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Insar Damopolii
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INDONESIA
Journal of Research in Instructional
Published by Universitas Papua
ISSN : -     EISSN : 2776222X     DOI : https://doi.org/10.30862/jri
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Research in Instructional [e-ISSN: 2776-222X] is an Open Access Journal published by the Universitas Papua. JRI is regularly published bi-annually. By publishing bi-annually: June and December JRI 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. JRI publishes research articles that are comprehensive in nature by inviting reviews from the leading experts in the fields. The incoming papers will be blind peer-reviewed and selected based on high scientific studies and the ability to provide important contributions to the field. JRI has become a member of Crossref with DOI so that all articles published by JRI will have a unique DOI number.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 67 Documents
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Teacher responses of inserting role-playing strategy in EFL classroom Fahmi Djaguna; Ivon Asry Langasa; Balqis Husain; Marrieta Moddies Swara
Journal of Research in Instructional Vol. 1 No. 2 (2021): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.536 KB) | DOI: 10.30862/jri.v1i2.18

Abstract

The aim of this research was to find out whether the teachers responded in inserting role play when they taught speaking. This research used a qualitative design and descriptive approach. The respondent of this research was 22 Senior High School and Junior High School teachers. In collecting the data, the researcher used a questionnaire and SPSS to analyze the data. The results show that the role-playing strategy consisted of four indicators: promote exhilaration, build self-confidence, encourage communication, and language acquisition improvement. Based on the research from the questionnaire, it can be concluded that all of the teachers have used the role-playing strategy in teaching speaking.
Fostering achievement and retention in basic science using simulation and demonstration strategies Joyce H. Musa; Emmanuel E. Achor; Barnabas O. Ellah
Journal of Research in Instructional Vol. 1 No. 2 (2021): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (295.001 KB) | DOI: 10.30862/jri.v1i2.19

Abstract

The study investigated the better strategy to use in fostering achievement and retention in Basic Science considering simulation and demonstration strategies. The study also compared the achievement as well as the retention of female and male students in basic science when exposed to simulation strategy. The research region is Kogi State's Ankpa Education Zone. A multistage sampling strategy was used to choose 120 Basic II students from four schools in the research region. The study used a quasi-experimental design. Data were analyzed using means and standard deviations, while ANCOVA was utilized to test the hypotheses. The study's results indicated that students taught using the simulation technique achieved considerably better mean achievement and retention scores in Basic Science than students taught using the demonstration strategy. Additionally, no significant difference in mean achievement scores between male and female students taught utilizing the simulation teaching technique was discovered. The research demonstrates a substantial difference in the mean retention scores of male and female students in Basic Science who are taught utilizing a simulation technique. Following the findings, it was suggested that Science teachers should use simulation strategy for the teaching of various topics in Basic Science to improve students’ achievement in Basic Science.
Task-based language teaching methods integrated with local wisdom: The impact on students' writing skills Balqis Husain; Suhernita Suhernita; Zulhasmi Abasa; Fahmi Djaguna
Journal of Research in Instructional Vol. 1 No. 2 (2021): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (261.906 KB) | DOI: 10.30862/jri.v1i2.22

Abstract

The researcher conducts the study to increase students’ writing skills through TBLT (Task-Based Language Teaching). The subject of this research consists of 32 students in the VIII A class. The objectives of this research are categorized into 2; (1) to find out whether the implementation of the Task-Based Learning method can improve the students’ writing skills, and (2) to find out what kind of writing aspects improve significantly after using Task-Based Learning method. Research design uses pre-test and post-test. Therefore, both groups are given a pre-test, conduct a treatment, then pass a post-test. This research is conducted at eighth grade in 2019/2020 for one month, from August to September 2020. This research shows that after being taught task-based language teaching, students' writing skills, especially in narrative text, improved substantially. It can be analyzed on post-test performance; no one has reached the excellent, good, and fair categories (0 percent). 37.5 percent of students have reached the appropriate category. 65.2 percent of students had failed in the category unless they had handled it for seven meetings. This result is slightly different from the pre-test result. However, only 25 percent of students fall into the decent category, and 75 percent fail. There are no students who are in weak, moderate, decent, and outstanding categories.
Designing a constructivist learning aid module in disentangling least mastered competencies in the wave motion Russel T. Soltura
Journal of Research in Instructional Vol. 2 No. 1 (2022): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v2i1.24

