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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 72 Documents
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Transforming biology education: How DECODE cloud model and gender shape TPACK-21 and digital literacy Muhammad Akram Sya'rawi; Hendra Susanto; Hadi Suwono
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.v5i2.726

Abstract

Digital transformation in education necessitates new competencies for biology teachers. This study examines the influence of the DECODE model integrated with Cloud Classroom and gender on TPACK-21 and digital literacy among biology education students. Using a quasi-experimental design with pretest-posttest nonequivalent control groups, 53 undergraduate students from Universitas Negeri Medan participated in the study. The experimental group (n=26) received the DECODE-Cloud Classroom intervention while the control group (n=27) followed a conventional case study approach. Data collection employed self-report questionnaires, teaching module evaluations, observation sheets, and learning product assessments. MANCOVA analysis revealed that the DECODE-Cloud Classroom model significantly enhanced both TPACK-21 and digital literacy with large effect sizes. Gender showed no significant effect on TPACK-21 but significantly influenced digital literacy development, with male students demonstrating greater improvement in digital security and content creation dimensions, while information and data literacy showed the smallest gap between genders. The interaction between the learning model and gender was not significant for either dependent variable, indicating consistent effectiveness across genders despite varying improvement rates. The findings support implementing the DECODE-Cloud Classroom model in biology teacher preparation programs while considering gender-responsive strategies to optimize digital competency development.
Development of gamification-based interactive media in natural and social science subjects in elementary schools Andi Fatmawati Yasin; Nurhikmah Nurhikmah; Ahmad Syawaluddin
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.v6i2.180

Abstract

This study aims to develop gamification-based interactive media for the Natural and Social Sciences (IPAS) subject in elementary schools. The study employs the Research and Development (R&D) method. The subjects were 19 fourth-grade students at State Elementary School 5 Lakudo. A needs analysis revealed that both students and teachers required interactive, multimodal, and gamification-based IPAS learning media to accommodate visual, auditory, and kinesthetic learning styles and to enhance engagement, conceptual understanding, and learning effectiveness. Validation results indicated scores of 83% (highly valid) from media experts and 72% (valid) from content experts. Practicality analysis showed that the product was highly practical based on student and teacher feedback. The developed media demonstrated a positive impact on student learning outcomes. The results indicate that the gamification-based interactive media was effective in improving student learning outcomes in IPAS (N-gain = 0.85). Thus, the development of this gamification-based interactive media proved valid, practical, and effective in enhancing elementary school students' learning outcomes. Direct feedback in gamification, in the form of scores, challenge completion, or visual indicators of success in the media, has provided positive reinforcement that maintains students' motivation to complete each stage of the learning process.

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