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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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Gamification versus traditional teaching: Impacts on mathematics learning outcomes and engagement Edy Sucipto; Ibrahim Bafadal; Siti Mas’ula
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.v6i1.64

Abstract

This quasi-experimental study examined the effectiveness of low-tech gamified mathematics instruction compared with traditional teaching in an Indonesian elementary school. Intact classes at SD Negeri 001 Tana Tidung (Sesayap, North Kalimantan) were assigned to gamification (n=47) or traditional (n=46). Both groups completed a 25-item pretest and posttest across 4–6 sessions. The primary outcome was posttest achievement analyzed with ANCOVA (covariate: pretest); secondary indicators were N-Gain, Hedges’ g, mastery (≥70), on-task engagement, and treatment fidelity. Results showed a significant group effect, F(1,89)=11.0, p=0.0012, partial η²=0.11. Adjusted means favored gamification (79.2; 95% CI [77.0, 81.4]) over traditional (72.7; [70.4, 75.0]), Δ=6.5; g≈0.70. N-Gain was 0.53 (gamification) vs 0.37 (traditional). Mastery reached 83.0% vs 63.0% (OR=2.60, 95% CI [1.20, 5.60]). Engagement was higher under gamification (78.6% vs 68.1%) and positively predicted posttest (β=0.28, p=0.004). Fidelity averaged 88% (κ=0.79). Findings indicate that progress- and process-oriented gamification with immediate feedback improves learning outcomes and classroom engagement, offering a feasible, scalable option for resource-limited settings.
The effectiveness of using the teachy digital application on elementary school students’ science achievement Muhammad Noryanto; Oktaviani Adhi Suciptaningsih; Riska Pristiani
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.v6i1.67

Abstract

Low engagement and conventional instruction remain obstacles in Indonesian elementary science. This study examined the effectiveness of Teachy, a technology-enhanced learning application, in Grade-5 science. A quasi-experimental nonequivalent control group design was implemented at SDN V 013 Tana Tidung (N=33). The experimental class (n=17) learned with Teachy (interactive quizzes, animations, automated feedback); the control class (n=16) received conventional teaching. Outcomes were measured with a validated 25-item multiple-choice post-test; student engagement was observed during lessons. Assumptions of normality (Kolmogorov–Smirnov/Shapiro–Wilk) and homogeneity (Levene) were met; analyses used independent samples t-tests (α=.05). Results showed higher performance for Teachy (M=83.6, SD=6.8) than control (M=74.2, SD=7.5), t(31)=3.776, p<.001, mean difference=9.40, 95% CI [4.32, 14.48], Hedges’ g=1.28 (large). Findings indicate that Teachy substantially improves science achievement and supports constructivist learning aligned with the Merdeka Curriculum. Implications include integrating Teachy as core media with formative monitoring; future studies should extend to multi-site, pretest–posttest designs and retention tests.
Pedagogical strategies for drum learning: A qualitative study on fun and discipline for elementary students Piter Sembiring; Imelda Aprillia Sitanggang; Clarisa Jesika Korina Tiurmauli Hutapea
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.v5i2.686

Abstract

This study examines the balance between fun and discipline in drumming lessons for primary school students at Favore Music, a non-formal music education institution. The aim of the study is to explore effective pedagogical strategies that can increase students' motivation, engagement, and mastery of skills through a combination of fun activities and technical discipline. Using a qualitative approach, data were collected through participatory observation, in-depth interviews, and documentation. The findings show that the integration of fun activities, such as rudiment rhythm games and drum cover challenges, can increase student engagement while maintaining a focus on technical aspects. The role of the teacher as both instructor and facilitator is crucial in providing interactive feedback and structured challenges to encourage skill development. The results show that students who engage in fun activities show increased motivation and perseverance, which leads to improved technical ability. This study concludes that a balanced approach between fun and discipline is essential for effective music education, which not only develops musical skills, but also motivates and builds long-term resilience in students.
The development of comic media based on Sekujang culture for elementary school students Atika Susanti; Abdul Muktadir; Ady Darmansyah
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.v5i2.642

