Journal of Research in Instructional

RADEC vs PjBL: Adding make-a-match media to enhance students' creative thinking skills

2024-12-06T00:37:01+00:00

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

2024-08-19T01:57:02+00:00

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

2024-11-10T03:43:14+00:00

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

2024-12-05T23:31:30+00:00

21^st 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

2024-12-11T00:46:47+00:00

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

2024-12-07T06:15:47+00:00

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.

Artificial intelligence: A review of the philosophy of Islamic educational science

2024-12-04T08:15:15+00:00

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.

Analysis of teaching factory (TEFA) implementation in making Pait village profile video

2024-11-19T15:25:23+00:00

This research aims to analyze collaboration through teaching factory (TEFA) in making village profile videos as a practice-based learning method involving students, college students, teachers, and the community. The research method used is a case study approach with data collection techniques in the form of in-depth interviews, participatory observation, and document analysis. The results showed that students successfully improved technical skills, such as camera operation and video editing, as well as soft skills, including teamwork, communication, and problem solving. For students, the project served as a professional development platform in mentoring, team management, and leadership. Teachers act as facilitators, while students become mentors who help students put theory into practice. This collaboration reflects the application of Gray's collaboration theory and Vygotsky's social constructivism through the process of scaffolding and social interaction. In addition, the resulting profile videos positively impacted the village community by promoting local potential and increasing community-based economic awareness. This research proves that TEFA is effective in linking theory and practice and directly contributes to skills development and local economic development.

Development of a flipped classroom learning with a drill and practice approach to improve the students psychomotor skills in class motorbike engineering

2024-12-11T00:50:23+00:00

This study aims to develop learning to improve psychomotor skills in the practical subjects of class XI motorcycle engineering students. The development in this study uses the ADDIE model. The research subjects consisted of three experts and 33 class XI motorcycle engineering students in the learning design trial. Data collection used a content expert validation questionnaire, a media expert validation questionnaire, a learning design expert validation questionnaire, and a test. Data processing was carried out by calculating scores and validity percentages, while the influence test used the t test. The findings of the validity level of the development of flipped class learning designs with the drill and practice approach received an assessment from content experts of 100% (very valid), media experts of 100% (very valid), and learning design experts of 97% (very valid). Furthermore, the findings of the influence test using the t test obtained a significance value of 0.000. From the calculation results, the significance of 0.000 is less than 0.05, meaning that there is a significant difference in the use of a flipped class learning design with a real and practice approach and not using a flipped class with a drill and practice approach.

The innovative evolution of teaching materials: Trends and future prospects

2024-12-11T23:47:54+00:00

The way we teach has changed a lot over time, thanks to new technology and different ideas about how to learn. This article looks at how teaching materials have changed from the past to now and what might happen in the future. It starts with old tools like clay tablets and papyrus scrolls and moves to modern digital and interactive tools. Important changes, like the printing press, audiovisual aids, and digital resources, are talked about because they made big differences in how we teach. The article also talks about current trends, like using artificial intelligence (AI), virtual reality (VR), and augmented reality (AR), and open educational resources. These trends are changing how we learn by making it more fun, personalized, and easier to access. In the future, the review expects that new technologies will keep pushing the boundaries of teaching materials, with AI, VR, AR, and blockchain being very important. The article ends with suggestions for policies to help these changes, focusing on investing in digital tools, training for teachers, and making sure everyone can benefit from these new technologies. This detailed look gives useful ideas for teachers, leaders, and researchers, showing how new teaching materials can make learning better, more fun, and more fair for everyone.

