Journal of Research in Instructional [e-ISSN: 2776-222X] 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. Journal of Research in Instructional [e-ISSN: 2776-222X] is an Open Access Journal published by the Universitas Papua. Nationally Accredited based on the Decree of the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia, Number 0110/C3/DT.05.00/2026 as SINTA 2 Journal. https://arjuna.kemdiktisaintek.go.id/#/pengumuman/704 WEBSITE INI ADALAH WEBSITE RESMI DARI JRI. WEBSITE SEBELUMNYA: https://jurnal.unipa.ac.id/index.php/jri MENGALAMI GANGGUAN DAN TIDAK BISA DIAKSES LAGI. UNTUK PENGIRIMAN SELANJUTNYA MELALUI WEBSITE INI.
Development of a smart articulate storyline using teaching at the right level based learning tools to improve teaching skills
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.
Copyright (c) 2025 Aldina Eka Andriani, SrI Sulistyorini, Dewi Nilam Tyas (Author) https://creativecommons.org/licenses/by-sa/4.0
Islamic education and the challenges of community life in the era of society 5.0
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.
Copyright (c) 2025 Anisah Azzahra, M. Sirozi (Author) https://creativecommons.org/licenses/by-sa/4.0
Analysis of critical thinking skills of primary students in IPAS learning
21st 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.
Copyright (c) 2025 Dian Fitriyanti, Alif Mudiono, Oktaviani Adhi Suciptaningsih (Author) https://creativecommons.org/licenses/by-sa/4.0
Development of digital art and culture book for improving students learning outcomes
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.
Copyright (c) 2025 Ahliana Ahliana, Nurhikmah Nurhikmah, Citra Rosalyn Anwar (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrating technological pedagogical content knowledge in Learning: A systematic review
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.
Copyright (c) 2025 Arifuddin Arifuddin, Siti Khoiriyah, Hendi Sugianto, Abdul Rahim Karim (Author) https://creativecommons.org/licenses/by-sa/4.0
RADEC vs PjBL: Adding make-a-match media to enhance students' creative thinking skills
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.
Copyright (c) 2025 Khaerunnisa Khaerunnisa, Nanang Rahman, Haifaturrahmah Haifaturrahmah, Emese K. Nagy (Author) https://creativecommons.org/licenses/by-sa/4.0
Integration of socio-cultural digital teaching materials to enhance problem-solving and self-efficacy in elementary school mathematics
This study developed and evaluated socio-cultural digital teaching materials for elementary mathematics and examined their validity, practicality, and effectiveness in improving students’ problem solving and self-efficacy. We employed a Research & Development design (Borg & Gall; 7 modified stages). A one-group pretest–posttest field try-out was conducted with Grade-5 students (n = 45). Instruments included a Polya-based problem-solving test and a self-efficacy questionnaire (5-point Likert); expert validation covered content, media, and language. Analyses comprised descriptive statistics, Shapiro–Wilk, paired t-test, N-Gain, effect size (Cohen’s dz), reliability (Cronbach’s α) and inter-rater agreement (Cohen’s κ), and Pearson correlation. Findings indicate very high validity (mean 91.1%) and high practicality (teachers 90.2%; students 88.0%; on-task observation 86.4%). Problem-solving performance rose from 55.3 (SD 11.2) to 76.8 (SD 10.1) with N-Gain = 0.48 (moderate), t(44) = 8.75; p < .001; dz = 1.30; the largest gains appeared in understand and look back. Self-efficacy increased from 3.10 (SD 0.52) to 3.78 (SD 0.49) with t(44) = 7.36; p < .001; dz = 1.10. Changes in self-efficacy correlated moderately and positively with problem-solving N-Gain (r = 0.41; p = 0.005). The results support the combined use of local cultural contexts, multimedia-learning principles, and Polya-based strategy scaffolding as a feasible and impactful approach to strengthening mathematical competence and self-belief in elementary students.
Copyright (c) 2026 Nurlaela Nurlaela, Slamet Arifin, Siti Faizah (Author) https://creativecommons.org/licenses/by-sa/4.0
Development of digital mathematics teaching materials to improve student learning outcomes in junior high school
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.
