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International Journal of Learning and Instruction (IJLI)
Published by Universitas Tanjungpura
ISSN : 26560763     EISSN : 27146847     DOI : 10.26418/ijli.
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
IJLI is a Scientific Journal published twice a year in April and Oktober by the Faculty of Teacher Training and Education in Universitas Tanjungpura Pontianak. The article contains the results of research and other scientific literature related to learning, instruction, teaching and evaluation.
Arjuna Subject : Umum - Umum
Articles 92 Documents
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Home Language and Literacy Pedagogy: Addressing the Foundational Learning Needs of Tribal Children in Multilingual Classrooms of Chhattisgarh Bagwan, Sunil Kumar
International Journal of Learning and Instruction (IJLI) Vol 7, No 2 (2025): Oktober 2025 Volume 7 Number 2 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/ijli.v7i2.93275

Abstract

This research investigates the pedagogical role of home languages in foundational literacy instruction among tribal children in multilingual classrooms of Chhattisgarh. Grounded in the framework of the National Education Policy (NEP) 2020 and the National Curriculum Framework for the Foundational Stage (NCF-FS) 2022, the study explores how local languages such as Chhattisgarhi, Gondi, and Halbi can be effectively utilized in early-grade classrooms to promote culturally responsive and meaningful learning. Through classroom observations and policy analysis, the paper highlights how bilingual and multilingual teaching practices, supported by contextually developed materials, help overcome language barriers and contribute to literacy acquisition and cultural identity formation. The study underscores the necessity for professional development of teachers, the development of local language resources, and instructional strategies that respect linguistic diversity. It further advocates for a policy shift towards inclusive language-based pedagogies that support both cognitive development and heritage preservation in tribal-dominated regions.
THE APPLICATION OF THE BLACKOUT POETRY METHOD TO IMPROVE STUDENTS' POETRY WRITING SKILLS Farhani, Safira Aulia
International Journal of Learning and Instruction (IJLI) Vol 7, No 2 (2025): Oktober 2025 Volume 7 Number 2 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/ijli.v7i2.96984

Abstract

This study aims to determine the effectiveness of the blackout poetry method on improving the poetry writing ability of class XI students of MAN 3 Karawang. The study used a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The sample consisted of two groups with 30 students. The experimental group used the blackout poetry method, while the control group used the lecture method. Data collection techniques included observation, tests, questionnaires, and documentation. Data were analyzed using descriptive analysis, normality test, homogeneity test, n-gain test, and hypothesis test. The results showed a significant increase in the experimental group with an average post-test score of 86.5 and n-gain 71.04, compared to the control group with a score of 78.1 and n-gain 52.18. Furthermore, the t-value of 3.804 > t-table 1.672 (p < 0.05) proves the effectiveness of the blackout poetry method.
Content Knowledge Among Prospective English Teacher in Developing Lesson Plans: A Systematic Review Rahmawati, Aprilia Afifatur; Anjaniputra, Agung Ginanjar
International Journal of Learning and Instruction (IJLI) Vol 7, No 2 (2025): Oktober 2025 Volume 7 Number 2 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/ijli.v7i2.93831

Abstract

This study conducted a literature review of the role of knowledge teachers using the PRISMA 2020 statement guidelines. The 311 articles were initialed from Scopus and ERIC databases and published from 2006 to 2025. The samples include prospective teachers' content knowledge divided into inclusion and exclusion criteria for lesson plans. Twenty-three papers were gained for the central paper review to answer the issue of this current study on how content knowledge aids prospective teachers in preparing lessons and what the challenges are. The findings indicate the development of lesson plans integrating knowledge teachers linked to pedagogy (i.e., teaching techniques, strategies, activities, and materials probably a connection to curricular knowledge), technology (digital tools, i.e., Kahoot, Quizlet), and students' knowledge (i.e., need, interest, and proficiency level). These findings paper highlighted teachers' knowledge, competence, and time management challenges. Still, these findings show that content knowledge is frequently marginalized or treated as a silent prerequisite rather than an active guiding force in lesson planning by only focusing on pedagogy and technology. This current study suggests CK must be reestablished as the guiding force behind instructional decision-making by emphasizing the need for in-depth research experience and knowledge for prospective English teachers.
Techno-Sociocultural Influences on Accelerating English Learning through DGBL Atmaja, Theodore Alexander
International Journal of Learning and Instruction (IJLI) Vol 7, No 2 (2025): Oktober 2025 Volume 7 Number 2 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/ijli.v7i2.98334

