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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
The Contribution of Student Management, Guidance and Counseling Services, and Parental Roles to the Character Values of Junior High School Students Dwitariani, Ni Kadek Nonik
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.v6i1.91782

Abstract

The lack of effective collaboration among schools, families, and educational support services poses a significant challenge in shaping students' character. Character values, which should serve as the foundation of students' personalities, often fail to develop optimally due to weak synergy among these elements. This study aims to analyze the contributions of student management, guidance and counseling services, and parental involvement to the enhancement of students’ character values. Employing a quantitative approach with an ex post facto design, the study involved 587 students as the research population. Data were collected using a Likert-scale questionnaire, which had been tested for content and item validity, supported by documentation. Data analysis techniques included simple regression, multiple regression, and partial correlation. The findings indicate that all three variables—student management, guidance and counseling services, and parental involvement—significantly contribute to the development of student character. Among them, guidance and counseling services were found to have the most dominant influence. The study concludes that integrating the roles of schools, counselors, and parents is essential in creating an educational ecosystem that fosters character building. The practical implication suggests that enhancing the quality of counseling services and school–parent communication can be an effective strategy for strengthening student character development in a sustainable manner.
Roots Program in Preventing Bullying and Improving the Character of Junior High School Students Agung, Ida Bagus Agung Mahayana
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.v6i1.91926

Abstract

Bullying in school environments remains a significant issue in Indonesia, affecting students’ psychological well-being and the overall educational climate. This study aims to evaluate the effectiveness of the ROOTS Program in preventing bullying and enhancing the character development of junior high school students. The research employed the CIPP evaluation model (Context, Input, Process, Product) using a quantitative approach. The study population consisted of 85 respondents, including 76 students and 9 teachers. Data were collected through questionnaires, interviews, and documentation, and were analyzed descriptively using T-score analysis techniques. Based on T-score analysis of the four variables (Context, Input, Process, and Product), the results indicate the overall effectiveness of the program. The Context variable produced 61 positive scores (+) and 24 negative (-), indicating that the program’s implementation context was highly effective in creating a safe and inclusive environment. The Input variable recorded 46 positive scores (+) and 39 negative (-), showing that the program's inputs were generally good, although improvements are needed in terms of resources and educator training. The Process variable obtained 66 positive scores (+) and 19 negative (-), suggesting the program’s implementation process was effective. The Product variable recorded 57 positive scores (+) and 28 negative (-), indicating positive outcomes in reducing bullying cases. It can be concluded that the ROOTS Program is effective in building an empathetic, inclusive, and bullying-free school culture at the junior high school level. The evaluation recommends strengthening teacher training and resource support to ensure the sustainability of the program.
STAD Learning Using an NLP Approach Improves Indonesian Language Learning Outcomes of Elementary School Students in Lower Grades Patni, Ni Nyoman Ayu Dhyana Radha; Maria Goreti Rini Kristiantari; Basilius Redan Werang
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.v6i1.92034

Abstract

The Indonesian language learning outcomes of elementary school students remain low due to the use of conventional teaching methods that fail to actively engage students. This study aims to analyze the effect of the Student Teams-Achievement Divisions (STAD) cooperative learning model based on Neuro-Linguistic Programming (NLP) in improving the Indonesian language learning outcomes of third-grade elementary school students. This research employs a quasi-experimental design with a Non-equivalent Pretest-Posttest Control Group Design. The sample consists of 48 students, divided into two groups: the experimental class, which was taught using the STAD model with NLP, and the control class, which was taught using conventional methods. Data were collected through multiple-choice objective tests and analyzed using descriptive statistics and t-tests to measure differences in learning outcomes between the groups. The results indicate a significant difference between the experimental and control groups (tcount = 5.11 > ttable = 2.00), with achievement percentages of 87% for the experimental class and 51% for the control class. These findings suggest that integrating the STAD model with NLP effectively enhances students' comprehension and learning motivation. The implications of this study highlight the importance of implementing innovative teaching strategies that accommodate students' cognitive and psychological aspects to improve the effectiveness of Indonesian language learning in elementary schools.
The ATiK Learning Model with the Three-Period Lesson Technique and Self-Efficacy to Improve Early Childhood Numeracy Literacy Putu Sri Darma Dewi; I Gede Astawan; Putu Aditya Antara
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.v6i1.93978

