Journal of Research in Instructional

Can augmented reality boost students’ cognitive levels in geography?

2025-04-04T00:39:17+00:00

Understanding spatial relationships and human-environment interactions is an important aspect of geography, but many students still struggle to develop the cognitive skills to understand the concept. Augmented Reality (AR) provides an interactive learning experience for students, but previous studies generally have focused on lower-order cognitive skills. This study aims to examine the effect of AR on students' ability to understand (C2), apply (C3), and analyze (C4). This study used quasi-experimental with a posttest-only control group design. 71 tenth-grade students were selected as samples through purposive sampling. The test instrument comprised multiple-choice and essay-type questions across three cognitive levels. Data were analyzed using a non-parametric method, namely the Mann-Whitney U test. The analysis showed no significant difference between the experimental and control classes in the understanding (C2) and applying (C3) domains. However, there are variations in results on several indicators in these two domains, so AR shows the potential to improve students' understanding and application in certain aspects. In contrast, there was a significant difference in the analyzing domain (C4), with all indicators showing significant differences. Thus, AR can effectively support students' analytical skills, while its role in improving understanding and application needs further study.

ReCODE integrated collaborative mind mapping to improve students’ creative thinking skill

2025-04-04T00:45:19+00:00

This study aims to determine the effect of reading, connecting, observing, discussing, and evaluating (ReCODE) model integrated with collaborative mind mapping (CMM) on creative thinking skills of high school students in biology learning. This quasi-experimental study used a pretest-posttest nonequivalent control group design. There were 10 description questions used in assessing students' creative thinking skills. Data were collected from 106 students of class XI at senior high school in Sidoarjo, Indonesia. The data were analyzed using ANCOVA at 5% significance level followed by LSD test. The results showed that the ReCODE-CMM learning model had an effect on students' creative thinking skills. The conclusion of this study is that the ReCODE-CMM model is able to improve each indicator of creative thinking skills because the components of this indicator have been integrated into the syntax of the learning model which involves the process of reading, linking concepts and facts in the problem, and organizing information collaboratively to create a solution to a problem.

Pedagogical strategies for drum learning: A qualitative study on fun and discipline for elementary students

2025-04-04T01:05:30+00:00

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

2025-03-02T08:39:33+00:00

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”

2025-05-02T02:38:50+00:00

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

2025-02-07T01:41:22+00:00

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

2025-04-22T04:45:37+00:00

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

2025-04-05T08:42:42+00:00

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

2025-04-22T04:30:09+00:00

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

2025-05-11T23:40:57+00:00

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.

Students’ perception of learning vocabulary by using words of wonders applications

2025-05-16T00:00:21+00:00

Words of Wonders is a game-based crossword application that is believed to assist students in improving their vocabulary mastery. This research seeks to explore students' perceptions regarding the use of the Words of Wonders application in vocabulary learning. The study employs a mixed-method approach, utilizing observation, questionnaires, and interviews as data collection instruments. This study involved 30 students from a senior high school in Medan as questionnaire respondents and 10 students who participated in interviews. The result showed the students have positive perceptions, namely: Words of Wonders is adjustable, vocabulary expansion, interactive learning, and enhances critical thinking skills by connecting random letters into cohesive words. The findings highlight the alignment between questionnaire and interview results, reflecting favorable student perceptions. Consequently, Words of Wonders is recommended as an effective vocabulary learning tool. Nevertheless, further studies involving a larger number of participants are necessary to gain more comprehensive insights into students' perceptions and to evaluate the strengths and weaknesses of the Words of Wonders application in vocabulary learning.

Effectiveness of guided writing in responding simple questions in daily life at 4th grade elementary students

2025-05-02T03:05:09+00:00

This study delves into the effectiveness of guided writing in enhancing fourth-grade students' ability to respond to simple questions in daily life contexts. Using a pre-experimental design with a one-group pre-test and post-test, the research was carried out at an elementary school in Pameungpeuk Bandung with 42 participants. The results demonstrated a significant improvement in students' writing skills. In the post-test, 21.4% of students reached an excellent classification, and 45.2% achieved a reasonable classification, a marked improvement from the pre-test, where none had done so. Students also showed better grammatical accuracy, sentence organization, vocabulary use, and confidence in writing. Guided writing emerged as a practical instructional approach, equipping young learners with the tools to strengthen their grammar, coherence, and motivation in writing. These findings underscore the practical implications of structured writing instruction, which can significantly enhance students’ ability to communicate effectively in written English, and it begins with effectively responding to simple questions in daily life.

Perceptions of pre-service teachers towards online learning at a teacher education college in Zimbabwe

2025-05-08T23:39:37+00:00

At the end of 2019, the advent of the COVID-19 pandemic prompted an immediate knee-jerk response in many countries worldwide to shut down all learning institutions, from preschool to university level. This unforeseen abrupt closure of most educational institutions compelled the conversion of face-to-face learning to a fully online or blended/hybrid format in a very short transitional time. While the advantages of online learning are apparent, its effective use in many universities and colleges is very complex and challenging. This may be due to factors like large student numbers, lack of appropriate gadgets, poor internet connectivity, and expensive data bundles. In the context of both challenges and benefits of online learning, this study sought to explore perceptions of pre-service teachers (students) at a teacher education college in Zimbabwe on their experience in the use of a particular online teaching and learning platform. We used a semi-structured questionnaire and interviews in this case study to gather data. Findings show that pre-service teachers perceived the online learning platform to be useful in facilitating learning by enabling them to learn anytime from any place. However, the pre-service teachers indicated that, if given the opportunity to choose, they would prefer face-to-face learning due to their inability to purchase laptops, the high cost of data required to stay connected to the internet, and their lack of proficiency in using the online learning platform. Based on findings, recommendations are given for enhancing the use of online platforms for teaching and learning.