Indonesian Journal of Innovative Teaching and Learning

The Use of the Quizizz Application as Instructional Media and Its Effect on Senior High School Students’ Learning Motivation

Tria Ratna Dewi — 2026-02-21

Background: The rapid development of educational technology has encouraged the integration of digital learning media to enhance student engagement and motivation, particularly in secondary education contexts. Objective: This study aims to examine the use of the Quizizz application as a learning medium and its effect on senior high school students’ learning motivation at SMA Negeri Bareng. Method: This study employed a qualitative descriptive approach. Data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation. Data analysis was conducted using data reduction, data display, and verification techniques. Findings: The findings reveal that Quizizz use positively influences students’ learning motivation by creating an interactive, enjoyable, and competitive learning environment that promotes active participation, focus, and enthusiasm during learning activities. Some challenges related to time management and competition pressure were also identified. Conclusion: The study concludes that Quizizz is a feasible and effective technology-based learning medium for enhancing learning motivation among senior high school students. Contribution: This research contributes to the literature on gamified learning media by providing empirical evidence of Quizizz’s effectiveness in motivating senior high school students. It offers practical guidance for teachers and schools in implementing interactive digital learning tools.

The Effect of Instructional Media Use on Elementary Students’ Learning Interest and Learning Outcomes

Catur Cahya Ningrum — 2026-02-25

Background: This study is grounded in the limited use of instructional media in classroom instruction, which contributes to low student interest in learning, reduced motivation, and suboptimal academic outcomes at the elementary school level. Objective: The purpose of this research is to examine the effect of instructional media use on students’ learning interest and learning outcomes at SD Negeri Kaliputih. Method: This study employed a quantitative field research design using a survey method. The population consisted of 174 students, with a sample of 63 students from grades 1 to 6 selected for analysis. Data were collected through questionnaires and documentation and analysed using multiple linear regression, preceded by prerequisite tests including normality, linearity, and F-tests. Result: The findings indicate a statistically significant effect of instructional media and learning interest on student learning outcomes, with a combined contribution of 41.9%. In comparison, the remaining 58.1% is influenced by other factors not examined in this study. Conclusion: The effective use of instructional media plays a vital role in enhancing student engagement and academic achievement. Contribution: This research contributes empirical evidence supporting the integration of instructional media as a strategic approach to improve elementary learning processes and outcomes.

Challenges and Solutions in Implementing the Nazhāriyyah Al Wahdah System in Arabic Language Learning: A Case Study from India

K M A Ahamed Zubair — 2026-02-27

Background: Arabic language instruction has increasingly adopted the integrated system known as Nazhāriyyah Al Wahdah, which conceptualises language as a unified communicative whole rather than separate linguistic components; however, its implementation in diverse higher education contexts remains insufficiently examined. Objective: This study aims to analyse the challenges and identify strategic solutions for applying Nazhāriyyah Al Wahdah at the undergraduate level in the Department of Arabic at The New College, Chennai, India. Method: Using a qualitative case study design, data were collected through in-depth interviews, participatory observation, and document analysis, and were analysed using an interactive analytical model. Result; The findings reveal that limited instructional time and the absence of a language laboratory significantly hinder effective skill integration, resulting in uneven student proficiency. While grammar (tarkib) and dialogue (hiwar) demonstrate relatively stronger engagement, listening (istima’), vocabulary application (mufradat), translation, and extended writing (kitabah) remain underdeveloped. Conclusion: Ssuccessful implementation requires institutional alignment, professional teacher competence, and the establishment of an immersive Arabic language environment (bi’ah lughawiyah). Contribution: The research contributes by clarifying the gap between structural and functional integration and by extending the discourse on integrated Arabic pedagogy to a non-Indonesian context.

