Ceddi Journal of Education

Development and Preliminary Evaluation of a Web-Based Bullying Reporting System for School-Based Student Protection

Teemu Santonen — 2026-06-30

Bullying reporting procedures can create barriers to disclosure and complicate case documentation in schools. This study aimed to develop and evaluate a web-based bullying reporting system to support student protection services at Viertola Elementary School in Vantaa, Finland. The system was developed using Rapid Application Development, with requirements informed by observations and interviews. Evaluation comprised black-box testing of 18 functional scenarios and a five-item questionnaire completed by 30 purposively selected users, including students and school personnel. All reported functional test scenarios produced the expected outputs. The questionnaire yielded a total score of 658 out of 750, equivalent to 87.73% of the maximum possible score. Participants gave positive ratings for ease of reporting, perceived comfort and safety, perceived student protection, bullying awareness, and support for a safer school environment. These findings provide preliminary evidence of functional performance and favourable user perceptions. However, they do not establish reductions in bullying, improved response times, or verified information security. The study contributes a school-based digital reporting workflow integrating report submission, verification, monitoring, and intervention documentation, with potential relevance to educational support services.

Augmented Reality and NavMesh-Based Indoor Navigation for Book Retrieval in a School Library

Akbar Iskandar — 2026-06-30

Unfamiliar shelf locations can delay students’ access to learning resources in school libraries. This study developed and evaluated an Android application that integrates augmented reality (AR) visualization and NavMesh pathfinding to help students retrieve books in a vocational school library. Development followed the Multimedia Development Life Cycle. Thirty students completed a conventional search followed by an application-assisted search for the same book. Evaluation included black-box testing, the System Usability Scale, and paired comparisons of search time. All five documented functional tests passed. Mean search time was 98.40 seconds in the conventional condition and 43.27 seconds in the application-assisted condition, yielding a mean paired difference of 55.13 seconds. The paired-samples t-test indicated a difference between conditions, t(29) = 18.72, p < .001, with Cohen’s d_z= 3.42. However, the fixed sequence and repeated target may have allowed prior knowledge of the destination to contribute to the difference. The study provides preliminary evidence that navigation assistance can serve as an educational support service. Its contribution concerns access to physical learning resources; it did not assess effects on learning achievement and literacy.

Development and Evaluation of an Integrated Web-Based Admissions System to Support School Administrative Services

Muh Riyaldi Pratama — 2026-06-30

This study developed and evaluated an integrated web-based admissions system to support administrative services at SMK Persatuan Indonesia Maros. The system connects registration, digital payments, notifications, and administrative reporting. The study used a research and development approach based on Rapid Application Development. The team identified requirements through observations and interviews and implemented the application using Laravel and MySQL, with Midtrans and WhatsApp integration. Evaluation comprised black-box testing, a questionnaire involving 20 participants, and controlled service tasks involving five school personnel. All eight functional test scenarios passed, and the questionnaire yielded an overall score of 88.63% of the maximum possible score. Across 10 matched task pairs, mean active verification time was 18.00 minutes for the manual procedure and 10.00 minutes for the integrated system, a reduction of 44.44%. Among 30 records per procedure, six manual records and two system records required correction, corresponding to 20.00% and 6.67%, respectively. The findings indicate positive participant assessments, shorter verification time, and fewer records requiring correction under controlled conditions. These results provide task-specific evidence supporting technology-assisted admissions administration in vocational education. Further evaluation across operational admissions cycles is needed to establish broader service benefits.

Development of ZooPedia Based on Gamification and Evaluation of Changes in Learning Outcomes of Animal Recognition in Elementary School Students

Bella Nitaliya — 2026-06-30

Animal recognition lessons in elementary schools require learning resources that help students identify animals and understand the characteristics used to classify them. This study developed ZooPedia, a gamified learning application, and evaluated its functionality, content relevance, student perceptions, learning activities, and changes in test performance. The development followed the ADDIE framework, and the evaluation involved 16 sixth-grade students using a single-group pretest–posttest design. Data were collected through a 20-item test, three raters' assessments, student questionnaires, and observations across three learning sessions. All 14 reported functional testing scenarios produced the expected outputs. Mean test scores increased from 49.06 to 69.06, a difference of 20.00 points (95% CI: 10.42–29.58; p < 0.001). Scores increased for 13 students and decreased for three. Aiken's V coefficients ranged from 0.444 to 1.000, identifying instructional clarity and gamification mechanisms as improvement priorities. Mean observed learning activity did not increase across sessions. The study contributes empirical evidence by distinguishing changes in test performance from student perceptions and observed learning activities, highlighting the value of evaluating gamified media through multiple indicators. However, measurement limitations and the absence of a comparison group prevent causal attribution of the observed changes to ZooPedia.

Development of Interactive Multimedia and Evaluation of Basic Electronics Learning Outcomes among Vocational High School Students

Pefrina Gusmiarni — 2026-06-30

This study developed web-based interactive multimedia to teach basic electronics, focusing on simple digital circuits in the Fundamentals of Computer Network and Telecommunications Engineering subject. Development followed the Define, Design, Develop, and Disseminate stages. Evaluation included eight functional test scenarios, ratings from five validators, observations during two learning sessions, and a nonequivalent control-group pretest-posttest assessment involving 36 Grade 10 students, with 18 students in each group. All reported functional test scenarios passed, and validator ratings averaged 86% of the maximum score. All six implementation indicators were recorded as completed in both sessions. Mean scores increased from 61.78 to 83.33 in the experimental group and from 57.33 to 73.00 in the control group. Within-group improvements were statistically significant, but the between-group difference in mean improvement was not; Welch’s t(31.77) = 1.969, p = .058. Multimedia use was accompanied by improved scores on the assessed digital circuit content, positive validator ratings, and successful completion of the reported functional tests. However, the study did not establish greater learning improvement than conventional instruction.