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INDONESIA
Indonesian Journal of Instructional Media and Model
Published by Universitas Veteran Bangun Nusantara
ISSN : 26860708     EISSN : 26860112     DOI : https://doi.org/10.32585
Core Subject : Education,
Education
Indonesian Journal of Instructional Media and Model is a scientific journal that contains and disseminate the results of research, in-depth study, and the ideas or innovative work in the field of science education. The innovative work of the teachers and lecturers of the development of the education sector which is able to make a positive contribution to the schools and educational institutions the focus of this journal. 1. Instructional Media 2. Instructional Models 3. Learning Aproach 4. Instructional Strategies 5. Intructional Methods 6. Teaching Techniques 7. Teaching Tactics
Arjuna Subject : Umum - Umum
Articles 130 Documents
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The Influence of Instructional Media on Students’ Success in Tanzania Secondary Schools L. Nzilano, Eleuter; Machumu, Haruni
Indonesian Journal of Instructional Media and Model Vol 7 No 2 (2025): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v7i2.6450

Abstract

This study seeks to unpack the influence of instructional media on students` success in secondary schools located in the rural district of Southern Tanzania. The study used a quantitative research approach with randomization and simple sampling procedures to select schools and respondents. The study deployed a physically administered survey and collected data from 1,246 secondary school students. The study first deployed the exploratory and confirmatory factor analyses to establish the constructs' validity and reliability. It further deployed the stepwise multiple ordinary least squares regression analyses to test the selected hypotheses. The findings reveal that socioeconomic factors and instructors` and learners` characteristics positively influence instructional media usage in secondary schools. Further, the findings indicate a positive relationship between instructional media usage and students' success. Perceived ease of use and student success were also found to have a positive moderating role in the relationship between instructional media usage and students' success. The findings imply that using appropriate and modern instructional media tools during teaching significantly impacts students` understanding and success. Irrefutably, proper use of instructional media appears to influence student success, and student success can be achieved when instructional media are correctly determined and selected during their use.
A Literature Review on the Effectiveness of Interactive Media in Elementary School Science Learning Utami, Dwi Fajar; Sutikno, Putri Yanuarita; Widiarti, Nuni; Yuwono, Agus
Indonesian Journal of Instructional Media and Model Vol 7 No 2 (2025): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v7i2.6622

Abstract

The use of interactive media has emerged as a viable way to improve the efficacy of science education. However, the use of various interactive media needs to be analyzed in depth regarding its effectiveness. This study aims to analyze the effectiveness of various interactive media created and used in science teaching in elementary schools over the past five years is the purpose of this study. The research method used is literature review analysis through several related research publications published in domestic and foreign journals indexed by SINTA. According to the analysis of the findings of 25 articles, interactive media—including PhET simulations, multimedia centered on digital literacy, interactive applications, and animated films—have been successful. Thus, interactive media is effectively used for science learning in elementary schools. This study contributes at developing interactive, adaptive, innovative, creative, and efficient learning media according to learners' needs in order to enhance the quality of science education in elementary schools.
A Literature Review on the Use of Interactive Mind Maps with Mentoring to Improve Science Learning Outcomes in Elementary Schools Hidayati, Festi; Waluyo, Edi; Widiarti, Nuni; Yuwono, Agus
Indonesian Journal of Instructional Media and Model Vol 7 No 2 (2025): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v7i2.6654

Abstract

Improving learning outcomes in Natural and Social Sciences (IPAS) at the elementary school level remains a challenge, particularly in fostering students’ conceptual understanding and critical thinking skills. Conventional instructional approaches often fail to optimally support these competencies, indicating the need for innovative learning strategies. This study aims to analyze the effectiveness of mentoring-based interactive mind map media in enhancing elementary school students’ IPAS learning outcomes. A literature review method was employed by examining 241 articles retrieved from Google Scholar and Publish or Perish databases. Through an inclusion and exclusion process, 25 relevant national and international articles published between 2020 and 2025 were selected for analysis. The findings reveal that the integration of interactive mind maps with mentoring consistently contributes to improved learning outcomes, student engagement, conceptual clarity, and critical thinking abilities. The effectiveness of this approach is strongly influenced by systematic instructional planning and teachers’ readiness to function as mentors. In conclusion, mentoring-based interactive mind map media represent a promising and innovative instructional alternative for IPAS learning in elementary schools. This study contributes theoretically by synthesizing evidence on integrated visual and mentoring-based learning, and practically by providing insights for educators in designing more effective IPAS instruction.
Immersive Chemistry Learning with Augmented Reality: Exploring Students’ Needs on Visualizing Chemical Bonding Setiawan, Riky; Santosa, Eka Budhi; Sukmawati, Fatma
Indonesian Journal of Instructional Media and Model Vol 7 No 2 (2025): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v7i2.6941

