Journal of Research in Instructional

Promoting harmony and renewal: The transformation of peace education within the islamic education curriculum

Lalu Gede Muhammad Zainuddin Atsani — 2024-01-04

This article examines the development of peace education within the context of the Islamic education curriculum. This study aims to enhance the concept of peace education by drawing on prior research. This study adopts a qualitative approach, utilizing literature review techniques. Despite being classified as a literature review, the study was conducted in phases to achieve significant results. First, an extensive review of existing literature was conducted. Second, a comprehensive search was performed on Google Scholar to identify relevant scholarly sources. Third, a meticulous screening of documents was carried out to select the most pertinent ones for analysis. Fourth, the process of importing the accumulated material into the Mendeley software and subsequently arranging it in a systematic manner. Fifth, the utilisation of scanning techniques for the purpose of reading books is seen. Sixth, the identification and underlining of words or sentences that serve as indicators of the underlying theme of the study. Seventh, the themes identified in the previous step are to be mapped out in a specific and detailed manner. This study demonstrates that peace education can be implemented in educational curriculum through different approaches, such as curricula centred around dialogue, education that emphasises values, programmes targeting the enhancement of life skills for individuals affected by post-conflict situations, adjustments to the national curriculum, and curricula that promote multiculturalism. The findings of this study enhance the conceptual framework of peace education.

Strategy for improving teacher pedagogic competence through ummi method certification at SD Islam Al Alifah Palembang

Ahmad Mirzuandi — 2024-01-09

In modern times, many teachers still have not fully met the criteria of qualified professional teachers, especially in the Qur'an learning method with the Ummi method. This study aims to analyze the concept of increasing pedagogic competence through Ummi method certification. This research uses a qualitative approach with a case study type. The research informants were the principal, the Quran coordinator, and the Ummi method Quran teacher. The results of this study show that the concept of pedagogical competence of Qur'an teachers in the learning process is quite good, namely: 1) mastery of learning theories and learning principles by exploring each learning material conceptually through the Ummi Method volume book and literature on their respective disciplines (children's volume level); 2) curriculum development; and 3) development of student potential. The Ummi method has touched on several indicators so that the goals of Qur'an education can be achieved properly. The impact of Ummi method certification can be felt directly, not only by teachers but also by students and guardians. In the strategy to increase teacher pedagogic competence, there are four factors: strengths, opportunities, obstacles, and threats.

Science problem solving in elementary schools through the application of project-based learning

Anna Roosyanti — 2024-01-13

This study focuses on the lack of widespread training in problem-solving skills among students. This research aims to determine the application of project-based learning (PjBL) to improve students' science problem-solving skills in elementary schools. The study used a quantitative method. The subjects of the study were 21 students of grade III elementary school. The data analysis results show that overall learning was successful, with students achieving an average learning achievement of 80.55% in the very good category. Teachers achieved an average learning achievement of 86.46% in the very good category. The student's learning response was categorized as very good, achieving a percentage of 92.38%. The implementation of learning resulted in a significant increase of 33.86% in student scores. Accordingly, it can be concluded that the problem-solving skills of elementary school students increase after the application of PjBL. In general, the implementation of learning is carried out well, with good categories of teacher and student learning achievements. Students’ responses to the learning implementation met very good criteria.

Grapyak value sociodrama technique group guidance guidebook for teaching students interpersonal communication skills

Ilma Ainu Sofa — 2024-01-14

This research and development aims to produce a guidebook for guidance and counseling teachers. Teachers can use this guide to provide group guidance services using sociodrama techniques of Grapyak Semanak value to develop interpersonal communication skills at school. This research uses research and development methods with the ADDIE model. The results of the validation analysis by material and learning media experts obtained 80.6%, which had very valid qualifications so that the product did not need to be revised. Meanwhile, a result of 3.6 was obtained for cultural expert validation, which has very valid qualifications and does not need to be revised. The test results obtained from prospective users were 97.7%, who had very valid qualifications, so effectiveness tests could be carried out. From the effectiveness test using one group pretest-posttest and carrying out the Wilcoxon test, it was obtained that the p-value was <0.05, which means that there was a change after the intervention was carried out. The research concluded that the group guidance book on sociodrama techniques has good value for developing interpersonal communication skills in the very good category based on aspects of product acceptability. The product effectively empowers students' interpersonal communication skills at Madrasah Aliyah based on the results of limited field tests.