Abstract

This study investigates the socio-cultural influences on high school students regarding the integration of technology, specifically video games, in English language teaching (ELT). Motivated by the pervasive impact of modernization and the increasing necessity for effective English language acquisition in a globalized context, this study examines the feasibility and impact of technology application in ELT within a socio-cultural framework. Employing a quantitative case study design, the study involved 120 student participants and 16 educators utilizing interactive video game applications in conventional classroom settings, alongside questionnaires and observations for data collection. The findings indicate a strong consensus among educators regarding the significance of socio-cultural factors in ELT, although their practical integration varied considerably. Educators recognized video games as effective tools for enhancing learner motivation and language skills, a sentiment that was echoed by students. However, challenges such as technical difficulties, time constraints, and limited access to technology were prevalent. Notably, students exhibited pre-existing familiarity with video games, suggesting the potential of Digital Game-Based Learning (DGBL) to harness existing engagement. The study concludes with recommendations that emphasize the importance of purposeful game selection, scaffolding, and institutional support in addressing implementation challenges and fostering a more favorable attitude towards DGBL.
THE EFFECT OF FUN COOKING ACTIVITIES ON THE SOCIAL-EMOTIONAL DEVELOPMENT OF CHILDREN AGED 5-6 YEARS AT PKK KINDERGARTEN PONTIANAK Shalini, Tiara; Miranda, Dian; Perdina, Siska
International Journal of Learning and Instruction (IJLI) Vol 7, No 2 (2025): Oktober 2025 Volume 7 Number 2 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/ijli.v7i2.101047

Abstract

This study aims to determine the influence of fun cooking activities on the social-emotional development of children aged 5-6 years in Pontianak City PKK Kindergarten. This study uses a quantitative method of experimental form with a pre-experimental research design of one group pretest-postest. The number of samples in this study is 30 children. The data collection technique in this study uses observation sheets, checklist lists and documentation. The results of the study showed a significant increase in children's social-emotional development after doing fun cooking activities, shown in the results of the t-test (t-count = 27,707; significance 0.000 < 0.05). Interesting fun cooking activities, combined with food that children like, and support from teachers, fun cooking activities have proven to be effective in improving children's social-emotional development.
Flipped Classroom in Grammar Courses: Examining University Students’ Engagement in Indonesian EFL Contexts Murdia, *Murdia; Nur, Rizki Israeni S; Amaliah, Suci
International Journal of Learning and Instruction (IJLI) Vol. 8 No. 1 (2026): Vol 8, No 1 (2026): April 2026 Volume 8 Number 1 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/ijli.v8i1.105274