Copyright (c) 2025 Nurdiah Anggraeni Amir, Nurhikmah Nurhikmah, Farida Febriati (Author) https://creativecommons.org/licenses/by-sa/4.0
The influence of class climate, school culture and literacy on green skills vocational culinary practice
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.
Copyright (c) 2025 Inten Nurani, Kokom Komariah (Author) https://creativecommons.org/licenses/by-sa/4.0
Application of multi-representational discourse model to improve students' communication skills
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.
Copyright (c) 2025 Norjanah Norjanah, Jumrodah Jumrodah, Abdul Gofur (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of jigsaw learning to improve mathematics learning outcomes of grade IV elementary school
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.
Copyright (c) 2025 Diah Rizki Nur Kalifah, Ali Nasrullah, Badlihisham Mohd Nasir, Zingiswa Mybert Monica Jojo (Author) https://creativecommons.org/licenses/by-sa/4.0
Investigating the correlation between self discipline, fieldwork, and work readiness: A study on vocational high schools
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.
Copyright (c) 2025 Ahmad Ridwan, Widiyanti Widiyanti, Didik Nurhadi (Author) https://creativecommons.org/licenses/by-sa/4.0
Improving descriptive writing skills of students through contextual teaching and learning: Exploring the theme of “Home Sweet Home”
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.
Copyright (c) 2025 Muhammad Andriana Gaffar, Paulina Novarita, Ilfa Hasanah (Author) https://creativecommons.org/licenses/by-sa/4.0
The development of comic media based on Sekujang culture for elementary school students
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.
Copyright (c) 2025 Atika Susanti, Abdul Muktadir, Ady Darmansyah (Author) https://creativecommons.org/licenses/by-sa/4.0
Pedagogical strategies for drum learning: A qualitative study on fun and discipline for elementary students
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.
Copyright (c) 2025 Piter Sembiring, Imelda Aprillia Sitanggang, Clarisa Jesika Korina Tiurmauli Hutapea (Author) https://creativecommons.org/licenses/by-sa/4.0
The effectiveness of using the teachy digital application on elementary school students’ science achievement
Low engagement and conventional instruction remain obstacles in Indonesian elementary science. This study examined the effectiveness of Teachy, a technology-enhanced learning application, in Grade-5 science. A quasi-experimental nonequivalent control group design was implemented at SDN V 013 Tana Tidung (N=33). The experimental class (n=17) learned with Teachy (interactive quizzes, animations, automated feedback); the control class (n=16) received conventional teaching. Outcomes were measured with a validated 25-item multiple-choice post-test; student engagement was observed during lessons. Assumptions of normality (Kolmogorov–Smirnov/Shapiro–Wilk) and homogeneity (Levene) were met; analyses used independent samples t-tests (α=.05). Results showed higher performance for Teachy (M=83.6, SD=6.8) than control (M=74.2, SD=7.5), t(31)=3.776, p<.001, mean difference=9.40, 95% CI [4.32, 14.48], Hedges’ g=1.28 (large). Findings indicate that Teachy substantially improves science achievement and supports constructivist learning aligned with the Merdeka Curriculum. Implications include integrating Teachy as core media with formative monitoring; future studies should extend to multi-site, pretest–posttest designs and retention tests.
Copyright (c) 2026 Muhammad Noryanto, Oktaviani Adhi Suciptaningsih, Riska Pristiani (Author) https://creativecommons.org/licenses/by-sa/4.0
Gamification versus traditional teaching: Impacts on mathematics learning outcomes and engagement
This quasi-experimental study examined the effectiveness of low-tech gamified mathematics instruction compared with traditional teaching in an Indonesian elementary school. Intact classes at SD Negeri 001 Tana Tidung (Sesayap, North Kalimantan) were assigned to gamification (n=47) or traditional (n=46). Both groups completed a 25-item pretest and posttest across 4–6 sessions. The primary outcome was posttest achievement analyzed with ANCOVA (covariate: pretest); secondary indicators were N-Gain, Hedges’ g, mastery (≥70), on-task engagement, and treatment fidelity. Results showed a significant group effect, F(1,89)=11.0, p=0.0012, partial η²=0.11. Adjusted means favored gamification (79.2; 95% CI [77.0, 81.4]) over traditional (72.7; [70.4, 75.0]), Δ=6.5; g≈0.70. N-Gain was 0.53 (gamification) vs 0.37 (traditional). Mastery reached 83.0% vs 63.0% (OR=2.60, 95% CI [1.20, 5.60]). Engagement was higher under gamification (78.6% vs 68.1%) and positively predicted posttest (β=0.28, p=0.004). Fidelity averaged 88% (κ=0.79). Findings indicate that progress- and process-oriented gamification with immediate feedback improves learning outcomes and classroom engagement, offering a feasible, scalable option for resource-limited settings.