Patterns of relationships between learners and educators in the perspective of contemporary Islamic philosophy

2024-12-29T09:23:55+00:00

This article examines the pattern of relations between learners and educators in the context of contemporary Islamic education philosophy. By highlighting the thoughts of prominent figures such as Seyyed Hossein Nasr, Fazlur Rahman, Syed Muhammad Naquib al-Attas, Ismail Raji al-Faruqi, and Taha Jabir al-Alwani, this article discusses the concept of relationship patterns such as adab, critical dialogue, holistic education, integration of knowledge, and ijtihad. This research aims to explain the ideal relationship pattern between learners and educators in contemporary Islamic education through a relationship pattern that is mutually respectful and dialogical, focusing on character building, spirituality, and learners' critical thinking. This research method uses descriptive qualitative research using the library research method, data sources taken from books, website articles, and the Qur'an, then analyzed to conclude. The results show that contemporary muslim intellectuals such as Seyyed Hossein Nasr, Fazlur Rahman, Syed Muhammad Naquib al-Attas, Ismail Raji al-Faruqi, and Taha Jabir al-Alwani affirm that the pattern of relations between learners and educators must be based on substantial respect for the epistemology and authority of educators while facilitating the independent and critical development of learners in the pedagogical process. This aims to form learners with intellectual capabilities, moral integrity, and spirituality.

Correlation between learning styles and student learning outcomes in Islamic religious education subjects

2024-12-17T13:34:10+00:00

Learning outcomes are proof of the success of students in undergoing the learning process and are proof of success for teachers in educating their students. The compatibility between the learning style and the learning outcomes to be achieved will affect the learning outcomes. This study aims to examine the correlation of learning styles to student learning outcomes in Islamic religious education (PAI) subjects at Palangka Raya High School. This study involved 176 grade XI students consisting of 12 classes as a sample. Data was collected through a learning style questionnaire consisting of 30 statement items and a multiple-choice learning outcome test administered through Google Forms. The results of Spearman's correlation analysis demonstrated that the correlation coefficient between learning style and learning outcomes was 0.055 with a p-value of 0.466, which stated that there was no significant relationship between the two variables based on the analysis conducted. Thus, the student's learning style did not significantly affect the learning outcomes in PAI subjects. This study suggests looking at other more effective factors that influence learning outcomes, such as teaching methods and learning conditions, to be considered in further studies to obtain a more comprehensive picture of the factors that play a role in improving learning outcomes.

An investigation of the quality of presentation slide design and oral communication in higher education

2024-12-17T13:15:44+00:00

Oral presentation methods utilizing presentation slides are prevalent learning activities in higher education. The workplace also frequently employs presentations to report project outcomes, disseminate new regulations, or convey ideas. This research aims to (a) investigate the evaluation of presentation slide design and text by lecturers and peers; (b) determine the perceived importance of oral presentations and the use of presentation slides in the workplace. This study employs a mixed-methods approach, combining quantitative and qualitative descriptive methods. Data collection involved questionnaires distributed to 222 active students in the 2023-2024 even-semester. Additionally, data were gathered through interviews with two students and four private company leaders in Jakarta and Bekasi, West Java. The results indicate that peer evaluations of presentation design are higher than those of lecturers. Peers assigned lower scores to visual aspects, while lecturers focused on text size. This research does not fully align with communication theory, emphasizing the 7-line pattern with seven words per line on a single presentation slide. Oral presentations in the workplace are considered crucial for career advancement. However, practical shortcomings persist, including poorly structured presentation slides, presenters' insufficient attention to the audience, presentation content lacking supporting data and facts, and presenters resorting to verbatim reading.

The implementation of the theoretical humanism paradigm in holistic education

2025-01-15T22:57:50+00:00

This article examines the implementation of the theoretical humanism paradigm in holistic education, an approach that integrates human values and divine values. The research question asked is why it uses the paradigm of theoretical humanism to be implemented in holistic education. This research aims to explore the theory, philosophical foundation, and application of holistic education based on theocentric humanism. With the library research method, the results of the study show that the implementation of this paradigm includes the formulation of a curriculum based on divine values, moral reinforcement through reflective practices, the development of spirituality-based critical thinking skills, and the formation of a school culture that supports spiritual and intellectual harmony. This paradigm is also in line with the values of the Qur'an and hadith, which emphasizes morality and belief in the formation of a whole character. The conclusion suggests that this approach provides a solid foundation philosophically and provides practical implications in preparing students for worldly challenges while achieving greater spiritual closeness. This article is expected to contribute to the development of a curriculum based on divine and human values in the context of Islamic education to answer the challenges of modern education.

