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Relly Prihatin
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Indonesian Journal of Learning and Instructional Innovation
Published by Universitas Sebelas Maret
ISSN : -     EISSN : 30258316     DOI : https://doi.org/10.20961/ijolii
Core Subject : Science, Education, Social,
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other
Indonesian Journal of Learning and Instructional Innovation is peer reviewed journal of educational technology research which publishes reviews, analysis, dan empirical research on designing, developing, managing, utilizing and evaluating educational Technology to facilitating learning and improving performance in both formal and informal educational settings. Indonesian Journal of Learning and Instructional Innovation is published by Universitas Sebelas Maret, Indonesia and publishes Twice a year on June and December. We call for international authors to contribute for priority, quick and highly disseminated publication. Focus & scope includes: 1. Innovation Learning 2. Learning Sources, 3. Distance Learning, 4. E-learning, 5. Online learning, 6. Learning Evaluation, 7. Design Instructional, 8. Learning Evaluation, 9. Learning with TPACK Approach (Technological Pedagogical Content Knowledge), and other relevant topics on Educational Technology fields.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 44 Documents
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A Historical Review of Educational Technology: Evolving Definitions and Milestones (1970–2024) Mohamed, Ahmed Abdi; Auliantika Selian
Indonesian Journal of Learning and Instructional Innovation Vol 3 No 01 (2025): Indonesian Journal of Learning and Instructional Innovation: June 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v3i1.1778

Abstract

This study provides a comprehensive historical analysis of educational technology from 1970 to 2024, highlighting significant transformations driven by technological advancements and evolving pedagogical paradigms. In the present study, the systematic literature review focuses on the evolution of definitions of educational technology and the identification of milestones. The study offers insights for educators, researchers, and policymakers in shaping future educational technology practices. It evolved over the years to encompass technology, media, communication, and learning systems, as well as systems approaches to instruction. Some of the major developments include the use of audio-visual aids in the 1970s, the use of personal computers in the 1980s, the use of internet and Learning Management Systems in the 1990s and the use of virtual reality, augmented reality and artificial intelligence in the 21st century. These developments show the advancement in educational technology and the impact it can have on the learning process.
Implementation of the Outdoor Study Method to Improve Natural Science Learning Outcomes for Class V Students Selian, Auliantika; Prihatin, Relly
Indonesian Journal of Learning and Instructional Innovation Vol 3 No 01 (2025): Indonesian Journal of Learning and Instructional Innovation: June 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v3i01.1789

Abstract

This study aims to describe the application of the outdoor study method to improve the learning outcomes of natural science students in grade V of SD Negeri Kleco I Surakarta. This research was carried out at SD Negeri Kleco I Surakarta. The research subjects consisted of 20 students who had intermediate academic abilities. This research is a classroom action research that is carried out in a cyclical manner. Each cycle consists of planning, implementation, observation, and reflection steps. The data collection techniques used are observation techniques and data analysis techniques. In this study, qualitative and quantitative data analysis techniques are used. For qualitative data descriptions, they can be analyzed using observation sheets, while quantitative descriptions are carried out with tests that have been given. The learning outcomes in cycle 1 were 71.67% with a good category and in cycle 2 an average score increase of 78.33% was obtained with a good category. Likewise with the completeness of student learning, in cycle 1 there were 13 students or 83.33% who completed and in cycle 2, 100% of students were obtained. It can be concluded that the application of the outdoor study method to improve the learning outcomes of natural science students in grade V of SD Negeri Kleco I Surakarta is good.
Implementasi Model Problem-Based Learning dengan Pendekatan Berdiferensiasi Berbasis Kemampuan Awal Siswa dan Teori Zone of Proximal Development (ZPD) untuk Meningkatkan Keaktifan Belajar di Kelas X TJKT SMK Negeri 1 Sukoharjo Pawitra, Puruhita Mega; Budiyanto, Cucuk Wawan; Raharjo, Joko Slamet
Indonesian Journal of Learning and Instructional Innovation Vol 3 No 01 (2025): Indonesian Journal of Learning and Instructional Innovation: June 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v3i1.1888

Abstract

This study aims to examine the effectiveness of implementing Problem-Based Learning (PBL) combined with differentiated instruction and the Zone of Proximal Development (ZPD) in enhancing student engagement in Grade 10 Technical Vocational High School students at SMK N 1 Sukoharjo. This quantitative research employed observation and questionnaire as research instruments. The results showed a significant increase in student engagement after the implementation of the learning model. The increase occurred in various aspects, such as active participation in discussions, independent task completion, and positive attitudes during the learning process. The combination of PBL, differentiated instruction, and ZPD proved effective in creating a more interactive and motivating learning environment for students. This study suggests the need for further research to expand the implementation of this learning model in various educational contexts.
Pedagogical Innovation of Game-Based Learning for 21st Century Skills in Vocational Education: A Systematic Literature Review Raziana, Elvi; Wibawanto, Hilmawan
Indonesian Journal of Learning and Instructional Innovation Vol 3 No 01 (2025): Indonesian Journal of Learning and Instructional Innovation: June 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v3i1.2494

