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Relly Prihatin
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Universitas Sebelas Maret jl. Ir. Sutami 36 A Kentingan Jebres Surakarta
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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 58 Documents
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Development of Animated Video Media to Improve Elementary School Students’ Learning Comprehension Berliana Safa Bidari; Relly Prihatin; Karismaya Devayanti
Indonesian Journal of Learning and Instructional Innovation Vol 4 No 01 (2026): Indonesian Journal of Learning and Instructional Innovation: June 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v4i01.3609

Abstract

This research is motivated by the lack of variety in the use of learning media in the subject of science and science on the topic of force in grade IV elementary school. The learning process is still dominated by lecture methods and the use of textbooks so that students are less active and have difficulty in understanding abstract material. Therefore, interesting and interactive learning media are needed to help students understand the material more easily. This research aims to: (1) develop Animaker-based animated video media on the topic of force for grade IV elementary school students, and (2) determine the level of feasibility of Animaker-based animated video media based on validation by material experts and media experts. This research is a research and development (R&D) using the ADDIE model limited to the analysis, design, and development stages. The analysis stage is conducted through observation, interviews, and learning needs analysis. The design stage includes the preparation of storyboards, materials, visual displays, and research instruments. The development stage is carried out by creating animated video media using the Animaker application and conducting media validation by material experts and media experts. Data collection techniques used observation, interviews, and validation questionnaires. The data obtained were analyzed using quantitative and qualitative descriptive analysis. The research results show that the Animaker-based animated video media for the topic of style was categorized as "Very Good" based on validation by material experts and media experts. The developed media was deemed appropriate for the learning outcomes and characteristics of elementary school students, and featured engaging visuals, audio, and animation. Animaker-based animated video media also helped students understand the topic of style more concretely and created a more active and enjoyable learning environment. Based on the research results, it can be concluded that the Animaker-based animated video media for style is suitable for use as a learning medium for fourth-grade elementary school science.
Analysis of Teacher Readiness Based on UTAUT2 in Utilizing Interactive Multimedia at State Madrasah Tsanawiyah in Bekasi Regency Bayu Fadillah Akbar; Fatma Sukmawati; Salsabilla Suci Attalia
Indonesian Journal of Learning and Instructional Innovation Vol 4 No 01 (2026): Indonesian Journal of Learning and Instructional Innovation: June 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v4i01.3610

Abstract

This study analyzes teachers' readiness to utilize interactive multimedia in learning at State Islamic Junior Secondary Schools (MTsN) in Bekasi Regency using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) framework. The research employed a quantitative descriptive approach with 63 teachers as respondents selected through total sampling technique. Data were collected using a Likert scale questionnaire instrument comprising nine UTAUT2 constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, habit, behavioral intention, and use behavior. Results indicate that overall teacher readiness is at a high level with a mean score of 4.06. Performance expectancy achieved the highest score (M=4.34), followed by behavioral intention (M=4.27), hedonic motivation (M=4.07), effort expectancy (M=4.03), use behavior (M=3.98), and social influence and facilitating conditions (M=3.88 each). These findings demonstrate that teachers at MTsN in Bekasi Regency possess sufficient cognitive, technical, social, environmental, and motivational readiness to adopt interactive multimedia. The study contributes empirical evidence for applying UTAUT2 in Islamic education contexts and provides a strategic foundation for the Ministry of Religious Affairs in designing targeted teacher competency development programs.
The Effect of Flipped Classroom Learning Model on Psychomotor Learning Outcomes in Prototype Design for Class X Students at SMK Negeri 1 Sawit Boyolali Lucky Alexander Darmawan; Fatma Sukmawati; Rahma Alya Radisty
Indonesian Journal of Learning and Instructional Innovation Vol 4 No 01 (2026): Indonesian Journal of Learning and Instructional Innovation: June 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v4i01.3651

