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Fahrus Zaman Fadhly
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ijli@uniku.ac.id
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ijli@uniku.ac.id
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INDONESIA
Indonesian Journal of Learning and Instruction
Published by Universitas Kuningan
ISSN : 26148250     EISSN : 26145677     DOI : https://doi.org/10.25134/ijli
Core Subject : Education,
Languange, Linguistic, Communication & Media
The scopes of the journal include critical issues of educational practices in primary, secondary and tertiary education as well as in university level surrounding: The processes of teaching and learning Innovate learning and teaching approaches, methods or techniques Instructional design and technology ICT for learning and teaching Instructional settings, learning motivation Curriculum and material development
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 4 Documents
 1 
IMPLEMENTATION OF VISUAL METAPHOR-BASED MEDIA ON CELL MATERIAL TOWARD STUDENTS' CRITICAL THINKING SKILLS AND LEARNING MOTIVATION IN GRADE VIII OF SMP NEGERI 6 MAJALENGKA Atih Novila Windiyani; Anna Fitri Hindriana; Agus Yadi Ismail
Indonesian Journal of Learning and Instruction Vol. 8 No. 2 (2025)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

Students' difficulties in understanding the abstract concept of cells, along with low learning motivation and critical thinking skills, prompted this study. The aim was to examine the implementation of metaphor-based visual learning media on cell material and its effects on the critical thinking skills and learning motivation of 8th-grade students at SMP Negeri 6 Majalengka. The study was conducted from February to April 2025 using a Research and Development (R&D) method with the ADDIE model. A sample of 52 eighthgrade students was selected through proportional random sampling. The media was developed in the form of a video titled "The Cell as a Unique School of Life", integrating everyday life analogies through visual metaphors. Data were collected through expert validation, student and teacher questionnaires, pre- and post-tests on critical thinking skills, and learning motivation questionnaires. Results showed that the media was highly valid (average score of 90.75%), practical to use (teacher response: 93.77%, student response: 87.54%), and significantly improved students’ critical thinking skills (mean rank of experimental group: 33.72; control group: 19.27). Learning motivation also increased, with extrinsic motivation at 92.30% and intrinsic motivation at 90.29%. Pearson correlation analysis indicated that the media had a stronger influence on learning motivation (r = 0.744) than on critical thinking skills (r = 0.609). Metaphor-based visual media effectively helps students understand abstract cell concepts, enhances critical thinking skills, and boosts learning motivation. This approach is recommended for science teachers as a meaningful, contextual learning strategy aligned with the Merdeka Curriculum. 
STRATEGIES AND CONSTRAINTS OF EFL STUDENT CITATION IN ACADEMIC WRITING COURSES Suci Amelia; Fahrus Zaman Fadhly
Indonesian Journal of Learning and Instruction Vol. 8 No. 2 (2025)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

This study explores the complex interplay between generative AI tools and citation practices among EFL (English as a Foreign Language) students in academic writing contexts. Using a qualitative descriptive approach, the research investigates students’ conceptual understanding, technical challenges, emotional struggles, and institutional constraints in managing citation tasks. Data from 15 participants reveal a range of issues—from confusion about when and how to cite, overreliance on AI-generated references, to anxiety over paraphrasing and plagiarism. While tools like ChatGPT, Grammarly, and Mendeley offer assistance, the absence of proper guidance often leads to misuse and ethical ambiguity. The findings underscore the urgent need for integrated citation instruction, AI literacy, and ethical training in higher education. The study concludes with student-driven recommendations for improving citation education through hands-on workshops, consistent policies, and increased access to credible academic resources. 
PARENTAL AND LEARNER VOICES IN SCHOOL FINANCIAL MANAGEMENT: INSIGHTS FROM A RURAL KWAZULU-NATAL CASE STUDY Zakhele Dennis Nzuza; Fahrus Zaman Fadhly
Indonesian Journal of Learning and Instruction Vol. 8 No. 2 (2025)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

Democratic school governance in South Africa mandates parental and learner participation in financial management through School Governing Bodies (SGBs). However, effective involvement in rural schools remains poorly understood. This study examined the nature and challenges of parent and learner participation in school financial management at a rural school in KwaZulu-Natal’s Umzinyathi District. A qualitative case study was employed, using semi-structured interviews with eight SGB members at a selected secondary school. Data were analysed thematically. Key challenges include unclear roles and responsibilities, insufficient financial skills among SGB members, a lack of formal financial policy guidelines, poor communication, and the exclusion of parents and learners from meaningful decision-making, leading to frustration and disengagement. Participation is largely symbolic rather than substantive, undermining accountability and transparent governance. To enhance financial governance, targeted capacity-building programmes, the development of clear school-based financial policies, and inclusive communication strategies are urgently needed to empower all SGB stakeholders.
AN ANALYSIS OF VOCATIONAL HIGH SCHOOL STUDENTS’ AWARENESS OF PROFESSIONAL ATTITUDES DURING INDUSTRIAL INTERNSHIP Dadang Solihat; Trisye Fujianti; Digna Syamsiar
Indonesian Journal of Learning and Instruction Vol. 8 No. 2 (2025)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

This study investigates vocational high school students’ awareness of professional attitudes during industrial internships, focusing on how such awareness contributes to the formation of vocational work ethic. Employing a qualitative descriptive research design within an interpretivist paradigm, the study explores students’ lived experiences and reflective processes in authentic workplace settings. Data were collected through semi-structured interviews, reflective journals, and document analysis involving vocational high school students who had completed or were undertaking industrial internships across various industry sectors. The data were analyzed thematically to identify patterns of awareness related to professional attitudes. The findings reveal five key dimensions of awareness developed during internships: responsibility and work commitment, discipline through workplace norms, ethical awareness and professional conduct, communication awareness, and professional identity formation. The results indicate that students’ awareness of professional attitudes emerged progressively through experiential engagement, feedback, and reflective encounters with workplace demands. Awareness functioned as a mediating process that transformed external work experiences into internalized professional values. This study contributes to vocational education research by foregrounding students’ internal learning processes and conceptualizing vocational work ethic as an outcome of awareness-based learning rather than mere behavioral compliance. The findings suggest that industrial internships should be designed as reflective learning spaces supported by intentional pedagogical strategies to strengthen students’ professional attitude development and long-term employability.

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