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Insar Damopolii
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Department of Biology Education Faculty of Teacher Training and Education Universitas Papua Jl. Gunung Salju, Manokwari, West Papua, 98314, Indonesia
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Journal of Research in Instructional
Published by Universitas Papua
ISSN : -     EISSN : 2776222X     DOI : https://doi.org/10.30862/jri.v6.i1
Core Subject :
Journal of Research in Instructional is an Open Access Journal published by the Universitas Papua. Journal of Research in Instructional is regularly published bi-annually. By publishing bi-annually: June and December Journal of Research in Instructional is intended to communicate original researches and current issues on education and instruction including: research on learning and teaching strategies, curriculum development, assessment, and material development, teacher development, and educational evaluation policy. Nationally Accredited based on the Decree of the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia, as SINTA 2 Journal (for 2025 – 2029). Journal of Research in Instructional publishes comprehensive research articles by inviting reviews from the leading experts in the fields. The incoming papers will be blind peer-reviewed and selected based on high scientific studies and the ability to provide important contributions to the field. Journal of Research in Instructional has become a member of Crossref with DOI, so all articles published by the Journal of Research in Instructional will have a unique DOI number. Starting in 2023, JRI uses a continuous publication system. Once the article has finished all the editing and layout processes, it will be published immediately without waiting for other articles to complete the whole issue. Furthermore, the entire issue will be built gradually, and the other article will be added. Focus and Scope JRI publishes original research papers, case reports, and review articles. The publication includes the following topics: • Mathematics and science education. • Guidance and counseling education. • Educational technology. • Character education. • Global issues in education • Technical and vocational education. • Language education. • Social science education • Educational management • Sports science and physical education • Other areas in education. Article published is the results of research and systematic literature review. Manuscripts that are not following the Scope will not be considered to be published.
Arjuna Subject : -
Articles 47 Documents
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The impact of education technology on students’ engagement and writing skills in higher education: A thematic review Sanjida Alam Orpa; Md. Arfan Khan Sohan
Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i1.781

Abstract

Education technologies influence the extent and type of student engagement in varying behaviors, learning engagement, and writing development, although the available research is limited. The cognitive, emotional, and ethical implications surrounding technology remain under-researched, despite the increasing volume of recent studies in higher education on this topic. This study examined the impact of digital learning settings and technology on how post-secondary educators enhance their students' engagement and writing skills. Thematic analysis was employed to identify patterns in the data and to analyze it. A thematic review approach was employed with 59 peer-reviewed studies published between 2004 and 2025.  The analysis of studies used a systematic inclusion/exclusion approach to research the dimensions of engagement (e.g., behavioral, cognitive, emotional, and social) and the role of technology. The study found that AI instructors, as well as collaborative platforms and widgets (e.g., multimedia), support cognitive and behavioral engagement. Grammarly and Google Docs foster metacognition, peer collaboration, and real-time feedback. However, some believe that excessive reliance on AI and digital distractions could inhibit creativity and critical thinking. Finally, technology affords personalized and interactive learning; therefore, it must be thoughtfully and ethically implemented, as this study suggests. Future studies should pay detailed attention to the longer-term impact of utilizing socially productive educational technology, educator preparedness, and equitable access for all students.
Integrating artificial intelligence into thematic learning: The readiness and challenges of teachers at madrasah ibtidaiyah Nurul Aini; Khaeruddin Said; Baiq Ida Astini
Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i1.2

Abstract

This study aims to explore the readiness and challenges of Madrasah Ibtidaiyah (MI) teachers in integrating Artificial Intelligence (AI) technology into thematic learning in the era of Education 5.0. This study uses a qualitative approach with field research conducted at MIN 1 Kota Mataram in November 2025, involving six informants selected purposively, consisting of the principal and five classroom teachers. Data were obtained through observation, in-depth interviews, and documentation, then analyzed based on the Miles and Huberman model through the processes of data collection, reduction, presentation, and conclusion drawing, with triangulation as a technique to ensure data validity. The research findings show that MIN teachers already have a basic understanding of AI and show interest in its application, but its implementation is still hampered by limitations in technology-based pedagogical competence, lack of infrastructure, and inadequate institutional support. Nevertheless, the independent efforts of teachers and informal guidance from the principal indicate considerable opportunities for development. This study emphasizes the need for structured training, continuous mentoring, and supportive internal policies to strengthen AI integration, while also serving as a basis for developing a more effective AI training model for MI teachers.
Problem-based learning for developing students’ critical thinking skills in human digestive system learning Suherni Suherni; Elya Nusantari; Masra Latjompoh; Pricillia Putri Wiratami Minggu; Sri Rahayung Nusi; Merlin Tombo; Tri Vinesa Moha
Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i1.4