Abstract

Elementary students' cognitive learning outcomes remain a challenge, particularly in understanding, remembering, and applying taught concepts. Low cognitive achievement is often caused by a lack of student engagement, unappealing teaching methods, and minimal use of interactive and contextual learning media. This study aims to develop and assess the feasibility of Sekujang culture-based comic media and determine its effectiveness in enhancing students' cognitive learning outcomes in Bahasa Indonesia learning. Using the R&D method with the ADDIE model, this study found that the comic media met the "very feasible" criteria based on expert assessments. The material validation scores increased from 37 and 39 in stage 1 to 55 and 58 in stage 2, while the design validation scores improved from 35 to 53 and 55. The effectiveness test using a paired t-test yielded a significance value of 0.000, indicating a significant improvement in students' cognitive learning outcomes. The experimental class achieved a gain score of 0.3756 (moderate), while the control class only reached 0.1686 (low). These findings suggest that the Sekujang culture-based comic media is an effective and engaging learning tool for Bahasa Indonesia instruction in elementary schools.
Improving descriptive writing skills of students through contextual teaching and learning: Exploring the theme of “Home Sweet Home” Muhammad Andriana Gaffar; Paulina Novarita; Ilfa Hasanah
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.v5i2.698

Abstract

This classroom action research aimed to improve seventh-grade EFL students’ descriptive writing skills through the implementation of Contextual Teaching and Learning (CTL) using the theme “Home Sweet Home.” The study applied a quantitative descriptive approach within a two-cycle CAR framework consisting of planning, action, observation, and reflection stages. A total of 28 students participated in the study. Data were collected through pre-tests, post-tests and observation sheets. Quantitative data were analyzed using descriptive statistics (mean and percentage), while qualitative insights from observations supported the interpretation. The average student score improved from 60.10 in the pre-cycle to 79.89 in cycle I, and 82.42 in cycle II. By the end of cycle II, 89.28% of students achieved the minimum mastery standard (≥70). Improvements were evident in students’ use of vocabulary, grammar (particularly there is/there are and prepositions), punctuation, text organization, and engagement. The results confirm that CTL is effective in fostering contextual understanding and enhancing descriptive writing skills in EFL classrooms.
Investigating the correlation between self discipline, fieldwork, and work readiness: A study on vocational high schools Ahmad Ridwan; Widiyanti Widiyanti; Didik Nurhadi
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.v5i2.652

Abstract

The high unemployment rate among graduates of vocational high schools reflects a gap between educational outcomes and the demands of the industry. This study aims to examine the relationship between self-discipline and fieldwork practices on students’ readiness to enter the workforce. The research was conducted with 51 twelfth-grade students from the Mechanical Engineering program at Vocational High School “Sore” Tulungagung. The instruments used included a self-discipline scale, a student readiness scale, and fieldwork practice scores. Data were analysed using Pearson product-moment correlation. The findings revealed that self-discipline is positively and significantly correlated with students’ readiness to enter the workforce (r = 0.338; p < 0.05), while fieldwork practices also showed a significant positive correlation with student readiness (r = 0.415; p < 0.01). Simultaneously, both variables were significantly associated with students’ readiness (r = 0.471; p < 0.01). These results emphasise the importance of strengthening student discipline and providing relevant fieldwork experience in preparing vocational school graduates to be more competitive and adaptive in the evolving labour market. This study also offers practical implications for schools and industries in designing learning programs that are better aligned with workforce requirements.
Implementation of jigsaw learning to improve mathematics learning outcomes of grade IV elementary school Diah Rizki Nur Kalifah; Ali Nasrullah; Badlihisham Mohd Nasir; Zingiswa Mybert Monica Jojo
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.v5i2.692

