cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Insar Damopolii
Contact Email
i.damopoli@unipa.ac.id
Phone
+628117462727
Journal Mail Official
jri@unipa.ac.id
Editorial Address
Department of Biology Education Faculty of Teacher Training and Education Universitas Papua Jl. Gunung Salju, Manokwari, West Papua, 98314, Indonesia
Location
Kab. manokwari,
Papua barat
INDONESIA
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
 2   3   4   5   6 
Development of a supplementary book based on research of the ground kangaroo (Dorcopsis luctuosa) for biology students in higher education Febelina Febriana Sremere; Silvia Hanna Kusuma Sirait; Iwan Iwan
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.v6i2.83

Abstract

This research aimed to develop a research-based supplementary book on ground kangaroos (Dorcopsis luctuosa) as teaching material for the Mammalogy course. The study used the Research and Development (R&D) method with the ADDIE model. The subjects were Biology Education students from the Faculty of Teacher Training and Education, University of Papua, who were taking the Mammalogy and New Guinea Biota Conservation course. The research instruments included an expert validation sheet, a student response questionnaire, and learning outcome tests (pre-test and post-test). The expert validation results showed an average percentage of 81.35%, categorized as highly valid. Student responses averaged 92.43%, categorized as highly practical. The supplementary book effectively improved students' learning outcomes from an average pre-test score of 64.55 to a post-test score of 95.58, with an N-Gain value of 0.88. Therefore, the supplementary book based on ground kangaroo (Dorcopsis luctuosa) research is suitable for use as supporting teaching material in the Mammalogy and New Guinea Biota Conservation course.
The LANCAR strategy in designing BACA+ media for elementary schools using the design thinking approach Randi Apriansyah; Riksa Belasunda; Andreas Rio Adriyanto
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.v6i2.50

Abstract

Reading literacy is still a challenge in Indonesia, especially in primary education. Many students have low literacy skills, which shows the need for tools that support integrated learning. This study set out to design a web-based learning platform called BACA+ to help teachers provide differentiated reading instruction. The platform combines reading assessments, adaptive content, interactive activities, and tools to monitor student progress. The research used a design thinking approach with the stages of empathize, define, ideate, prototype, and test. Data was collected through observation, interviews, a survey of 19 teachers, and a literature review. The prototype was tested with 15 primary school students and reviewed by 13 teachers. The result was the BACA+ platform, built using the LANCAR strategy (Level, Assessment, Navigation, Content, Activity, and Reporting). Evaluation showed strong alignment in key areas: reading stages (6.65/7), content differentiation (6.64/7), process differentiation (6.59/7), product differentiation (6.79/7), and usability (6.62/7). The user acceptance score was 4.77 out of 5. Most students were able to complete the learning activities on their own or with little help. The findings suggest that BACA+ has the potential to support the implementation of differentiated reading literacy instruction in primary schools.
Artificial intelligence: A review of the philosophy of Islamic educational science Ade Hastuty; Maswati Maswati; Munawir Saharuddin; Abdul Muqtadir Sukri; Abdul Halik
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.v5i1.573

Abstract

The development of artificial intelligence (AI) has significantly impacted various aspects of life, including education. This study aims to explore the integration of AI within the context of Islamic education, focusing on the challenges and opportunities encountered. Utilizing a library research method, this research analyzes a range of literature discussing the relationship between AI and Islamic education, as well as the philosophical and ethical implications arising from this technological integration. The findings indicate that AI can enhance the learning experience through personalized learning, AI-based interactivity, and automated data analysis. However, challenges such as the digital divide and the potential dissemination of inaccurate content must also be addressed. This study recommends strategies to overcome these challenges, including technology literacy training for educators and the development of an integrated curriculum. With the right approach, AI has the potential to transform Islamic education, reinforcing spiritual and moral values while creating an educational system that is relevant to contemporary developments.
Authority and knowledge in the pesantren-based madrasah curriculum: An archaeological and genealogical analysis of Michel Foucault Ainun Hakiemah; Zulkipli Lessy; Karwadi Karwadi
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.v6i2.44

Abstract

Pesantren-based Madrasah Aliyah has a strategic position as an institution that combines the national education system with the tradition of pesantren education. On the other hand, the standardization of the national curriculum, accreditation system, and administrative demands cause the autonomy space of Pesantren to be increasingly limited, giving rise to contestation between the interests of the state, the madrasah bureaucracy, and the kiai authority in determining the direction of the curriculum. This research is important to explain how the curriculum functions as an arena for power contestation as well as knowledge production through the perspective of archaeology and genealogy of Michel Foucault. The research uses an interpretive qualitative approach with a multi-locus study design on three Islamic boarding school-based MA in the Special Region of Yogyakarta. The results of the study show that the curriculum is an arena for the production of power-knowledge that produces different configurations of power in each madrasah. MA Al-Jauhar and MA Sunan Pandanaran show the strengthening of the role of madrasas as centers of knowledge production through curriculum synthesis, while MA As-Salafiyyah maintains the epistemic dominance of pesantren through the substitution of state subjects with the yellow book. These findings confirm that curriculum implementation is a dynamic negotiation process between state standardization, madrasah autonomy, and pesantren authorities.
Structural convergences between STEM project-based learning and Islamic educational philosophy Indayana Febriani Tanjung; Ibrohim Ibrohim; Herawati Susilo; Ira Suryani
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.v6i2.37

