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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 58 Documents
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Integration of socio-cultural digital teaching materials to enhance problem-solving and self-efficacy in elementary school mathematics Nurlaela Nurlaela; Slamet Arifin; Siti Faizah
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.v6i1.93

Abstract

This study developed and evaluated socio-cultural digital teaching materials for elementary mathematics and examined their validity, practicality, and effectiveness in improving students’ problem solving and self-efficacy. We employed a Research & Development design (Borg & Gall; 7 modified stages). A one-group pretest–posttest field try-out was conducted with Grade-5 students (n = 45). Instruments included a Polya-based problem-solving test and a self-efficacy questionnaire (5-point Likert); expert validation covered content, media, and language. Analyses comprised descriptive statistics, Shapiro–Wilk, paired t-test, N-Gain, effect size (Cohen’s dz), reliability (Cronbach’s α) and inter-rater agreement (Cohen’s κ), and Pearson correlation. Findings indicate very high validity (mean 91.1%) and high practicality (teachers 90.2%; students 88.0%; on-task observation 86.4%). Problem-solving performance rose from 55.3 (SD 11.2) to 76.8 (SD 10.1) with N-Gain = 0.48 (moderate), t(44) = 8.75; p < .001; dz = 1.30; the largest gains appeared in understand and look back. Self-efficacy increased from 3.10 (SD 0.52) to 3.78 (SD 0.49) with t(44) = 7.36; p < .001; dz = 1.10. Changes in self-efficacy correlated moderately and positively with problem-solving N-Gain (r = 0.41; p = 0.005). The results support the combined use of local cultural contexts, multimedia-learning principles, and Polya-based strategy scaffolding as a feasible and impactful approach to strengthening mathematical competence and self-belief in elementary students.
RADEC vs PjBL: Adding make-a-match media to enhance students' creative thinking skills Khaerunnisa Khaerunnisa; Nanang Rahman; Haifaturrahmah Haifaturrahmah; Emese K. Nagy
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.514

Abstract

This study focuses on the comparative analysis of the effectiveness of the Read, Answer, Discuss, Explain, and Create (RADEC) and the Project-Based Learning (PjBL) models equipped with make-a-match media on the creative thinking skills of elementary school students. This study used a quasi-experimental research design with a pre-test and post-test group design. The research sample consisted of 52 fifth-grade students divided into two classes, each consisting of 26 students. Data were collected using a test. The paired t-test was used to calculate data, and N-gain calculations were used to measure the level of effectiveness. The results showed that both groups using the RADEC model (sig. = 0.001 <0.05) and PjBL (sig. 0.000 <0.05) demonstrated an effect on improving students' creative thinking skills before and after learning. However, the N-gain value indicates that RADEC reached 12.19% (ineffective category) with a mean post-test of 59.85, while PjBL reached 45.3% (less effective) with a mean post-test of 70.12. The findings indicate that PjBL with make-a-match media is more effective in improving students' creative thinking skills than RADEC with make-a-match media. Although the RADEC model also contributes to developing students' thinking skills, its impact on creativity is not as great as the PjBL model. This study provides valuable insights for educators and policymakers by highlighting the effectiveness of this learning approach. It suggests applying the PjBL model to develop students' creative potential further.
Integrating technological pedagogical content knowledge in Learning: A systematic review Arifuddin Arifuddin; Siti Khoiriyah; Hendi Sugianto; Abdul Rahim Karim
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.429

Abstract

The use of technology in educational contexts has experienced rapid growth in recent years. This breakthrough offers great potential to improve the quality of learning and teaching at various levels of education. One approach that dominates the conversation is the integration of technological pedagogical content knowledge (TPACK) in learning, which includes the alignment of three main components, namely technology (T), pedagogy (P), and content knowledge (CK). This study uses a systematic literature review approach to collect, select, and determine articles, then analyze and synthesize the latest research findings on the integration of TPACK in learning to improve teacher professionalism. The results showed that the trend of research studies related to TPACK in 2019 to 2023 discussed several components such as self-efficacy, a complete understanding of the dimensions of TPACK, the ability to analyze challenges and obstacles in the use of technology in learning, the ability to collaborate in the digital era, and the ability to build a positive paradigm in integrating technology in the learning process.
Development of digital art and culture book for improving students learning outcomes Ahliana Ahliana; Nurhikmah Nurhikmah; Citra Rosalyn Anwar
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.520