Abstract

This study examines the effect of the Flipped Classroom learning model on psychomotor learning outcomes (prototype design skills) of Class X Automotive Engineering students at SMK Negeri 1 Sawit Boyolali. This research employed a quasi-experimental method with a nonequivalent control group design. The sample consisted of 71 students: Class X TO 2 (n=35) as the experimental group receiving Flipped Classroom instruction, and Class X TO 4 (n=36) as the control group using Guided Discovery. Data were collected through performance assessment using a rubric covering five aspects of prototype design: tools usage, layout, element selection, innovation, and theme suitability. Data analysis included descriptive statistics, normality and homogeneity tests, Independent Sample t-Test, and Cohen's d effect size. Results indicated that the experimental group achieved a higher average post-test score (78.57) and N-Gain (0.391) compared to the control group (76.81; N-Gain 0.334). However, the Independent Sample t-Test yielded t = 0.675 (p = 0.502 > 0.05), indicating no statistically significant difference. Cohen's d = 0.160 revealed a small effect size. Despite this, descriptive analysis showed that the Flipped Classroom model produced more evenly distributed improvements, with 54.29% of experimental students achieving moderate N-Gain compared to only 30.5 6% in the control group. This study concludes that although the Flipped Classroom model has not produced statistically significant differences, it demonstrates promising potential in enhancing the quality and equity of psychomotor learning outcomes in vocational education.
Analisis Deskriptif Program Edutainment For Your Pagi Di Trans7 Dalam Meningkatkan Literasi Digital Remaja Ikhsanul Alhafizh; Fatma Sukmawati; Faris Farabi
Indonesian Journal of Learning and Instructional Innovation Vol 4 No 01 (2026): Indonesian Journal of Learning and Instructional Innovation: June 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v4i01.3656

Abstract

This study aims to describe and analyze the strategic utilization of the For Your Pagi (FYP) edutainment program on Trans7 in improving teenager digital literacy. Employing a qualitative approach with a qualitative descriptive design, this research gathered data through a purposive sampling technique involving four primary informants: two internal media practitioners (the producer and creative team member of Trans7) and two external informants (teenagers aged 17–20). Data collection techniques were rigorously executed via semi-structured interviews, participatory observation during the researcher’s embedded internship, and documentation studies of broadcasting scripts and actual televised episodes. Data validity was ensured through source and technique triangulation, and analysis was systematically performed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the FYP program effectively deploys educational message design strategies within a non-formal broadcasting environment by systematically integrating John Keller’s ARCS Motivation Model (Attention, Relevance, Confidence, Satisfaction). This structural edutainment balance exhibits a verifiable impact on accelerating the digital literacy competencies of teenagers based on the four pillars of Paul Gilster’s Theory. However, a significant operational constraint persists.
The Relationship Between Tiktok Media Usage and Digital Literacy with Students’ Participation in Learning at SMKN 2 Karanganyar Alif Zaim Sholahuddin Sholahuddin; Budi Tri Cahyono; Muhammad Aulia Alim
Indonesian Journal of Learning and Instructional Innovation Vol 4 No 01 (2026): Indonesian Journal of Learning and Instructional Innovation: June 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v4i01.3665

Abstract

This study aimed to: (1) determine the relationship between TikTok usage and students’ participation in learning, (2) determine the relationship between digital literacy and students’ participation in learning, and (3) examine the simultaneous relationship between TikTok usage and digital literacy with students’ participation in learning at SMKN 2 Karanganyar. This research was motivated by the low level of student participation in classroom learning and the high intensity of TikTok usage among students, which potentially influences their learning engagement. The study employed a quantitative approach with an ex post facto correlational design. The population consisted of 432 tenth-grade students of SMKN 2 Karanganyar, with 191 students selected as the sample using cluster sampling techniques. Data were collected through questionnaires and documentation. The research instruments included questionnaires on TikTok usage, digital literacy, and student participation in learning based on the theories of participatory culture, UNESCO Digital Literacy Global Framework, and student engagement. Data analysis used multiple linear regression to examine partial and simultaneous relationships among variables. The results showed that: (1) there was a positive and significant relationship between TikTok usage and students’ participation in learning, (2) there was a positive and significant relationship between digital literacy and students’ participation in learning, and (3) there was a positive and significant simultaneous relationship between TikTok usage and digital literacy with students’ participation in learning. The findings indicate that educationally oriented TikTok usage supported by adequate digital literacy skills can enhance students’ behavioral, emotional, and cognitive engagement in the learning process. Therefore, schools and teachers are encouraged to utilize social media more pedagogically and strengthen students’ digital literacy to support optimal learning participation.
Digital Learning in Vocational High Schools Practices: Insights from Teachers' Experiences Mochamad Kamil Budiarto; Iwan Maulana; Khusnul Khotimah; Indri Yuli Widya Rulanti; Adhitya Amarulloh; Muhammad Yusron Lutfi
Indonesian Journal of Learning and Instructional Innovation Vol 4 No 01 (2026): Indonesian Journal of Learning and Instructional Innovation: June 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v4i01.3677