Abstract

This systematic literature review investigates core STEM-PjBL pedagogical mechanisms and their alignment with Islamic educational principles, as well as the potential implications of this alignment for culturally relevant contextualized higher education STEM pedagogy framed within an Islamic orientation. Methods: Following PRISMA 2020 guidelines, thematic synthesis and quality appraisal of the studies utilising the Mixed Methods Appraisal Tool (MMAT) was conducted on 17 peer-reviewed papers published between 2016-24. It was found that STEM-PjBL stressed collaborative inquiry, authentic problem-solving, iterative refinement, interdisciplinary integration, and community-oriented learning throughout. They have structurally substantive similarities with Wadud implies Shura, Maslaha, Ihsan and Tawhid principles. Simultaneously, it also reveals frictions around learning agency and constructivist inquiry, and contextually situated understandings of the value-practice nexus. This review suggests that contextually situated reimaginings of STEM-PjBL within particular cultural traditions may enhance culturally responsive STEM pedagogy. Future studies may explore comparative contexts in which STEM-PjBL is interpreted, adapted, and enacted within Islamic higher education systems. These studies may help elucidate how institutional culture, educational values, and local pedagogy traditions mediate the tensions between widely circulated STEM pedagogies and contextually rooted local practices.
Development of numbers adventure gamification in mathematics subjects for elementary schools Nurul Khaeraninnasyith Arif; Nurhikmah Nurhikmah; Lu’mu Lu’mu
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.v6i2.47

Abstract

In elementary school mathematics, students often struggle to distinguish, name, and identify numbers. Simple gamification tools, such as the "Snakes and Ladders" game, serve as learning media that support the development of fundamental cognitive skills, including number recognition and problem-solving. This study aimed to develop and test the feasibility of the "Numbers Adventure" gamification model through a series of assessments regarding validity, practicality, and effectiveness. A Research and Development (R&D) approach was employed, following the Define, Design, Develop, Implement, and Evaluate & Revise stages. The study involved 51 students and three classroom teachers. Data collection instruments included media and instrument validation sheets, student and teacher response questionnaires, and learning outcome tests. The findings indicate that developing the "Numbers Adventure" gamification model was necessary to bridge the gap between students' learning characteristics, educators' needs, and elementary school curriculum requirements. Assessments by subject matter experts (96%) and media experts (95%) confirmed that the content, design, and learning structure met pedagogical standards and aligned with the elementary school curriculum. The practicality of the "Numbers Adventure" gamification proved to be very high, based on ratings from both students (95.11%) and educators (94%). The model demonstrated high effectiveness in improving mathematics learning outcomes, evidenced by N-Gain scores ranging from 0.83 to 0.88 (categorized as high). The "Numbers Adventure" gamification model successfully optimized numeracy concept understanding for students with varying levels of prior knowledge across all trial locations.
Examining the role of blended learning in digital literacy and learning motivation Muhammad Wildan Shohib; Anisa Fitri; Fauziyah Qurrota A'yun Tamami; Hamdan Chehdimae
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.v6i2.34

Abstract

Learning motivation and digital literacy have become essential factors in supporting effective learning in technology-integrated higher education environments. The increasing implementation of blended learning encourages universities to develop learning systems that can enhance students’ motivation and digital competencies simultaneously. Thus, this research examines how much blended learning increases students’ motivation to learn and how digital literacy helps university students adopt blended learning. Structural Equation Modeling–Partial Least Squares (SEM-PLS 4.1) was used to evaluate the data in an explanatory quantitative approach. 722 students from Universitas Muhammadiyah Surakarta’s Faculty of Business Economics and Faculty of Islamic Studies participated in the study. They were chosen using a straightforward random selection technique. The findings show that students’ enthusiasm for learning is greatly increased by blended learning in both faculties. Additionally, it has been demonstrated that digital literacy significantly influences how well blended learning is implemented. The outer loading, Average Variance Extracted (AVE), and composite reliability results showed that the measurement model verified that the research constructs attained appropriate levels of validity and reliability. These results imply that while digital literacy is a crucial requirement for students to participate successfully in technology-mediated learning environments, blended learning is a pertinent pedagogical strategy for encouraging students’ learning motivation.
Overcurrent and overvoltage protection system: Interactive medium for laboratory exercises Khoirul Mahfud; Ihtiari Prastyaningrum; Sulistyaning Kartikawati; Kenedy G. Flores
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.v6i2.90

Abstract

This study aims to design an overcurrent and overvoltage protection system based on a TFT LCD Human-Machine Interface (HMI) as an interactive medium for laboratory exercises in the Protection Systems course. The Research and Development (R&D) method, using the ADDIE model, was employed and included the stages of analysis, design, development, technical testing, and expert validation evaluation. This medium uses an Arduino Uno as the main controller, a PZEM-004T sensor to read electrical parameters, a relay as the protection actuator, a buzzer as a fault indicator, and a TFT LCD as the user interface. Test results show that the system is capable of detecting faults within the specified limits and displaying electrical parameters in real time. Based on the expert assessment results, this teaching aid is suitable for use. These assessment results are supported by student feedback, which also indicated that the teaching aid is sufficiently interactive and helps students learn about the time-current characteristics of relays, the setting of overcurrent and overvoltage protection limits, and the mechanism of automatic load disconnection in the Protection Systems course. This developed learning tool represents the commercialization of technology that has the potential to support quality education, as outlined in Sustainable Development Goal (SDG) 4: ensuring inclusive, equitable, and quality education.

Page 6 of 6 | Total Record : 58

 2   3   4   5   6 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2026): Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional