Indonesian Journal of Learning and Instructional Innovation
Indonesian Journal of Learning and Instructional Innovation is published by the Bachelor Program of Educational Technology, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia, in collaboration with Ikatan Teknolog dan Ahli Pendidikan Indonesia (ITAPI), Asosiasi Program Studi Teknologi Pendidikan Indonesia (APS-TPI), & SEAMEO Regional Open Learning Centre (SEAMOLEC), which publishes Twice a year on June and December. The editorial team of the Indonesian Journal of Learning and Instructional Innovation are lecturers and researchers who are experienced in their field. All editors have a track record of writing in reputable journals. Journal managers are journal managers who have sufficient experience. Focus & scope includes: Games Base Learning, Learning Media Inovation, Learning Resources Inovation, E-learning, Distance Learning, Online Learning, Learning Evaluation, Instructional Design Inovation, Instructional Models Inovation, Education and Training Development, Virtual Management System, and other relevant topics in the field of Educational Technology.
An Analysis of Readiness of Teacher at MAN 2 Tapanuli Tengah In Facing Education Digital Transformation
The digital transformation in education requires teachers to be well-prepared in adopting technology as an effective teaching medium and method. The study aims to analyze the readiness of teachers at MAN 2 Tapanuli Tengah in facing the digital transformation of education, focusing on three key aspects: technological competence, attitudes and motivation, and supporting facilities and infrastructure. This research employs a quantitative approach with a descriptive method. Data were collected through questionnaires, interviews, and observations involving 35 teacher respondents. The results indicate that the overall readiness of teachers at MAN 2 Tapanuli Tengah is categorized as "Ready," with an average readiness in technological competence of 71.57%, attitudes and motivation at 79.43%, and facilities and infrastructure at 60.29%. These findings suggest that teachers possess adequate abilities and motivation to adapt to technological changes; however, the school needs to improve the availability of supporting facilities such as stable internet networks and digital devices. This study recommends continuous professional development for teachers and the enhancement of digital infrastructure to ensure the success of educational digital transformation in the madrasah environment.
Copyright (c) 2026 Kurnia Arifah Pasaribu, Yunita Nadia https://creativecommons.org/licenses/by/4.0
The Influence of Project Based Learning Strategy on Learning Outcomes in Computer Science Subjects at Vocational High School
Technological developments in the Industrial Revolution 4.0 era require the world of education to implement learning strategies that can improve critical thinking skills and student creativity, especially in Informatics subjects in Vocational High Schools (SMK), but the dominance of conventional strategies causes student learning outcomes to be less than optimal. This study aims to examine the improvement, differences, and the effect of implementing Project Based Learning (PjBL) strategies on Informatics learning outcomes of class X Health Services students at SMK Negeri 1 Banyudono. This study used a quantitative approach with a quasi-experimental design, involving class X LK 1 as the experimental class receiving the PjBL strategy and class X LK 2 as the control class using conventional learning. Data collection used a pre-test and post-test, then analyzed using paired sample t-tests, independent sample t-tests, and the N-Gain test. The results indicated a significant increase in learning outcomes in the experimental class with a calculated t-value of 23.610, and a significant difference between the experimental and control classes with a calculated t-value of 10.915. The average N-Gain value of 0.55 is in the moderate category. Based on these findings, it is concluded that the Project Based Learning strategy has been proven to have a significant influence on student learning outcomes through collaborative activities and project completion, thus potentially being an effective alternative learning strategy in informatics subjects.
Copyright (c) 2026 Sadam Subandi Karta Wijaya, Relly Prihatin, Rismaka Palupi https://creativecommons.org/licenses/by/4.0
Digital Learning in Vocational High Schools Practices: Insights from Teachers' Experiences
The swift advancement of digital technology and Industry 4.0 has heightened the significance of digital learning in vocational education, necessitating the integration of technology into the teaching and learning process inside schools. This study seeks to examine instructors' experiences in the deployment of digital learning and to determine the elements that facilitate and obstruct its execution. A qualitative case study was performed in a vocational high school, involving four teachers and two administrative and infrastructure personnel recruited via purposive sampling. Data were gathered via semi-structured interviews and observations, thereafter processed by theme analysis. Results demonstrate that digital learning is integrated across planning, instruction, and evaluation methodologies. Educators utilize several digital platforms and tools, including accessibility, user-friendliness, and pedagogical suitability. Despite the school's generally sufficient infrastructure, deficiencies in internet connectivity, device availability, and facility use persist as issues. Educators tackle these challenges using adaptive methods such customized instruction, gamification, peer-assisted learning, and the incorporation of AI literacy. The study indicates that the effective application of digital learning relies on the interplay among teacher practices, digital resources, infrastructural support, and teacher adaptability, hence enhancing the contextual comprehension of the digital learning ecosystem in vocational education.
