Trial and Error Approach in Educandy-Based Learning Evaluation: A Phenomenological Study on SKI Learning
DOI:
https://doi.org/10.30863/ajmpi.v16i2.11702Keywords:
Learning evaluation, Educandy, Trial and error, Learning experience, PhenomenologyAbstract
This study aims to analyze students' learning experiences in using the Educandy application as a learning evaluation medium for Islamic Cultural History (ISH), with a focus on the trial and error process that occurs during the evaluation. The study uses a qualitative phenomenological approach to deeply reveal the meaning of students' subjective experiences (lived experiences). Participants consisted of 23 students of class VII B MTsN Batu who were purposively selected based on the criteria of active attendance during the evaluation process from a total of 30 students. Data collection was carried out through in-depth semi-structured interviews, open-ended questionnaires based on Google Forms, observation, and documentation. Data were analyzed using Moustakas' phenomenological technique through the stages of epoche, horizontalization, grouping of meanings, and textural and structural descriptions, with visualization of findings presented using RStudio as a data representation tool. The results show that the use of Educandy produces a learning experience dominated by positive perceptions, where the trial and error process becomes the main learning mechanism that encourages a reflective attitude, perseverance, and courage to face mistakes. Different from previous studies that generally focus on the effectiveness of media quantitatively, this study reveals that trial and error in the digital context is not mechanistic, but rather reflective-constructive. Thus, Educandy functions not only as an evaluation tool but also as an interactive learning space that facilitates the formation of a holistic learning experience, encompassing cognitive, affective, and behavioral dimensions simultaneously. Further research is recommended using a mixed methods approach to expand the validity of the findings, examine the role of media interface design on student learning behavior, and explore the emotional dynamics and pedagogical role of teachers in facilitating digital-based evaluation in SKI learning.
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