Abstract

The low level of numeracy literacy among early childhood learners in Indonesia presents a challenge in developing logical thinking and problem-solving skills from an early age. Improving numeracy literacy requires innovative learning approaches that also consider children's psychological aspects. This study aims to analyze the effects of the Amati, Tiru, Kerjakan (ATiK) learning model combined with the Three-Period Lesson technique and self-efficacy on early childhood numeracy literacy. The research employed a quasi-experimental design with a posttest-only control group. A total of 76 children participated as subjects, divided into experimental and control groups. Data were collected through observations and tests, using self-efficacy observation sheets and numeracy literacy test instruments. Data were analyzed using two-way ANOVA. The results indicate that the ATiK learning model with the Three-Period Lesson technique significantly enhances numeracy literacy. Self-efficacy also influences outcomes, with children who have high self-efficacy achieving better scores. A significant interaction was found between the learning model and self-efficacy. These findings highlight the importance of experiential learning and psychological reinforcement in early childhood education.
Civic Education as a Development of Character Education for Elementary School Students Ni Putu Adi Utami; Dewa Bagus Sanjaya
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.v6i1.95784

Abstract

Civic Education (PKn) at the elementary school level holds a strategic role in instilling essential character values from an early age. This study aims to explore the role of Civic Education in shaping students' character through the integration of values such as discipline, responsibility, patriotism, and social awareness. Employing a qualitative approach with a case study method, data were collected through classroom observations, in-depth interviews, and document analysis of the PKn learning process. Data were analyzed using descriptive qualitative techniques, including data reduction, data display, and conclusion drawing. The findings reveal that PKn learning, when linked to contextual activities such as classroom discussions, social projects, and extracurricular engagements, significantly enhances students' understanding of citizenship concepts and encourages prosocial behavior. However, limited instructional time, insufficient teacher training in character education, and lack of supporting resources pose major challenges to effective implementation. The study concludes that the effectiveness of Civic Education in character development largely depends on holistic learning approaches and systemic support from curriculum design and professional teacher development. The implications of these findings highlight the urgency of revising the Civic Education curriculum and implementing continuous teacher training programs to fully realize the potential of character education within this subject.
Civic Education as the Embodying of National Identity for Students in Elementary Schools Ni Putu Suparmini; Dewa Bagus Sanjaya; I Nengah Suastika
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.v6i1.95921

Abstract

Civic Education (PKn) holds a crucial role in shaping and manifesting students’ national identity from an early age. However, a notable discrepancy exists between the normative expectations (das sollen) and the practical realities (das sein) of its implementation in elementary schools. While the PKn curriculum is ideally designed to instill national values such as Pancasila, the spirit of unity in diversity (Bhinneka Tunggal Ika), and patriotism, its application in classrooms often remains conventional, less engaging, and disconnected from students’ real-life contexts. As a result, students struggle to internalize the intended values meaningfully. This study aims to analyze Civic Education as a medium for fostering national identity among elementary school students through a comprehensive literature review. Utilizing a qualitative library research approach, this study draws on scholarly journals, academic books, and official documents relevant to the topic. The findings reveal that PKn can effectively strengthen national identity when implemented through interactive and contextual learning strategies, such as integrating national values into the curriculum, adopting innovative teaching methods, and promoting extracurricular activities that reinforce national character. With appropriate pedagogical approaches, Civic Education can serve as a transformative tool to cultivate students’ critical awareness, deepen their understanding of national values, and empower them to uphold unity and national integrity amid the challenges of globalization.
Balinese Art-Oriented Digital Comic Media for Pancasila Education Subjects to Improve Learning Outcomes Laksana, Made Arya Dharma; Tegeh, I Made; Widiastini, Ni Wayan Eka
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.v6i1.96842

Abstract

Civics education often faces challenges in delivering the topic of diversity in an engaging and easily comprehensible manner for students. The lack of innovative instructional media that incorporate local cultural values has become an obstacle in improving students' learning outcomes. This study aims to develop and evaluate the effectiveness of a digital comic media oriented to Balinese art in enhancing the learning outcomes of fourth- grade students on the topic of ethnic, social, and cultural diversity in Indonesia. This is a development research using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects included one teacher and fourth-grade students as trial participants. Data were collected through observation, interviews, and tests, using instruments such as validation sheets, response questionnaires, and learning outcome tests. Data were analyzed using descriptive quantitative techniques and paired t-tests. The results showed that the Balinese art-oriented digital comic media had very high content validity (index 0.93–1.00), high practicality based on teacher (97.5%) and student (98.33%) responses, and significant effectiveness in improving students’ learning outcomes (p = 0.017 < 0.05). The conclusion of this study is that the Balinese art-oriented digital comic is valid, practical, and effective as an innovative instructional media to improve students' learning outcomes. The implication of this study suggests that integrating local culture into digital learning media can enhance students’ interest, motivation, and meaningful understanding.
I2M3-Based Interactive Multimedia Traces of Culture: An Innovative Approach to Learning Indonesian Cultural Diversity in Elementary Schools I Gusti Agung Ratih Puspaningrat; I Gusti Agung Ayu, Wulandari; Didith Pramunditya , Ambara
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.v6i1.97248