Copyright (c) 2026 Mochamad Kamil Budiarto, Iwan Maulana, Khusnul Khotimah, Indri Yuli Widya Rulanti, Adhitya Amarulloh, Muhammad Yusron Lutfi https://creativecommons.org/licenses/by/4.0
The Relationship Between Tiktok Media Usage and Digital Literacy with Students’ Participation in Learning at SMKN 2 Karanganyar
This study aimed to: (1) determine the relationship between TikTok usage and students’ participation in learning, (2) determine the relationship between digital literacy and students’ participation in learning, and (3) examine the simultaneous relationship between TikTok usage and digital literacy with students’ participation in learning at SMKN 2 Karanganyar. This research was motivated by the low level of student participation in classroom learning and the high intensity of TikTok usage among students, which potentially influences their learning engagement. The study employed a quantitative approach with an ex post facto correlational design. The population consisted of 432 tenth-grade students of SMKN 2 Karanganyar, with 191 students selected as the sample using cluster sampling techniques. Data were collected through questionnaires and documentation. The research instruments included questionnaires on TikTok usage, digital literacy, and student participation in learning based on the theories of participatory culture, UNESCO Digital Literacy Global Framework, and student engagement. Data analysis used multiple linear regression to examine partial and simultaneous relationships among variables. The results showed that: (1) there was a positive and significant relationship between TikTok usage and students’ participation in learning, (2) there was a positive and significant relationship between digital literacy and students’ participation in learning, and (3) there was a positive and significant simultaneous relationship between TikTok usage and digital literacy with students’ participation in learning. The findings indicate that educationally oriented TikTok usage supported by adequate digital literacy skills can enhance students’ behavioral, emotional, and cognitive engagement in the learning process. Therefore, schools and teachers are encouraged to utilize social media more pedagogically and strengthen students’ digital literacy to support optimal learning participation.
Copyright (c) 2026 Alif Zaim Sholahuddin, Budi Tri Cahyono, Muhammad Aulia Alim https://creativecommons.org/licenses/by/4.0
Descriptive Analysis of the Edutainment Program For Your Pagi on Trans7 in Improving Teenager Digital Literacy
This study aims to describe and analyze the strategic utilization of the For Your Pagi (FYP) edutainment program on Trans7 in improving teenager digital literacy. Employing a qualitative approach with a qualitative descriptive design, this research gathered data through a purposive sampling technique involving four primary informants: two internal media practitioners (the producer and creative team member of Trans7) and two external informants (teenagers aged 17–20). Data collection techniques were rigorously executed via semi-structured interviews, participatory observation during the researcher’s embedded internship, and documentation studies of broadcasting scripts and actual televised episodes. Data validity was ensured through source and technique triangulation, and analysis was systematically performed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the FYP program effectively deploys educational message design strategies within a non-formal broadcasting environment by systematically integrating John Keller’s ARCS Motivation Model (Attention, Relevance, Confidence, Satisfaction). This structural edutainment balance exhibits a verifiable impact on accelerating the digital literacy competencies of teenagers based on the four pillars of Paul Gilster’s Theory. However, a significant operational constraint persists.
Copyright (c) 2026 Ikhsanul Alhafizh, Fatma Sukmawati, Faris Farabi https://creativecommons.org/licenses/by/4.0
The Effect of Flipped Classroom Learning Model on Psychomotor Learning Outcomes in Prototype Design for Class X Students at SMK Negeri 1 Sawit Boyolali
This study examines the effect of the Flipped Classroom learning model on psychomotor learning outcomes (prototype design skills) of Class X Automotive Engineering students at SMK Negeri 1 Sawit Boyolali. This research employed a quasi-experimental method with a nonequivalent control group design. The sample consisted of 71 students: Class X TO 2 (n=35) as the experimental group receiving Flipped Classroom instruction, and Class X TO 4 (n=36) as the control group using Guided Discovery. Data were collected through performance assessment using a rubric covering five aspects of prototype design: tools usage, layout, element selection, innovation, and theme suitability. Data analysis included descriptive statistics, normality and homogeneity tests, Independent Sample t-Test, and Cohen's d effect size. Results indicated that the experimental group achieved a higher average post-test score (78.57) and N-Gain (0.391) compared to the control group (76.81; N-Gain 0.334). However, the Independent Sample t-Test yielded t = 0.675 (p = 0.502 > 0.05), indicating no statistically significant difference. Cohen's d = 0.160 revealed a small effect size. Despite this, descriptive analysis showed that the Flipped Classroom model produced more evenly distributed improvements, with 54.29% of experimental students achieving moderate N-Gain compared to only 30.5 6% in the control group. This study concludes that although the Flipped Classroom model has not produced statistically significant differences, it demonstrates promising potential in enhancing the quality and equity of psychomotor learning outcomes in vocational education.
Copyright (c) 2026 Lucky Alexander Darmawan, Fatma Sukmawati, Rahma Alya Radisty https://creativecommons.org/licenses/by/4.0
Analysis of Teacher Readiness Based on UTAUT2 in Utilizing Interactive Multimedia at State Madrasah Tsanawiyah in Bekasi Regency
This study analyzes teachers' readiness to utilize interactive multimedia in learning at State Islamic Junior Secondary Schools (MTsN) in Bekasi Regency using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) framework. The research employed a quantitative descriptive approach with 63 teachers as respondents selected through total sampling technique. Data were collected using a Likert scale questionnaire instrument comprising nine UTAUT2 constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, habit, behavioral intention, and use behavior. Results indicate that overall teacher readiness is at a high level with a mean score of 4.06. Performance expectancy achieved the highest score (M=4.34), followed by behavioral intention (M=4.27), hedonic motivation (M=4.07), effort expectancy (M=4.03), use behavior (M=3.98), and social influence and facilitating conditions (M=3.88 each). These findings demonstrate that teachers at MTsN in Bekasi Regency possess sufficient cognitive, technical, social, environmental, and motivational readiness to adopt interactive multimedia. The study contributes empirical evidence for applying UTAUT2 in Islamic education contexts and provides a strategic foundation for the Ministry of Religious Affairs in designing targeted teacher competency development programs.