Copyright (c) 2026 Edy Sucipto, Ibrahim Bafadal, Siti Mas’ula (Author) https://creativecommons.org/licenses/by-sa/4.0
ReCODE integrated collaborative mind mapping to improve students’ creative thinking skill
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.
Copyright (c) 2025 Kalimatul Maghfiroh, Susriyati Mahanal, Sitoresmi Prabaningtyas (Author) https://creativecommons.org/licenses/by-sa/4.0
Can augmented reality boost students’ cognitive levels in geography?
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.
Copyright (c) 2026 Resyifa Qatrunnada Salsabila, Yusuf Suharto (Author) https://creativecommons.org/licenses/by-sa/4.0
Impact of digital learning tools on numeracy, motivation, and engagement in elementary education
This study investigated the effects of digital technology–integrated mathematics instruction on elementary students' numeracy achievement, learning motivation, classroom engagement, and technology acceptance. A quasi-experimental non-equivalent control group design was employed involving two Grade VI classes (N = 50) from an elementary school in Tanah Tidung Regency, Indonesia. Data were collected using numeracy pretests and posttests, an ARCS-based learning motivation questionnaire, a Technology Acceptance Model (TAM) questionnaire, a classroom engagement observation sheet, and an implementation fidelity checklist. Prior to hypothesis testing, data were examined using the Shapiro–Wilk and Levene's tests. The data were subsequently analyzed using independent samples t-tests, analysis of covariance (ANCOVA), normalized gain (N-Gain), and Cohen's d effect size. The results showed that the experimental group achieved significantly higher numeracy performance than the control group, as reflected by higher posttest scores, a greater normalized gain (0.57 vs. 0.26), and a very large effect size (d = 1.99). ANCOVA further confirmed that the improvement remained significant after controlling for students' initial numeracy ability. Students in the experimental group also demonstrated significantly higher learning motivation across all ARCS dimensions, stronger classroom engagement, and high levels of technology acceptance. These findings indicate that integrating digital technology into mathematics instruction enhances students' cognitive achievement while simultaneously promoting positive motivational and behavioral learning outcomes. The study provides practical evidence supporting the implementation of technology-enhanced mathematics instruction in elementary education, particularly in rural school contexts.
Copyright (c) 2026 Ardono Ardono, Juharyanto Juharyanto, Slamet Arifin (Author) https://creativecommons.org/licenses/by-sa/4.0
Science learning with a contextual approach based on local wisdom for to enhance elementary school students achievement
Elementary science learning requires instructional approaches that enable students to connect scientific concepts with authentic experiences that are meaningful within their own cultural and environmental contexts. However, science instruction in many elementary classrooms remains predominantly teacher-centered, limiting students’ conceptual understanding and meaningful engagement with science. This study aimed to compare the effectiveness of contextual teaching and learning (CTL) integrated with local wisdom and direct instruction in improving elementary students’ science learning achievement. A quasi-experimental study employing a posttest-only control group design was conducted with 60 fifth-grade students from SDN 020 Tana Tidung, Indonesia. The experimental group received CTL integrated with local wisdom, whereas the control group was taught using direct instruction. Students’ science learning achievement was measured using a 25-item multiple-choice test that demonstrated satisfactory content validity (Aiken’s V = 0.83) and internal consistency reliability (Cronbach’s α = 0.87). Data were analyzed using an independent samples t-test following normality and homogeneity assumption testing. The results showed that the experimental group achieved a higher mean posttest score (82.00) than the control group (74.50), and the difference was statistically significant (p < .05). These findings indicate that integrating local wisdom into CTL provides a more meaningful learning environment by connecting scientific concepts with students’ everyday cultural and environmental experiences. This study contributes to the growing evidence supporting culturally responsive science education and suggests that integrating local wisdom into contextual learning can enhance elementary students’ science achievement.
