptive statistics and a paired-samples t-test. The results showed an increase in the mean artistic development score from 21.88 at pretest to 31.38 at posttest. Hypothesis testing yielded a t-value of 9.029, exceeding the critical t-value of 2.365 at the 0.05 significance level, indicating a significant difference between scores before and after the intervention. These findings suggest that the Progressive Art Trail Board has the potential to support children’s artistic development through active, creative, and enjoyable learning activities. This study provides an alternative educational play medium that educators may use to support artistic development during the foundational phase; however, the findings should be interpreted in light of the study’s pre-experimental design and relatively small sample size.

Instructional Interactions Based on Peer-Assisted Learning in Classical Tahfidz Al-Qur'an Learning

Ulfa Dina Novienda, Muhammad Sutra Adi Pernama — Thu, 20 Aug 2026 00:00:00 +0700

Large-class Qur’an memorization instruction requires learning interactions that provide sufficient opportunities for listening, repetition, and feedback. This study examined the implementation of peer-assisted learning (PAL) through reciprocal tasmi’ in whole-class Qur’an memorization (tahfidz) instruction at Madrasah Aliyah Negeri (MAN) Bondowoso, focusing on peer interaction, perceived contributions to recitation accuracy and memorization maintenance, and supporting and constraining factors. A qualitative case study involved seven informants: one Head of the Religious Program, two tahfidz instructors, and four male students from Class XI A1. Data were collected through participant observation, semi-structured interviews, and analysis of the tahfidz curriculum, lesson plans, and mutaba’ah records, and analyzed through condensation, coding, categorization, data display, and conclusion drawing. Three findings emerged. First, reciprocal peer tasmi’ functioned as a preliminary quality-control mechanism before teacher validation. Second, peer encouragement, repeated muroja’ah, and parental supervision formed a complementary support system for maintaining memorization fluency. Third, limited independent muroja’ah, differences in memorization pace, and competing academic demands affected weekly target consistency, prompting adaptive use of collective muroja’ah. These findings position PAL not as a substitute for the tahfidz teacher, but as a classroom-management mechanism that distributes listening and feedback opportunities in large classes. Given the qualitative, single-site, and non-comparative design, the findings reflect perceived contributions and implementation dynamics rather than causal evidence of PAL effectiveness or statistically verified improvements in long-term memory.