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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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Mapping the landscape of biology learning media publications in Indonesia: A bibliometric analysis Dian Pratiwi; Sri Rahayu Lestari; Susriyati Mahanal
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.v6i1.27

Abstract

Media integration in biology education is increasingly emphasized to support active, meaningful, and student-centered learning. This bibliometric analysis aims to explore trends, patterns, and research focus areas on media use in biology learning over the past ten years. This study employed a Scopus search using the keywords "Learning media" and "Biology," which then yielded 114 initial records. A PRISMA-based screening process was applied, limiting inclusion to original research articles published between 2016 and 2025, written in English, classified under the social sciences, and available as open access publications. After applying all criteria, 17 articles were included for in-depth analysis. The results show a fluctuating but generally increasing trend in publication frequency, especially in recent years. Most studies employed a research and development (RnD) method approach to evaluate the effectiveness of media in improving student learning outcomes and engagement. Indonesian authors contributed the most publications, with a high collaboration pattern of at least four authors on each published article. The biology topics studied include food biology, environmental biology, general biology, modern biology, genetics, biodiversity, botany, taxonomy, and immunology, all of which are topics with high conceptual complexity and therefore require the support of visual and interactive media in their learning. This review successfully maps the research landscape on the use of media in biology education and serves as a valuable reference for future studies in selecting relevant biological content, methodological frameworks, and collaborative approaches.
English content knowledge coverage and vertical alignment: Across levels document analysis of curriculum frameworks Sri Wahyuni; Dadang Sudana; Bachrudin Mustafa; Ika Lestari Damayanti
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.v6i1.30

Abstract

Coherent sequencing of content knowledge across the successive levels of teacher education shapes how prospective English teachers build subject-matter expertise, while vertical alignment across these levels remains underexamined in Indonesia. This study examines how content knowledge is sequenced and vertically integrated across three institutional levels of the Indonesian English teacher education continuum: senior high school, undergraduate teacher education, and the professional teacher education program. The study used qualitative document analysis within an interpretive paradigm. Nineteen officially mandated curriculum documents were analyzed with a Content Knowledge Coding Framework derived from Shulman’s account of teacher knowledge, comprising five domains and twenty subdomains. Coding proceeded through a level analysis and cross-level comparison, classifying each subdomain as aligned, partially aligned, or absent. The analysis shows horizontal consistency alongside vertical fragmentation. The findings show that the four language skills, grammar, vocabulary, and learning outcomes, are consistently represented across all educational levels. However, phonology, discourse, assessment literacy, pedagogical content knowledge, and technological knowledge are inconsistently represented or absent. The lack of formal articulation among the three curriculum frameworks contributes to only moderate vertical coherence, with a score of 68 of 120. These results suggest that persistent instructional weaknesses stem primarily from curriculum design, highlighting the need for cross-level curriculum reform.
Developing android-based interactive media in integrated science subjects for madrasah tsanawiyah students K. Kasman; L. Lu’mu; A. Arnidah
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.v6i1.31

Abstract

This study aims to develop an Android-based interactive media for valid, practical, and effective science learning. This study focuses on the development of interactive media among students of Madrasah Tsanawiyah (MTs) in Sidenreng Rappang Regency. The development process follows the AADC model, which is divided into four main stages: Analyze, Align, Design, and Construct. This research used two validators (experts in material and media), one science instructor, and 30 seventh-grade students for the trial. Data were gathered using validation sheets, questionnaires, and assessments of learning outcomes. The outcomes of the interactive media validity study during the validation phase include two dimensions: material validation and medium validation. The material validation achieved a very valid category (average 93%), whereas validation by media specialists attained a very valid category (average 90%). The evaluation findings of the individual trial response questionnaire revealed an average of 92%, while the small-group test yielded 93%, suggesting that the medium is effective for use. The teacher response questionnaire on interactive media was deemed very effective, with an average 99%. The pretest and posttest data indicated an enhancement in student learning outcomes, with an average pretest score of 51.67 and a posttest score of 86.00. The n-gain value was 0.71, indicating a substantial improvement in student learning outcomes. It may be concluded that Android-based interactive media satisfies students' demands and fulfills the criteria of validity, practicality, and effectiveness for educational purposes.
The influence of local wisdom-based gamification on students' literacy and numeracy in mathematics learning Harina Handaryani; Hamsu Abdul Gani; Awaluddin Muin
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.v6i1.40