Copyright (c) 2026 Bayu Fadillah Akbar, Fatma Sukmawati, Salsabilla Suci Attalia https://creativecommons.org/licenses/by/4.0
Development of Animated Video Media to Improve Elementary School Students’ Learning Comprehension
This research is motivated by the lack of variety in the use of learning media in the subject of science and science on the topic of force in grade IV elementary school. The learning process is still dominated by lecture methods and the use of textbooks so that students are less active and have difficulty in understanding abstract material. Therefore, interesting and interactive learning media are needed to help students understand the material more easily. This research aims to: (1) develop Animaker-based animated video media on the topic of force for grade IV elementary school students, and (2) determine the level of feasibility of Animaker-based animated video media based on validation by material experts and media experts. This research is a research and development (R&D) using the ADDIE model limited to the analysis, design, and development stages. The analysis stage is conducted through observation, interviews, and learning needs analysis. The design stage includes the preparation of storyboards, materials, visual displays, and research instruments. The development stage is carried out by creating animated video media using the Animaker application and conducting media validation by material experts and media experts. Data collection techniques used observation, interviews, and validation questionnaires. The data obtained were analyzed using quantitative and qualitative descriptive analysis. The research results show that the Animaker-based animated video media for the topic of style was categorized as "Very Good" based on validation by material experts and media experts. The developed media was deemed appropriate for the learning outcomes and characteristics of elementary school students, and featured engaging visuals, audio, and animation. Animaker-based animated video media also helped students understand the topic of style more concretely and created a more active and enjoyable learning environment. Based on the research results, it can be concluded that the Animaker-based animated video media for style is suitable for use as a learning medium for fourth-grade elementary school science.
Copyright (c) 2026 Berliana Safa Bidari, Relly Prihatin, Karismaya Devayanti https://creativecommons.org/licenses/by/4.0
Multimedia Development Android-based Learning of History at SMP Negeri 2 Paranggupito
History learning at the junior high school level still faces several challenges, such as low student learning interest, dominance of lecture methods, and limited use of interactive learning media. These conditions make students difficult to understand chronology, cause-effect relationships, and historical events comprehensively. This study aims to develop Android-based learning multimedia for eighth-grade history subjects at SMP Negeri 2 Paranggupito and determine the feasibility of the media based on expert validation. This research used the Research and Development (R&D) method with the ADDIE development model consisting of analysis, design, development, implementation, and evaluation stages. The product was developed using Smart Apps Creator (SAC) in the form of an Android APK application containing historical materials, images, audio, animations, and interactive quizzes. Data collection techniques included observation, interviews, and validation questionnaires. The results showed that the Android-based learning multimedia obtained a “Very Good” category based on material expert and media expert assessments, indicating that the product was feasible for use in history learning. The Android-based multimedia learning application provides a more engaging, interactive, flexible, and relevant learning experience for digital generation students.
Copyright (c) 2026 Sevinda Anandya Yudayana, Relly Prihatin, Faishal Rida Kusuma https://creativecommons.org/licenses/by/4.0
The Effect of Web-Based Game Media (Earthgames) on Critical Thinking Skills in Earth Structure Learning for Junior High School Students
This study investigates the effect of web-based game media, specifically Earthgames supported by the Wordwall platform, on the critical thinking skills of eighth-grade students in the topic of Earth Structure in the Natural Sciences (IPA) subject. A pre-experimental design using a one- group pretest-posttest approach was employed, involving 64 students from SMP Negeri 27 Surakarta during the 2025/2026 academic year. Data were collected through validated critical thinking tests covering indicators of interpretation, analysis, evaluation, inference, explanation, and problem-solving based on Facione's framework. Results showed a significant improvement in students' mean scores from 45.57 (pretest) to 67.27 (posttest). The hypothesis test using the Paired Sample t-test (Sig. < 0.001) confirmed a statistically significant difference, with an N- Gain score of 0.43 (moderate category). These findings indicate that Earthgames via Wordwall positively influenced students' critical thinking by providing interactive, visual, and game-based learning experiences. The media supports Mayer's Cognitive Theory of Multimedia Learning and aligns with the constructivist principles underpinning 21st-century science education.