Abstract

Vocational education faces the demand to equip learners with 21st century skills to cope with the changing job needs. This study aims to comprehensively explore the pedagogical innovation of Game-Based Learning (GBL) in shaping and enhancing such skills in vocational education. Using the Systematic Literature Review (SLR) method, 35 relevant articles were thematically analyzed from the Scopus database. The results showed an increasing trend in the use of GBL, especially serious games and VR simulations used in various vocational sectors such as engineering and health. GBL designs often integrate development models such as ADDIE and Discovery Learning approaches, utilizing interactive game elements for authentic scenarios. GBL is proven to significantly increase learner motivation and engagement. In addition, GBL is effective in developing 21st century skills such as logical thinking, problem solving, cognitive and affective skills, and contributes to improved academic performance. In conclusion, GBL is an effective pedagogical innovation to prepare vocational education graduates with relevant competencies for future job competition
Effectiveness of Student Learning Outcomes Through Numbered Head Together Method Theme of Changes in The Appearance of The Earth and Sky Fitriani, Ika Nur; Ridhani, Jovita
Indonesian Journal of Learning and Instructional Innovation Vol 3 No 02 (2025): Indonesian Journal of Learning and Instructional Innovation: December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v3i2.1797

Abstract

This research was motivated by the lack of understanding of students in the natural science material in grade IV Cluster II Ahmad Yani, Surakarta City. Out of 150 students, only 32% of students exceeded the minimum completeness criteria; on the other hand, 68% of students still had results that were still less than the minimum completeness criteria. The causative factor is the way teachers teach, which is not varied and tends to be boring. Teachers teach more in conventional ways, so students become fixated and less active during learning. The purpose of the research is to increase student learning outcomes on the numbered head together practice model directly with globe and flashlight media and to find out the process of day and night and to find out whether this model can run well. This research is classified as classroom action research that uses 2 cycles. Cycle 1 will be held on May 6, 2024, and cycle 2 will be held the following month, on June 3, 2024. Based on the results of the research on the numbered head together learning model, the results of the students' study can increase students' understanding of the lesson of changes in the appearance of the earth and sky. This is evidenced by the development of the percentage of student learning completeness starting from the first cycle, where only 32% increased to 79%. So, in cycle 2 completeness has been classically achieved. It can be concluded that the numbered head together learning model and using media can increase students' understanding and improve student learning outcomes on the lesson of changes in the appearance of the earth and sky.
Unveiling the Creative Teacher’s Secret: A Systematic Review of Learning Variations for Active Classrooms Arifin, Samsul; Pratama, Moh Beni; Jaini; Agustiawati, Dwi; Amelya, Zahrina; Nashriya, Fatima Shalha
Indonesian Journal of Learning and Instructional Innovation Vol 3 No 02 (2025): Indonesian Journal of Learning and Instructional Innovation: December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v3i2.2366

Abstract

The changing times require teachers to be more creative in creating learning that is not monotonous in order to increase student motivation and participation. This research aims to explain the meaning of learning variation and its role in building an active and interesting classroom atmosphere, identify variation skills such as teaching style, media, and interaction, and analyze the principles of their use. This research uses a qualitative approach with a library research method, where data is collected through document analysis from relevant books and journals. This research synthesizes contemporary pedagogical innovations, including AI integration and play-based strategies, to provide a comprehensive framework for creative teaching in the post-pandemic era. The results show that learning variations have a significant influence in overcoming learning boredom, improving understanding, and adjusting the learning process to students' diverse learning styles. Teachers who are able to creatively combine methods, media, and interactions prove more successful in creating a dynamic and meaningful learning atmosphere. In conclusion, learning variation is not only a teaching strategy, but also the key to creating a classroom that is inclusive, adaptive and supports the development of 21st century skills in students.
Pemanfaatan Media Manipulatif Dalam Meningkatkan Pemahaman Konsep Matematika di SD/MI : Kajian Teoritis dan Praktis Aini, Intan Nur; Amrulloh, Hanif
Indonesian Journal of Learning and Instructional Innovation Vol 3 No 02 (2025): Indonesian Journal of Learning and Instructional Innovation: December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v3i2.2375

Abstract

Mathematical concepts understanding at the elementary school level is often hampered by the abstract and lack of contextual nature of the material. This study aims to theoretically analyze the role of manipulative media in improving mathematical concept understanding and active student engagement. The method used is a literature study with a descriptive analysis approach to various academic sources from the last ten years (2015-2025). The findings indicate that manipulative media functions as a cognitive bridge that transforms abstract concepts into concrete experiences through tactile and motor interactions. The integration of manipulative media with the Problem-Based Learning (PBL) model has been shown to improve memory retention, reduce mathematical anxiety, and strengthen students' problem-solving skills. This study also highlights the transformation of manipulative media from physical to digital forms, such as GeoGebra and AI-based simulations, which offer greater flexibility in modern learning. The novelty of this article lies in the complementary synthesis of physical and digital media within the framework of Piaget's and Vygotsky's constructivist theories. The conclusion of this study emphasizes that the use of adaptive and innovative manipulative media is a primary prerequisite for creating meaningful mathematics learning at the elementary school level.
The BERAKSI Learning Model: Optimizing the Holistic Development of Early Childhood Nongko, Pahenra A.; Bundu, Patta; Rauf, Bahkrani A.
Indonesian Journal of Learning and Instructional Innovation Vol 3 No 02 (2025): Indonesian Journal of Learning and Instructional Innovation: December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v3i2.2714

