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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 development of comic media based on Sekujang culture for elementary school students Susanti, Atika; Muktadir, Abdul; Darmansyah, Ady
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.642

Abstract

Elementary students' cognitive learning outcomes remain a challenge, particularly in understanding, remembering, and applying taught concepts. Low cognitive achievement is often caused by a lack of student engagement, unappealing teaching methods, and minimal use of interactive and contextual learning media. This study aims to develop and assess the feasibility of Sekujang culture-based comic media and determine its effectiveness in enhancing students' cognitive learning outcomes in Bahasa Indonesia learning. Using the R&D method with the ADDIE model, this study found that the comic media met the "very feasible" criteria based on expert assessments. The material validation scores increased from 37 and 39 in stage 1 to 55 and 58 in stage 2, while the design validation scores improved from 35 to 53 and 55. The effectiveness test using a paired t-test yielded a significance value of 0.000, indicating a significant improvement in students' cognitive learning outcomes. The experimental class achieved a gain score of 0.3756 (moderate), while the control class only reached 0.1686 (low). These findings suggest that the Sekujang culture-based comic media is an effective and engaging learning tool for Bahasa Indonesia instruction in elementary schools.
Investigating the correlation between self discipline, fieldwork, and work readiness: A study on vocational high schools Ridwan, Ahmad; Widiyanti, Widiyanti; Nurhadi, Didik
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.652

Abstract

The high unemployment rate among graduates of vocational high schools reflects a gap between educational outcomes and the demands of the industry. This study aims to examine the relationship between self-discipline and fieldwork practices on students’ readiness to enter the workforce. The research was conducted with 51 twelfth-grade students from the Mechanical Engineering program at Vocational High School “Sore” Tulungagung. The instruments used included a self-discipline scale, a student readiness scale, and fieldwork practice scores. Data were analysed using Pearson product-moment correlation. The findings revealed that self-discipline is positively and significantly correlated with students’ readiness to enter the workforce (r = 0.338; p < 0.05), while fieldwork practices also showed a significant positive correlation with student readiness (r = 0.415; p < 0.01). Simultaneously, both variables were significantly associated with students’ readiness (r = 0.471; p < 0.01). These results emphasise the importance of strengthening student discipline and providing relevant fieldwork experience in preparing vocational school graduates to be more competitive and adaptive in the evolving labour market. This study also offers practical implications for schools and industries in designing learning programs that are better aligned with workforce requirements.
Interventions into students’ academic performance at HOTS levels in redox reactions using problem-based learning and peer-tutoring strategies Kwasi, Benjamin N.; Achor, Emmanuel E.
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.v5i1.654

Abstract

The impact of problem-based learning and peer-tutoring strategies on the higher-order thinking performance of grade ten students in redox reactions in Kogi State, Nigeria, was explored using a quasi-experimental design of pretest-posttest unequal group setting. The population comprised 795 grade 10 students from 33 co-educational schools, out of which 146 students (males = 69, females = 77) emerged as the sample. Data were collected using the Higher Order chemistry Performance Test (HOCPT) with a reliability coefficient of 0.83. Mean, SD, bar charts, and ANCOVA were deployed for analysis. Both problem-based learning and peer-tutoring strategies considerably enhanced students' academic performance at higher-order thinking levels in redox reactions. Gender was not a determining factor in the effectiveness of these strategies, and a considerable interaction effect was not observed between strategies and gender. These findings suggest that problem-based learning and peer tutoring are effective in improving students' HOTS performance in chemistry, regardless of gender. Organization of training workshops to help chemistry teachers with the skills needed to implement activity-based instructional strategies effectively was recommended.
Can augmented reality boost students’ cognitive levels in geography? Salsabila, Resyifa Qatrunnada; Suharto, Yusuf
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.676

Abstract

Understanding spatial relationships and human-environment interactions is an important aspect of geography, but many students still struggle to develop the cognitive skills to understand the concept. Augmented Reality (AR) provides an interactive learning experience for students, but previous studies generally have focused on lower-order cognitive skills. This study aims to examine the effect of AR on students' ability to understand (C2), apply (C3), and analyze (C4). This study used quasi-experimental with a posttest-only control group design. 71 tenth-grade students were selected as samples through purposive sampling. The test instrument comprised multiple-choice and essay-type questions across three cognitive levels. Data were analyzed using a non-parametric method, namely the Mann-Whitney U test. The analysis showed no significant difference between the experimental and control classes in the understanding (C2) and applying (C3) domains. However, there are variations in results on several indicators in these two domains, so AR shows the potential to improve students' understanding and application in certain aspects. In contrast, there was a significant difference in the analyzing domain (C4), with all indicators showing significant differences. Thus, AR can effectively support students' analytical skills, while its role in improving understanding and application needs further study.
Students’ perceptions about game-based learning in vocabulary learning Ismail, Mohammad Rizky Fauzan; Ruswandi, Riki; Hidayat, Hamdan
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.v5i1.680

Abstract

Vocabulary acquisition is a fundamental aspect of language learning. Using suitable learning strategies can help students learn and enrich their vocabulary. This study examines students' perceptions of using Game-Based Learning (GBL) in vocabulary learning. This study was conducted at SMA Istiqamah Bandung, involving 56 grade X students as participants. This study used a quantitative approach with an instrument in the form of a questionnaire distributed via Google Forms. The analysis involved calculating frequency distribution, percentage, mean, and perception levels. We carried out direct communication and periodic reminders to ensure complete data collection. The results indicated that students viewed GBL as a fun and helpful method in learning vocabulary. They showed interest, motivation, and enthusiasm when learning vocabulary through game-based strategies. The findings also reflect a preference for a collaborative, student-centered learning environment. The students viewed GBL as a helpful strategy for vocabulary learning. We recommend further research to explore broader contexts and combine various data collection methods to gain a deeper understanding.
ReCODE integrated collaborative mind mapping to improve students’ creative thinking skill Maghfiroh, Kalimatul; Mahanal, Susriyati; Prabaningtyas, Sitoresmi
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.681