Abstract

This study sought to design constructivist learning aid module in disentangling least mastered competencies in wave motion among the 72 Grade 7 students of Quezon Science High School, S.Y. 2019-2020. Specifically, it sought to test if there is significant difference between the pre-test and post-test scores. Also, level of acceptability of the developed instructional material was evaluated. A 30-item achievement test (pre-test and post-test) and the questionnaire. One-group pre-test post-test design was used as the research design. The findings showed that the mean scores of the students in the pre-test and post-test is 11.29 and 29.08 respectively. The computed t-value is -13.176 is less than the tabular value of -1.99 at 0.05 level of significance. There is a significant difference between the pre-test and post-test scores after the utilization of the said learning material. It implies that the constructivist learning aid module is a valid tool in disentangling the least mastered competencies in wave motion. The average weighted mean values for the following criteria on the level of acceptability are as follows: learning objectives (3.74); learning activities (3.72); clarity (3.74); accuracy (3.76); appeal (3.67); and usability (3.74). These criteria fall under “strongly agree”. Thus, the developed constructivist learning aid module in disentangling least mastered competencies in wave motion is commendable to use.
Implications of cognitive abilities in students’ performance in physics using group dynamics and visual-clue strategies Emmanuel E. Achor; Philip M. Ngbea
Journal of Research in Instructional Vol. 2 No. 1 (2022): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v2i1.33

Abstract

The study examined the implications of cognitive abilities of students on their academic performance when taught Physics using group dynamics and visual clue strategies. The quasi-experimental research design was adopted. The study population was 1,920 SSII students from 48 Secondary Schools in Makurdi metropolis from where the sample of 157 was drawn. The instruments: Physics Students’ Performance Test (PSPT) and Students’ Cognitive Ability Test (SCAT) were used for data collection. Hypotheses were tested at 0.05 level using Analysis of Covariance (ANCOVA). There was significant difference between the mean academic performance of students taught Physics using group dynamics strategy, visual strategy and demonstration method; there was significant difference among the mean abilities of students when group dynamics strategy was used and also when visual clue strategy was used in teaching Physics; there is significant difference between the interaction effect of strategies and cognitive abilities on academic performance of students in Physics. The study recommended among others that since the interaction effect of strategies and cognitive abilities on academic performance of students in Physics was significant, the use of both strategies could be useful in fostering the academic performance of students of high ability groups while use with low and moderate ability groups should be with caution
Analysis of student learning independence during the pandemic Katarina Wege; Aloisius Harso; Daniel Wolo
Journal of Research in Instructional Vol. 2 No. 1 (2022): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v2i1.34

Abstract

Independent study is necessary for students, particularly when they are studying online. Due to the minimal contact between lecturers and students in online learning, particularly in science, students must study independently. The significance of individual learning during the CoVD-09 epidemic provides the context for this study. This research intends to identify the profile of junior high school students' independence in scientific learning throughout the academic year 2021-2022. This research is descriptive. This study's population consisted of 116 pupils enrolled in the eighth grade of junior high school. The sample for this research consisted of 37 eighth-grade SMP students selected using a simple random selection procedure. Furthermore, the data gathering approach employed a non-test technique, namely a questionnaire. The analysis of data was conducted using descriptive statistics. The findings indicated that the general average of pupils' freedom in learning was classified as very independent (81%). In addition, 14 students are in the very independent category, which is equal to (40%), 12 students are in the independent category, which is equal to (34%), and seven students are in the fairly independent category, which is equal to (20%), four students are in the less independent category that is equal to (12.9%), and no one is categorized as very less independent than 37 students. This shows that most class VIII students are very independent in their learning.
Character education in learning history of the Diponegoro war material Yesti Afriani; Nur Agustiningsih; Siti Heidy Karmela
Journal of Research in Instructional Vol. 2 No. 1 (2022): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v2i1.39

