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alan Ir. Ibrahim, Sukajadi, Kecamatan Baturaja Timur Ogan Komering Ulu, Sumatera Selatan, Indonesia
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INDONESIA
Jurnal Inovasi Guru Indonesia
Published by Science Center Group
ISSN : -     EISSN : 3089011X     DOI : https://doi.org/10.63202/jigi
Core Subject : Education,
Education
Jurnal Inovasi Guru Indonesia adalah jurnal peer-review double-blind dan akses terbuka di bidang Pendidikan. Ruang lingkup Jurnal Inovasi Guru Indonesia meliputi Pendidikan Agama Islam, Ilmu Pendidikan Sosial, Ilmu Pendidikan Ilmu Pengetahuan Alam, Pendidikan Matematika, Pendidikan Lingkungan Hidup, Pendidikan Bahasa, Manajemen Pendidikan, Pengajaran dan Pembelajaran, Kualitas Pendidikan, Pendidikan Guru, Teknologi Pendidikan, Pendidikan Anak Usia Dini, Pendidikan Luar Biasa, Pendidikan Bimbingan dan Konseling, dan bidang pendidikan lainnya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2025): July - December" : 5 Documents clear
Instructional use of counting media to improve mathematical conceptual understanding in elementary education Maulinah, Maulinah
Jurnal Inovasi Guru Indonesia Vol. 2 No. 2 (2025): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i2.148

Abstract

Background: Mathematical conceptual understanding in elementary education remains a critical concern, particularly in fostering students’ ability to connect procedural fluency with conceptual reasoning. Instructional media, especially counting-based manipulatives and digital tools, are increasingly recognized as effective strategies to enhance numeracy learning in primary classrooms. However, empirical evidence examining their structured implementation and measurable impact on conceptual mastery is still limited. Objective: This study aimed to examine the effectiveness of instructional use of counting media in improving mathematical conceptual understanding among elementary school students. Methods: A quasi-experimental design with a pre-test and post-test control group was employed involving 56 elementary students divided into experimental and control groups. The experimental group received mathematics instruction using structured counting media, while the control group received conventional instruction. Data were collected through validated conceptual understanding tests and classroom observations. Statistical analyses included independent samples t-test, normalized gain (N-gain), and effect size (Cohen’s d) to determine the magnitude of improvement. Results: The findings revealed that the experimental group achieved significantly higher post-test scores compared to the control group (p < 0.01). The normalized gain score of the experimental group indicated a moderate-to-high improvement category, while the control group demonstrated low improvement. The calculated effect size (d = 1.56) reflected a large educational impact. Classroom observations further indicated increased student engagement, improved conceptual explanation ability, and enhanced confidence in problem-solving activities. Conclusion: The instructional use of counting media significantly enhances mathematical conceptual understanding in elementary education. Structured integration of manipulative and interactive counting tools provides meaningful learning experiences that bridge concrete and abstract mathematical thinking. The study supports the adoption of counting-based instructional media as an evidence-based strategy to strengthen conceptual mathematics learning in primary schools.
Canva-based instructional design for strengthening students’ digital literacy skills Widayati, Iis
Jurnal Inovasi Guru Indonesia Vol. 2 No. 2 (2025): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i2.149

Abstract

Background: Digital literacy has become an essential competency in contemporary education due to the increasing integration of technology in classroom learning. Despite this demand, many students continue to experience difficulties in evaluating information, creating digital content, and communicating effectively through visual media. Instructional innovation that integrates multimodal digital tools is therefore required to address these challenges. Canva-based instructional design offers a structured visual-digital learning environment that may strengthen students’ digital literacy skills through interactive and collaborative activities. Objective: This study aimed to examine the effectiveness of Canva-based instructional design in strengthening students’ digital literacy skills in formal classroom settings. Methods: The study employed a quasi-experimental design with a pre-test and post-test control group approach involving 56 junior secondary students divided into experimental and control groups. The experimental group received structured Canva-based instructional activities, while the control group received conventional instruction. Data were collected using a validated digital literacy skills test and classroom observation instruments. Statistical analyses included independent samples t-test, paired samples t-test, normalized gain (N-gain), and Cohen’s d effect size to determine statistical and practical significance. Results: The findings revealed that the experimental group achieved significantly higher post-test scores than the control group (p < 0.001). The experimental group demonstrated a moderate-to-high N-gain (0.69), whereas the control group showed low-to-moderate improvement (0.31). The calculated effect size (d = 1.48) indicated a large educational impact. Classroom observations further confirmed increased student engagement, improved visual communication competence, and enhanced collaborative digital performance in the experimental group. Conclusion: Canva-based instructional design significantly enhances students’ digital literacy skills by promoting multimodal engagement, collaborative learning, and creative digital production. The findings support the integration of structured visual-digital instructional strategies to strengthen digital literacy development in contemporary education environments.
Integrating powerpoint as an instructional medium to enhance science learning performance in junior secondary education Ab, Darlis
Jurnal Inovasi Guru Indonesia Vol. 2 No. 2 (2025): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i2.150

