EDUCATION JOURNAL OF INDONESIA

The Effectiveness Of Gamification-Based Mathematics Learning Using The Wayground Platform On Grade IX Junior High School Students’ Learning Outcomes Through Academic Competency Test (TKA)-Oriented Practice Questions

Muhammad Reza Fahlevi, Tua Halomoan Harahap — Wed, 11 Nov 2026 00:00:00 +0000

This study examined the effectiveness of gamification-based mathematics learning using the Wayground platform and Academic Competency Test (TKA)-oriented practice questions in improving Grade IX students' learning outcomes. Using a quantitative quasi-experimental nonequivalent pretest-posttest control group design, the study involved 48 Grade IX students at SMP Negeri 8 Langsa, divided into an experimental group (n = 25) and a control group (n = 23). Data were collected via pretest and posttest achievement tests and analyzed using descriptive and inferential statistics, Normalized Gain (N-Gain), and effect size measures. Initial testing confirmed no significant baseline achievement difference between groups. Following the intervention, the experimental group demonstrated a substantially higher score increase and achieved a high N-Gain growth category, whereas the control group exhibited a low growth category. Inferential analysis revealed a statistically significant difference in posttest performance favoring the experimental group, supported by an exceptionally large effect size. These findings demonstrate that integrating Wayground gamification with TKA-oriented practice items effectively enhances mathematics learning outcomes and offers a structured approach for interactive secondary mathematics instruction.

The Unraveling Student Success: The Interplay of Learning Motivation, Learning Approaches, and Academic Achievement

Bora Phan — Mon, 02 Nov 2026 00:00:00 +0000

This study examines academic inspiration in mathematics and learning motivation, the choice between intrinsic and extrinsic motivation, and task value, with a specific focus on the moderating roles of surface and deep learning, and on how to make students highly committed to duty tasks for their academic achievement. This study employed a cross-sectional design and validated questionnaires to collect data from grade 12 math students at various educational institutions (N=571). Random sampling was used to select participants. The study had 32.0% males and 43.8% females in non-urban areas, and 8.9% males and 15.2% females in urban areas, with a mean age of 17.20 (SD = 0.294) and Cronbach's α = 0.86. The findings of this study make it clear that intrinsic motivation, extrinsic motivation, task value, surface learning, and deep learning predict academic achievement quite significantly. Surface and deep learning tactics positively affected students’ academic success. It also found that intrinsic motivation increased the predictive validity of subjective task value for success, and all affected students’ learning outcomes positively.

Implementation of the Internal Quality Assurance System in Supporting the Quality Improvement of Management Study Programs at the 17 August 1945 University Surabaya

diffa fitri — Thu, 12 Nov 2026 00:00:00 +0000

This study aims to examine the basic concepts and regulations of the internal quality assurance system at the study program level as well as the direction of the preparation of self-evaluation instruments and standard operational documents of quality assurance procedures at the Management Study Program of the University of August 17, 1945 Surabaya. The research uses a qualitative approach with a descriptive design. Primary data was collected through semi-structured interviews with the Head of Study Program who was selected purposively, while secondary data came from the literature and regulations of higher education quality assurance. The data were analyzed with an interactive model based on the cycle of determination, implementation, evaluation, control, and improvement. The results of the study showed that the internal quality assurance system was carried out by all stakeholders with the Head of the Study Program as the director and included the curriculum, student personality, and compliance with procedures. Operational procedures function as an instrument of alignment between levels, control is carried out through audits, follow-up plans, and meetings, while procedural updates are mainly triggered by regulatory changes so that they tend to be reactive. Unhindered statements from one informant need to be verified through triangulation to lecturers and education staff.

Implementation of a Teacher and Parent Communication Book as a Medium for Student Assistance through Participatory Action Research at SLB Negeri Demung Situbondo

nayla hafidhah, Jamilah, Muhamad Ridwan Arif, Vidia, Nur Faizatur — Mon, 09 Nov 2026 00:00:00 +0000

Kesenjangan komunikasi antara guru dan orang tua mengenai kondisi sehari-hari siswa seringkali menghambat dukungan efektif bagi anak-anak berkebutuhan khusus, seperti yang diamati di SLB Negeri Demung Situbondo. Studi ini bertujuan untuk mengimplementasikan buku komunikasi guru-orang tua sebagai media bantuan siswa menggunakan metode Penelitian Aksi Partisipatif (PAR), yang terdiri dari tahapan identifikasi masalah, perencanaan aksi, pelaksanaan aksi, evaluasi dan refleksi, serta perbaikan. Data dikumpulkan melalui observasi dan diskusi kelompok fokus dengan guru. Hasil penelitian menunjukkan bahwa buku komunikasi tersebut memungkinkan guru dan orang tua untuk tetap mendapat informasi tentang kondisi siswa baik di sekolah maupun di rumah. Orang tua memberikan respons positif terhadap implementasi awalnya, dengan menyatakan bahwa hal itu memudahkan pertukaran informasi tentang perkembangan anak-anak mereka. Berdasarkan umpan balik ini, refleksi bersama antara guru dan orang tua menjadi dasar untuk menyempurnakan buku tersebut, sehingga dapat berfungsi sebagai media komunikasi yang berkelanjutan dalam mendukung bantuan siswa.

The Effect of the Realistic Mathematics Education (RME) Approach Combined with the Problem-Based Learning (PBL) Model on Students’ Cognitive Learning Outcomes and Mathematical Reasoning Skills

Desrianti Nasution — Fri, 13 Nov 2026 00:00:00 +0000

This research aimed to examine the effect of the Realistic Mathematics Education (RME) approach, integrated with the Problem-Based Learning (PBL) model, on students’ cognitive learning outcomes and mathematical reasoning skills. This research employed a quantitative approach using a quasi-experimental design of the nonequivalent control group type. The sample consisted of two 8th-grade MTs classes: an experimental class (n = 32) that received Problem-Based Learning (PBL) instruction using the Realistic Mathematics Education (RME) approach and a control class (n = 32) that received conventional instruction. Data were collected through tests of students’ cognitive learning outcomes and mathematical reasoning skills in essay format, then analyzed using prerequisite tests, t-tests, MANOVA, and N-gain. The experimental class outperformed the control class on both posttests. Its students averaged 78.56 in cognitive learning and 74.38 in mathematical reasoning, whereas the control class averaged 66.28 and 62.50, respectively, and these differences were statistically significant. Thus, the Realistic Mathematics Education (RME) approach and the Problem-Based Learning (PBL) model have a positive effect on students’ cognitive learning outcomes and mathematical reasoning skills.

Keywords: Realistic Mathematics Education, Problem-Based Learning, cognitive learning outcomes, mathematical reasoning, quasi-experiment