Bulletin of Educational Management and Innovation

Developing AtmoLearn: Mobile simulation learning media to enhance students understanding of atmospheric concepts

Muhammad Sainul Fadlan Fadlan — 2025-09-28

Background: The need for learning media continues to grow in accordance with students' learning needs, including in geography subjects. Geography material that still has difficulties in understanding is the phenomenon of the geosphere (Atmosphere). It is necessary to develop learning media that can solve problems in geography learning, namely media based on mobile learning simulation.

Purpose: The purpose of this study is to develop a geography learning media product for atmospheric material based on mobile learning simulation in the form of a website with the product name AtmoLearn.

Method: The development method used is a modification of ADDIE, namely ADD. Researchers are aware of limitations in implementing it.

Findings: The results of this study are to produce learning media products that are ready to be implemented. Thus, AtmoLearn products can be applied to students to determine their effectiveness, usefulness, and can increase student motivation and learning outcomes.

Educational e-accountability: Lessons for Zimbabwe's educational accountability system

Shepherd Shoko — 2025-06-23

Background: Zimbabwe still relies on a traditional educational accountability system that can no longer cope with new pressures for educational accountability in the face of changing conceptions and practices of Educational Accountability. This prompted the researcher to explore a possible alternative of an educational accountability system driven by technology

Method: Educational e-accountability systems in three countries were analysed to draw lessons for Zimbabwe's proposed educational e-accountability system. The researcher employed a qualitative approach using the content analysis technique. The focus was on some online studies purposively selected and derived from the EBSCOHOST, JSTOR, ProQuest E-Book Central and Google web search engine. The paper exposed the inadequacies of Zimbabwe’s current educational accountability system, which is described as traditional, limited, and weak in feedback mechanisms as compared to accountability systems of the other three countries, namely the United States of America, Australia, and Botswana.

Findings: The proposed e-accountability for Zimbabwe, unlike other countries reviewed that rely on one form of accountability, draws from external and internal accountability systems informed by Open Government concepts to maximize the combined strengths of these three conceptual frameworks. If implemented, the new e-accountability system will improve accountability, efficiency, effectiveness, trust, transparency, feedback, and ultimately, the educational outcomes in Zimbabwean schools.

Pengaruh platform pembelajaran daring terhadap prestasi akademik siswa SMP Mitra Eduversal

Nurohman Nurohman — 2025-05-15

Background: The rapid advancement of digital technology has encouraged the education sector to adopt various online learning platforms to support the teaching and learning process.

Purpose: This study aims to determine the effects of using Google Classroom, Zoom Meeting, and Chromebook on students’ academic achievement in online learning at SMP Mitra Kerja Eduversal, as well as to identify which of these platforms is the most effective.

Method: A quantitative approach was employed with a population of 140 students. The sample of 103 students was selected using proportional cluster random sampling and the Slovin formula. The research instruments were tested for validity and reliability, followed by assumption testing through normality and homogeneity tests. Data were collected through pretests and posttests, and analyzed using ANOVA.

Findings: The results show that the use of Google Classroom significantly improved students' academic achievement, as indicated by the difference between pretest and posttest scores. In contrast, the use of Zoom Meeting did not result in a significant difference between pretest and posttest scores, suggesting limited effectiveness. The use of Chromebooks showed a significant difference between pretest and posttest scores, though its effectiveness was still lower than that of Google Classroom. Therefore, it can be concluded that Google Classroom is the most effective online learning platform among the three in enhancing student achievement at SMP Mitra Kerja Eduversal.