Abstract

Background: The integration of digital instructional media has become increasingly essential in improving students’ academic performance, particularly in science education at the junior secondary level. Structured visual presentation tools such as PowerPoint offer systematic content organization, interactive features, and guided conceptual explanation that may enhance students’ cognitive achievement. Objective: This study aimed to determine the effectiveness of integrating PowerPoint as an instructional medium to enhance science learning performance among junior secondary students. Methods: A quasi-experimental design employing a pre-test–post-test control group approach was conducted with two intact classes consisting of 60 students. The experimental group received science instruction supported by structured and interactive PowerPoint presentations, while the control group received conventional instruction without digital media integration. Data were collected using a validated cognitive achievement test and analyzed through descriptive statistics, independent and paired samples t-tests, and normalized gain (N-Gain) analysis to measure learning improvement. Results: The findings revealed that the experimental group achieved significantly higher post-test scores compared to the control group (p < 0.05). The mean N-Gain score of the experimental group (0.59) indicated moderate-to-high effectiveness, whereas the control group demonstrated moderate effectiveness (0.31). These results confirm that structured PowerPoint integration significantly enhances students’ science learning performance. Conclusion: The study concludes that integrating PowerPoint as a structured instructional medium effectively improves cognitive achievement in junior secondary science education. The findings provide empirical support for the systematic incorporation of interactive presentation media to strengthen science learning outcomes.
Enhancing elementary students’ critical thinking character through wall magazine project implementation Aprilia, Umi Anisa
Jurnal Inovasi Guru Indonesia Vol. 2 No. 2 (2025): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i2.151

Abstract

Background: Developing students’ critical thinking character has become a central priority in contemporary elementary education, particularly through literacy-based and project-oriented instructional strategies. Classroom practices that encourage active engagement, collaborative writing, and reflective evaluation are considered essential to strengthening analytical reasoning and responsible decision-making among young learners. Objective: This study aimed to examine the effectiveness of implementing a wall magazine project in enhancing elementary students’ critical thinking character compared to conventional instructional approaches. Methods: The study employed a quasi-experimental design with a pre-test and post-test control group structure. Sixty elementary students were divided into an experimental group receiving wall magazine project-based instruction and a control group receiving traditional teaching methods. Data were collected using a validated critical thinking character assessment instrument. Statistical analyses included descriptive statistics, independent samples t-test, paired samples t-test, and normalized gain (N-Gain) analysis to measure the magnitude of improvement. Results: The findings revealed that the experimental group achieved significantly higher post-test scores than the control group (p < 0.05). The experimental class demonstrated a moderate-to-high N-Gain score, indicating substantial improvement in analytical reasoning, reflective evaluation, and collaborative problem-solving. In contrast, the control group showed only moderate improvement. These results confirm that structured wall magazine project implementation effectively strengthens students’ critical thinking character. Conclusion: The wall magazine project represents an effective project-based literacy strategy for enhancing critical thinking character in elementary education. Integrating collaborative writing, structured discussion, and reflective presentation activities can foster meaningful cognitive and character development among students.
E-book–integrated instruction as a strategy to improve students’ critical thinking skills Purwaningsih, Kadek Dwi
Jurnal Inovasi Guru Indonesia Vol. 2 No. 2 (2025): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i2.152

Abstract

Background: The rapid integration of digital technology in elementary education requires instructional strategies that not only enhance digital literacy but also promote higher-order thinking skills. E-book–integrated instruction has emerged as a promising approach to facilitate interactive, student-centered learning while supporting the development of critical thinking skills in technology-enhanced classrooms. Objective: This study aimed to examine the effectiveness of e-book–integrated instruction as a strategy to improve students’ critical thinking skills in elementary education. Methods: The study employed a quasi-experimental design with a pre-test–post-test control group structure involving 60 fifth-grade students divided into experimental and control groups. The experimental group received structured instruction using interactive e-books featuring contextual problems, multimedia elements, and reflective prompts, while the control group received conventional textbook-based instruction. Data were collected using a validated critical thinking skills assessment instrument. Statistical analyses included descriptive statistics, paired samples t-test, independent samples t-test, and normalized gain (N-Gain) analysis with a significance level of 0.05. Results: The findings revealed that the experimental group achieved significantly higher post-test scores than the control group (p < 0.05). The experimental group demonstrated a moderate-to-high N-Gain score, indicating substantial improvement in analytical reasoning, evaluation, and problem-solving skills. In contrast, the control group showed only moderate improvement. These results confirm that structured e-book–integrated instruction effectively enhances students’ critical thinking skills. Conclusion: E-book–integrated instruction represents an effective digital learning strategy for strengthening critical thinking skills in elementary education. The integration of interactive content, contextual problem-solving tasks, and guided reflection supports meaningful cognitive engagement and promotes higher-order thinking development.  

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