Abstract

The digital transformation of education has opened broad opportunities for innovation, yet the use of advanced technologies such as Augmented Reality (AR) in chemistry learning remains limited, particularly in Indonesia. The present research examines high school students’ needs for AR-based instructional media on the abstract topic of chemical bonding. A descriptive quantitative approach was employed within the Analysis phase of the ADDIE instructional design model. Data were collected using a validated questionnaire administered to 51 eleventh-grade students from a senior high school in Surakarta, Indonesia. The results show that more than 84% of students experience difficulties in learning chemistry, with chemical bonding identified as the most challenging topic (88.2%), mainly due to limited visualization and the abstract nature of the content. Students also perceived the instructional media currently used in class as insufficiently engaging and not yet effective in helping them understand chemical bonding. Although 90.2% of students had never used AR in chemistry lessons, nearly 59% expressed strong interest in its implementation. This study offers an empirical mapping of students’ cognitive, media-related, and technological needs as a foundation for designing AR-based chemistry learning on chemical bonding. As far as we are aware, it is one of the first studies in the Indonesian context to conduct a structured needs analysis for AR integration specifically on chemical bonding within the ADDIE framework. At a practical level, the findings provide guidance for instructional designers and chemistry teachers regarding the urgency of developing immersive AR tools that bridge abstract chemical representations with spatial visualization while also enhancing student engagement in the digital era.
Needs Analysis for Designing Dynamic Game-Based Learning Media on Motion and Force in Junior High School Science Zarror, Afif Fauzan; Sumaryati, Sri; Sukmawati, Fatma
Indonesian Journal of Instructional Media and Model Vol 7 No 2 (2025): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v7i2.7274

Abstract

Understanding Motion and Force remains challenging for junior high school students, particularly due to the abstract and multi-representational nature of the concepts. This study aimed to systematically identify learning difficulties, learner characteristics, media usage patterns, and digital habits through the Define stage of the 4-D development model as the foundation for designing game-based learning media. A mixed-methods needs analysis was conducted using classroom observations, a teacher interview, and a questionnaire administered to 93 seventh-grade students. Triangulated findings reveal persistent conceptual difficulties, especially in interpreting motion graphs, distinguishing types of motion, and understanding Newton’s Second Law. Classroom instruction was dominated by teacher-centered practices and static media, which constrained visualization and increased cognitive load. Despite frequent daily smartphone use, students had limited exposure to digital or interactive tools. Nevertheless, 98.9% expressed strong interest in educational games, indicating high readiness for game-based learning environments. The synthesis of front-end, learner, and task analyses highlights critical representational needs, including dynamic visualizations, interactive manipulation of variables, scaffolded conceptual tasks, real-time feedback, and mobile-friendly accessibility. These results provide explicit design specifications that will guide the next stage of media development, ensuring that the resulting game-based learning tool aligns with students’ cognitive, pedagogical, and technological needs.
Ontology-Based Recommender Systems for E-Learning and Multimedia: A Systematic Literature Review Across Domains Riska, Suastika Yulia; Patmanthara, Syaad; Widiyaningtyas, Triyanna
Indonesian Journal of Instructional Media and Model Vol 7 No 2 (2025): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v7i2.7405

Abstract

The rapid expansion of digital content across various sectors has led to an overwhelming influx of data, highlighting the need for advanced recommendation systems. Traditional methods such as Collaborative Filtering (CF) and Content-Based Filtering (CBF) face limitations like data sparsity and the Cold Start problem, which affect the accuracy of recommendations. This study explores the use of ontologies in enhancing recommendation systems, aiming to overcome these challenges by providing a semantic framework for better item and user representation. A Systematic Literature Review (SLR) methodology was employed to analyze research from 2021 to 2025, focusing on the application of ontologies in e-commerce, healthcare, education, and employment. The findings demonstrate that ontologies improve recommendation relevance, diversity, and explainability, especially in addressing the Cold Start problem. However, challenges in implementation and interpretation remain. This research contributes to the field by emphasizing the potential of integrating ontologies with Knowledge Graphs (KG) and Graph Neural Networks (GNN) to create hybrid models that enhance the accuracy and transparency of recommendations, guiding future advancements in recommendation systems.
Effects of Digital Wiki Boards and KWL Strategy on Elementary Students’ Creative and Analytical Thinking Endra Priawasana; Sumariyah Sumariyah; Yuni Regena; Herawati Yeni
Indonesian Journal of Instructional Media and Model Vol 8 No 1 (2026): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v8i1.7285

