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Indonesian Journal of Instruction
Published by Universitas Pendidikan Ganesha
ISSN : -     EISSN : 27458628     DOI : https://doi.org/10.23887/iji
Core Subject : Social,
Social Sciences
Indonesian Journal of Instruction (IJI) is an internationally recognized journal in the field of education and is published four times a year (in January, mei september). The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults. IJI, being an international journal, our editorial advisory board members are from various countries around the world. The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by another member of the Board. Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not. Article evaluation process takes approximately three months. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
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Search results for , issue "Vol. 6 No. 1 (2025): January" : 20 Documents clear
Developing E-Module-Based PJBL Oriented with STEM on SPLDV Material to Improve Problem-Solving Skills Ni Wayan Sri Maeti; Gede Suweken; I Nengah Suparta
Indonesian Journal of Instruction Vol. 6 No. 1 (2025): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v6i1.91881

Abstract

The lack of instructional media that effectively integrates Project-Based Learning (PjBL) and STEM approaches in mathematics learning, particularly on the topic of Systems of Linear Equations in Two Variables (SPLDV), poses a challenge in enhancing students’ problem-solving skills. This study aims to explore the development process and examine the quality of a PjBL-based e-module oriented with STEM to improve students’ mathematical problem-solving abilities. This research adopts a research and development (R&D) design, comprising three main phases: preliminary research, prototyping, and evaluation. The participants included 90 students selected through random sampling and 2 teachers selected through purposive sampling. Data were collected using observation, interviews, document analysis, and tests, with instruments such as observation sheets, interview guides, field notes, and problem-solving test items. The data were analyzed qualitatively using Miles and Huberman’s technique and quantitatively through descriptive statistics. The results indicate that the developed e-module meets the criteria of being valid, practical, and effective for mathematics instruction. These findings suggest that integrating PjBL and STEM into e-modules offers an innovative solution for enhancing students’ problem-solving skills in mathematics.
VirtuMath: The Needs of Assistive Technology in Mathematics Learning for Students with Deaf-Mute Disabilities Suarjana, I Made; Simamora, Alexander Hamonangan; Antara, I Gede Wahyu Suwela
Indonesian Journal of Instruction Vol. 6 No. 1 (2025): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v6i1.96260

Abstract

Students with deaf-mute disabilities in inclusive elementary schools often face significant barriers in accessing verbal instruction, particularly in subjects that require abstract reasoning such as mathematics. This study aims to explore the difficulties in learning mathematics experienced by students with deaf-mute disabilities in inclusive elementary schools and analyze the need for the use of assistive technology to support their learning. This study uses a descriptive qualitative approach with data collection techniques in the form of in-depth interviews and classroom observations. The research participants consisted of one teacher, two hearing impairment students, two parents, and one principal. Data analysis was carried out using the data triangulation method. The results of the study indicate that students with deaf-mute disabilities have difficulty in understanding mathematical concepts that are delivered verbally, especially in abstract terminology. The findings also reveal that visual and interactive assistive technology is needed to help students understand mathematics material better. Teachers, parents, and students expect technology that combines animation, video, interactive images, and physical devices that support direct interaction with learning materials. Based on these findings, VirtuMath, as an assistive technology that integrates visual and sensory representations, is proposed as a potential solution to support mathematics learning for hearing impairment students.
FlexiThink: Decision Making and Design Thinking through Cognitive Flexibility Learning with a Transformative Multicultural Education Approach in Elementary Schools Kadek Yudiana; I Dewa Ayu Made Budhyani; I Wayan Kertih
Indonesian Journal of Instruction Vol. 6 No. 1 (2025): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v6i1.96632

Abstract

One of the essential skills to be developed among elementary school students is decision-making and design thinking. To enhance decision-making and design thinking skills, innovative learning is required—specifically, Cognitive Flexibility Learning with a Multicultural Education approach. Therefore, the urgency of this study lies in improving these skills to enable students to compete in the era of the Industrial Revolution 4.0. Cognitive flexibility is crucial as it helps students successfully adapt to changing conditions, remain resilient under pressure, and respond effectively to new situations. This study employs a research and development (R&D) approach using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data collection methods in this study include observation, interviews, questionnaires, and tests. The subject of this study is the instructional model, while the object of research includes the validity, practicality, and effectiveness of the model. The validity testing involved expert evaluators, while the practicality testing involved practitioners in elementary education (teachers and students). The results of the analysis showed a Sig. (2-tailed) value of 0.000 > 0.05, indicating a significant difference between pre- and post-implementation outcomes of the Cognitive Flexibility Learning model based on Multicultural Education. This approach enables students to view situations from multiple cultural perspectives, allowing them to think flexibly, understand diverse viewpoints, innovate creatively, and collaborate effectively in a global context. It thus prepares them to face future challenges with improved skillsets.
Mindful Learning-Based Cognitive Load Management Model in Elementary School Mathematics Learning I Made Tegeh; I Made Suarjana; Gede Weda Rukmana
Indonesian Journal of Instruction Vol. 6 No. 1 (2025): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v6i1.96672