Abstract

The low learning outcomes of elementary students in the topic of Indonesian Cultural Diversity are caused by the lack of innovative, interactive, and contextual learning media. This condition results in limited student engagement and inadequate conceptual understanding. This study aims to develop and evaluate the effectiveness of the Jejak Budi interactive multimedia based on the I2M3 model in enhancing students’ learning outcomes on Indonesian Cultural Diversity. This research employed a development research design using the ADDIE model. The research subjects consisted of one content expert, one instructional design expert, one media expert, three students for individual trials, nine students for small group trials, and 23 students for the effectiveness test. Data were collected using questionnaires and multiple-choice objective tests, and analyzed through descriptive quantitative analysis and inferential statistics using a one-sample t-test. The results showed that the Jejak Budi interactive multimedia based on the I2M3 model was highly feasible, with expert and user trial feasibility percentages ranging from 90.79% to 95%. Hypothesis testing revealed a significance value of 0.000 < 0.05, indicating that the multimedia is effective in improving student learning outcomes. This research implies that adaptive and effective interactive multimedia innovations can significantly support learning in elementary schools.
When the Needs of Inclusive Schools Are Not Met: Differences in Science Learning Experiences for Deaf Students Ariani, Komang Dian Indah; Riastini, Putu Nanci; Diputra, Komang Sujendra
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.v6i1.98316

Abstract

Every student, including deaf students, has the right to an equitable and meaningful Science learning experience. However, in practice, the specific needs of deaf students in inclusive Science classrooms have not yet been fully understood or met. This study aimed to analyze the fulfillment of physiological, safety, and love and belonging needs, which are foundational to creating an equitable Science learning experience for deaf students. This was a descriptive qualitative study with Science teachers, deaf students, and school staff at one inclusive elementary school as subjects. Data was collected through interviews, observation, and documentation, using interview guides, observation sheets, and records of learning activities. The data was analyzed qualitatively through data reduction, data display, and conclusion drawing. The findings revealed that of the three needs studied, only the need for safety had been met. This was indicated by the absence of bullying and fair treatment from teachers during Science lessons. Meanwhile, the needs for physiological well-being, as well as love and belonging, have not been met optimally. The study concludes that an equitable Science learning experience for deaf students has not yet been fully realized. The implications of these findings encourage schools and teachers to design more inclusive and responsive Science lessons that address the individual needs of deaf students.
Translanguaging Practices in Tertiary Education: A Focus on Types & Pedagogical Functions Putu Agung Wawan Widyasastrena; Ni Made Ratminingsih; Putu Kerti Nitiasih
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.v6i1.100989

Abstract

Higher education institutions continue to face considerable challenges in accommodating students’ linguistic diversity and delivering complex learning materials in foreign languages. Limited foreign language proficiency often hinders students’ comprehension, while lecturers face difficulties in effectively explaining technical concepts in multilingual contexts. Rigid, single-language teaching approaches may further reduce the effectiveness of teaching and learning. This study aims to explore the types and functions of translanguaging practices implemented in a Technology for Teaching and Learning course. A qualitative research design was employed, with classroom observations conducted over ten sessions involving one lecturer and 23 students. Data were analyzed thematically using an established translanguaging categorization framework. The findings revealed seven out of eight identified types of translanguaging: Making Comparisons, Asking and Answering Questions, Explaining Concepts, Giving Directions, Making Observations, Agreeing, and Exclaiming, with affirming absent. Explaining Concepts emerged as the most dominant type, highlighting the role of translanguaging in clarifying technical terms and facilitating understanding of complex concepts. These practices served interpretive, managerial, and interactive functions and involved three languages: Indonesian, English, and Balinese. The study concludes that translanguaging holds strong potential as an inclusive and contextual pedagogical strategy, with implications for developing flexible multilingual learning models in higher education.

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