Abstract

AbstractIn English as a Foreign Language (EFL) learning, grammar courses remain a fundamental yet challenging component.Particularly, in terms where students often perceive grammar as intimidating. To address these challenges, learner-centeredapproach flipped classrooms have been introduced to enhance engagement and effectiveness. The study aimed to examinewhich dimensions of engagement (behavioral, emotional, and cognitive) contribute most significantly to the students’perception on the effectiveness of flipped classrooms in grammar courses. The perceived effectiveness referred to thestudents’ perception on instructional usefulness of flipped classrooms measured using a five-point Likert-scalequestionnaire along with the students’ engagement dimension. A quantitative design was employed with 100 universitystudents, who were selected through purposive sampling technique as they enrolled in grammar courses for one semester.Data were gathered through questionnaires and analyzed using regression analysis. The results indicate that students reportedrelatively high levels of engagement across all three dimensions (behavioral: M=4.06, SD=0.48, emotional: M=3.86, SD=0.59,and cognitive: M=4.09, SD=0.53). However, regression analysis depicted that emotional engagement (β = .949) was thestrongest predictor of perceived effectiveness, followed by cognitive engagement (β = .052). Whereas behavioralengagement (β = .003, p = .874) was not statistically significant. The results of this study contribute to the body ofliterature on flipped classrooms in EFL context and suggest that educators should design grammar lessons that not onlyencourage active participation but also stimulate emotional and cognitive engagement. Keywords: EFL Students’ Engagement, Flipped Classroom, Grammar Courses in Higher Education AbstractIn English as a Foreign Language (EFL) learning, grammar courses remain a fundamental yet challenging component. Particularly, in terms where students often perceive grammar as intimidating. To address these challenges, learner-centered approach flipped classrooms have been introduced to enhance engagement and effectiveness. The study aimed to examine which dimensions of engagement (behavioral, emotional, and cognitive) contribute most significantly to the students’ perception on the effectiveness of flipped classrooms in grammar courses. The perceived effectiveness referred to the students’ perception on instructional usefulness of flipped classrooms measured using a five-point Likert-scale questionnaire along with the students’ engagement dimension.A quantitative design was employed with 100 university students, who were selected through purposive sampling technique as they enrolled in grammar courses for one semester. Data were gathered through questionnaires and analyzed using regression analysis. The results indicate that students reported relatively high levels of engagement across all three dimensions (behavioral: M=4.06, SD=0.48, emotional: M=3.86, SD=0.59, and cognitive: M=4.09, SD=0.53). However, regression analysis depicted that emotional engagement (β = .949) was the strongest predictor of perceived effectiveness, followed by cognitive engagement (β = .052). Whereas behavioral engagement (β = .003, p = .874) was not statistically significant. The results of this study contribute to the body ofliterature on flipped classrooms in EFL context and suggest that educators should design grammar lessons that not onlyencourage active participation but also stimulate emotional and cognitive engagement.
Student Perceptions of Physical Education Learning in Elementary Schools Hardi, Alif Aryadi
International Journal of Learning and Instruction (IJLI) Vol. 8 No. 1 (2026): Vol 8, No 1 (2026): April 2026 Volume 8 Number 1 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the perceptions of fifth- and sixth-grade students regarding Physical Education, Sports, and Health (PJOK) learning at Ulo 58 Public Elementary School. This study used a quantitative approach with a descriptive survey method. The study population consisted of 56 students, all of whom were sampled using a total sampling technique. The research instrument was a Likert-scale questionnaire that had been tested for validity and reliability. Data were analyzed using descriptive statistics to describe student perceptions based on indicators of material understanding, learning methods, teacher attitudes and roles, learning interests and enjoyment, and facilities and infrastructure. The results showed that, in general, student perceptions of PJOK learning were in the good category. Teacher attitudes and roles were the most dominant factors in shaping students' positive perceptions, while facilities and infrastructure still need to be improved. These findings demonstrate the importance of strengthening the quality of pedagogical interactions and supporting facilities in improving the quality of PJOK learning in elementary schools.
Integration of Transformational and Distributed Leadership in Elementary School Management: A Strategy to Enhance Teacher Performance and School Achievement Usman, Usman; Asri B, M.
International Journal of Learning and Instruction (IJLI) Vol. 8 No. 1 (2026): Vol 8, No 1 (2026): April 2026 Volume 8 Number 1 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/ijli.v8i1.105138