Abstract

Many elementary school students still experience difficulties in understanding mathematical concepts due to the high cognitive load during the learning process. This leads to low levels of concentration and learning motivation. The purpose of this study is to develop a Cognitive Load Management (CLM) model based on Mindful Learning to reduce students' cognitive load and improve the effectiveness of mathematics learning. This study is a type of Research and Development (R&D) using the ADDIE model. The research subjects consisted of 2 instructional experts and 2 subject matter experts. The trial subjects included 1 teacher/practitioner, 3 students (individual trials), and 6 students (small group trials). Data collection methods included observation, interviews, questionnaires, and tests. The instruments used were questionnaires and test items. The data analysis techniques used were qualitative descriptive analysis, quantitative descriptive analysis, and inferential statistics. Validation results by instructional experts showed a score of 94% (very valid), and material expert validation reached 95% (very valid). The teacher's assessment of the model implementation was 96% (very practical), individual trials scored 93.5% (very practical), and small group trials scored 90% (very practical). The effectiveness test results showed a significant difference in students' learning outcomes before and after the implementation of the Cognitive Load Management model based on Mindful Learning in mathematics learning. It can be concluded that the CLM model based on Mindful Learning is feasible to be used in mathematics instruction as it is effective in helping students manage cognitive load while enhancing focus and conceptual understanding.
Vocabulary Building Model in Elementary School English Learning Gede Wira Bayu; Ade Asih Susiari Tantri; I Gusti Ayu Agung Manik Wulandari
Indonesian Journal of Instruction Vol. 6 No. 1 (2025): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v6i1.96675

Abstract

Many students still have difficulty understanding English learning due to the lack of supporting learning media and inappropriate learning models. This condition makes the English learning process challenging for students. The aim of this study was to develop a Vocabulary Building Model for English Learning in Elementary Schools. This research used an R&D approach employing the ADDIE model. The research subjects consisted of 2 media experts and 2 material experts, as well as 2 language experts, 2 material experts, and 2 learning experts. The trial subjects included 1 teacher/practitioner, 3 students (individual trial), and 6 students (small group trial). Data were collected using observation, interviews, questionnaires, and tests. The instruments used were questionnaire sheets and test items. Data analysis techniques applied in this study included qualitative descriptive analysis, quantitative descriptive analysis, and inferential statistics. The results showed that language experts gave a validity score of 95% (very valid), material experts 92% (very valid), and learning experts 90% (very valid). The individual trial obtained a practicality score of 95% (very practical), the small group trial scored 96% (very practical), and the teacher assessment was 90% (very practical). The effectiveness test results indicated an improvement in student learning outcomes after implementing the Vocabulary Building Model in Elementary School English Learning. It can be concluded that the Vocabulary Building Model is feasible for use in English learning and can enhance English learning outcomes for elementary school students.
Is the Implementation of the Independent Curriculum Based on the Case Method Effective in Science Learning? Syahfitriani Br Ginting; Sri Hanipah
Indonesian Journal of Instruction Vol. 6 No. 1 (2025): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v6i1.85606

Abstract

The implementation of the Independent Curriculum based on the case method in the current learning process has not yet been optimally carried out. This is due to the lack of understanding related to the application of the Independent Curriculum, particularly in IPAS (Integrated Science) learning. The purpose of this study is to analyze the implementation of the Merdeka Curriculum using the case method in IPAS learning at Elementary Schoo Wasur 2. The research method used is descriptive quantitative, with data collection through interviews, classroom observations, distribution of questionnaires involving the principal and 14 teachers from Elementary Schoo Wasur 2, as well as documentation, and the analysis of teaching modules. The results of the study show that the implementation of the Independent Curriculum based on the case method in IPAS learning faces many challenges and obstacles in the learning process, such as the lack of supporting facilities and infrastructure, and the available teaching materials are not yet sufficient to support IPAS learning. Inadequate knowledge and expertise of teachers in applying the case method. The purpose of this study was to examine how Wasur 2 Elementary School implemented an independent science curriculum based on the case approach.
The Influence of the Problem-Based Learning (PBL) Learning Model on Social Studies Interest and Learning Outcomes Ni Nyoman Satriani; Lasmawan, I Wayan; Kertih, I Wayan
Indonesian Journal of Instruction Vol. 6 No. 1 (2025): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v6i1.86582

