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Insar Damopolii
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INDONESIA
Journal of Research in Instructional
Published by Universitas Papua
ISSN : -     EISSN : 2776222X     DOI : https://doi.org/10.30862/jri
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Research in Instructional [e-ISSN: 2776-222X] is an Open Access Journal published by the Universitas Papua. JRI is regularly published bi-annually. By publishing bi-annually: June and December JRI is intended to communicate original researches and current issues on education and instruction including: research on learning and teaching strategies, curriculum development, assessment, and material development, teacher development, and educational evaluation policy. JRI publishes research articles that are comprehensive in nature by inviting reviews from the leading experts in the fields. The incoming papers will be blind peer-reviewed and selected based on high scientific studies and the ability to provide important contributions to the field. JRI has become a member of Crossref with DOI so that all articles published by JRI will have a unique DOI number.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 157 Documents
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The use of CLO3D application in vocational school fashion expertise program: Innovations, challenges and recommendations Prasetya, Luhur Adi; Widiyawati, Irva; Rofiudin, Amir; Haq, Salsabila Thifal Nabil; Hendranawan, Rian Syahmulloh; Permataningtyas, Anisa; Ichwanto, Muhammad Aris
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.550

Abstract

This study examines the effectiveness of using CLO3D application in learning fashion design in vocational schools. CLO3D is a three-dimensional design simulation software that allows students to explore fashion design virtually, accelerate the learning process, and enhance creativity. This study used systematic literature review method with PRISMA approach, analyzing 20 articles identified from various indexed international journals. The analysis showed that 85% of the studies reported significant improvement in students' design visualization ability, while 75% of the studies demonstrated time efficiency and reduced need for physical prototyping. A total of 70% of the articles revealed that CLO3D encouraged student creativity through more in-depth design exploration. However, the main challenges identified included a lack of teacher training (65%) and infrastructure limitations, particularly high-specification hardware. This study concludes that CLO3D has great potential in supporting fashion learning in vocational schools if supported by educator training and adequate infrastructure provision. The implication of this research is to encourage wider integration of 3D simulation-based technology in vocational education to support a more effective and innovative learning process.
The implementation of the theoretical humanism paradigm in holistic education Primarni, Amie; Masuwd, Mowafg; Makmudi, Makmudi; Fa’atin, Salmah; Nuhdi, Asep
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.601

Abstract

This article examines the implementation of the theoretical humanism paradigm in holistic education, an approach that integrates human values and divine values. The research question asked is why it uses the paradigm of theoretical humanism to be implemented in holistic education. This research aims to explore the theory, philosophical foundation, and application of holistic education based on theocentric humanism. With the library research method, the results of the study show that the implementation of this paradigm includes the formulation of a curriculum based on divine values, moral reinforcement through reflective practices, the development of spirituality-based critical thinking skills, and the formation of a school culture that supports spiritual and intellectual harmony. This paradigm is also in line with the values of the Qur'an and hadith, which emphasizes morality and belief in the formation of a whole character. The conclusion suggests that this approach provides a solid foundation philosophically and provides practical implications in preparing students for worldly challenges while achieving greater spiritual closeness. This article is expected to contribute to the development of a curriculum based on divine and human values in the context of Islamic education to answer the challenges of modern education.
Entrepreneurship education and entrepreneurial interest among students Burhanudin, Moch Aziz; Sojanah, Janah; Utama, Dian Herdiana
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.603

Abstract

The purpose of this study is to investigate how entrepreneurship education influences Indonesian high school students' desire to start their own businesses and to determine the elements that encourage and inhibit this desire. The research sample consisted of 150 students randomly selected from one high school. The research employed a survey with a questionnaire, and the study's data were evaluated by multiple linear regression. The results showed that interest in entrepreneurship increased significantly through entrepreneurship education with a coefficient of 0.50 (p < 0.0001). Family support, practical experience, and positive attitudes towards risk that significantly influence the desire to start a business. with coefficients of 0.20, 0.30, and 0.15, respectively. The main inhibiting factors include lack of family support and practical experience while supporting factors include relevant curriculum and support from teachers. These findings are in line with the theory of planned behavior and experiential learning theory which emphasize the importance of practical education and social support.
Correlation between learning styles and student learning outcomes in Islamic religious education subjects Santi, Santi; Supriadi, Gito; Anshari, Muhammad Redha
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.607

