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DEVELOPMENT OF VIRTUAL SMART HUMAN EXCRETORY SYSTEM LEARNING MEDIA BASED ON ARTICULATE STORYLINE 3 TO INCREASE STUDENT MOTIVATION AND LEARNING Mulhayati Mulhayati; Zainal Abidin Abidin; Asep Ginanjar Arip
Indonesian Journal of Learning and Instruction Vol. 7 No. 1 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i1.5512

COVID-19 pandemic in Indonesia caused a change in the system of conventional learning activities to distance learning. Some of the obstacles to the distance learning system from the results of the questionnaire analysis of learning media needs for some students and teachers are the low motivation of students in participating in PJJ so that student learning outcomes are also low. Researchers have the idea that PJJ is done by utilizing interactive multimedia which is expected that students do not feel monotonous in participating in PJJ which has an impact on increasing student learning outcomes. Articulate Storyline 3 is one of the multimedia authoring tools used to create interactive learning media with content in the form of a combination of images, text, sound, graphics, video, and animation. This research method adapts the ADDIE development model. The subjects of this study were students of class VIII G SMPN 7 Cirebon City totaling 36 students. The results of the analysis of this study indicate that the interactive learning media virtual smart human excretory system based on articulate storyline 3 on the excretory system material is feasible to use because it can increase students' learning motivation, the average normalized gain index from pretest to posttest is 0.70 high category and the results learning is 0.73 with a high category, and the level of functioning of the virtual smart human excretory system learning media is at a functioning level with a very effective category.

EDUCATORS' UNDERSTANDING OF THE CONCEPT OF INCLUSIVE EDUCATION IN PRIMARY SCHOOLS IN SOUTH AFRICA Zakhele Dennis Nzuza
Indonesian Journal of Learning and Instruction Vol. 7 No. 1 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i1.8301

This study explores educators’ understanding of the concept of inclusive education in South African primary schools. The study draws on thorough research and reflective engagements over the past twenty years on the promulgation of inclusive education in South Africa. Despite various policies being introduced and adopted by the South African government, understanding of the concept of inclusive education remains a contested issue in the education sector. Therefore, this study aims to deepen the core of the understanding and practices of the inclusive education concept. A case study design using a qualitative approach was used in the four primary schools in uMgungundlovu District, South Africa, to elicit a deeper understanding of inclusive education as a concept and practice within general education. The collected data were analysed using thematic analysis. The study findings revealed that educators’ understanding of inclusive education was largely informed on the basis of respect and confidence by which learners experiencing learning barriers develop their abilities to the best of their potential. The educators’ understanding was anchored on positive attitudes toward inclusive education as a concept of education. However, the study findings also showed that the understanding of inclusive education by some educators was based on referring learners experiencing learning barriers to special schools. The study recommends that educators should attend intensive training at institutions of higher learning to fill the gap in understanding and practice of inclusive education.

ICT ASSISTED PROJECT-BASED LEARNING MODEL TO IMPROVE STUDENTS’ CRITICAL THINKING SKILLS Yeyen Suryani; Entin Jumantini; Iskandar Iskandar; Rani Tania Pratiwi; Vira Siti Fatimah
Indonesian Journal of Learning and Instruction Vol. 6 No. 1 (2023)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v6i1.8696

This study aims to develop students’ learning by employing ICT in a project-based learning (PBL) model to improve students’ critical thinking skills in economics subject. A Research and Development design was applied in this study by using exploratory and quasi-experimental methods with a non-equivalent control group pretest-posttest design. This study involved students of XI IPS class at SMAN 1 Kadugede. The collected data from tests, observations, and focus group discussions were then analyzed using quantitative and qualitative methods. As a result, this study obtained a learning model and learning media in the form of syllabus, lesson plan, teaching materials, observation sheets, and tests for critical thinking skills that can be used in the economics subject at SMAN 1 Kadugede. Besides, this study also proved that the ICT assisted project-based learning (PBL) model is effective in improving students’ critical thinking skills as well as students’ enthusiasm for expressing their opinions, suggestions, and input on the topic being discussed.Keywords: ICT; critical thinking skill; project-based learning.