Abstract

Early Childhood Education has a vital role in the holistic development of children, including cognitive, social, emotional, and motoric aspects. However, traditional learning approaches are often less effective in accommodating these developmental needs. To overcome this problem, the BERAKSI (Playing, Creating, Discussing, and Cheerful) Learning Model was developed as an innovation that aims to increase involvement and optimal development of young children. This research will discuss the implementation of the BERAKSI Learning Model, which can optimize the development of early childhood in cognitive, social, emotional, and motoric aspects. The aim is to develop and implement the BERAKSI Learning Model to optimize the holistic development of early childhood. This research uses a qualitative approach with a case study method. Data was collected through observation, interviews, and document analysis in several early childhood schools. Data analysis was carried out thematically to identify patterns and effects from applying this model. The research results show that the BERAKSI Learning Model is successful in increasing children's involvement in the learning process, improving cognitive, social, and emotional abilities, and creating a pleasant learning atmosphere. Teachers who have been trained are able to implement this model well, and the curriculum developed supports the success of the BERAKSI model. The implications of this research indicate that the BERAKSI approach can be adopted more widely in early childhood education in Indonesia. The proposed solutions include teacher training, development of appropriate curricula, and provision of supporting facilities and resources, as well as ongoing evaluation to adjust learning strategies. With these steps, the BERAKSI Learning Model is expected to have a significant positive impact on the holistic development of early childhood.
Computational Thinking-Based Metacognitive Learning Assessment: Issues and Challenges Buwono, Fitrah Adhi; Djono; Bashir, Nur Leili; Putri, Caecilia Novita
Indonesian Journal of Learning and Instructional Innovation Vol 3 No 02 (2025): Indonesian Journal of Learning and Instructional Innovation: December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v3i2.2991

Abstract

Metacognition is identified as the awareness and control of thinking for learning, which plays a crucial role in students' problem-solving performance. This urgency is further accentuated in the context of computational thinking, as practicing computational thinking through programming relies on problem-solvers' metacognition. However, the reality is that CT assessment is still in its infancy, particularly for formative assessment, and metacognitive strategies are often not explicitly taught. This study aims to identify critical issues and formulate further research challenges in CT-based metacognitive learning assessment. The method used is a systematic literature review to identify, evaluate, and synthesize all relevant scientific evidence. Four main issues were identified, including the need for rigorous experimental methods to validate CT assessments, Conceptual gaps regarding whether and how CT can support the development of metacognitive strategies, Challenges in implementing more nuanced scaffolding and limited intervention duration, even though improving metacognition requires long-term learning interventions. Furthermore, there are challenges in optimizing learning management systems as metacognitive tools. Metacognitive assessments should explicitly measure cognitive regulation (planning, monitoring, and evaluation) using authentic methods, such as think-aloud. This study's contribution is to provide a structured roadmap for further research, focusing on strengthening validity, clarifying causal relationships, and optimizing digital implementations to foster students' higher-order problem-solving skills.
Development of Flipbook-Based Learning Media Using the Dick & Carey Model and Its Impact on Elementary School Students’ Creative Problem-Solving Skills Yasni, Zainul; Djono; Maulidina, Rizqiya C Wanda; Santoso, Fatan Alim; Agustin, Ika Wahyu
Indonesian Journal of Learning and Instructional Innovation Vol 3 No 02 (2025): Indonesian Journal of Learning and Instructional Innovation: December 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v3i2.2998

Abstract

The development of educational technology encourages the use of interactive digital media capable of delivering multimodal and adaptive learning. This study aims to develop Flipbook Maker-based learning media with the Dick & Carey instructional design model and analysed its effectiveness in improving elementary school students' problem-solving creativity. The development was carried out through the stages of needs analysis, design, production, formative evaluation, revision, and summative evaluation. This study used a modified Research and Development (R&D) approach involving expert validation, individual trials, small group trials, and field tests. The problem-solving creativity instrument was compiled based on indicators of fluency, flexibility, originality, and elaboration. The results showed that the flipbook obtained a "very valid" category from the validators of materials, media, and learning design. The field trial showed that the media was easy to use, interesting, and increased student learning engagement. Pretest-post-test analysis showed a significant increase in all indicators of problem-solving creativity (p < .001), with a large effect size (d = 1.21). These findings confirm that flipbooks developed systematically and based on multimedia theory are able to support creative thinking processes effectively, making them relevant for use in 21st-century learning.

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