Abstract

Learning outcomes are proof of the success of students in undergoing the learning process and are proof of success for teachers in educating their students. The compatibility between the learning style and the learning outcomes to be achieved will affect the learning outcomes. This study aims to examine the correlation of learning styles to student learning outcomes in Islamic religious education (PAI) subjects at Palangka Raya High School. This study involved 176 grade XI students consisting of 12 classes as a sample. Data was collected through a learning style questionnaire consisting of 30 statement items and a multiple-choice learning outcome test administered through Google Forms. The results of Spearman's correlation analysis demonstrated that the correlation coefficient between learning style and learning outcomes was 0.055 with a p-value of 0.466, which stated that there was no significant relationship between the two variables based on the analysis conducted. Thus, the student's learning style did not significantly affect the learning outcomes in PAI subjects. This study suggests looking at other more effective factors that influence learning outcomes, such as teaching methods and learning conditions, to be considered in further studies to obtain a more comprehensive picture of the factors that play a role in improving learning outcomes.
An investigation of the quality of presentation slide design and oral communication in higher education Wijayanti, Sri Hapsari; Widyastuti, Theresia Dian; Ristyantoro, Rodemeus; Pramono, Herry
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.608

Abstract

Oral presentation methods utilizing presentation slides are prevalent learning activities in higher education. The workplace also frequently employs presentations to report project outcomes, disseminate new regulations, or convey ideas. This research aims to (a) investigate the evaluation of presentation slide design and text by lecturers and peers; (b) determine the perceived importance of oral presentations and the use of presentation slides in the workplace. This study employs a mixed-methods approach, combining quantitative and qualitative descriptive methods. Data collection involved questionnaires distributed to 222 active students in the 2023-2024 even-semester. Additionally, data were gathered through interviews with two students and four private company leaders in Jakarta and Bekasi, West Java. The results indicate that peer evaluations of presentation design are higher than those of lecturers. Peers assigned lower scores to visual aspects, while lecturers focused on text size. This research does not fully align with communication theory, emphasizing the 7-line pattern with seven words per line on a single presentation slide. Oral presentations in the workplace are considered crucial for career advancement. However, practical shortcomings persist, including poorly structured presentation slides, presenters' insufficient attention to the audience, presentation content lacking supporting data and facts, and presenters resorting to verbatim reading.
Using the local wisdom of Wayang Kulit in implementing the project to strengthen the pancasila students profile (P5) in primary school Rahayu, Kiswari Puji; Ngazizah, Nur; Suyoto, Suyoto
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.610

Abstract

The purpose of this study was to determine the implementation of the P5 theme of local wisdom of Wayang Kulit in class IV of a private primary school in Purworejo. Qualitative descriptive research was used. Data were collected through observation, interview, and documentation. Data sources included the principal, facilitator team, grade IV teachers, and student samples. Data were analyzed through data reduction, data presentation, and conclusion stages. The results showed that the P5 design of private primary schools in Purworejo includes three main stages: (1) Planning: The principal forms a team of facilitators, identifies school readiness, determines dimensions and themes, allocates time in weekly blocks, and develops project modules; (2) Implementation: Activities include an introduction, contextualization, real action in the form of making Wayang Kulit, and celebration of learning outcomes through class presentations; (3) Evaluation: Conducted through reporting results in the form of student project report cards and evaluating activities through reflection and two-way discussions between teachers and students. In the real action of P5, parents of students in private primary schools in Purworejo play an active role by providing resources in the form of tools and project materials, accompanying students at home, and actively participating in school meetings. It can be concluded that the implementation of P5 on the theme of local wisdom of Wayang Kulit in class IV of private primary schools in Purworejo is carried out systematically, integrates local wisdom, and involves the active participation of parents.
The impact of the case-based learning model and learning motivation on learning outcomes Fahmi, Ahmad Ihfan Khalif; Degeng, Made Duananda Kartika; Soepriyanto, Yerry
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.612