Abstract

This research seeks to evaluate the implementation of the Problem-Based Learning (PBL) to enhance students' critical thinking skills about the human digestive system content. This study method is pre-experimental, using a one-group pretest-posttest design. The research sample comprised 100 students, 45 males and 55 females, all in grade VIII at junior high schools in South Bolaang Mongondow Regency. Data-gathering methods included tests and questionnaires using the Guttman scale. The paired-samples t-test was used to see whether there was a significant difference between students' pretest and posttest results after PBL education. The data analysis indicated that the implementation of PBL significantly enhanced students' critical thinking (Sig. < 0.05). The N-Gain calculation result of 0.70 falls into the high category. The implementation of learning was assessed as good to very good, while students' answers to PBL were evaluated as very good. The results suggest that PBL is a pertinent and effective method for fostering critical thinking in junior high school science education, especially in contextual subjects closely linked to students' daily experiences.
Effectiveness of the PjBL-STEAM-IC model in improving students’ environmental awareness in coastal schools Srilesnawati Lalusu; Elya Nusantari; Frida Maryati Yusuf; Abubakar Sidik Katili; Hartono Mamu; Muhammad Rifai Katili; Masra Latjompoh
Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i1.6

Abstract

Coastal ecosystem degradation in Pagimana District, combined with science instruction that remains largely theoretical, underscores to the need for a learning model that can foster students’ environmental awareness more comprehensively. This study examined the effectiveness of the PjBL-STEAM-IC model in improving students’ environmental awareness in coastal schools across the four KABS dimensions: knowledge, attitude, behavior, and skills. The study was part of a Research and Development project and specifically reports the field-testing phase, which included limited trials, wider trials, and operational implementation. Participants were 150 seventh-grade students from four coastal junior high schools in Pagimana District. Data were collected using an environmental awareness questionnaire and analyzed using descriptive statistics, N-gain, the Wilcoxon Signed-Rank Test, and the Kruskal-Wallis Test. The results showed that the PjBL-STEAM-IC model effectively improved students’ environmental awareness across all four dimensions. The mean score increased from 67.41 before implementation to 86.81 after implementation, with N-gain values ranging from 0.62 to 0.64, and all dimensions showed significant differences (p < 0.001). These findings suggest that the PjBL-STEAM-IC model is a promising contextual science learning alternative for strengthening environmental awareness in coastal schools.
Between diagnostic intent and uniform tasks: Teachers’ planning for differentiated learning in arts education Dwi Wulandari; Eni Puji Astuti; Trie Hartiti Retnowati
Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i1.7

Abstract

This study examines how arts teachers in Indonesia plan differentiated learning under Kurikulum Merdeka and how such planning may be interpreted through the lens of creative pedagogy. This study employed a multi-source qualitative design using triangulative thematic analysis of two textual corpora: 35 open-ended online survey responses and 21 verified lesson plans/teaching modules from arts teachers in the Special Region of Yogyakarta and Nusa Tenggara Barat, Indonesia. The findings show that teachers generally understand differentiation as a pedagogical ideal centred on learners’ needs, interests, abilities, and learning profiles. In planning practice, however, differentiation was materialised mainly through variation in resources, media, and general classroom activities, such as projects, discussions, presentations, and reflections. While diagnostic assessment, enrichment, and remedial support were frequently mentioned, the linkage between assessment data and genuinely differentiated instructional design remained weak. Many lesson plans retained shared workflows, common core tasks, and relatively standardised outputs across diverse learners. The study concludes that arts teachers have moved towards procedural responsiveness, yet differentiation often remains thin rather than pedagogically plural. These findings emphasise the urgency of a stronger shift from surface variation towards meaningful pedagogical plurality in arts lesson planning.
The influence of project-based learning using PhET on fifth-grade scientific literacy in electrical circuits Saras Dwi Putri Maulida; Mubarak Ahmad
Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i1.859

Abstract

This study aims to investigate the effect of the Project Based Learning (PjBL) model assisted by PhET simulations on the scientific literacy skills of fifth-grade elementary school students, specifically on the topic of electrical circuits. The study employed a quasi-experimental method with a nonequivalent control group pretest-posttest design, conducted at a public elementary school in East Jakarta. The sample consisted of 61 fifth-grade students divided into two groups: the experimental group and the control group. The instrument used was a scientific literacy test developed based on the four components of scientific literacy according to PISA, namely context, content, competency, and attitude, and it had undergone validity and reliability testing. Data were analyzed using descriptive statistics and an independent t-test. The results showed a significant difference in scientific literacy scores between the experimental and control groups, indicating that the application of the PjBL model with PhET simulations is effective in enhancing the scientific literacy of elementary school students.
Quality assurance of elementary schools in Sintang regency Haura Sekarndary; Nurtanio Agus Purwanto
Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i1.920