Copyright (c) 2026 Lewi Damar Oktavian, Eka Budhi Santosa, Fatma Sukmawati, Cinta Kasih Putri Thomas https://creativecommons.org/licenses/by/4.0
The Effect of Augmented Reality-Based Learning Media on Higher Order Thinking Skills (HOTS) of Junior High School Students
The low level of Higher Order Thinking Skills (HOTS) among junior high school students in Indonesia, particularly in three-dimensional geometry, requires innovative instructional solutions. This study aims to investigate the effect of Augmented Reality (AR)-based learning media on the HOTS improvement of eighth-grade students in the topic of solid geometry at SMP Negeri 27 Surakarta. A quasi-experimental approach with a pretest-posttest control group design was employed. The sample consisted of 63 students (experimental group: n=31, control group: n=32) selected through purposive sampling. Data collection instruments were HOTS tests based on the revised Bloom's taxonomy (C4–C6), validated by experts. Data were analyzed using the Shapiro-Wilk normality test, Levene's homogeneity test, independent sample t-test, and N-Gain analysis. Results showed that the mean posttest score of the experimental group (75.11) was significantly higher than the control group (51.49). The independent sample t-test yielded a significance value of <0.001 (t = −11.348), leading to rejection of H₀. N-Gain analysis indicated an improvement of 60.31% (fairly effective category) in the experimental group versus 23.33% (ineffective category) in the control group. It is concluded that AR-based learning media significantly improves students' HOTS in solid geometry.
Copyright (c) 2026 Dzulkifli, Eka Budhi Santosa, Fatma Sukmawati, Iqbal Ar Rasyid https://creativecommons.org/licenses/by/4.0
Qualitative Analysis of Student Discipline Among Children of Migrant Parents and Its Implications for Instructional Innovation at SD Negeri Adirejakulon
The discipline of students with the background of migrating parents is the subject of this research. This study aims to analyze the discipline of students with the background of migrating parents at SD Negeri Adirejakulon, Adipala District, Cilacap Regency. The descriptive qualitative approach with the case study method is the approach and method used in this study. The research subjects in this study are students, parents, and teachers. Data collection techniques through observation, interviews, and documentation. The results of the study show that the attitude of students who have high discipline shows responsibility in carrying out every rule and task given which consists of time discipline, such as being on time in learning, doing assignments according to responsibility, compliance with school rules and discipline of actions, such as obedience to the rules of the game and school activities, neatness and conformity with dress standards, involvement in maintaining order, awareness and self-control. Migrating parents do not carry out their role optimally, especially in terms of providing guidance and assistance. Parental participation is needed to create a conducive learning atmosphere and form positive habits for children.
Copyright (c) 2026 Triyani, Ana Andriani, Wakhudin https://creativecommons.org/licenses/by/4.0
Mapping Computational Thinking in the Era of Digital Transformation: A Bibliometric Analysis toward SDG 4
Computational Thinking (CT) has emerged as an important competency in education in response to ongoing digital transformation and the increasing emphasis on Sustainable Development Goal 4 (SDG 4). This study employs bibliometric analysis to examine CT-related publications from 2015 to 2025. Network, cluster, and overlay visualization techniques were used to identify key research trends, thematic developments, and collaboration patterns in the field. The results indicate a continuous growth in CT research and a shift from viewing CT primarily as a programming skill toward a broader cognitive and pedagogical construct involving problem solving, abstraction, and adaptive reasoning. CT is predominantly associated with workforce preparation, teacher capacity-building, and instructional innovation across educational contexts. While research has expanded into areas such as early childhood education and digital learning environments, topics related to equity, sustainability, and global citizenship remain relatively underexplored. Overall, this study highlights the evolving conceptualization of CT in education and underscores the need for more inclusive and sustainability-oriented research in future studies.
Copyright (c) 2026 Afra Lathifah, Adrie Satrio, Liana Mumrikoh https://creativecommons.org/licenses/by/4.0
Teaching Factory-Based Learning Majoring in Machining Engineering at Vocational High School
This study aims to analyze the effectiveness of the Teaching Factory (TEFA)-based learning model in improving the competence of machining engineering students at a vocational high school. It focuses on identifying differences in learning outcomes between students taught using TEFA integrated with industry standards and those taught using conventional methods. This research is important to ensure curriculum alignment with industry needs and to enhance graduate competitiveness in the Industry 4.0 era. This study employed a quantitative, quasi-experimental design. The population consisted of grade XI machining engineering students at Vocational High School Warga Surakarta, selected using cluster random sampling into experimental and control groups. Data were analyzed using one-way ANOVA. The results showed a significant difference in student competence, with TEFA outperforming conventional methods. TEFA creates a more relevant learning environment, improves discipline, and enhances technical skills in machine operation. These findings indicate that TEFA is effective and should be fully integrated into vocational school curricula.
Copyright (c) 2026 Budi Tri Cahyono, Relly Prihatin, Taufiq Subhanul Qodr, Hilmawan Wibawanto, Nidhoil Mohamed Ibrahim https://creativecommons.org/licenses/by/4.0
Developing a Virtual Museum Tour as a History Learning Medium for Junior High Schools
History instruction at the junior secondary school level remains predominantly teacher-centered and expository, limiting students’ active engagement and conceptual understanding. This study aims to develop a Virtual Museum Tour–based learning media using the Lapentor platform for seventh-grade prehistory materials and to examine its feasibility through expert validation. The research employed a Research and Development (R&D) approach based on the Alessi & Trollip development model, which consists of planning, design, and development stages. The research participants were seventh-grade students of SMP Widya Wacana 1 Surakarta. Data were collected through observation, interviews, documentation, and validation questionnaires administered to media and subject-matter experts. The results indicate that the Virtual Museum Tour media, designed in accordance with the Cognitive Theory of Multimedia Learning proposed by Richard E. Mayer, meets the feasibility criteria in terms of content accuracy, visual design, navigation, and multimedia integration. The developed product was deemed valid and suitable for use as a visual-interactive alternative in history instruction.
