JINoP (Jurnal Inovasi Pembelajaran)

Development of Disaster Mitigation Learning Media for Individuals with Intellectual Disabilities

Mohamad Defrizal Fadhlan — 2026-05-26

Background: People with disabilities are vulnerable to natural disasters primarily due to their marginalization, lack of disaster preparedness knowledge, and the absence of adequate evacuation facilities during emergencies also the lack of disability-friendly educational media on disaster mitigation results in their inadequate preparedness to face disasters.

Objectives: This study aims to develop a disaster mitigation learning application that can help people with intellectual disabilities in learning about disaster mitigation.

Methods: The application named Edubencana developed using ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model and built with React Native Framework. Content validity is conducted to assess the suitability of the content within the application. The data obtained is calculated using the Aiken v-index to assess the suitability of the application content. Subsequently, trials were conducted on students with intellectual disabilities twice utilizing a pre-test and post-test approach, where changes in their comprehension levels were then measured using Hake's normalized gain.

Results: The developed media achieved a valid category with an Aiken’s V score of 0.72. The field trial revealed a significant improvement in students' learning outcomes, with the majority of students achieving a Normalized Gain score in the high category.

Conclusions: The Edubencana application, featuring a simple interface and engaging visual illustrations, is highly effective and worthy of recommendation as an inclusive alternative learning medium to improve disaster mitigation competencies for students with intellectual disabilities.

Students' Mathematical Communication Skills in the Ethnomathematics PBL Model Assisted by Wordwall

Fitrotun Nisa — 2026-05-28

Background: Mathematical communication skills are positively correlated with students' problem-solving skills, so the development of these skills needs to be carried out in the learning process. Skill development can be successful through the implementation of a suitable learning model.

Objectives: This study aims to analyze students' mathematical communication skills and problem-solving skills in learning math problems in the Problem Based Learning (PBL) model assisted by wordwall.

Methods: This research is a qualitative study using descriptive methods. The subjects were 17 eighth-grade junior high school students in Malang, Indonesia.

Results: Based on the results of data analysis through research instruments in the form of data collected from student response questionnaires to the use of learning media, the transformation geometry discussion test related to students' mathematical communication skills and problem-solving skills. From the results of the study, it was concluded that the use of their Problem Based Learning (PBL) model and wordwall media for students' mathematical communication skills with an average percentage of 82.82%, and students' problem-solving skills were in the high category with a rate of 84.88%.

Conclusions: The PBL model, supported by wordwall recommendations, is an innovative alternative to improve students' mathematical communication in geometry and can be further developed in other topics and digital learning platforms curriculum in an effort to build student competency.

Improving Beginning Text Writing Skills through the Montessori Method in Early Childhood in the Pasar Baru Environment of Bima City

Noor Leha — 2026-05-28

Background: Children living in socially and economically vulnerable environments often experience limited access to literacy support, which may affect the development of their early writing skills. In the Pasar Baru area of Kota Bima, many elementary school-aged children demonstrated low confidence, inconsistent learning behaviors, and limited writing abilities during preliminary observations.

Objectives: This study aimed to analyze the effectiveness of the Montessori approach in improving early writing skills among elementary school-aged children in the Pasar Baru area of Kota Bima.

Methods: This study employed a mixed-methods approach integrating quantitative and qualitative data. The participants consisted of 12 children aged 6–9 years selected using purposive sampling techniques. Data were collected through observations, interviews, documentation, and pretest–posttest writing assessments. The intervention was conducted through Montessori-based literacy activities emphasizing sensory learning, tracing exercises, concrete educational materials, and guided writing practice.

Results: The findings revealed significant improvement in children’s writing performance after the intervention. The average writing score increased from 8.25 in the pretest assessment to 13.83 in the posttest assessment. Children also demonstrated improved learning engagement, confidence, motivation, and independence during literacy activities. The use of multisensory learning materials such as sandpaper letters, movable alphabets, and tracing activities positively contributed to children’s visual-motor coordination and grapheme recognition.

Conclusions: The Montessori approach can function as an effective and contextual literacy intervention for improving early writing skills among children living in nonformal and socially vulnerable learning environments.

Development of Mager Lur Lur Mager Media on Gradient Materials for Junior High School Students

Rosita Ferdiani — 2026-05-28

Background: The low conceptual understanding and student learning outcomes on the topic of gradients of straight-line equations indicate a significant problem in mathematics learning, which may hinder students’ mastery of more advanced mathematical concepts.

Objectives: This study aims to develop a valid, practical, and effective learning media called Mager Lur to facilitate students in understanding the basic concepts of gradients in straight-line equations.

Methods: This study employed a Research and Development (R&D) method using the 4D development model, consisting of define, design, develop, and disseminate stages. The research involved 36 students from class VIII A and VIII B at MTs Badrussalam, Indonesia. The instruments used included validation questionnaires from media experts, material experts, and practitioners, student response questionnaires, and pretest-posttest assessments to measure learning outcomes.