Entrepreneurship education and entrepreneurial interest among students

2024-12-15T02:59:37+00:00

The purpose of this study is to investigate how entrepreneurship education influences Indonesian high school students' desire to start their own businesses and to determine the elements that encourage and inhibit this desire. The research sample consisted of 150 students randomly selected from one high school. The research employed a survey with a questionnaire, and the study's data were evaluated by multiple linear regression. The results showed that interest in entrepreneurship increased significantly through entrepreneurship education with a coefficient of 0.50 (p < 0.0001). Family support, practical experience, and positive attitudes towards risk that significantly influence the desire to start a business. with coefficients of 0.20, 0.30, and 0.15, respectively. The main inhibiting factors include lack of family support and practical experience while supporting factors include relevant curriculum and support from teachers. These findings are in line with the theory of planned behavior and experiential learning theory which emphasize the importance of practical education and social support.

Analysis of causes and strategies to reduce student misconceptions in science subjects at elementary school

2024-11-07T02:20:02+00:00

This research is motivated by many students who feel they have understood magnetic material, but when the teacher conducts a test on magnetic material, low scores are obtained. This is certainly a challenge for teachers to teach magnetic material better so that students can understand it. This study aims to analyze students' misconceptions in learning science magnetic material at the elementary school level using the CRI (certainty of response index) method, which consists of 4 categories, namely MN (guessing), PK (understanding the concept), TPK (not understanding the concept), and M (misconception). This research uses a descriptive qualitative method to analyze the causes and solutions of misconceptions about magnetic material in depth. Data was collected through observation, interviews, and the CRI test. The results of the study stated that misconceptions were caused by students' preconceptions and imperfect understanding. In addition, this study found a link between concept understanding and misconceptions. Students who have low understanding tend to experience high misconceptions. Therefore, the ideal learning strategy in accordance with student characteristics is a conceptual learning model combined with interactive learning media.

A valid and practical electronic digital security module for educational technology study program students

2024-12-06T00:34:29+00:00

This research is a development research (R&D) using the Rowntree model, which aims to produce digital safety e-modules for digital literacy study program students of FIP UNM. Educational Technology Study Program. The research method used is the research and development method using the Rowntree model. Data collection techniques include questionnaires, observations, assessment questionnaires, and documentation. Data analysis techniques used qualitative descriptive analysis techniques and quantitative descriptive analysis. The results of expert validation show that the Digital Safety e-Module that has been developed has obtained valid criteria with a percentage of 100% in the content aspect, a rate of 100% in the language aspect, and a percentage of 98% in the media design aspect. The practicality test of the product is seen from the average score of the questionnaire at the one-to-one evaluation stage and the field trial stage. The average assessment score was 95% at the one-to-one evaluation stage, with a very practical category. The average assessment score at the field trial stage was 92.5%, with a very practical category. Thus, the Digital Safety e-Module product for Digital Literacy Study Program Students, Department of Educational Technology FIP UNM, has been developed with validity and practicality.

The impact of the case-based learning model and learning motivation on learning outcomes

2025-01-05T10:19:23+00:00

This study aims to explore the impact of implementing the case-based learning (CBL) model and student motivation on academic achievement in mathematics. The background of this research is the low interest and motivation of students in mathematics learning, which affects their academic performance. The research design uses an experimental method with a post-test approach. The subjects of the study consisted of 40 eighth-grade students from a junior high school, divided into experimental and control groups. The findings indicate that the application of the CBL model significantly improved students' learning outcomes compared to conventional learning, with a significance value of 0.000. On the other hand, students with high motivation showed better results than those with low motivation (significance value of 0.010). However, no significant interaction was found between the learning model and motivation in influencing learning outcomes. Based on these findings, it can be concluded that CBL is effective in improving mathematics learning outcomes, while motivation also plays an important role in students' academic achievement.