Copyright (c) 2026 Muhammad Rijal Fitri Hidayatullah, Eka Budhi Santosa, Riris Fityatun Nur Faizah https://creativecommons.org/licenses/by/4.0
Optimizing Early Conflict Detection: The Role of Digital Technology in BHABINKAMTIBMAS Operational Learning
The integration of digital technology into the operational learning of BHABINKAMTIBMAS (Public Security and Order Officer) is a transformative strategy to enhance early social conflict detection. This study evaluates how digital tools function as pedagogical mediums that reshape officers' analytical competencies. The research follows a literature review methodology, involving three strategic steps: 1) identifying high-impact literature from 2014–2024, 2) synthesizing data using a thematic matrix (technical, instructional, and social outcomes), and 3) validating findings through cross-case triangulation. Results indicate that digital platforms, such as the Binmas Online System (BOS) and GIS mapping, increase detection response speed by 30% and prediction accuracy by 5.2%. The effectiveness of this technology-enhanced learning is significantly governed by officers' digital literacy and institutional support. In conclusion, optimizing early detection requires a shift from technical tool usage toward a comprehensive digital competency framework. This study contributes to the field of Educational Technology by providing a strategic model for Operational Learning in professional security training, offering a novel perspective on how digital integration can bridge the gap between field intelligence and instructional innovation in policing.
Copyright (c) 2025 Abdul Muiz, Enggar Jati Sasongko, Marchecal Carissima https://creativecommons.org/licenses/by/4.0
Integration of Gamification and the Problem-Based Learning (PBL) Model in Chemistry Learning to Improve Critical Thinking Skills: A Literature Review
21st-century education requires students to master the 4C skills, which include critical thinking, collaboration, communication, and creativity. This study is based on the problem of low student analytical skills influenced by the dominance of teacher-centered learning, limited use of digital media, and the inconsistency of learning strategies with the demands of 21st-century competencies. This study aims to examine the use of gamification-based learning and problem-based learning in improving students' critical thinking skills. The research method used in this study is a literature review method by compiling various national and international publications published in the last five years collected through searches of academic databases (Scopus, Google Scholar, DOAJ, and Sinta). The results of the study indicate that the application of gamification and problem-based learning has provided consistent improvements in student motivation, engagement, and learning outcomes. Educational games have provided a learning environment that allows for independent exploration, strengthening reflective reasoning, and improving decision-making skills. However, the effectiveness of implementing this strategy is still influenced by the teacher's pedagogical competence, the availability of technological infrastructure, and the quality of alignment between game design and learning objectives. Based on the synthesis results, this study concludes that the integration of gamification and problem-based learning has strategic potential to support the transformation of learning toward a more adaptive and learner-oriented approach. These findings are expected to form the basis for developing innovative learning models that are relevant and effective in strengthening students' critical thinking skills.
Copyright (c) 2025 Khoirur Rohmaniatush Sholihah, Djono https://creativecommons.org/licenses/by/4.0
Developing a Digital Learning Management Strategy Using the Dick and Carey Model to Enhance Junior High School Students' Critical Thinking in Biology Learning
Biology learning at the junior secondary school level faces increasing challenges in fostering students' critical thinking skills as a core competency of the 21st century. International assessments consistently indicate that students' higher-order thinking skills in science remain relatively low, highlighting the need for learning strategies that emphasize systematic learning management rather than content transmission alone. This study aims to develop and examine the effectiveness of a digital learning management strategy through the integration of the Nearpod web-based platform using the Dick and Carey instructional design model to enhance junior high school students' critical thinking skills in biology. This research employed a Research and Development (R&D) approach following the nine stages of the Dick and Carey model, including needs analysis, instructional analysis, learner analysis, instructional design, formative evaluation, revision, and field implementation. The participants consisted of 72 eighth-grade students, three biology teachers, two media experts, and one educational technology expert. Data were collected through observations, questionnaires, critical thinking tests, interviews, and Nearpod learning analytics and analyzed using qualitative techniques and gain score analysis. The results indicate an average increase of 26.8% in students' critical thinking skills (N-Gain 0.44), categorized as medium-high, demonstrating that systematically managed digital learning effectively supports higher-order cognitive processes. The study concludes that integrating Nearpod as a digital instructional management system within a coherent instructional design framework significantly enhances biology learning quality. This research contributes theoretically by linking instructional design, digital learning management, and critical thinking development, and practically by offering an implementable model for technology-enhanced science instruction.