BUILDING TRUST IN UNIVERSITY-LEVEL ENGLISH LANGUAGE EDUCATION IN INDONESIA: A MIXED METHODS STUDY Suryanto Suryanto
Indonesian Journal of Learning and Instruction Vol. 7 No. 1 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i1.9543

Trust in others is shown when an individual is prepared to prioritize their well-being without considering potential risks, driven by their unwavering belief in the moral integrity of others. The research investigates the degree of trust between students and teachers in English language instruction. It examines the underlying factors contributing to this trust and investigate the strategies teachers and students use to establish trust. The researcher used a mixed methods approach by integrating questionnaires and interviews to gather data for this study. The surveys were provided to 265 students using convenient sampling, while the interviews were purposefully conducted with ten lecturers and 18 students. The researcher used descriptive statistics to analyze the data obtained from the questionnaire. Given that 63.7 % of students express trust in their instructors, the findings suggest that the degree of trust between students and professors is typically positive in the context of university-level English instruction. The interview data were examined using open, axial, and selective coding techniques. The study's findings indicate a reciprocal trust between students and teachers, with students demonstrating a solid foundation for this trust. In response, lecturers possess effective strategies for cultivating students' trust

ENHANCING PEDAGOGICAL COMPETENCIES IN PRE-SERVICE TEACHERS’ THROUGH MICROTEACHING: A QUALITATIVE STUDY Eko Purwanti; Graciella Indrawati Suhargo
Indonesian Journal of Learning and Instruction Vol. 7 No. 1 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i1.9553

Pedagogical competence is one of compulsory competencies required for teachers to perform their tasks professionally. To produce qualified teachers, many teacher training institutions provide courses that can help pre-service teachers build their pedagogical competences, such as Microteaching. However, not all pre-service teachers understand the importance of this course, and they barely take this course seriously. This research aimed to explore how Microteaching course can assist pre-service teachers build their pedagogical competences and explores its aspects that can be improved. Utilizing qualitative approach, six participants of preservice teachers of English language education department of Private University in Central Java were involved, and they were individually interviewed to collect the data. Microteaching course enables pre-service teachers build their pedagogical competences in that 1) it improves their lesson plan, 2) it provides them with teaching practice experiences, and 3) it gives opportunities for them to evaluate their teaching practices. In addition, Microteaching course enables the pre-service teachers to build their pedagogical competencies aspects, comprising 1)identifying students’ characteristics, 2) carrying out reflection, 3) understanding students’ learning, 4) developing students’ potentials, 5) building good communication skills, and 6) carrying out assessment and evaluation. As microteaching course enables pre-service teachers improve their pedagogical knowledge in many aspects, students of teacher training should take the course more seriously.

EVALUATING COHESION AND COHERENCE IN THESIS INTRODUCTIONS: A THEMATIC PROGRESSION ANALYSIS OF EFL STUDENTS’ TEXTS Ade Ismail; Indry Widyasti Anwar; Sartika Putri Sailuddin; Hijril Ismail
Indonesian Journal of Learning and Instruction Vol. 7 No. 1 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i1.9594

This study was conducted to determine EFL students' skills in writing a thesis introduction. Five student dipilih berdasarkan level keterampilan menulis di mana kelima mahasiswa ini merupakan mahasiswa terbaik. The analysis method used is thematic progression. The student texts were analyzed for each paragraph, then counted how many sentences applied the Constant Theme Pattern, Linear Theme Pattern, Split Theme Pattern, and Derived Theme Pattern. The findings indicated that from the total 194 sentences being analysed, seventy-six employed this pattern to connect ideas. Another aspect of connecting ideas is the cohesive devices used. The higher application of definite articles, pronouns and word repetition is evident. Students majorly drew definite articles and demonstrative pronouns (e.g. this, that) which then makes it adaptable for readers to follow their idea development in a paragraph. Regarding the coherence, students in this study significantly relied on the theme of sentences to be the source of their idea development. Despite the clarity and coherence being well managed in students’ writing, the link between ideas can still be diversed by employing other patterns. Moreover, some rhemes contain new information that need further elaboration as the text grows. Students have applied the rules of thematic progression, although there are several sentences that do not comply with the principles of cohesion and coherence. Guidance and feedback from the lecturer is really needed so that writing skills are maintained, especially in writing the introduction to the thesis.