Integration of macroscopic fungal diversity in the Banyak mountain forest area into the fungi e-module: Validity and practicality analysis

2025-01-20T13:45:45+00:00

Developing an e-module for biology education is necessary to optimize the learning process. This research aims to evaluate the validity and practice of the macroscopic fungal diversity e-module found in the Banyak mountain forest area, Sragen Regency, as a fungi learning resource. This research employs a research and development (R&D) approach using the ADDIE development model. The e-module was validated by four validators: two media experts and two content experts. At the same time, the practicality test was conducted through individual and small group trials with X^th-grade students. The data collection instruments included a validity assessment sheet for the media and content, as well as a student response questionnaire. Data analysis was conducted both qualitatively and quantitatively, with qualitative data including suggestions and comments from evaluators, while quantitative data were based on evaluator assessments using a Likert scale. The results show that the media validity score was 94%, categorized as very valid, the content validity score was 89%, categorized as very valid, and the practicality test yielded an average score of 87%, categorized as very practical. Based on these results, it can be concluded that the e-module on macroscopic fungal diversity is valid and practical as a learning resource on fungi at a high school in Tangen and can proceed to the next phase, effectiveness testing.

The use of CLO3D application in vocational school fashion expertise program: Innovations, challenges and recommendations

2024-11-18T07:46:53+00:00

This study examines the effectiveness of using CLO3D application in learning fashion design in vocational schools. CLO3D is a three-dimensional design simulation software that allows students to explore fashion design virtually, accelerate the learning process, and enhance creativity. This study used systematic literature review method with PRISMA approach, analyzing 20 articles identified from various indexed international journals. The analysis showed that 85% of the studies reported significant improvement in students' design visualization ability, while 75% of the studies demonstrated time efficiency and reduced need for physical prototyping. A total of 70% of the articles revealed that CLO3D encouraged student creativity through more in-depth design exploration. However, the main challenges identified included a lack of teacher training (65%) and infrastructure limitations, particularly high-specification hardware. This study concludes that CLO3D has great potential in supporting fashion learning in vocational schools if supported by educator training and adequate infrastructure provision. The implication of this research is to encourage wider integration of 3D simulation-based technology in vocational education to support a more effective and innovative learning process.

Using the local wisdom of Wayang Kulit in implementing the project to strengthen the pancasila students profile (P5) in primary school

2024-12-17T13:11:40+00:00

The purpose of this study was to determine the implementation of the P5 theme of local wisdom of Wayang Kulit in class IV of a private primary school in Purworejo. Qualitative descriptive research was used. Data were collected through observation, interview, and documentation. Data sources included the principal, facilitator team, grade IV teachers, and student samples. Data were analyzed through data reduction, data presentation, and conclusion stages. The results showed that the P5 design of private primary schools in Purworejo includes three main stages: (1) Planning: The principal forms a team of facilitators, identifies school readiness, determines dimensions and themes, allocates time in weekly blocks, and develops project modules; (2) Implementation: Activities include an introduction, contextualization, real action in the form of making Wayang Kulit, and celebration of learning outcomes through class presentations; (3) Evaluation: Conducted through reporting results in the form of student project report cards and evaluating activities through reflection and two-way discussions between teachers and students. In the real action of P5, parents of students in private primary schools in Purworejo play an active role by providing resources in the form of tools and project materials, accompanying students at home, and actively participating in school meetings. It can be concluded that the implementation of P5 on the theme of local wisdom of Wayang Kulit in class IV of private primary schools in Purworejo is carried out systematically, integrates local wisdom, and involves the active participation of parents.