Copyright (c) 2025 Enggar Jati Sasongko, S.Pd., Prof. Dr. Djono, M.Pd., Khoirur Rohmaniatush Sholihah, S.Pd., Marchecal Carissima Haipa Putri, S.Pd., Abdul Muiz, S.H. https://creativecommons.org/licenses/by/4.0
Socio-Scientific Issues (SSI) Approach Implementation to Enhance Students' Creative Thinking Skills: Literature Review
Creative thinking skills are one of the 21st-century skills that students must possess. This study aims to analyze the implementation of the Socio-Scientific Issues (SSI) approach to improve students' creative thinking skills. The study identified gaps between textbook content and actual student misconceptions in the Indonesian context. The research method used a literature review of scientific articles that align with the research objectives. Scientific articles were sorted using the Publish or Perish (PoP) application version 8 and selected based on the publication period between January 2021 and December 2025, published in journals indexed by Sinta 1 and Sinta 5 and not as a literature review. Three articles were obtained that met the selection criteria and met the article quality assessment. The results of the study indicate that there is a positive impact of implementing the SSI approach on improving students' creative thinking skills. The subject matter taught includes environmental change and conservation as well as green chemistry. The SSI approach can be applied to various learning models, namely Interactive Socio-Scientific Inquiry (ISSI), Problem-Based Learning (PBL), and Project-Based Learning (PjBL).
Copyright (c) 2025 Panji Gumilar, Prof. Dr. Djono, M.Pd., Aghilatul Umuda, Diah Ayu Puspita Sari, Nur Lailatul Fitriyah Abidin https://creativecommons.org/licenses/by/4.0
Development of Flipbook-Based Learning Media Using the Dick & Carey Model and Its Impact on Elementary School Students’ Creative Problem-Solving Skills
The development of educational technology encourages the use of interactive digital media capable of delivering multimodal and adaptive learning. This study aims to develop Flipbook Maker-based learning media with the Dick & Carey instructional design model and analysed its effectiveness in improving elementary school students' problem-solving creativity. The development was carried out through the stages of needs analysis, design, production, formative evaluation, revision, and summative evaluation. This study used a modified Research and Development (R&D) approach involving expert validation, individual trials, small group trials, and field tests. The problem-solving creativity instrument was compiled based on indicators of fluency, flexibility, originality, and elaboration. The results showed that the flipbook obtained a "very valid" category from the validators of materials, media, and learning design. The field trial showed that the media was easy to use, interesting, and increased student learning engagement. Pretest-post-test analysis showed a significant increase in all indicators of problem-solving creativity (p < .001), with a large effect size (d = 1.21). These findings confirm that flipbooks developed systematically and based on multimedia theory are able to support creative thinking processes effectively, making them relevant for use in 21st-century learning.
Copyright (c) 2025 Zainul Yasni, Djono, Rizqiya C Wanda Maulidina, Fatan Alim Santoso, Ika Wahyu Agustin https://creativecommons.org/licenses/by/4.0
Computational Thinking-Based Metacognitive Learning Assessment: Issues and Challenges
Metacognition is identified as the awareness and control of thinking for learning, which plays a crucial role in students' problem-solving performance. This urgency is further accentuated in the context of computational thinking, as practicing computational thinking through programming relies on problem-solvers' metacognition. However, the reality is that CT assessment is still in its infancy, particularly for formative assessment, and metacognitive strategies are often not explicitly taught. This study aims to identify critical issues and formulate further research challenges in CT-based metacognitive learning assessment. The method used is a systematic literature review to identify, evaluate, and synthesize all relevant scientific evidence. Four main issues were identified, including the need for rigorous experimental methods to validate CT assessments, Conceptual gaps regarding whether and how CT can support the development of metacognitive strategies, Challenges in implementing more nuanced scaffolding and limited intervention duration, even though improving metacognition requires long-term learning interventions. Furthermore, there are challenges in optimizing learning management systems as metacognitive tools. Metacognitive assessments should explicitly measure cognitive regulation (planning, monitoring, and evaluation) using authentic methods, such as think-aloud. This study's contribution is to provide a structured roadmap for further research, focusing on strengthening validity, clarifying causal relationships, and optimizing digital implementations to foster students' higher-order problem-solving skills.
Copyright (c) 2025 Fitrah Adhi Buwono, Djono, Nur Leili Bashir, Caecilia Novita Putri https://creativecommons.org/licenses/by/4.0
The BERAKSI Learning Model: Optimizing the Holistic Development of Early Childhood
Early Childhood Education has a vital role in the holistic development of children, including cognitive, social, emotional, and motoric aspects. However, traditional learning approaches are often less effective in accommodating these developmental needs. To overcome this problem, the BERAKSI (Playing, Creating, Discussing, and Cheerful) Learning Model was developed as an innovation that aims to increase involvement and optimal development of young children. This research will discuss the implementation of the BERAKSI Learning Model, which can optimize the development of early childhood in cognitive, social, emotional, and motoric aspects. The aim is to develop and implement the BERAKSI Learning Model to optimize the holistic development of early childhood. This research uses a qualitative approach with a case study method. Data was collected through observation, interviews, and document analysis in several early childhood schools. Data analysis was carried out thematically to identify patterns and effects from applying this model. The research results show that the BERAKSI Learning Model is successful in increasing children's involvement in the learning process, improving cognitive, social, and emotional abilities, and creating a pleasant learning atmosphere. Teachers who have been trained are able to implement this model well, and the curriculum developed supports the success of the BERAKSI model. The implications of this research indicate that the BERAKSI approach can be adopted more widely in early childhood education in Indonesia. The proposed solutions include teacher training, development of appropriate curricula, and provision of supporting facilities and resources, as well as ongoing evaluation to adjust learning strategies. With these steps, the BERAKSI Learning Model is expected to have a significant positive impact on the holistic development of early childhood.