REVOLUTIONIZING BIOLOGY LEARNING THROUGH AR: THE CASE OF LEAFCAPTURE APPLICATION DEVELOPMENT Lilis Lismaya; Ilah Nurlaelah; Handayani Handayani
Indonesian Journal of Learning and Instruction Vol. 7 No. 1 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i1.9603

This study aims to produce learning media in the form of a Leafcapture Identification Application Based on Augmented Reality (AR) in plant morphology courses with accuracy, user interface, and good content. The research method used in this study is Research and Development (R&D) with the The ADDIE approach involves a systematic process for designing learning media. In the Analyze stage, the focus is on identifying the need for new learning media, specifically the Leafcapture Identification Application Based on AR, and assessing its feasibility and requirements. In the Design stage, activities include application design, interface design, 3D image creation, and marker design. The Development stage involves gathering relevant content, such as plant leaf images and names, and setting up the application interface. During Implementation, the developed media is used and evaluated by experts and users to assess its impact on learning quality. Media experts validated the product with a 75% approval rating, while subject matter experts found it 88.89% valid. Evaluation was conducted by surveying students in plant morphology courses, with results confirming the product's effectiveness. Through AR, students can directly engage with three-dimensional (3D) models of various parts of plants, such as roots, stems, leaves, flowers, and fruits. They can manipulate and examine each part more deeply, enhancing their understanding of the relationships between parts and the functions of each component. Additionally, AR makes learning plant morphology more engaging and lifelike.Keywords: Augmented Reality; biology; Leafcapture identification.

ELEVATING LEARNING: DEVELOPING HOTS CHALLENGES FOR SENIOR STUDENTS AT SMK PUI CIKIJING Sifa Nurfauziyah; Ida Hamidah; Sun Suntini; Fahrus Zaman Fadhly
Indonesian Journal of Learning and Instruction Vol. 7 No. 1 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i1.9604

This study aims to develop Higher Order Thinking Skills (HOTS) questions for Class XII Indonesian at SMK PUI Cikijing based on four HOTS criteria: the Operational Verb (KKO) aspect, critical thinking skills, creative thinking, and problem-solving. The research method used in this study is Research and Development (R&D). The development model employed is the 4D model, limited to development only. Hence, the development stage begins with defining (analyzing Indonesian HOTS questions), designing (formulating HOTS questions based on the analysis of HOTS items regarding KKO aspects, critical thinking skills, creative thinking, and problem-solving), and developing (creating HOTS questions based on the analysis of HOTS questions in terms of KKO aspects, critical thinking skills, creative thinking, and problem-solving). Based on the analysis of the profile of Indonesian HOTS questions for Class XII at SMK PUI Cikijing, it is found that they are lacking in fulfilling the criteria for HOTS questions. Only 6% or 2 items are identified as HOTS questions, 30% or 9 questions need improvement, and 63% or 19 questions do not meet the HOTS criteria. Thus, there is a need to design HOTS questions based on the analysis of the HOTS item profile conducted in the defining stage. Subsequently, Low-Order Thinking Skills (LOTS) questions are transformed into HOTS questions based on four HOTS criteria: the Operational Verb (KKO) aspects, including C4 (analyzing) and C5 (evaluating) cognitive domains, critical thinking skills, creative thinking, and problem-solving. Keywords: development of HOTS questions, HOTS criteria, KKO, critical thinking skills, creative thinking skills, problem-solving skills.