Abstract

Literacy and numeracy are essential skills for student preparation in further education, enabling understanding, analysis of information, and problem-solving. They are critical indicators of student success and provide a foundation for future challenges. This study aims to examine the effect of local wisdom-based gamification on students' literacy and numeracy skills in mathematics learning. This study used an experimental design, namely a one-group pretest-posttest. The sample of this study was 30 seventh-grade students. The instruments in this study consisted of two types, namely a questionnaire to measure literacy skills and a test to measure numeracy skills. The pretest-posttest difference test used a paired t-test. The local wisdom-based gamification media developed was validated by material experts with an average of 85.56%, and media and design experts with an average of 93.58%, indicating the media is valid for use. These findings indicate that local wisdom-based gamification has a positive influence on improving student literacy, which is indicated by a shift in some students from the moderate category to the high category after the intervention was given (sig. = 0.001). Local wisdom-based gamification was also able to positively improve students' numeracy skills, marked by a shift in students from the low and moderate categories to the higher categories (sig. = 0.001). Thus, the implementation of local wisdom-based gamification was proven to have a significant impact on improving students' literacy and numeracy skills.
Development of e-module to improve students' science learning outcomes Nur Indriani; Hamsu Abdul Gani; Arnidah Arnidah
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.v6i1.48

Abstract

Today, teaching materials are not optimal for supporting students' conceptual understanding, and students easily become bored if the learning process is unengaging or monotonous, ultimately leading to low learning outcomes. This research aims to improve students' science learning outcomes by developing e-modules. The study followed the ADDIE research and development process. Individual trials involved 3 students, small-group trials involved 9 students, and implementation involved 30 students. Data were collected through observation, interviews, questionnaires, and tests. Data analysis included descriptions of interview results, calculations of student and teacher response percentages, pretest and posttest averages, and n-gain values. The results of the needs analysis show that teachers and students need science learning resources that they can use independently and can access flexibly. The average validation score for the material expert was 86%, and for media experts was 87%, indicating that the e-module was valid. The results of practicality tests with teachers and students showed that the e-module was practical for learning because it was easy to access and helped with understanding the material. The n-gain calculation showed a significant increase in students' science learning outcomes (n-gain = 0.72). The developed e-module met students' needs, was validated by experts, was practical to use, and effectively improved students' science learning outcomes. The e-module offered easy-to-access features, accurate information, and support for independent learning.
Ethnomathematical concepts in the slametan tradition for mathematics learning in elementary schools Oktaviani Adhi Suciptaningsih; Tommy Tanu Wijaya; Andri Setiyawan; Syifa Zia Muharni
Journal of Research in Instructional Vol. 6 No. 2 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i2.57

Abstract

Mathematics learning in elementary schools is often presented abstractly and remains disconnected from students’ socio-cultural experiences. This study aimed to explore ethnomathematical concepts embedded in the slametan tradition of Central Javanese communities and analyze their potential as a resource for culturally responsive mathematics learning. A qualitative ethnographic approach was employed in Sukorejo Village, Kendal Regency, involving 150 community members. Data were collected from April 2025 to May 2026 through observations of six slametan events, semi-structured interviews, open- and closed-ended questionnaires, and documentation. The data were analyzed through data reduction, domain analysis, taxonomic analysis, ethnomathematical interpretation, and data presentation, while trustworthiness was strengthened through triangulation and member checking. The findings revealed that slametan incorporates concepts of numbers and arithmetic operations, fractions, ratios, measurement, estimation, geometry, patterns, symmetry, spatial arrangement, classification, time, and simple statistics. These concepts emerge in determining participant numbers, calculating food requirements, distributing berkat, measuring ingredients, arranging dishes, and organizing space and time. These mathematical practices are also intertwined with Javanese values of rukun, mutual cooperation, tepa salira, gratitude, fairness, and harmony. Therefore, slametan offers an authentic context for meaningful, contextual, and culturally responsive mathematics learning.
Science learning with a contextual approach based on local wisdom for to enhance elementary school students achievement Rahman Rahman; Shirly Rizki Kusumaningrum; Mardhatillah Mardhatillah
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.v6i1.59