Copyright (c) 2025 Pahenra A. Nongko, Patta Bundu, Bahkrani A. Rauf https://creativecommons.org/licenses/by/4.0
Pedagogical Innovation of Game-Based Learning for 21st Century Skills in Vocational Education: A Systematic Literature Review
Vocational education faces the demand to equip learners with 21st century skills to cope with the changing job needs. This study aims to comprehensively explore the pedagogical innovation of Game-Based Learning (GBL) in shaping and enhancing such skills in vocational education. Using the Systematic Literature Review (SLR) method, 35 relevant articles were thematically analyzed from the Scopus database. The results showed an increasing trend in the use of GBL, especially serious games and VR simulations used in various vocational sectors such as engineering and health. GBL designs often integrate development models such as ADDIE and Discovery Learning approaches, utilizing interactive game elements for authentic scenarios. GBL is proven to significantly increase learner motivation and engagement. In addition, GBL is effective in developing 21st century skills such as logical thinking, problem solving, cognitive and affective skills, and contributes to improved academic performance. In conclusion, GBL is an effective pedagogical innovation to prepare vocational education graduates with relevant competencies for future job competition
Copyright (c) 2025 Elvi Raziana, Hilmawan Wibawanto https://creativecommons.org/licenses/by/4.0
Theoretical Analysis of the Use of Manipulative Media in Improving Mathematical Concepts Understanding in Elementary Schools
Mathematical concepts understanding at the elementary school level is often hampered by the abstract and lack of contextual nature of the material. This study aims to theoretically analyze the role of manipulative media in improving mathematical concept understanding and active student engagement. The method used is a literature study with a descriptive analysis approach to various academic sources from the last ten years (2015-2025). The findings indicate that manipulative media functions as a cognitive bridge that transforms abstract concepts into concrete experiences through tactile and motor interactions. The integration of manipulative media with the Problem-Based Learning (PBL) model has been shown to improve memory retention, reduce mathematical anxiety, and strengthen students' problem-solving skills. This study also highlights the transformation of manipulative media from physical to digital forms, such as GeoGebra and AI-based simulations, which offer greater flexibility in modern learning. The novelty of this article lies in the complementary synthesis of physical and digital media within the framework of Piaget's and Vygotsky's constructivist theories. The conclusion of this study emphasizes that the use of adaptive and innovative manipulative media is a primary prerequisite for creating meaningful mathematics learning at the elementary school level.
Copyright (c) 2025 Intan Nur Aini, Hanif Amrulloh https://creativecommons.org/licenses/by/4.0
Unveiling the Creative Teacher’s Secret: A Systematic Review of Learning Variations for Active Classrooms
The changing times require teachers to be more creative in creating learning that is not monotonous in order to increase student motivation and participation. This research aims to explain the meaning of learning variation and its role in building an active and interesting classroom atmosphere, identify variation skills such as teaching style, media, and interaction, and analyze the principles of their use. This research uses a qualitative approach with a library research method, where data is collected through document analysis from relevant books and journals. This research synthesizes contemporary pedagogical innovations, including AI integration and play-based strategies, to provide a comprehensive framework for creative teaching in the post-pandemic era. The results show that learning variations have a significant influence in overcoming learning boredom, improving understanding, and adjusting the learning process to students' diverse learning styles. Teachers who are able to creatively combine methods, media, and interactions prove more successful in creating a dynamic and meaningful learning atmosphere. In conclusion, learning variation is not only a teaching strategy, but also the key to creating a classroom that is inclusive, adaptive and supports the development of 21st century skills in students.
Copyright (c) 2025 Samsul Arifin, Moh Beni Pratama, Jaini, Dwi Agustiawati, Zahrina Amelya, Fatima Shalha Nashriya https://creativecommons.org/licenses/by/4.0
Analisis Peran Guru dalam Memfasilitasi Perkembangan Kecerdasan Emosional Siswa Kelas XI TKJ 2 di SMK N 1 SUKOHARJO
ABSTRACT The development of the world of education in Indonesia has adapted to global dynamics and the demands of the increasingly growing world of work. Emotional intelligence (EQ) plays an important role in the holistic development of students, especially at the secondary education level. This research aims to analyze the role of teachers in facilitating the development of emotional intelligence in class XI students through character education. Daniel Goleman suggests that individual success is more influenced by emotional intelligence than intellectual intelligence. A qualitative research approach was used using in-depth interviews and observation as data collection instruments. Research findings show that teachers play a significant role in forming and developing students' emotional intelligence. Teachers are not only teachers, but also role models in showing and teaching students to recognize, understand, manage and develop their emotions positively. In addition, teachers play a role in strengthening character education by integrating values such as honesty, cooperation, responsibility and fortitude in their curriculum. By creating a safe and supportive classroom environment, teachers help students build healthy relationships, increase empathy, and manage conflict well. Keywords: Character Education, Emotional Intelligence, Teacher's Role, Student Empowerment
Copyright (c) 2024 Dorothea Septyventia https://creativecommons.org/licenses/by/4.0
Strategi Penerapan Scaffolding Dengan Metode Problem Based Learning Pada Materi Topologi Jaringan Di SMA Negeri 3 Surakarta
This study aims to analyze the effectiveness of applying scaffolding strategies with the Problem Based Learning (PBL) method in teaching network topology at SMA Negeri 3 Surakarta. The scaffolding strategy is used to support and enhance students' abilities to understand the basic concepts of network topology through gradual assistance tailored to the individual needs of the students. The PBL method is employed to encourage students to develop problem-solving and critical thinking skills by presenting real-life problem situations that must be solved collaboratively. This research uses a classroom action research (CAR) design with three cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through observations, interviews, written tests, and questionnaires. The results of the study indicate that the use of scaffolding strategies with the PBL method significantly improves students' understanding of network topology and enhances their critical thinking and problem-solving abilities. Additionally, students demonstrated increased motivation and active engagement in the learning process. Therefore, scaffolding strategies combined with the PBL method are effective for teaching network topology at the high school level.