Abstract

The swift advancement of digital technology and Industry 4.0 has heightened the significance of digital learning in vocational education, necessitating the integration of technology into the teaching and learning process inside schools. This study seeks to examine instructors' experiences in the deployment of digital learning and to determine the elements that facilitate and obstruct its execution. A qualitative case study was performed in a vocational high school, involving four teachers and two administrative and infrastructure personnel recruited via purposive sampling. Data were gathered via semi-structured interviews and observations, thereafter processed by theme analysis. Results demonstrate that digital learning is integrated across planning, instruction, and evaluation methodologies. Educators utilize several digital platforms and tools, including accessibility, user-friendliness, and pedagogical suitability. Despite the school's generally sufficient infrastructure, deficiencies in internet connectivity, device availability, and facility use persist as issues. Educators tackle these challenges using adaptive methods such customized instruction, gamification, peer-assisted learning, and the incorporation of AI literacy. The study indicates that the effective application of digital learning relies on the interplay among teacher practices, digital resources, infrastructural support, and teacher adaptability, hence enhancing the contextual comprehension of the digital learning ecosystem in vocational education.
The Influence of Project Based Learning Strategy on Learning Outcomes in Computer Science Subjects at Vocational High School Sadam Subandi Karta Wijaya; Relly Prihatin; Rismaka Palupi
Indonesian Journal of Learning and Instructional Innovation Vol 4 No 01 (2026): Indonesian Journal of Learning and Instructional Innovation: June 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v4i01.3678

Abstract

Technological developments in the Industrial Revolution 4.0 era require the world of education to implement learning strategies that can improve critical thinking skills and student creativity, especially in Informatics subjects in Vocational High Schools (SMK), but the dominance of conventional strategies causes student learning outcomes to be less than optimal. This study aims to examine the improvement, differences, and the effect of implementing Project Based Learning (PjBL) strategies on Informatics learning outcomes of class X Health Services students at SMK Negeri 1 Banyudono. This study used a quantitative approach with a quasi-experimental design, involving class X LK 1 as the experimental class receiving the PjBL strategy and class X LK 2 as the control class using conventional learning. Data collection used a pre-test and post-test, then analyzed using paired sample t-tests, independent sample t-tests, and the N-Gain test. The results indicated a significant increase in learning outcomes in the experimental class with a calculated t-value of 23.610, and a significant difference between the experimental and control classes with a calculated t-value of 10.915. The average N-Gain value of 0.55 is in the moderate category. Based on these findings, it is concluded that the Project Based Learning strategy has been proven to have a significant influence on student learning outcomes through collaborative activities and project completion, thus potentially being an effective alternative learning strategy in informatics subjects.
An Analysis of Readiness of Teacher at MAN 2 Tapanuli Tengah In Facing Education Digital Transformation Kurnia Arifah Pasaribu; Yunita Nadia
Indonesian Journal of Learning and Instructional Innovation Vol 4 No 01 (2026): Indonesian Journal of Learning and Instructional Innovation: June 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijolii.v4i01.3744

Abstract

The digital transformation in education requires teachers to be well-prepared in adopting technology as an effective teaching medium and method. The study aims to analyze the readiness of teachers at MAN 2 Tapanuli Tengah in facing the digital transformation of education, focusing on three key aspects: technological competence, attitudes and motivation, and supporting facilities and infrastructure. This research employs a quantitative approach with a descriptive method. Data were collected through questionnaires, interviews, and observations involving 35 teacher respondents. The results indicate that the overall readiness of teachers at MAN 2 Tapanuli Tengah is categorized as "Ready," with an average readiness in technological competence of 71.57%, attitudes and motivation at 79.43%, and facilities and infrastructure at 60.29%. These findings suggest that teachers possess adequate abilities and motivation to adapt to technological changes; however, the school needs to improve the availability of supporting facilities such as stable internet networks and digital devices. This study recommends continuous professional development for teachers and the enhancement of digital infrastructure to ensure the success of educational digital transformation in the madrasah environment.

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