Results: The findings indicate that the developed Mager Lur media achieved a very valid category, with validation scores of 98.50% from media experts, 89% from material experts, and 93% from practitioners. The practicality level of the media reached 80%, categorized as very practical. In terms of effectiveness, the media showed a moderate improvement with an average gain score of 0.57 (57%), indicating that it is quite effective in improving student learning outcomes.

Conclusions: The Mager Lur learning media is proven to be valid, practical, and sufficiently effective for use in learning gradient concepts of straight-line equations. Therefore, it can be recommended as an innovative instructional medium to enhance students’ conceptual understanding and learning outcomes in mathematics.

The use of artificial intelligence technology in learning and its impact on the role of teachers in the future: Systematic review

Dherkha Mursal — 2026-05-29

Background: The integration of Artificial Intelligence (AI) in education is revolutionizing educational workflows and reshaping the role of educators. AI technologies offer significant potential to enhance personalized learning, streamline administrative tasks, and support curriculum design. However, their adoption raises critical challenges and implications for daily instruction.

Objectives: This study aims to explore the impact of AI on learning outcomes and the evolving role of teachers, focusing on how AI can complement educational practices without undermining the human aspects of teaching.

Methods: A systematic review of literature was conducted, analyzing 5 selected articles published between 2017 and 2024 to evaluate AI applications in education, emphasizing both its advantages and potential drawbacks.

Results: The findings reveal that AI enhances personalized learning by tailoring educational content to individual student needs, automating routine tasks, and providing actionable insights through data analytics. However, challenges such as ethical concerns, technological dependency, and the necessity of professional development for educators persist.

Conclusions: While AI offers transformative opportunities, it cannot replace the unique human capabilities of teachers in fostering critical thinking, creativity, and emotional intelligence. As a systematic literature review, this study concludes by recommending targeted training programs and strategic policies to ensure AI serves as a collaborative tool, enhancing rather than replacing traditional teaching roles.

Development of Adobe flash-assisted interactive multimedia to improve sound symbol understanding and language skills

Yosepha Kurniawati Deze Say — 2026-05-30

Background: The effectiveness of interactive multimedia in language learning is not automatic. It is strongly influenced by pedagogical design, the alignment of content with students’ linguistic development, and integration with the applicable curriculum. Interactive multimedia that is not designed systematically may only increase learning engagement without producing a significant effect on deeper mastery of language skills.

Objectives: This study aimed to develop Adobe Flash-assisted interactive multimedia for learning sound symbols and to examine its effectiveness in improving sound symbol understanding and language skills among first-grade elementary school students.

Methods: The interactive multimedia was developed using the 4D model, which consists of Define, Design, Develop, and Disseminate. The product was validated by a media expert and a subject-matter expert. The research participants were first-grade students from the Bajawa III elementary school cluster, selected through random sampling and divided into experimental and control groups. Sound-symbol understanding and language skills were measured using validated test instruments.

Results: The results show that the developed interactive multimedia was feasible for classroom use based on assessments by the media and subject-matter experts. The average gain score for sound symbol understanding in the experimental group was 0.62, which falls into the moderate category, while the average gain score for language skills was 0.79, which falls into the high category.

Conclusions: These findings indicate that Adobe Flash-assisted interactive multimedia was successfully developed and is both feasible and effective for improving students’ sound symbol understanding and language skills.

Si Comind: An Innovative Web-Based Learning Platform to Enhance Students’ Learning Interest

Devy Yuliana Putri — 2026-05-30

Background: The phenomenon of digital education highlights a gap in web-based learning, where many learning platforms are still unable to optimally foster student engagement and interest, particularly in social studies, which requires interaction, collaboration, and the presentation of contextual material. This issue highlights the importance of developing digital learning platforms that not only provide content but also foster student participation and enhance interest in the learning process.

Objectives: This study aims to analyze the results of the development of the Si Comind (System Collaboration of Mind) website for social dynamics content.

Methods: The method used in this study is Research & Development (R&D), adopting the Rapid Application Development (RAD) model. The research subjects consisted of 31 eighth-grade students at a junior high school in Indonesia.

Results: The results of the research and development of the Si Comind (System Collaboration of Mind) website received a feasibility score of 100% from subject matter experts and 96.25% from media experts. Meanwhile, the results of the pilot test with the students yielded a score of 88%. The Si Comind Website (System Collaboration of Mind) received a positive response and is highly acceptable as a social studies learning medium for eighth-grade junior high school students.

Conclusions: This medium excels in presenting learning materials through various. Suggestions for future research include innovating the product in terms of media or other materials by providing interactive animations tailored to the characteristics of junior high school students and testing their effectiveness through classroom experiments.