Exit exams design in higher education: A systematic review

2025-01-16T14:33:27+00:00

This systematic literature review explores the design issues surrounding exit exams in higher education, focusing on their validity, reliability, and impact on student outcomes. As exit exams have become integral to assessing student competencies, the need for effective and equitable assessment strategies is paramount. The review synthesizes two decades of research to identify key challenges, including the alignment of exam content with educational objectives, the tension between standardization and customization, and the engagement of diverse stakeholders. The findings reveal that while exit exams are essential for ensuring graduates meet established competencies, they often face criticism due to concerns over fairness and the potential narrowing of curricula. The review underscores the importance of stakeholder perspectives, including those of faculty, students, and administrators, in shaping the design and implementation of exit exams. Furthermore, ethical considerations regarding the role of assessments in educational experiences are discussed. The review concludes with recommendations for a holistic approach to exit exam design, emphasizing collaboration among stakeholders and the need for ongoing training for faculty. Future research directions are also proposed, advocating for innovative assessment strategies and longitudinal studies to evaluate the long-term impacts of exit exams. By addressing these critical design issues, this review aims to contribute to the ongoing discourse in higher education assessment and promote student achievement and educational equity.

The digital reading literacy of Indonesian pre-service English teachers: What do lecturers say?

2024-12-30T09:54:26+00:00

This study investigates the digital reading literacy of pre-service English teachers from the perspectives of their educators in teacher training institutions. By exploring how educators perceive, assess, and address the digital reading skills of future English teachers, this research aims to shed light on the challenges and opportunities present in developing this particular literacy. Data were collected through deep interviews and questionnaires distributed to five educators of an English education program from a school of teacher training in Indonesia. The data were analyzed using thematic analysis. Findings reveal four main themes; Digital reading literacy of pre-service English teachers; Integration of technology into teaching and learning context; Challenges in developing digital reading literacy; and Institutional and curriculum support. Then, it is found that while digital reading literacy is increasingly recognized as essential for future English teachers, significant gaps remain in terms of increasing pre-service English teachers’ motivation and autonomous learning capacity and integrating digital reading skills into the curriculum and classroom practices. The study concludes with recommendations for enhancing digital reading literacy instruction in the classrooms and supporting educators in adopting strategies to improve students’ digital reading literacy through providing sufficient training and embedding this literacy into the curriculum.

Interventions into students’ academic performance at HOTS levels in redox reactions using problem-based learning and peer-tutoring strategies

2025-02-26T10:05:37+00:00

The impact of problem-based learning and peer-tutoring strategies on the higher-order thinking performance of grade ten students in redox reactions in Kogi State, Nigeria, was explored using a quasi-experimental design of pretest-posttest unequal group setting. The population comprised 795 grade 10 students from 33 co-educational schools, out of which 146 students (males = 69, females = 77) emerged as the sample. Data were collected using the Higher Order chemistry Performance Test (HOCPT) with a reliability coefficient of 0.83. Mean, SD, bar charts, and ANCOVA were deployed for analysis. Both problem-based learning and peer-tutoring strategies considerably enhanced students' academic performance at higher-order thinking levels in redox reactions. Gender was not a determining factor in the effectiveness of these strategies, and a considerable interaction effect was not observed between strategies and gender. These findings suggest that problem-based learning and peer tutoring are effective in improving students' HOTS performance in chemistry, regardless of gender. Organization of training workshops to help chemistry teachers with the skills needed to implement activity-based instructional strategies effectively was recommended.

Students’ perceptions about game-based learning in vocabulary learning

2025-04-17T01:33:36+00:00

Vocabulary acquisition is a fundamental aspect of language learning. Using suitable learning strategies can help students learn and enrich their vocabulary. This study examines students' perceptions of using Game-Based Learning (GBL) in vocabulary learning. This study was conducted at SMA Istiqamah Bandung, involving 56 grade X students as participants. This study used a quantitative approach with an instrument in the form of a questionnaire distributed via Google Forms. The analysis involved calculating frequency distribution, percentage, mean, and perception levels. We carried out direct communication and periodic reminders to ensure complete data collection. The results indicated that students viewed GBL as a fun and helpful method in learning vocabulary. They showed interest, motivation, and enthusiasm when learning vocabulary through game-based strategies. The findings also reflect a preference for a collaborative, student-centered learning environment. The students viewed GBL as a helpful strategy for vocabulary learning. We recommend further research to explore broader contexts and combine various data collection methods to gain a deeper understanding.