Abstract

Social Studies learning in elementary schools still encounters the problem of low student achievement, caused by teacher-centered approaches that emphasize rote memorization. This condition limits students' active participation in the learning process and reduces their interest and critical thinking skills. This study aims to analyze the effect of the Problem Based Learning (PBL) model on students’ learning interest and learning outcomes in Social Studies. This research employed a quasi-experimental method with a post-test only control group design. The subjects involved 50 fifth-grade students, divided into an experimental class and a control class, each consisting of 25 students, selected through cluster random sampling. Data were collected using objective tests, interest questionnaires, interview guidelines, and observation sheets. Data analysis was conducted using MANOVA. The results revealed that the average learning interest and outcomes of students in the experimental class were higher than those in the control class. The MANOVA test showed a Wilks' Lambda value of 0.458, F = 20.462, with a significance level of 0.000, indicating a significant simultaneous difference between the two groups. These findings suggest that implementing the PBL model is effective in enhancing students' interest and learning outcomes in Social Studies. The implication of this study recommends integrating problem-based learning models to create active, meaningful, and competence-oriented learning environments.
Implementation of a Project-Based Learning (PjBL) STEM Approach in IPAS Learning to Improve Students’ Scientific Literacy and Critical Thinking Skills Yudiana, I Kadek Edi; Suastra, I Wayan; Arnyana, Ida Bagus Putu
Indonesian Journal of Instruction Vol. 6 No. 1 (2025): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v6i1.86609

Abstract

The Industrial Revolution 4.0 brings significant changes in human life with automation and access to information technology, which requires mastery of 4C skills: Critical Thinking, Creative Thinking, Communication, and Collaboration. Critical thinking skills are very important in supporting problem solving and decision making, and are closely related to scientific literacy. However, PISA data shows that the scientific literacy of Indonesian students is still low, with an average score of 74.56 in science learning. To improve this quality, the Merdeka Curriculum is implemented with a focus on project-based learning (PjBL), but the results are not optimal. The STEM-based PjBL model, which integrates science, technology, engineering, and mathematics, has proven effective in improving scientific literacy and critical thinking skills. This study used the Classroom Action Research (CAR) method with two cycles. The pre-cycle results showed an average value of scientific literacy of 73.28 and critical thinking of 72.14, below the Minimum Completion Criteria (KKM). Cycle I with PjBL increased the average value to 79.42 for scientific literacy and 79.28 for critical thinking. In Cycle II, after improvements to the teaching modules and learning media, the average value increased further to 82.28 and 82, indicating the success of the implementation of STEM-based PjBL. This model encourages problem solving, critical thinking, and collaboration, and prepares students with essential skills in the digital era.
A Systematic Literature Review on the Effectiveness of Stress Management for Teachers in Educational Settings Yoserizal; Gistituati, Nurhizrah; Al Kadri, Hanif; Anisah
Indonesian Journal of Instruction Vol. 6 No. 1 (2025): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v6i1.90529

Abstract

Stress is a significant challenge that affects educators' capacity to create an optimal learning environment. This study aims to analyze the effectiveness of stress management approaches within educational settings through a systematic literature review. The research employed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework to identify relevant studies published in the last five years, using SCOPUS and ERIC databases. The analysis reveals that most research on educator stress management focuses on secondary and higher education levels, while studies at the junior secondary level remain limited. Unmanaged stress is found to negatively impact educators' professional performance and student learning outcomes. Effective stress management strategies include self-regulation, counseling, physical activity, adjustment of academic workload, and the use of technology to support mental health. The findings highlight the importance of comprehensive and sustainable stress management interventions to improve educators’ emotional well-being and enhance the quality of teaching and learning processes. These insights are expected to inform future educational policies and practices related to stress management.
Digital Comic Media Contains Contextual Material on Economic Activities Science Content for Grade V Students I Made Yogi Setiawan; I Gusti Agung Ayu Wulandari; Maria Goreti Rini Kristiantari
Indonesian Journal of Instruction Vol. 6 No. 1 (2025): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v6i1.91276

Abstract

The problem that occurs in class V is the low learning outcomes of science and natural sciences. This is due to the lack of variation in learning media and the dominant lecture method. This study aims to analyze the effectiveness of Digital Comics Containing Contextual Material on the Economic Activities Material of Science Content for Class V Students. The research model used is ADDIE (analyze, design, development, implementation, evaluation). The subjects of the effectiveness test in this study were 26 students in class V. Data acquisition is classified into two types, namely quantitative and qualitative data. The research methods are observation, interviews, questionnaires and multiple-choice tests. While the instruments used are questionnaires and multiple-choice tests. The results of individual and small group test data were collected through pre-tests and post-tests. Then a prerequisite test (normality) was carried out before the hypothesis test (dependent sample t-test) was carried out. The results of the study showed that the tcount value = 17.34 was greater than ttable = 2.001. This means that tcount > ttable, so H0 is rejected and H1 is accepted. So, it can be concluded that contextual-based digital comic media is an effective content of science subjects for economic activities for grade V students.

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