Abstract

This study aims to determine the effect of reading, connecting, observing, discussing, and evaluating (ReCODE) model integrated with collaborative mind mapping (CMM) on creative thinking skills of high school students in biology learning. This quasi-experimental study used a pretest-posttest nonequivalent control group design. There were 10 description questions used in assessing students' creative thinking skills. Data were collected from 106 students of class XI at senior high school in Sidoarjo, Indonesia. The data were analyzed using ANCOVA at 5% significance level followed by LSD test. The results showed that the ReCODE-CMM learning model had an effect on students' creative thinking skills. The conclusion of this study is that the ReCODE-CMM model is able to improve each indicator of creative thinking skills because the components of this indicator have been integrated into the syntax of the learning model which involves the process of reading, linking concepts and facts in the problem, and organizing information collaboratively to create a solution to a problem.
Pedagogical strategies for drum learning: A qualitative study on fun and discipline for elementary students Sembiring, Piter; Sitanggang, Imelda Aprillia; Hutapea, Clarisa Jesika Korina Tiurmauli
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.686

Abstract

This study examines the balance between fun and discipline in drumming lessons for primary school students at Favore Music, a non-formal music education institution. The aim of the study is to explore effective pedagogical strategies that can increase students' motivation, engagement, and mastery of skills through a combination of fun activities and technical discipline. Using a qualitative approach, data were collected through participatory observation, in-depth interviews, and documentation. The findings show that the integration of fun activities, such as rudiment rhythm games and drum cover challenges, can increase student engagement while maintaining a focus on technical aspects. The role of the teacher as both instructor and facilitator is crucial in providing interactive feedback and structured challenges to encourage skill development. The results show that students who engage in fun activities show increased motivation and perseverance, which leads to improved technical ability. This study concludes that a balanced approach between fun and discipline is essential for effective music education, which not only develops musical skills, but also motivates and builds long-term resilience in students.
Application of multi-representational discourse model to improve students' communication skills Norjanah, Norjanah; Jumrodah, Jumrodah; Gofur, Abdul
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.687

Abstract

Students who have good communication skills tend to find it easier to understand the material, collaborate with classmates, and complete assignments. Communication skills must be established in students. Learning is not optimal without good communication (good interaction between educators and students). The research on applying the multi-representational discourse (MRD) learning model. This study aimed to explore how this model can improve students' communication skills. The method used in this study was classroom action research. This study was conducted on grade XI students at MAN Kota Palangka Raya with 36 respondents. The data analysis technique used is a quantitative analysis technique to compare student activities during the cycle. The results showed an increase in students' communication skills using MRD learning. The MRD model encourages students to discuss and exchange opinions actively, improving their ability to communicate verbally and non-verbally. The results showed increased students' communication skills, especially in expressing opinions, discussing, making presentations, and asking questions. The use of models that involve active interaction between students, such as group discussions, can have a positive impact on the learning process.
Implementation of jigsaw learning to improve mathematics learning outcomes of grade IV elementary school Kalifah, Diah Rizki Nur; Nasrullah, Ali; Nasir, Badlihisham Mohd; Jojo, Zingiswa Mybert Monica
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.692

Abstract

The low learning outcomes of mathematics at the primary school level, especially among fourth-grade students, are a major concern in the world of education. Despite numerous efforts to enhance the comprehension of mathematical concepts, the outcomes remain unsatisfactory. The purpose of the study was to explore the application of the jigsaw model in improving mathematics learning outcomes in grade IV. The type of research is classroom action research (CAR), with a Kemmis and Taggart model design, consisting of two cycles. Each cycle includes four stages: planning, implementation, observation, and reflection. The research subjects were 12 fourth-grade students, and data collection techniques were conducted through observation, tests, and documentation. Data analysis was conducted using the descriptive analysis method, using descriptive statistical formulas such as frequency distribution and average. The findings showed that the application of the jigsaw model succeeded in improving the learning outcomes of fourth-grade students, as evidenced by the percentages of 43% in cycle I and 89% in cycle II. Therefore, we conclude that the application of this model effectively enhances students' mathematics learning outcomes. Future research can explore the specific factors in the application of the jigsaw model that have the most influence on improving learning outcomes.
Perceptions of pre-service teachers towards online learning at a teacher education college in Zimbabwe Matorevhu, Alois; Madzamba, Havatidi
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.697

Abstract

At the end of 2019, the advent of the COVID-19 pandemic prompted an immediate knee-jerk response in many countries worldwide to shut down all learning institutions, from preschool to university level. This unforeseen abrupt closure of most educational institutions compelled the conversion of face-to-face learning to a fully online or blended/hybrid format in a very short transitional time. While the advantages of online learning are apparent, its effective use in many universities and colleges is very complex and challenging. This may be due to factors like large student numbers, lack of appropriate gadgets, poor internet connectivity, and expensive data bundles. In the context of both challenges and benefits of online learning, this study sought to explore perceptions of pre-service teachers (students) at a teacher education college in Zimbabwe on their experience in the use of a particular online teaching and learning platform. We used a semi-structured questionnaire and interviews in this case study to gather data. Findings show that pre-service teachers perceived the online learning platform to be useful in facilitating learning by enabling them to learn anytime from any place. However, the pre-service teachers indicated that, if given the opportunity to choose, they would prefer face-to-face learning due to their inability to purchase laptops, the high cost of data required to stay connected to the internet, and their lack of proficiency in using the online learning platform. Based on findings, recommendations are given for enhancing the use of online platforms for teaching and learning.

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