Abstract

This study aims to determine whether the learning resources in the form of digital art and culture books are valid, practical, and effective in improving student learning outcomes. The ADDIE model was used to develop digital books. The study was conducted on grade VII students at a junior high school in Bone. The books that were developed were validated by experts and the media. Trials on 3 students and 9 students to see the practicality of digital books. Meanwhile, 26 students were involved in learning for effectiveness testing. The development results showed that digital books were valid (80.00%) based on material validators and very valid (88.23%) based on media experts. Individual responses from three students showed practical books, followed by findings in the responses of 9 students and 1 teacher (percentage range 88-95). The effectiveness test results showed that the average before digital books was 60 with a "low" category, and the average value obtained after using digital books was 90 with a "high" category. Wilcoxon testing indicates that digital books effectively improve student learning outcomes (sig. < 0.05). It can be concluded that using digital books in arts and culture subjects has proven valid, practical, and effective in improving student learning outcomes.
Analysis of critical thinking skills of primary students in IPAS learning Dian Fitriyanti; Alif Mudiono; Oktaviani Adhi Suciptaningsih
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.539

Abstract

21st century abilities are required to face the challenges, problems, living, and careers of the modern age. These abilities include critical thinking, creativity, communication, and collaboration (4C). In the context of problem-based learning in IPAS (Natural and Social Sciences) education, critical thinking is quite relevant. The goal of this study is to examine the critical thinking abilities of fifth-grade students in IPAS learning. This study applies a quantitative approach to investigate data in real world settings. The study includes 27 fifth-grade students from a public primary school in Blitar Regency, East Java. The instrument utilized is a descriptive test sheet that measures five components of critical thinking as defined by Ennis: offering simple explanations, developing basic abilities, drawing conclusions, providing additional explanations, and developing strategies and tactics. These five components are further expanded into ten indications of critical thinking ability. The analysis’s findings indicate that students’ typical critical thinking abilities are divided into three categories: medium category 10%, low category 60%, and extremely low 30%. These insights can be used to build more effective learning innovations that improve students' critical thinking skills.
Islamic education and the challenges of community life in the era of society 5.0 Anisah Azzahra; M. Sirozi
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.599

Abstract

The progress of human civilization has now entered the era of society 5.0. In this era, technology plays a vital role in simplifying community activities. However, this era poses challenges, such as increasing individual competence and potential so that technology does not replace them. In addition, the value of tolerance and social interaction is decreasing due to dependence on technology. Islamic education can be a solution to face these challenges because of its universal nature. This research aims to explain how Islamic education can answer issues that arise in people's lives in the era of Society 5.0. The method is literature; the data source is from books, articles, websites, and the Quran, which are then analyzed to conclude. The results of the study show that Islamic education can integrate the use of technology with Islamic values. This aims to promote the wise use of technology without eliminating the essence of positive character and social values as the foundation. Thus, Islamic education can be the central pillar of forming a better society in the era of society 5.0.
Development of a smart articulate storyline using teaching at the  right level based learning tools to improve teaching skills Aldina Eka Andriani; SrI Sulistyorini; Dewi Nilam Tyas
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.567

Abstract

Developing high-quality lesson plan requires a meticulous and systematic process, considering several key aspects. This study aims to describe the development design, assess the feasibility, and evaluate the effectiveness of smart class articulate storyline through the development of lesson plan based on teaching at the right level (TaRL) to improve the teaching skills of pre-service teacher professional education (PPG Prajabatan) students in the elementary school teacher education study program within the context of differentiated learning. This research used a research and development (R&D) approach, using the ADDIE model. The strength of this research lies in developing materials focusing on basic teaching skills through the TaRL approach, complemented by instructional practice videos and lesson plan that could be accessed anytime. The study results indicate that the smart class articulate storyline is categorized as highly feasible, with evaluations from media and content experts each scoring 95% in the "highly feasible" category. Additionally, the smart class articulate storyline, developed through TaRL-based lesson plan, is found to be effective based on pretest and posttest results, indicating a significant improvement in the ability to understand basic teaching skills.
Teachers’ need analysis in STEM-Eco-Mathematics learning: Evidence from border elementary schools Yosua Damas Sadewo; Totok Victor Didik Saputro; Candra Gudiato; Andriano Andriano; Feny Rita Fiantika; Sabariah Sabariah; Falenthino Sampouw; Nurselam Hassen
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.v6i1.28