Abstract

This study aims to analyze the integration of transformational and distributed leadership in elementary school management as a strategic strategy to improve teacher performance and school achievement. The research was conducted at SDN 144 Kabupaten Barru from September to October 2025. Grounded in the need for adaptive and collaborative leadership models in elementary education, this study employed a quantitative approach with an explanatory survey design. The participants consisted of 124 teachers selected through proportional random sampling. Data were collected using validated questionnaires (Cronbach’s Alpha = 0.91) and analyzed using multiple regression analysis. The results indicate that transformational leadership has a positive and significant effect on teacher performance (β = 0.42, p < 0.001), while distributed leadership also shows a significant effect (β = 0.37, p < 0.001). Simultaneously, both variables significantly influence teacher performance (F = 58.76, p < 0.001) with a coefficient of determination (R²) of 0.63, indicating that 63% of the variance in teacher performance is explained by the integrated leadership model. Furthermore, teacher performance significantly affects school achievement (β = 0.55, p < 0.001). These findings confirm that integrating transformational and distributed leadership substantially enhances teacher performance and contributes to improved school achievement in elementary education.
The Urgency of Formulating an Islamic Learning Theory as an Alternative to Modern Learning Theories Qamariyah, Ummi Jamilatul; Ni'mah, Mamluatun; Firdaus, Achmad
International Journal of Learning and Instruction (IJLI) Vol. 8 No. 1 (2026): Vol 8, No 1 (2026): April 2026 Volume 8 Number 1 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/ijli.v8i1.103593

Abstract

This research seeks to analyze the critical need for developing an Islamic learning theory as a conceptual counterbalance to the prevailing influence of modern learning theories in educational settings, particularly within the context of Islamic Religious Education (IRE). The study adopts a library-based research approach by examining a wide range of scholarly sources, including Islamic education textbooks, national and international academic journal articles, and contemporary discussions addressing modern learning theories and the framework of tarbiyah Islamiyah. The results reveal that while behaviorist, cognitivist, constructivist, and humanist learning theories provide valuable methodological insights for instructional processes, the epistemological foundations upon which they are built largely secular and human-centered do not sufficiently address the spiritual, ethical, and transcendental dimensions that are central to Islamic educational philosophy. In addition, the study highlights a conceptual vacuum within Islamic education caused by the lack of a systematically articulated Islamic learning theory that is firmly rooted in the Islamic worldview, rather than derived through modification of Western theoretical models. Accordingly, this study emphasizes that constructing an Islamic learning theory represents a fundamental theoretical imperative, as it offers a framework that is more consistent with the aims of tarbiyah Islamiyah, particularly the cultivation of insan kamil through the balanced integration of cognitive, affective, spiritual, and moral elements. A well-formulated Islamic learning theory is therefore expected to function as a foundational reference for designing holistic, context-sensitive, and pedagogically coherent learning practices that reflect the distinctive nature of contemporary Islamic education.
Undergraduate Student Perceptions of Using Wayground (Quizizz) in the Learner Developmental Course Wardany, Ossy Firstanti; Rahmi R, Nurazizah
International Journal of Learning and Instruction (IJLI) Vol. 8 No. 1 (2026): Vol 8, No 1 (2026): April 2026 Volume 8 Number 1 2026
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/ijli.v8i1.105317

Abstract

This study aims to determine student perceptions regarding the use of the Wayground platform (Quizizz) in the "Perkembangan Peserta Didik"/Learner Developmental course within the Special Education Department at Universitas Negeri Makassar. The research employs a quantitative descriptive method with a survey approach involving 91 students as respondents. Data were collected through a validated questionnaire using a 1-4 Likert scale, measuring five dimensions: ease of use, enjoyment, gamification, learning attitude, and barriers. The results indicate that 91% of students have a high perception (excellent) and 9% have a moderate perception (good) toward the use of Wayground. The enjoyment dimension achieved the highest score (3.541), followed by gamification (3.530), learning attitude (3.441), and ease of use (3.416), all of which fall into the high category. The barriers dimension received a moderate score (2.702), with the primary constraint being internet infrastructure limitations experienced by 84% of the students. Consequently, Wayground is proven to be an effective interactive learning medium capable of enhancing students' active engagement and enthusiasm in understanding learner development materials.

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