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All Journal Indonesian Journal of Cultural and Community Development House of Wisdom: Journal on Library and Information Sciences
Mohammad Zghair AL-Khafaji
College of Agriculture/ University of AL-Qasim Green
Humanities Languange, Linguistic, Communication & Media Social Sciences

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The Effectiveness of Instructional Design Based on Cognitive Flow Strategies from Psychology and Their Optimistic Thinking Mohammad Zghair AL-Khafaji
House of Wisdom: Journal on Library and Information Sciences Vol. 2 No. 3: Oktober
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/how.v2i3.297

Abstract

General Background Modern university education requires innovative teaching frameworks to manage individual learning differences and improve student engagement. Specific Background First-year education students frequently face performance declines and diminished optimism in foundational educational psychology courses. Knowledge Gap However, the empirical application of cognitive flow theory within systematic instructional design to address achievement and optimism remains insufficiently explored in higher education. Aims This study evaluates the effectiveness of an instructional design based on cognitive flow strategies in improving achievement and optimistic thinking. Results Quasi-experimental results from 61 students show that the experimental group significantly outperformed the control group in academic achievement and demonstrated marked improvements in optimistic thinking. Novelty A systematic five-stage instructional design integrating task-skill balance and immediate feedback was constructed and tested. Implications Adopting flow-based instructional design creates stimulating learning environments, enhances intrinsic motivation, and fosters positive psychological growth in teacher preparation programs.  Key Findings Highlights Implementing cognitive flow instructional design significantly elevates academic achievement in educational psychology. Structured challenge levels and immediate feedback foster student optimism and self-directed learning motivation. Balancing task difficulty with learner skills creates a stress-free environment that drives positive educational outcomes. Keywords : Instructional Design, Cognitive Flow Theory, Academic Achievement, Optimistic Thinking, Educational Psychology
Lee’s Cognitive Strategy and Its Role in Achievement and Positive Thinking in General Teaching Methods Mohammad Zghair AL-Khafaji
Indonesian Journal of Cultural and Community Development Vol. 17 No. 3 (2026): September
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/0tdtbp42

Abstract

General Background: General Teaching Methods courses are important in preparing College of Education students with the knowledge and skills required for educational practice. Specific Background: Students may experience difficulties understanding educational concepts and may rely on memorization, while positive thinking is also an important educational and psychological variable. Knowledge Gap: The study addresses the need to examine a cognitive teaching strategy that can support both academic achievement and positive thinking in the General Teaching Methods course. Aims: This research aims to examine Lee’s Cognitive Strategy in relation to the achievement and positive thinking of College of Education students. Results: A quasi-experimental design was conducted with 61 third-year students, comprising an experimental group of 30 students and a control group of 31 students. The study used a 50-item achievement test and a 30-item Positive Thinking Scale. The experimental group obtained a significantly higher achievement mean score than the control group (44.692 versus 32.791; t = 6.937) and a higher positive thinking mean score (132.976 versus 121.748; t = 6.108). The reported Cohen’s d values were 1.96 for achievement and 1.15 for positive thinking. Novelty: The study examines Lee’s Cognitive Strategy within the General Teaching Methods course while measuring both academic achievement and positive thinking. Implications: The findings provide support for applying Lee’s Cognitive Strategy in the General Teaching Methods course and for incorporating modern teaching strategies into higher education. Key Findings The treatment group achieved a higher mean score on the final achievement test than the comparison group. The 30-item scale showed higher mean scores for the treatment group than for the comparison group. The reported Cohen’s d values indicated large differences for both measured outcomes. Keywords : Lee's Cognitive Strategy, Academic Achievement, Positive Thinking, General Teaching Methods, College Of Education
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