Abstract

Quality assurance as a process to maintain and improve the quality of education. It is necessary to understand more deeply how schools develop and implement relevant programs so that quality education is created, especially at the primary school level in the district. The research took place in 8 primary schools spread across 7 sub-districts. This is a qualitative research using in-depth interviews, observation and document analysis. The results showed that, although some schools have succeeded in developing a quality assurance program with the stages of Identify, Reflect and Fix (IRB) with an education report card, there are still significant challenges such as limited facilities and human resources as well as the lack of socio-economic status of the parents of students so that they lack the role to encourage children to learn and be ethical. The commitment of the principal, quality assurance team, and competent teachers, as well as the involvement of parents can improve school quality, as well as the contribution of the Sintang education office with strategies in the form of forming learning communities, emphasizing principals to strengthen evaluation, and encouraging teachers to improve their competence to help the success of quality assurance in Sintang District which is far from the city center.
Building school and community collaboration in realizing competitive vocational high school graduates Suhari Muharam; Raden Bambang Sumarsono; Agus Timan
Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i1.964

Abstract

Enhancing the competitiveness of vocational school graduates requires strong collaboration between schools and society as an integrated educational ecosystem. This collaboration extends beyond partnerships with businesses and industries to include the active involvement of parents, institutions, and local communities in supporting student development. The school's public relations function plays a strategic role in fostering communication and cooperation between schools and their stakeholders. This study aims to analyze the role of public relations in fostering collaboration between schools and communities to produce competitive vocational graduates. It also identifies internal and external challenges and the strategies developed to address them. Using a qualitative approach with a case study design at one of the SMK Mutu in Malang, data were collected through in-depth interviews, observations, and document analysis. These data were then processed using NVivo 14 for coding and thematic identification. The results reveal that public relations serves as a central coordinator for cross-sector collaboration and as an adaptive agent, employing problem-solving and collaborative strategies to address school challenges. These findings underscore that public relations acts as a key mediator, ensuring the effective and sustainable operation of school-community partnerships to enhance the quality and competitiveness of vocational education.
The effect of grammar translation method and text-based instruction on students' vocabulary knowledge Salma Ratna Dianti; Hamdan Hidayat; Muhammad Andriana Gaffar
Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i1.814

Abstract

Although vocabulary instruction has been continuously integrated into EFL classrooms, the findings suggest that students possess variable degrees of vocabulary knowledge, depending on the teaching technique employed. This study was conducted to examine the impact of the Grammar Translation Method (GTM) and Text-Based Instruction (TBI) on students' vocabulary knowledge and to compare the learning outcomes of the two methodologies. A quantitative non-experimental research design was used, with 59 tenth-grade students from SMAN 25 Bandung. Participants were separated into two groups: 30 got GTM-based training (K1) and 29 were taught with TBI (K2). The Vocabulary Size Test (VST) scores were examined using descriptive statistics with normality tests and the Mann-Whitney U test. The study found a notable disparity in vocabulary knowledge between the two groups (Sig. 0.001 < 0.05), with the GTM group having a higher average ranking (37.40) than the TBI group (22.34). While GTM was more effective at vocabulary retention and organization, TBI promoted contextualized vocabulary learning and critical thinking. These findings suggest that both strategies have distinct benefits depending on instructional aims, and that combining them may promote more complete vocabulary development in EFL environments. Future studies should investigate hybrid techniques across various learning settings.
The influence of family environment on learning outcomes of grade 5 Students at SDN 002 Tana Tidung Suhartini Suhartini; Yusuf Hanafi; Sri Rahayuningsih
Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i1.13

Abstract

This study aims to determine the influence of the family environment on the learning outcomes of fifth-grade students at SDN 002 Tana Tidung. The family environment plays a crucial role in students' academic development, both in terms of learning motivation, parental involvement, and the family's socio-economic conditions. This study used a qualitative approach with a case study method. Data were collected through semi-structured interviews, participant observation, and documentation studies, involving students, parents, and teachers at SDN 002 Tana Tidung. The results showed that parental attention, communication patterns between parents and children, and support for learning facilities at home played a substantial and observable role in shaping student motivation and learning outcomes. Students from families with democratic parenting styles and open communication tended to have higher motivation and better academic achievement. In addition, families with adequate economic conditions could provide facilities that support the learning process at home, which also improved learning outcomes. This study recommends that schools be more active in exploring the role of families in supporting student learning processes and encouraging parents to be more involved in their children's education. By strengthening collaboration between schools and families, it is hoped that optimal learning outcomes can be achieved for students.

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