International Journal on Education Insight

Developing a web-based instruction platform using RME approach to support students’ conceptual understanding

2025-07-24T00:36:37+00:00

Trigonometry is often considered one of the most difficult topics for high school students, with many struggling due to a weak conceptual understanding. This study aims to develop a web-based instruction (WBI) platform called Sine and Shine using the Alessi and Trollip development model. It is a structured web-based teaching program and self-regulated learning resource designed to strengthen the students’ understanding of trigonometry concept. We designed the WBI to have various characteristics, such as interactive features, contextual problems, guided feedback, and integrating the principles of Realistic Mathematics Education (RME) in it. We involved 21 students as the participants to evaluate the platform using a mixed-method approach. In terms of validity, the experts unanimously judged that the Sine and Shine platform is strongly valid. In terms of practicality, the teacher and students feedback confirmed that the platform was very practical. In terms of effectiveness, we conducted a statistical analysis and found out that the mean score of post-test was 83.44, significantly higher than the school’s minimum mastery criteria (t = 6.1602, p = 2.87e-06), and the paired sample t-test between pre- and post-tests yielded p = 7.20e-16. The normalized gain score was 0.72, indicating a high level of improvement in conceptual understanding. These results demonstrate that Sine and Shine is a valid, practical, and effective digital learning tool that significantly enhances the students’ understanding of trigonometry and promotes self-regulated learning.

Exploring teachers' strategies in planning in-depth learning of science in junior high school

2025-09-27T03:39:33+00:00

This study aims to construct an effective deep science learning planning model for junior high school teachers on the topic of living systems and cells, focusing on teacher perceptions, student readiness, and the instructional challenges encountered. A descriptive qualitative method was employed, involving in-depth interviews with science teachers and a document study of instructional plans. The findings reveal that deep science learning planning model is contingent upon a fundamental transformation of the teacher’s role into an instructional orchestrator who integrates spiritual dimensions as substantive learning outcomes. While students exhibited metacognitive gaps in navigating experimental inquiry, the study highlights the efficacy of faded scaffolding strategies and virtual laboratory integration in enhancing student self-efficacy amidst resource constraints. The research concludes that despite the systemic tension between time-intensive inquiry and standardized assessments, the adaptation of flexible scaffolding is crucial for bridging scientific reasoning with national testing policies. These results corroborate existing frameworks on deep learning while providing a practical model for teachers in constructing self-identity through an awareness of the Creator’s design in science.

Addressing the low students’ cognitive learning outcomes in Biology using CTL model: A case from SMA N 14 Kota Jambi

2026-01-22T22:34:11+00:00

Education plays an important role in developing students’ thinking abilities as reflected in their learning outcomes. This research aims to examine the effect of the contextual teaching and learning (CTL) model on the students’ cognitive learning outcomes, which refer to conceptual understanding and cognitive thinking skills across Bloom’s taxonomy levels. This research employed a quasi-experimental design using a non-randomized control group pretest–posttest design. We involved two groups of senior high school students, each consisted of 30 students. The experiment group was taught using the CTL model, while the control group was taught using the problem-based learning (PBL) model. Data were collected through pretest and posttest instruments. The results showed that the experimental class achieved a higher mean posttest score (55.24) than the control class (36.27). One-Way ANCOVA analysis indicated that the CTL model had a significant effect in improving the students’ cognitive learning outcomes in Biology.

Describing the effect of worksheet-assisted PBL on the students’ critical thinking, numeracy, and responsibility

2025-06-19T22:18:44+00:00

This study aims to describe the effect of the problem-based learning model on students' critical thinking skills, numeracy, and sense of responsibility. The research employed a quantitative approach using a one-group pretest-posttest design. The research subjects were seventh-grade students at SMP Negeri 4 Banguntapan, selected randomly. The instruments used included a critical thinking test, a numeracy test, and a responsibility questionnaire. Data were analyzed both descriptively and inferentially using the paired t-test and N-Gain calculations. The results showed p-values ≤ 0.05, indicating significant differences between pretest and posttest scores in critical thinking, numeracy, and responsibility following the intervention. Therefore, it can be concluded that the problem-based learning model assisted by student worksheets positively influences students’ critical thinking skills, numeracy, and sense of responsibility. The improvements in these three aspects fell into the moderate to high categories. These findings indicate that the problem-based learning model is effective in fostering active student engagement, enhancing higher-order thinking processes, and developing positive attitudes toward mathematics learning.