Meaning learning model: Implementation, activities and responses of science students

Alfikry Gonibala — 2024-01-15

This research aims to measure the implementation of meaning learning, activities and students' responses while they are involved in learning. This research is a quantitative type with a total of 24 students as subjects. The subject is a student at a junior high school in Pinolosian District, South Bolaang Mongondow Regency. Data collection used an observation sheet on learning implementation with 23 aspects, observation of student activities with 6 aspects, and a student response questionnaire with 20 questions. Data was analyzed using the percentage of each acquisition score. The research results show that the implementation of learning is good (3.50 – 4.00), good student activities which are dominated by carrying out literacy activities (reading books) to collect answers. Student responses are positive (91.87) and negative (8.13). The research concludes that learning makes sense carried out well, students become active and they respond well to the learning that has been carried out. Meaning learning needs to be implemented in the classroom in order to create an active and enjoyable learning atmosphere.

The Implementation of STAD learning model to improve students' learning outcomes

Rolina Wati Sirait — 2024-01-22

The aim of the research was to decide the implementation of the Student Teams Achievement Division (STAD) learning model on the learning outcomes of students in class VII-A at State Junior High School 10 Manokwari. This was a classroom action research that used 16 students from class VII-A as subjects. This research consists of 2 cycles. Each cycle has four stages: Planning, Action Implementation, Observation and Reflection. The results showed that in cycle 1 the average percentage of student learning outcomes reached 63,75, in cycle 1 only 7 students obtained the criteria for completion with a percentage of 43,75% and 9 students who obtained the criteria for incomplete with a percentage of 56,25%. While in cycle 2 the average student learning outcomes have reached 79,37, in cycle 2 who obtained the complete criteria were 15 students with a percentage of 93,75% and only 1 student who obtained the incomplete criteria with a percentage of 6,25%. The research conclude that student learning outcomes can be improved by implementing the STAD learning model.

The effect of video-assisted jigsaw learning on students' motivation and science learning outcomes

Sri Rahayu — 2024-02-08

This research aims to determine the effect of jigsaw learning assisted by video media on students' motivation and cognitive learning outcomes. This research uses an experimental design, which is one part of the quantitative method. Sampling for the experimental group and control group in this study used simple random sampling from all class V students in Gugus Melati, East OKU Buay Madang District, which consists of 5 state elementary schools. A total of 60 students were sampled, of which 30 were in the experimental class (SD Negeri 2 Tokorejo) and 30 were in the control class (SD Negeri Pengandonan). Data collection instruments use questionnaires and tests. Learning outcomes data were analyzed using the Mann-Whitney test and motivation using the t test. The results show that the students' initial abilities are the same (Sig. > 0.05), and after treatment they show differences (Sig. < 0.05). The motivation of experimental and control class students also has differences (Sig. < 0.05). The motivation and cognitive learning outcomes of students in the experimental class that used video-assisted jigsaw learning were better than those in the control class that used the lecture method. So it can be concluded that jigsaw learning assisted by video media has an effect on students' motivation and cognitive learning outcomes.

Interactive articulate storyline application based on real world problem and local Ngada wisdom

Maria Yuliana Kua — 2024-02-08

Teachers need quality online learning for practical, fun, and contextual science learning. Therefore, this research aims to analyze product suitability retrieved from validation results by material, media, learning design, and language experts, as well as product trial results by user candidates. A research and development (R&D) approach based on Kurt's ADDIE model was used to achieve this research aim. The subjects were 5 teachers and 20 Citra Bakti Junior High School students. We employed data collection strategies through the use of validation sheets, questionnaires, validation evaluation sheets, and prospective user response surveys. The data analysis employed descriptive and inferential statistics. The research results show that the average validation score from material experts is 4.60, media experts are 4.50, learning design experts are 4.35, and language experts are 4.48, all of which are in the very good range. Additionally, teachers' and students' average outcomes trial scores were 4.49 and 4.54, respectively, at an excellent level. Given this information, the interactive, articulate storyline product based on real-world problems and the local wisdom of “Ngada” is suitable for application in the online learning process.

The effectiveness of the connected type integration model towards student learning outcomes

Rizka Fadila — 2024-02-26

This research aims to determine the connected type integration model's effectiveness in improving student learning activities and outcomes. The research sample comprised 19 students in class VIII of SMP Negeri 7 Telaga Biru. Pre-experimental research with a one-group pre-test and post-test design was used in this research. The instruments used in the research were observation sheets and tests. The data analysis used in the research calculated the percentage of activity and n-gain of learning outcomes. The research results showed that students' activities were classified into the "good" and "very good" categories (72%-87%). The analysis results of student learning outcomes obtained an average percentage score for the pre-test of 13 and the post-test of 56. These results prove that there has been an improvement in student activities and learning outcomes. The average n-gain value is 0.5 (medium category). This research concludes that learning based on the connected type integrated learning model in class VIII effectively improves student activities and learning outcomes.