Abstract

This study aims (1) to determine the readiness of teachers to carry out character education in learning the history of the material "Diponegoro war" in class XI at a high school in the Sarolangun area, Jambi Province, (2) To determine the character values ​​contained in the material for the Diponegoro war class XI and (3) To find out the implementation of the implementation of character education in learning the history of the material "Diponegoro war. The researcher uses a descriptive type of research. Data collection techniques used by researchers are observation, interviews and documentation. Meanwhile, the data analysis technique is by reducing the data, presenting the data and concluding it. From the results of the research and discussion, it was found that the preparation that the History teacher had to do in the implementation of learning the history of the Diponegoro war material with character education in it was the lesson plan that was in accordance with the syllabus, Curriculum 13, and also the material included in the learning indicators. Furthermore, several good and bad characters were found during the historical study of the Diponegoro war. These characters are religious, honest, tolerant, democratic, love the homeland, discipline, social care, self-confidence and responsibility. While the bad character is lying, rebellious, disobedient to the rules, lazy, traitor and selfish. Good characters are used as role models in history learning, and bad characters should be avoided. Finally, the implementation of character education in history learning in the Diponegoro war material went well through the stages of giving examples or examples, spontaneous activities, reprimands, conditioning the school atmosphere and routine activities.
The analysis of English education students' interest in mathematics courses Sri Putri Pangadongan; Purwati Purwati; Andi Fajeriani Wyrasti
Journal of Research in Instructional Vol. 2 No. 1 (2022): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v2i1.40

Abstract

The purpose of this study was to analyze the interest in learning mathematics of twenty English education students at a university in West Papua. This research method is a qualitative research method using descriptive techniques. The procedure of this research starts from the development of the questionnaire instrument, the development of the interview instrument, the validation of the instrument, the distribution of the questionnaire, the determination of the subject, and the interview. Based on the results of data analysis, it is known that the interest in learning mathematics of English education students based on indicators of student interest in learning mathematics is categorized into three groups, namely students who are not interested in learning mathematics, quite interested in learning mathematics, and interested in learning mathematics. Students in the category of the uninterested group have not been able to meet the indicators of interest in learning mathematics. Meanwhile, students in the moderately interested groups can fulfill three indicators of interest in learning mathematics: students' feelings of pleasure in mathematics, students' interest in mathematics, and students' attention to mathematics. Students from the interest group category can fulfill the four indicators of interest in learning mathematics: students' feelings of pleasure in mathematics, student interest in mathematics, student attention to mathematics, and student involvement in mathematics.
Strategies for meaningful learning in higher education José G. Vargas-Hernández; Omar C. Vargas-González
Journal of Research in Instructional Vol. 2 No. 1 (2022): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v2i1.41

Abstract

This work aims to analyze and explain the didactic strategies used to achieve meaningful learning. The problem addressed here is the need to change traditional didactic teaching in higher education programs toward more meaningful learning-oriented approaches. It begins under the assumption that meaningful learning is created if students are given freedom and confidence, they can find their own answers and developing their knowledge, both in the classroom and in practical life. The method used is the analytical-descriptive one of the reviews of the literature of the main authors who have given rise to this approach, its elements and the didactic strategies used. The result of the analysis shows the need to move from traditional didact teaching in higher education programs toward more meaningful learning-oriented strategies. It is concluded that the design and implementation of didactic strategies focused on meaningful learning with the application of active didactic methodologies and strategies in meaningful learning processes depending on the context in which it takes place, obtains better results in the training of professionals. It is recommended that teaching in higher education should abandon traditional didactics and embrace more meaningful oriented teaching strategies.
In-service EFL students’ peer assessment for the enhancement of their writing skills Adane Paulos Zekarias
Journal of Research in Instructional Vol. 2 No. 2 (2022): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v2i2.50

Abstract

This study attempted to investigate the extent to which peer assessment activities contribute to enhance in-service EFL students’ writing skills.  Based on the constructivist theory, a case study design was implemented and both qualitative and quantitative research approaches were used to explore how 120 in-service students at Dilla University, Ethiopia, took part and responded to peer assessment activities to improve their writing competencies.  Data was gathered through four tools, namely, questionnaire, focus group interviews, observation and document analysis.  The findings suggest that peer assessment activity, though students’ perceptions and past experience impact, can aid peers in developing their writing performance through interaction, sharing feedback and addressing the challenges they face in the process of writing.

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