Copyright (c) 2026 Rahman Rahman, Shirly Rizki Kusumaningrum, Mardhatillah Mardhatillah (Author) https://creativecommons.org/licenses/by-sa/4.0
Ethnomathematical concepts in the slametan tradition for mathematics learning in elementary schools
Mathematics learning in elementary schools is often presented abstractly and remains disconnected from students’ socio-cultural experiences. This study aimed to explore ethnomathematical concepts embedded in the slametan tradition of Central Javanese communities and analyze their potential as a resource for culturally responsive mathematics learning. A qualitative ethnographic approach was employed in Sukorejo Village, Kendal Regency, involving 150 community members. Data were collected from April 2025 to May 2026 through observations of six slametan events, semi-structured interviews, open- and closed-ended questionnaires, and documentation. The data were analyzed through data reduction, domain analysis, taxonomic analysis, ethnomathematical interpretation, and data presentation, while trustworthiness was strengthened through triangulation and member checking. The findings revealed that slametan incorporates concepts of numbers and arithmetic operations, fractions, ratios, measurement, estimation, geometry, patterns, symmetry, spatial arrangement, classification, time, and simple statistics. These concepts emerge in determining participant numbers, calculating food requirements, distributing berkat, measuring ingredients, arranging dishes, and organizing space and time. These mathematical practices are also intertwined with Javanese values of rukun, mutual cooperation, tepa salira, gratitude, fairness, and harmony. Therefore, slametan offers an authentic context for meaningful, contextual, and culturally responsive mathematics learning.
Copyright (c) 2026 Oktaviani Adhi Suciptaningsih, Tommy Tanu Wijaya, Andri Setiyawan, Syifa Zia Muharni (Author) https://creativecommons.org/licenses/by-sa/4.0
Development of e-module to improve students' science learning outcomes
Today, teaching materials are not optimal for supporting students' conceptual understanding, and students easily become bored if the learning process is unengaging or monotonous, ultimately leading to low learning outcomes. This research aims to improve students' science learning outcomes by developing e-modules. The study followed the ADDIE research and development process. Individual trials involved 3 students, small-group trials involved 9 students, and implementation involved 30 students. Data were collected through observation, interviews, questionnaires, and tests. Data analysis included descriptions of interview results, calculations of student and teacher response percentages, pretest and posttest averages, and n-gain values. The results of the needs analysis show that teachers and students need science learning resources that they can use independently and can access flexibly. The average validation score for the material expert was 86%, and for media experts was 87%, indicating that the e-module was valid. The results of practicality tests with teachers and students showed that the e-module was practical for learning because it was easy to access and helped with understanding the material. The n-gain calculation showed a significant increase in students' science learning outcomes (n-gain = 0.72). The developed e-module met students' needs, was validated by experts, was practical to use, and effectively improved students' science learning outcomes. The e-module offered easy-to-access features, accurate information, and support for independent learning.
Copyright (c) 2026 Nur Indriani, Hamsu Abdul Gani, Arnidah Arnidah (Author) https://creativecommons.org/licenses/by-sa/4.0
The influence of local wisdom-based gamification on students' literacy and numeracy in mathematics learning
Literacy and numeracy are essential skills for student preparation in further education, enabling understanding, analysis of information, and problem-solving. They are critical indicators of student success and provide a foundation for future challenges. This study aims to examine the effect of local wisdom-based gamification on students' literacy and numeracy skills in mathematics learning. This study used an experimental design, namely a one-group pretest-posttest. The sample of this study was 30 seventh-grade students. The instruments in this study consisted of two types, namely a questionnaire to measure literacy skills and a test to measure numeracy skills. The pretest-posttest difference test used a paired t-test. The local wisdom-based gamification media developed was validated by material experts with an average of 85.56%, and media and design experts with an average of 93.58%, indicating the media is valid for use. These findings indicate that local wisdom-based gamification has a positive influence on improving student literacy, which is indicated by a shift in some students from the moderate category to the high category after the intervention was given (sig. = 0.001). Local wisdom-based gamification was also able to positively improve students' numeracy skills, marked by a shift in students from the low and moderate categories to the higher categories (sig. = 0.001). Thus, the implementation of local wisdom-based gamification was proven to have a significant impact on improving students' literacy and numeracy skills.