Abstract

This study examined the effects of Digital Wiki Boards integrated with the Know–Want to Know–Learned (KWL) strategy on elementary students’ creative and analytical thinking. Grounded in social constructivist and metacognitive learning theories, the study employed a quasi-experimental pretest–posttest control group design involving 70 fifth-grade students from an elementary school in Jember Regency, Indonesia. Participants were assigned to an experimental group (n = 35), which received instruction through Digital Wiki Boards integrated with the KWL strategy, and a control group (n = 35), which received conventional teacher-centered instruction. The intervention was conducted over eight instructional sessions. Data were collected using validated Creative Thinking and Analytical Thinking tests and analyzed using Multivariate Analysis of Variance (MANOVA). The results indicated a significant multivariate effect of the instructional model on both creative and analytical thinking. Students in the experimental group achieved significantly higher scores than those in the control group, with large effect sizes demonstrating substantial practical significance. The findings suggest that integrating Digital Wiki Boards with the KWL strategy promotes collaborative knowledge construction, metacognitive regulation, and higher-order thinking. This study contributes to the literature on technology-enhanced collaborative learning and offers practical implications for fostering creative and analytical thinking in elementary education.
A Systematic Literature Review of Ethnomathematics-Based Card Games in Mathematics Learning Evi Yunia Nugraheni; Sri Subanti; Triyanto
Indonesian Journal of Instructional Media and Model Vol 8 No 1 (2026): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v8i1.7961

Abstract

Ethnomathematics-based card games are a mathematics learning innovation that integrates local cultural elements to create contextual and meaningful learning experiences. However, previous research is limited and has not comprehensively mapped the integration between game design, cultural context, and mathematical abilities through a Systematic Literature Review (SLR) approach. This study aims to describe game design, gameplay, regional culture, materials, educational level, and mathematical abilities developed through ethnomathematics-based card games. This study used a Systematic Literature Review approach with the PRISMA protocol. A Google Scholar search yielded 636 initial articles, which were then selected based on inclusion and quality criteria, resulting in 13 articles for analysis. The results indicate that card games, developed in both analog and digital formats, incorporate cultural contexts such as traditional games, local food, cultural motifs, and traditional houses, and are predominantly used in elementary and junior high schools. The use of this medium contributes to improving students' conceptual understanding, numeracy skills, problem-solving skills, and learning motivation. This study provides a comprehensive synthesis of the design, implementation, and impact of ethnomathematics-based card media as a basis for developing innovative and contextual mathematics learning.
Integrating Generative AI within Deep Learning Frameworks to Transform Student Learning Dimensions: A Systematic Literature Review Susanti Sufyadi; Agus Hadi Utama; Adinda Sadilla; Muhammad Afriandy; Ahmad Syarif
Indonesian Journal of Instructional Media and Model Vol 8 No 1 (2026): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v8i1.8076

Abstract

The rapid advancement of Artificial Intelligence (AI) in education has increased the necessity of understanding its role in supporting learning processes. Most current studies focus on teacher performance or instructional efficiency, while the relationship between AI and the student learning model remains under-explored. This study aims to analyze how the utilization of AI supports student learning models and identifies specific AI technologies, applications, or platforms that optimize these models. Through a Systematic Literature Review (SLR) protocol tracking 392 initial records down to 25 final articles from Scopus and SINTA (2020-2025) databases, this study provides an explicit methodological framework mapping AI's interaction with student agency. Theoretically, it shifts the educational discourse from teacher performance to student-centered autonomy, while practically offering design strategies for implementing collaborative AI tools within deep learning environments. Through a SLR method, two primary findings emerged. First, AI technologies such as Intelligent Tutoring Systems (ITS) and Large Language Models (LLM) significantly influence indicators of aspirations, learning to learn capabilities, and interpersonal relationships. Second, AI-based learning environments facilitate a more adaptive, personalized, and student-centered learning model by simultaneously integrating cognitive, social, and motivational dimensions. These findings confirm that AI is not merely an automation tool but a collaborative partner that strengthens student learning autonomy.
TikTok Filter-Based Educational Game to Improve Elementary Students’ Conceptual Understanding Damarjati Wicaksono; Abdul Arif
Indonesian Journal of Instructional Media and Model Vol 8 No 1 (2026): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v8i1.8189

Abstract

The integration of digital technology into elementary education has created new opportunities for developing interactive learning media. However, students often experience difficulties in understanding concepts in integrated science and social studies learning, indicating the need for more engaging instructional approaches. This study aimed to develop a TikTok filter-based educational game using Augmented Reality (AR) technology to improve elementary students’ conceptual understanding. The study employed a Research and Development approach based on the 4D model (Define, Design, Develop, and Disseminate). The product was evaluated through expert validation, user response questionnaires, and a one-group pretest–posttest design involving 26 sixth-grade students. The results showed that the educational game was feasible for implementation, with content expert and media expert validation scores of 83% and 94.79%, respectively. Teacher and student responses were also highly positive, reaching 84.6% and 88%. Furthermore, the Wilcoxon Signed-Ranks Test indicated a statistically significant improvement in students’ conceptual understanding, while the mean normalized N-Gain score of 0.56 demonstrated a moderate level of learning improvement. These findings suggest that TikTok filter-based AR educational games are practical and effective tools for supporting conceptual learning in elementary education. This study contributes to the growing body of research on AR-enhanced learning by demonstrating how social media-based technologies can be transformed into curriculum-aligned educational media that promote student engagement and conceptual understanding.

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