IMPROVING CRITICAL THINKING AND CREATIVITY OF BIOTECHNOLOGY STUDENTS THROUGH PJBL-STEM ONLINE PRACTICUM Sholikah, Maratus; Hindriana, Anna Fitri
Indonesian Journal of Learning and Instruction Vol. 7 No. 1 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i1.9949

This study aims to enhance students' creativity and critical thinking skills using a STEM approach in online project-based Biotechnology Practicums. A quasi-experimental design was used, with 50 students divided into experimental and control groups. Data were collected via tests, questionnaires, and observations. Results showed a significant improvement in the experimental group's critical thinking (p = 0.015) and creativity, particularly in flexibility and originality. The conclusions of the study are: (1) The results showed a significant average difference in critical thinking skills between experimental classes and control classes after the implementation of STEM approach based on the PjBL model with classes that did not use the STEM approach based on the PjBL model in biotechnology courses in tadris Biology Department Semester 6 IAIN student Sheikh Nurjati Cirebon as evidenced by a probability value (p) of 0.015 < 0.05. (2) Creativity of students in the experimental class of the highest indicators on flexibility and original, while the lowest indicators are on the smoothness indicator.Keywords: creativity; critical thinking skills; STEM; project-based practicum.

THE IMPLEMENTATION OF THE INDONESIAN CURRICULUM IN ELEMENTARY SCHOOLS FOR THE 2022-2024 PERIOD Aan Nurhasanah; Febby Fajar Nugraha; Mia Zultrianti Sari
Indonesian Journal of Learning and Instruction Vol. 7 No. 2 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i2.10838

This study was conducted to determine how the implementation of the Merdeka Curriculum in elementary school driving schools. This study was conducted using a phenomenological approach because the researcher was interested in studying more deeply the phenomenon of implementing the Merdeka Curriculum in elementary schools, this study was also conducted to determine to what extent the implementation of the Merdeka Curriculum can be implemented in elementary schools. This study was conducted in several driving elementary schools in Kuningan Regency. The informants in this study were teachers, principals and facilitators. Data collection was carried out through in-depth interview techniques. As a basis for the interview instrument, the researcher used a guideline book for the stages of implementing the Merdeka Curriculum compiled by the BSKAP of the Ministry of Education, Culture, Research and Technology in 2022, which consists of 4 stages of implementing the Merdeka Curriculum, namely the initial stage, the developing stage, the ready stage, the advanced stage which consists of 14 aspects. Based on the 14 aspects observed in elementary schools. the results of information processing illustrate that there is 1 aspect, namely the design of the Operational Curriculum of the Education Unit (KOSP), the average school has reached the advanced stage, while the other 13 aspects, the average school is at the initial stage, namely the category still using the example/draft of the Merdeka Curriculum prepared by the Ministry of Education, Research and Technology in the independent teaching platform. Keywords: Implementation; Merdeka Curriculum; Elementary School

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Fahrus Zaman Fadhly

Contact Email
fahruszf@uniku.ac.id

Phone
+62232874824

Journal Mail Official
ijli@uniku.ac.id

Editorial Address
Jalan Cut Nyak Dien No. 36A Kuningan, West Java, Indonesia, 45513

Location
Kab. kuningan,

Jawa barat

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Fahrus Zaman Fadhly

Contact Email fahruszf@uniku.ac.id

Phone +62232874824

Journal Mail Official ijli@uniku.ac.id

Editorial Address Jalan Cut Nyak Dien No. 36A Kuningan, West Java, Indonesia, 45513

Location Kab. kuningan, Jawa barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Fahrus Zaman Fadhly

Contact Email
fahruszf@uniku.ac.id

Phone
+62232874824

Journal Mail Official
ijli@uniku.ac.id

Editorial Address
Jalan Cut Nyak Dien No. 36A Kuningan, West Java, Indonesia, 45513

Location
Kab. kuningan,

Jawa barat

INDONESIA