Students’ writing skills through collaborative writing and the tendency to work in a group

Novela Nur Afrezah — 2024-03-04

This study aims to enhance students' writing skills through collaborative writing at a Senior High School and determine their preference between collaborative writing in pairs or groups. The study discovered that students lacked enthusiasm in completing the writing work, which caused poor motivation and challenges in formulating ideas. This study employed a classroom action research (CAR) methodology and consisted of two cycles. The data were collected through observations of the teaching and learning process, interviews with students, and conducting writing assessments. The research findings indicated that engaging in collaborative writing increased students' interest in writing activities due to the opportunity for interaction with their peers. Collaborative writing facilitated the creation of ideas by allowing each group member to contribute, resulting in a diverse range of thoughts. The successful implementation of collaborative writing was complemented by the implementation of group work. It was also shown that students prefer collaborating more in group tasks than working in pairs. The researcher discovered an enhancement in the students' writing scores.

Design of learning python programming for informatics education student using cloud computing technology based on google colaboratory

Syukri Adisakti Dainamang — 2024-04-23

The application of technology in learning can provide many benefits, such as enriching learning methods, increasing learning motivation and facilitating access to information. The world of education greatly benefits from the existence of cloud computing technology such as google colaboratory in the Informatics Education department. Learning design that is integrated with technology requires a suitable design in conducting technology-integrated collaborative learning. In this study, researchers designed a computer support collaborative learning with a gamification approach using the Research and Development (R&D) method with the ASSURE model. The design test was conducted by content experts, design experts, media experts, and gamification experts. The series of learning designs developed by researchers received positive results by experts. The validation results assessed by content experts get a score of 100%, media experts get a score of 95%, design experts get a score of 87%, and gamification experts get a score of 88%. Based on this score, this learning design is suitable for implementation.

STEM career interest of junior high school students in Indonesia: A survey research

Assyifa Ilma Maharani — 2024-04-26

Applying STEM integration in education already become a concern because there is still a lack of STEM integration in schools. This study aims to analyze STEM career interest among junior high school students in Indonesia and analyze the factors that influence student interest and differ by grade. The researcher conducted survey research by adapting the STEM-CIS instrument in the shape of a 5-point Likert scale. The questionnaire consists of 44 questions with 4 dimensions of STEM and 8 open-ended questions. The survey was administered to 1510 junior high school students in several provinces in Indonesia. This finding obtained the value of the average and standard deviation for each dimension of STEM. The results also obtained factors influenced student career Interest in STEM such as internal and environmental. This study can encourage science educators to improve STEM facilities and apply STEM learning to encourage students to pursue STEM careers in the future.

Sitti Raihanun: Female cleric and initiator of prominent Islamic educational institutions in Lombok, West Nusa Tenggara

Ulyan Nasri — 2024-04-27

Sitti Raihanun, as a female cleric in Lombok, West Nusa Tenggara, plays a pivotal role in the establishment of prominent Islamic educational institutions in the 21st century. This study aims to explore the role and contributions of Sitti Raihanun in the development of Islamic educational institutions in the region. Historical research methodology is employed in this study, involving the collection and analysis of primary sources. Data collection technique: data is obtained through interviews with Sitti Raihanun, stakeholders, and the collection of relevant documents. The data analysis technique is conducted using a qualitative approach to depict the role, strategies, and impact of Sitti Raihanun's activities in Islamic education. The results of this study indicate that Sitti Raihanun successfully formed quality Islamic educational institutions, increased community participation, and had a positive impact on religious understanding. The implications of this research lie in empowering the community through quality Islamic education, with the potential for widespread positive impact at the local, national, and even international levels.

Brief overview of the integrated curriculum in Nepal: Key features, impacts and challenges

Rajendra Kunwar — 2024-04-28

This article provides a brief overview of the integrated curriculum of Nepal. It uses the desk review method. It delves into the context of curriculum development and its rationale in the Nepalese context, emphasizing the need for a shift towards an integrated approach. The article explores the integration of the current basic level (grades 1-3) curriculum and discusses the continuum of curriculum integration. It highlights the evolving concept of an integrated curriculum and sheds light on its key features. Additionally, the article discusses the challenges of implementing an integrated curriculum in the Nepalese context. It explores the impact of integrated curriculum on the Nepalese education system, and students' learning, such as the development of soft skills, critical thinking, and interdisciplinary skills. The article also provides recommendations for promoting integrated curriculum practices and emphasizes the importance of teacher professional development and stakeholders' participation for effective implementation.