Copyright (c) 2026 Harina Handaryani, Hamsu Abdul Gani, Awaluddin Muin (Author) https://creativecommons.org/licenses/by-sa/4.0
Developing android-based interactive media in integrated science subjects for madrasah tsanawiyah students
This study aims to develop an Android-based interactive media for valid, practical, and effective science learning. This study focuses on the development of interactive media among students of Madrasah Tsanawiyah (MTs) in Sidenreng Rappang Regency. The development process follows the AADC model, which is divided into four main stages: Analyze, Align, Design, and Construct. This research used two validators (experts in material and media), one science instructor, and 30 seventh-grade students for the trial. Data were gathered using validation sheets, questionnaires, and assessments of learning outcomes. The outcomes of the interactive media validity study during the validation phase include two dimensions: material validation and medium validation. The material validation achieved a very valid category (average 93%), whereas validation by media specialists attained a very valid category (average 90%). The evaluation findings of the individual trial response questionnaire revealed an average of 92%, while the small-group test yielded 93%, suggesting that the medium is effective for use. The teacher response questionnaire on interactive media was deemed very effective, with an average 99%. The pretest and posttest data indicated an enhancement in student learning outcomes, with an average pretest score of 51.67 and a posttest score of 86.00. The n-gain value was 0.71, indicating a substantial improvement in student learning outcomes. It may be concluded that Android-based interactive media satisfies students' demands and fulfills the criteria of validity, practicality, and effectiveness for educational purposes.
Copyright (c) 2026 K. Kasman, L. Lu’mu, A. Arnidah (Author) https://creativecommons.org/licenses/by-sa/4.0
English content knowledge coverage and vertical alignment: Across levels document analysis of curriculum frameworks
Coherent sequencing of content knowledge across the successive levels of teacher education shapes how prospective English teachers build subject-matter expertise, while vertical alignment across these levels remains underexamined in Indonesia. This study examines how content knowledge is sequenced and vertically integrated across three institutional levels of the Indonesian English teacher education continuum: senior high school, undergraduate teacher education, and the professional teacher education program. The study used qualitative document analysis within an interpretive paradigm. Nineteen officially mandated curriculum documents were analyzed with a Content Knowledge Coding Framework derived from Shulman’s account of teacher knowledge, comprising five domains and twenty subdomains. Coding proceeded through a level analysis and cross-level comparison, classifying each subdomain as aligned, partially aligned, or absent. The analysis shows horizontal consistency alongside vertical fragmentation. The findings show that the four language skills, grammar, vocabulary, and learning outcomes, are consistently represented across all educational levels. However, phonology, discourse, assessment literacy, pedagogical content knowledge, and technological knowledge are inconsistently represented or absent. The lack of formal articulation among the three curriculum frameworks contributes to only moderate vertical coherence, with a score of 68 of 120. These results suggest that persistent instructional weaknesses stem primarily from curriculum design, highlighting the need for cross-level curriculum reform.
Copyright (c) 2026 Sri Wahyuni, Dadang Sudana, Bachrudin Mustafa, Ika Lestari Damayanti (Author) https://creativecommons.org/licenses/by-sa/4.0
Mapping the landscape of biology learning media publications in Indonesia: A bibliometric analysis
Media integration in biology education is increasingly emphasized to support active, meaningful, and student-centered learning. This bibliometric analysis aims to explore trends, patterns, and research focus areas on media use in biology learning over the past ten years. This study employed a Scopus search using the keywords "Learning media" and "Biology," which then yielded 114 initial records. A PRISMA-based screening process was applied, limiting inclusion to original research articles published between 2016 and 2025, written in English, classified under the social sciences, and available as open access publications. After applying all criteria, 17 articles were included for in-depth analysis. The results show a fluctuating but generally increasing trend in publication frequency, especially in recent years. Most studies employed a research and development (RnD) method approach to evaluate the effectiveness of media in improving student learning outcomes and engagement. Indonesian authors contributed the most publications, with a high collaboration pattern of at least four authors on each published article. The biology topics studied include food biology, environmental biology, general biology, modern biology, genetics, biodiversity, botany, taxonomy, and immunology, all of which are topics with high conceptual complexity and therefore require the support of visual and interactive media in their learning. This review successfully maps the research landscape on the use of media in biology education and serves as a valuable reference for future studies in selecting relevant biological content, methodological frameworks, and collaborative approaches.