Abstract

Elementary science learning requires instructional approaches that enable students to connect scientific concepts with authentic experiences that are meaningful within their own cultural and environmental contexts. However, science instruction in many elementary classrooms remains predominantly teacher-centered, limiting students’ conceptual understanding and meaningful engagement with science. This study aimed to compare the effectiveness of contextual teaching and learning (CTL) integrated with local wisdom and direct instruction in improving elementary students’ science learning achievement. A quasi-experimental study employing a posttest-only control group design was conducted with 60 fifth-grade students from SDN 020 Tana Tidung, Indonesia. The experimental group received CTL integrated with local wisdom, whereas the control group was taught using direct instruction. Students’ science learning achievement was measured using a 25-item multiple-choice test that demonstrated satisfactory content validity (Aiken’s V = 0.83) and internal consistency reliability (Cronbach’s α = 0.87). Data were analyzed using an independent samples t-test following normality and homogeneity assumption testing. The results showed that the experimental group achieved a higher mean posttest score (82.00) than the control group (74.50), and the difference was statistically significant (p < .05). These findings indicate that integrating local wisdom into CTL provides a more meaningful learning environment by connecting scientific concepts with students’ everyday cultural and environmental experiences. This study contributes to the growing evidence supporting culturally responsive science education and suggests that integrating local wisdom into contextual learning can enhance elementary students’ science achievement.
Impact of digital learning tools on numeracy, motivation, and engagement in elementary education Ardono Ardono; Juharyanto Juharyanto; Slamet Arifin
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.v6i1.60

Abstract

This study investigated the effects of digital technology–integrated mathematics instruction on elementary students' numeracy achievement, learning motivation, classroom engagement, and technology acceptance. A quasi-experimental non-equivalent control group design was employed involving two Grade VI classes (N = 50) from an elementary school in Tanah Tidung Regency, Indonesia. Data were collected using numeracy pretests and posttests, an ARCS-based learning motivation questionnaire, a Technology Acceptance Model (TAM) questionnaire, a classroom engagement observation sheet, and an implementation fidelity checklist. Prior to hypothesis testing, data were examined using the Shapiro–Wilk and Levene's tests. The data were subsequently analyzed using independent samples t-tests, analysis of covariance (ANCOVA), normalized gain (N-Gain), and Cohen's d effect size. The results showed that the experimental group achieved significantly higher numeracy performance than the control group, as reflected by higher posttest scores, a greater normalized gain (0.57 vs. 0.26), and a very large effect size (d = 1.99). ANCOVA further confirmed that the improvement remained significant after controlling for students' initial numeracy ability. Students in the experimental group also demonstrated significantly higher learning motivation across all ARCS dimensions, stronger classroom engagement, and high levels of technology acceptance. These findings indicate that integrating digital technology into mathematics instruction enhances students' cognitive achievement while simultaneously promoting positive motivational and behavioral learning outcomes. The study provides practical evidence supporting the implementation of technology-enhanced mathematics instruction in elementary education, particularly in rural school contexts.
Can augmented reality boost students’ cognitive levels in geography? Resyifa Qatrunnada Salsabila; Yusuf Suharto
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.676

Abstract

Understanding spatial relationships and human-environment interactions is an important aspect of geography, but many students still struggle to develop the cognitive skills to understand the concept. Augmented Reality (AR) provides an interactive learning experience for students, but previous studies generally have focused on lower-order cognitive skills. This study aims to examine the effect of AR on students' ability to understand (C2), apply (C3), and analyze (C4). This study used quasi-experimental with a posttest-only control group design. 71 tenth-grade students were selected as samples through purposive sampling. The test instrument comprised multiple-choice and essay-type questions across three cognitive levels. Data were analyzed using a non-parametric method, namely the Mann-Whitney U test. The analysis showed no significant difference between the experimental and control classes in the understanding (C2) and applying (C3) domains. However, there are variations in results on several indicators in these two domains, so AR shows the potential to improve students' understanding and application in certain aspects. In contrast, there was a significant difference in the analyzing domain (C4), with all indicators showing significant differences. Thus, AR can effectively support students' analytical skills, while its role in improving understanding and application needs further study.
ReCODE integrated collaborative mind mapping to improve students’ creative thinking skill Kalimatul Maghfiroh; Susriyati Mahanal; Sitoresmi Prabaningtyas
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.681

Abstract

This study aims to determine the effect of reading, connecting, observing, discussing, and evaluating (ReCODE) model integrated with collaborative mind mapping (CMM) on creative thinking skills of high school students in biology learning. This quasi-experimental study used a pretest-posttest nonequivalent control group design. There were 10 description questions used in assessing students' creative thinking skills. Data were collected from 106 students of class XI at senior high school in Sidoarjo, Indonesia. The data were analyzed using ANCOVA at 5% significance level followed by LSD test. The results showed that the ReCODE-CMM learning model had an effect on students' creative thinking skills. The conclusion of this study is that the ReCODE-CMM model is able to improve each indicator of creative thinking skills because the components of this indicator have been integrated into the syntax of the learning model which involves the process of reading, linking concepts and facts in the problem, and organizing information collaboratively to create a solution to a problem.

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