Copyright (c) 2024 Iqbal Isnan Al-Fayed https://creativecommons.org/licenses/by/4.0
Penerapan Model Pembelajaran Projek Based Learning dengan Pendekatan STEM terhadap Antusias Siswa Jurusan Akuntansi Fase E pada Mata Pelajaran Informatika di SMK Negeri 3 Surakarta
Learning is a collaboration between teachers and students to share and process information. The teacher has an crucial role in the learning process as a designer of learning scenarios, so that an interesting teaching and learning process occurs and can increase student enthusiasm. The results of observations found a lack of student enthusiasm in informatics subjects. This is characterized by the lack of interaction between students and teachers, lack of focus on learning, some students are busy playing their own gadgets and the lack of students to ask questions while learning. The learning that took place before was boring using only the lecture and question and answer technique, and the lack of utilization of the facilities provided. This study seeks to explore the implementation of the project-based learning model with a STEM approach in Informatics subjects to gauge student motivation. The utilized research methodology was class action research. The research participants comprised were 35 students of phase E of the Accounting Department at SMK Negeri 3 Surakarta. The data collection method used teacher observation sheets and learning outcomes tests. The observation revealed a high category, reaching a score of 66% in the first meeting, 77% in the second meeting and 77% in the third meeting. These results are also supported by an increase in the class average score by 20%. Based on these findings, it can be iferred that the implementation of the Project Based Learning model with the STEM Approach can increase student enthusiasm.
STEM (Science, Technology, Education, Mathematic)
Copyright (c) 2024 Rizky Chairul Anas, Febri Liantoni, Maryanti https://creativecommons.org/licenses/by/4.0
Implementasi Model Problem-Based Learning dengan Pendekatan Berdiferensiasi Berbasis Kemampuan Awal Siswa dan Teori Zone of Proximal Development (ZPD) untuk Meningkatkan Keaktifan Belajar di Kelas X TJKT SMK Negeri 1 Sukoharjo
This study aims to examine the effectiveness of implementing Problem-Based Learning (PBL) combined with differentiated instruction and the Zone of Proximal Development (ZPD) in enhancing student engagement in Grade 10 Technical Vocational High School students at SMK N 1 Sukoharjo. This quantitative research employed observation and questionnaire as research instruments. The results showed a significant increase in student engagement after the implementation of the learning model. The increase occurred in various aspects, such as active participation in discussions, independent task completion, and positive attitudes during the learning process. The combination of PBL, differentiated instruction, and ZPD proved effective in creating a more interactive and motivating learning environment for students. This study suggests the need for further research to expand the implementation of this learning model in various educational contexts.
Copyright (c) 2025 Puruhita Mega Pawitra, Cucuk Wawan Budiyanto, Joko Slamet Raharjo https://creativecommons.org/licenses/by/4.0
Effectiveness of Student Learning Outcomes Through Numbered Head Together Method Theme of Changes in The Appearance of The Earth and Sky
This research was motivated by the lack of understanding of students in the natural science material in grade IV Cluster II Ahmad Yani, Surakarta City. Out of 150 students, only 32% of students exceeded the minimum completeness criteria; on the other hand, 68% of students still had results that were still less than the minimum completeness criteria. The causative factor is the way teachers teach, which is not varied and tends to be boring. Teachers teach more in conventional ways, so students become fixated and less active during learning. The purpose of the research is to increase student learning outcomes on the numbered head together practice model directly with globe and flashlight media and to find out the process of day and night and to find out whether this model can run well. This research is classified as classroom action research that uses 2 cycles. Cycle 1 will be held on May 6, 2024, and cycle 2 will be held the following month, on June 3, 2024. Based on the results of the research on the numbered head together learning model, the results of the students' study can increase students' understanding of the lesson of changes in the appearance of the earth and sky. This is evidenced by the development of the percentage of student learning completeness starting from the first cycle, where only 32% increased to 79%. So, in cycle 2 completeness has been classically achieved. It can be concluded that the numbered head together learning model and using media can increase students' understanding and improve student learning outcomes on the lesson of changes in the appearance of the earth and sky.
Copyright (c) 2025 Ika Nur Fitriani, Jovita Ridhani https://creativecommons.org/licenses/by/4.0