Copyright (c) 2026 Dian Pratiwi, Sri Rahayu Lestari, Susriyati Mahanal (Author) https://creativecommons.org/licenses/by-sa/4.0
Development of a website based on digital learning multimedia for information technology subject in junior high school students
The integration of technology in learning alters teaching methods, fostering a more interactive and collaborative learning environment. Educational multimedia websites improve user interaction, evaluate student comprehension, and provide diverse media. The purpose of this study is to develop a website based on digital learning multimedia in the information technology subject at SMP Pest. Putri Yatama Mandiri Gowa. This research is classified into the category of research and development (R&D). The development model used in this study refers to the ADDIE model. Validation involved media and design experts as well as material experts. The trial involved 10 students in the small-group phase and 30 students in the large-scale trial. The results of the needs analysis showed that several main factors were the basis for development, including the condition of learning facilities that are still limited and the lack of digital media integrated with teaching materials. The results of the validation of the material experts showed that the product was categorized as very valid with a total average of 4.6. Meanwhile, the results of the validation of media and design experts were found to be 4, indicating a valid product. The results of the small-group trial showed an average score of 91.00 in the practical category. The results of the large-scale trial showed an average score of 90.50, indicating the product's effectiveness. The use of a website based on digital learning multimedia has proven to be practical and effective in significantly improving student learning outcomes in the subject of information technology. Therefore, this website based on digital learning multimedia is worthy of being used as an integral part of modern learning strategies, especially in information technology-based learning.
Copyright (c) 2026 Kesi Kobak, Nurhikmah Nurhikmah, Arnida Arnida (Author) https://creativecommons.org/licenses/by-sa/4.0
Improving students’ digital literacy in biology learning through a RICOSRE-based digital module
Digital literacy is essential in biology learning as students increasingly use digital sources to access scientific information. However, many students still struggle to evaluate online information, while digital platforms often emphasize content delivery rather than digital literacy development. This study examined the effectiveness of a Google Sites-based digital module integrated with RICOSRE in improving students’ digital literacy. This study employed a quasi-experimental method by comparing two intact groups through pretest and posttest procedures. The participants involved 70 students: 34 in the experimental group and 36 in the control group. Data were collected through a test instrument that had been validated and developed with reference to Greenstein’s framework, covering information finding, use of multiple sources, information selection, information evaluation, source and message consideration, and production of original work. Data were analyzed using ANCOVA, N-gain, and effect size. The analysis revealed a significant difference in digital literacy scores, with the experimental group outperforming the control group after controlling for pretest scores, F = 128.008, p < 0.001, partial η² = 0.656. The N-gain score was also higher in the experimental group, 0.57 versus 0.28. These findings indicate that the module effectively strengthens students’ digital literacy in biology learning.
Copyright (c) 2026 Ilzha Akbar Muharomi Wicaksono, Susriyati Mahanal, Frida Kunti Setiowati (Author) https://creativecommons.org/licenses/by-sa/4.0
Adding Papuan local wisdom in problem-based book: The effect on student environmental literacy
The research aims to examine the effect of problem-based books that incorporate Papuan local wisdom on students' environmental literacy. A total of 36 students were taught using a problem-based book, which added Papuan local wisdom in the pretest and posttest research designs. They are grade VII students at a state junior high school. A total of thirty items to measure students' literacy abilities were used. The items were handed over to them to be answered twice, namely, before implementation and after the end of learning. Student responses have also been measured at the end of learning. Data were analyzed using a paired t-test. Research findings show that the value of P = 0.033 < 0.005. This finding indicates that there is an effect of using problem-based books added to Papuan local wisdom on students' environmental literacy abilities. There were 83.33% of students responding excellently and 16.67% responding well. There were no unfavorable responses from students as long as they attended the lesson. The excellent response from the students indicated that they were interested and happy to participate in learning using problem-based books, which incorporated Papuan local wisdom.
Copyright (c) 2026 Insar Damopolii, Lissa Imbiri, Jeni Jeni, Nur Indah Ririn Fitriani Nasir, Jan Hendriek Nunaki, Nahrun Najib Siregar, Nanang Winarno (Author) https://creativecommons.org/licenses/by-sa/4.0