Abstract

The low learning outcomes of mathematics at the primary school level, especially among fourth-grade students, are a major concern in the world of education. Despite numerous efforts to enhance the comprehension of mathematical concepts, the outcomes remain unsatisfactory. The purpose of the study was to explore the application of the jigsaw model in improving mathematics learning outcomes in grade IV. The type of research is classroom action research (CAR), with a Kemmis and Taggart model design, consisting of two cycles. Each cycle includes four stages: planning, implementation, observation, and reflection. The research subjects were 12 fourth-grade students, and data collection techniques were conducted through observation, tests, and documentation. Data analysis was conducted using the descriptive analysis method, using descriptive statistical formulas such as frequency distribution and average. The findings showed that the application of the jigsaw model succeeded in improving the learning outcomes of fourth-grade students, as evidenced by the percentages of 43% in cycle I and 89% in cycle II. Therefore, we conclude that the application of this model effectively enhances students' mathematics learning outcomes. Future research can explore the specific factors in the application of the jigsaw model that have the most influence on improving learning outcomes.
Application of multi-representational discourse model to improve students' communication skills Norjanah Norjanah; Jumrodah Jumrodah; Abdul Gofur
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.v5i2.687

Abstract

Students who have good communication skills tend to find it easier to understand the material, collaborate with classmates, and complete assignments. Communication skills must be established in students. Learning is not optimal without good communication (good interaction between educators and students). The research on applying the multi-representational discourse (MRD) learning model. This study aimed to explore how this model can improve students' communication skills. The method used in this study was classroom action research. This study was conducted on grade XI students at MAN Kota Palangka Raya with 36 respondents. The data analysis technique used is a quantitative analysis technique to compare student activities during the cycle. The results showed an increase in students' communication skills using MRD learning. The MRD model encourages students to discuss and exchange opinions actively, improving their ability to communicate verbally and non-verbally. The results showed increased students' communication skills, especially in expressing opinions, discussing, making presentations, and asking questions. The use of models that involve active interaction between students, such as group discussions, can have a positive impact on the learning process.
The influence of class climate, school culture and literacy on green skills vocational culinary practice Inten Nurani; Kokom Komariah
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.v5i2.702

Abstract

Skills in material management and procedures are important to reduce food waste in the culinary field. SMK Tata Boga is required to form graduates who have green skills. However, initial observations show that the application of green skills in vocational schools is not optimal. This study aims to determine how the application of green skills in vocational culinary learning practices, as well as the influence of classroom climate, school culture, and literacy on it. The study involved 170 students, with data collected through questionnaires and observation sheets. However, the t-test shows that classroom climate does not affect the application of green skills in vocational culinary practice learning with a p-value of 0.239 and t-value of 1.182, school culture affects the application of green skills in vocational culinary practice learning with a p-value of 0.023 and t-value of -2.292, and information literacy does not affect the application of green skills in vocational culinary practice learning with a p-value of 0.612 and t-value of 0.508. The F test with a p-value of 0.128 shows that simultaneously, classroom climate, school culture, and literacy have no effect on the application of green skills in vocational culinary practice learning. For future research, other factors should be added that can increase the application of students' green skills in learning culinary practices. The application of students' green skills also needs to be seen from habituation which is not limited to activities in schools but also families and community environments.
Development of digital mathematics teaching materials to improve student learning outcomes in junior high school Nurdiah Anggraeni Amir; Nurhikmah Nurhikmah; Farida Febriati
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.v5i2.705

Abstract

This research aims to 1) Identify the needs of math digital teaching materials, 2) Design digital teaching materials for mathematics, 3) Measure the level of validity, 4) Measure the level of practicality, and 5) Measure the level of effectiveness. This research uses an R&D (Research and Development) approach. The development model used, namely ADDIE. This research was conducted at SMP Negeri 4 Sungguminasa class VII. The developed digital teaching materials were validated by material experts and media experts. Trials on 1 teacher, 3 students (individual) and 12 students (small group) to see the practicality of digital teaching materials. Meanwhile, 45 students were involved in the effectiveness test learning. The results of the level of validity of digital teaching materials from the assessment of media expert validators (98.3%) are at a very valid stage and material experts (92.5%) are at a very valid stage. The results at the practicality level obtained (range 91-94%) which was declared very practical. Furthermore, the level of effectiveness of digital math teaching materials was measured by a pretest which obtained 54 in the “low” category and the posttest obtained 91 in the “high” category which showed an increase in student learning outcomes so that it was declared very effective. Based on the results of the analysis, it can be concluded that digital math teaching materials are proven to be valid, practical, and effective in improving student learning outcomes.

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