Abstract

The integration of STEM with the environmental context is increasingly important as mathematics education emphasizes authentic, and interdiciplinary learning experiences. However, empirical evidence on the learning needs of elementary school teachers in boarder area is limited. This study examines the needs of teachers in implementing STEM-Eco-Mathematics learning in elementary schools in Bengkayang, an Indonesia-Malaysia border area. Data were collected from 70 elementary school teachers via online questionnaire comprising 20 Likert-scale statements representing five dimension, namely innovative learning modeling, STEM integration, contextual learning, mathematical modeling, and teacher readiness. The data were analyzed using descriptive statistics. The results showed that teachers had a high level of need for implementing STEM-Eco-Mathematics (M= 3.57; SD = 0.52). The highest needs were found in innovative learning models, STEM integration, and contextual learning while mathematical modeling and teacher readiness received relatively lower scores. Although teachers have recognized the importance of intediciplinary and context-based mathematics learning, they still need pratical support to apply this approach effectively in everyday learning. These findings emphasize the importance of professional development programs and the development of leaning models that are responsive to the characteristics of border areas to strengthen teachers’ capacity to implement STEM-Eco-Mathematics effectively..
Integrating Islam and science in curriculum and instruction: A case study at Al-Falah pesantren, Pamekasan Sholihin Sholihin; Zainuddin Syarif; Nor Hasan; Rudy Haryanto
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.v6i2.42

Abstract

This study examines how Islam–science integration is formulated and enacted in the curriculum and instructional practices of Al-Falah Pesantren, Pamekasan. This study employed a qualitative single-case study design. Data were collected through semi-structured interviews with 15 informants, five observations of classroom and academic activities, and analysis of institutional documents, from March to May 2026. The findings show that integration operates through connected educational layers: a tawhid-based epistemological vision, a hybrid curriculum, classroom and laboratory learning, Bahtsul Masail, digital leadership, and institutional support. Integration became most visible when classical Islamic texts, Qur’anic reflection, empirical observation, scientific reasoning, and ethical judgment were jointly used to address authentic issues such as environmental care, laboratory discipline, health, digital transactions, and social responsibility. However, the implementation remained uneven across subjects and educational levels, particularly in teacher collaboration, interdisciplinary planning, integrative assessment, and institutional evaluation. The study's conclusion is that the coexistence of religious and science subjects does not automatically result in substantive integration unless the institutional vision is translated into curriculum content, teaching strategies, learning activities, and assessable competencies.
Interactive eduplay in fostering early childhood cognitive development: Insights from a qualitative field study Winnuly Winnuly; Fifi Khoirul Fitriyah; Nisaul Barokati Selirowangi; Reviana Reviana; Tria Margareta
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.v6i2.49

Abstract

This study aims to analyze the implementation of interactive eduplay as an educational learning medium in supporting early childhood cognitive development at Raudhatul Athfal Muslimat NU Al-Amin Sugio. The research is motivated by the need for innovative learning media that is able to provide optimal stimulation according to the characteristics of early childhood learning in the modern era. This study uses a qualitative approach with subjects of students aged 5–6 years. Data was collected through observation, interviews, and documentation, then analyzed using thematic analysis techniques. The results of the study identified three theme areas including preparation, implementation and evaluation as well as five main themes, namely (1) readiness for the implementation of interactive eduplay, (2) improving children's cognitive abilities, (3) increasing motivation and learning involvement, (4) the role of teachers as learning facilitators, and (5) collaboration between schools and parents in providing stimulation of children's development. The findings show that the use of interactive eduplay not only improves children's ability to recognize letters, numbers, colors, shapes, and logical thinking skills, but also encourages the formation of an active, fun, and child-centered learning experience.

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