Abstract

This study aims to explore the impact of implementing the case-based learning (CBL) model and student motivation on academic achievement in mathematics. The background of this research is the low interest and motivation of students in mathematics learning, which affects their academic performance. The research design uses an experimental method with a post-test approach. The subjects of the study consisted of 40 eighth-grade students from a junior high school, divided into experimental and control groups. The findings indicate that the application of the CBL model significantly improved students' learning outcomes compared to conventional learning, with a significance value of 0.000. On the other hand, students with high motivation showed better results than those with low motivation (significance value of 0.010). However, no significant interaction was found between the learning model and motivation in influencing learning outcomes. Based on these findings, it can be concluded that CBL is effective in improving mathematics learning outcomes, while motivation also plays an important role in students' academic achievement.
Integration of macroscopic fungal diversity in the Banyak mountain forest area into the fungi e-module: Validity and practicality analysis Nurzahra, Vakha Yulia; Muzazzinah, Muzazzinah; Indrowati, Meti
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.628

Abstract

Developing an e-module for biology education is necessary to optimize the learning process. This research aims to evaluate the validity and practice of the macroscopic fungal diversity e-module found in the Banyak mountain forest area, Sragen Regency, as a fungi learning resource. This research employs a research and development (R&D) approach using the ADDIE development model. The e-module was validated by four validators: two media experts and two content experts. At the same time, the practicality test was conducted through individual and small group trials with Xth-grade students. The data collection instruments included a validity assessment sheet for the media and content, as well as a student response questionnaire. Data analysis was conducted both qualitatively and quantitatively, with qualitative data including suggestions and comments from evaluators, while quantitative data were based on evaluator assessments using a Likert scale. The results show that the media validity score was 94%, categorized as very valid, the content validity score was 89%, categorized as very valid, and the practicality test yielded an average score of 87%, categorized as very practical. Based on these results, it can be concluded that the e-module on macroscopic fungal diversity is valid and practical as a learning resource on fungi at a high school in Tangen and can proceed to the next phase, effectiveness testing.
Exit exams design in higher education: A systematic review Teshome, Samson Worku
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.644

Abstract

This systematic literature review explores the design issues surrounding exit exams in higher education, focusing on their validity, reliability, and impact on student outcomes. As exit exams have become integral to assessing student competencies, the need for effective and equitable assessment strategies is paramount. The review synthesizes two decades of research to identify key challenges, including the alignment of exam content with educational objectives, the tension between standardization and customization, and the engagement of diverse stakeholders. The findings reveal that while exit exams are essential for ensuring graduates meet established competencies, they often face criticism due to concerns over fairness and the potential narrowing of curricula. The review underscores the importance of stakeholder perspectives, including those of faculty, students, and administrators, in shaping the design and implementation of exit exams. Furthermore, ethical considerations regarding the role of assessments in educational experiences are discussed. The review concludes with recommendations for a holistic approach to exit exam design, emphasizing collaboration among stakeholders and the need for ongoing training for faculty. Future research directions are also proposed, advocating for innovative assessment strategies and longitudinal studies to evaluate the long-term impacts of exit exams. By addressing these critical design issues, this review aims to contribute to the ongoing discourse in higher education assessment and promote student achievement and educational equity.
The digital reading literacy of Indonesian pre-service English teachers: What do lecturers say? Astuti, Sari; Hamied, Fuad Abdul; Muslim, Ahmad Bukhori
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.622

Abstract

This study investigates the digital reading literacy of pre-service English teachers from the perspectives of their educators in teacher training institutions. By exploring how educators perceive, assess, and address the digital reading skills of future English teachers, this research aims to shed light on the challenges and opportunities present in developing this particular literacy. Data were collected through deep interviews and questionnaires distributed to five educators of an English education program from a school of teacher training in Indonesia. The data were analyzed using thematic analysis. Findings reveal four main themes; Digital reading literacy of pre-service English teachers; Integration of technology into teaching and learning context;  Challenges in developing digital reading literacy; and Institutional and curriculum support. Then, it is found that while digital reading literacy is increasingly recognized as essential for future English teachers, significant gaps remain in terms of increasing pre-service English teachers’ motivation and autonomous learning capacity and integrating digital reading skills into the curriculum and classroom practices. The study concludes with recommendations for enhancing digital reading literacy instruction in the classrooms and supporting educators in adopting strategies to improve students’ digital reading literacy through providing sufficient training and embedding this literacy into the curriculum.

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