Development of Canva-Based Interactive Learning Media for Teaching Pancasila to Elementary School Students

Muhammad Iqbal Rifai — 2026-02-28

Background: Pancasila education in elementary schools plays a vital role in instilling foundational national values from an early age. Despite its importance, classroom implementation frequently relies on conventional lecture methods and printed textbooks. Objective: This study aimed to develop Canva-based interactive learning media for teaching Pancasila to fourth-grade students and to evaluate its feasibility and effectiveness in improving students’ engagement and understanding. Method: The study employed a Research and Development (R&D) design using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation phases. Data were collected through classroom observations, teacher interviews, student questionnaires, and a literature review. The participants were fourth-grade students at SD Negeri Kleco 1 Surakarta. The developed media was evaluated through feasibility testing and learning outcome assessment. Result: The feasibility assessment yielded an average score of 85%, categorised as excellent feasibility. The implementation results demonstrated an increase in students’ interest in learning and conceptual understanding after using Canva-based interactive media. These findings indicate that the developed media meet quality standards and effectively support Pancasila learning in elementary education. Conclusion: The Canva-based interactive learning media is both feasible and effective for enhancing students’ engagement and comprehension in Pancasila education. Its integration into classroom practice can support more interactive and meaningful learning experiences. Contribution: This study provides empirical evidence that digital interactive media can strengthen student participation and improve understanding of abstract civic values. It also offers a practical reference for educators seeking to integrate accessible technology into elementary school instruction.

Improving Elementary School Students’ Learning Outcomes in Islamic Religious Education on the Topic of Asmaulhusna Using the Make a Match Method

Rikasti Hafiza — 2026-02-28

Background: Islamic Religious Education in elementary school plays a vital role in instilling faith, moral values, and religious principles in students from an early age. However, in practice, Islamic Religious Education is often delivered through conventional lecture methods and textbooks, resulting in low student interest and limited understanding of the material, particularly Asmaulhusna. Objective: This study aimed to determine the improvement in students’ Aqidah learning outcomes through the implementation of the Make a Match method at SDN 11 Bengkulu Selatan. Method: This research employed a Classroom Action Research (CAR) approach conducted in three cycles during the first semester of the 2024–2025 academic year, specifically in September. The research subjects consisted of 20 fourth-grade students at SDN 11 Bengkulu Selatan. Data were collected through written tests to measure learning outcomes and classroom observations conducted by the teacher during the learning process. Findings: The results showed that implementing the Make a Match method significantly improved students’ learning outcomes. The percentage of mastery learning increased from 55% in Cycle I to 75% in Cycle II and to 90% in Cycle III. These findings indicate that the Make a Match method is effective in helping students understand Aqidah material, particularly Asmaulhusna, in a more interactive and enjoyable way. Conclusion: The Make a Match method significantly enhances students’ Aqidah learning outcomes and can serve as an effective alternative instructional strategy. Contribution: This study contributes by providing an innovative instructional model that teachers can use to enhance student engagement, motivation, and understanding of Islamic Religious Education in elementary school. It also offers a foundation for further research in similar religious education contexts.

Conducting High-Quality Literature Reviews in Academic Research

Michael Mncedisi Willie — 2026-02-26

Background: Literature reviews are essential in academic research because they establish theoretical foundations and identify research gaps. However, inconsistencies in methodological rigour and reporting practices often weaken their credibility and impact, underscoring the need for clearer standards to guide the conduct of high-quality reviews. Objectives: This study aimed to identify, analyse, and synthesise key methodological, theoretical, and practical principles that underpin rigorous and credible literature reviews in academic research. Methods: The study employed a qualitative integrative review design. Data were collected through a systematic examination of international methodological guidelines, peer-reviewed empirical studies, and relevant grey literature. The selected sources were analysed using thematic synthesis techniques to identify recurring standards, frameworks, and best practices in literature review methodology. Results: The findings indicated that high-quality literature reviews are characterized by clear alignment between review objectives and design, theoretically grounded analysis, researcher reflexivity, transparent search and selection procedures, and systematic coding and synthesis processes. The study also highlighted the importance of peer review mechanisms, adherence to ethical research standards, and the inclusion of diverse and credible sources in strengthening validity, reliability, and scholarly impact. Conclusion: Conducting a rigorous literature review requires structured methodological frameworks, procedural transparency, and ongoing critical reflection throughout the research process. A systematic and reflective approach enhances coherence, credibility, and academic contribution. Contribution: This study consolidates dispersed methodological insights into a practical and structured framework that offers actionable guidance for postgraduate students, early-career researchers, and experienced scholars seeking to produce coherent, trustworthy, and impactful literature reviews.

Impact of the Think-Pair-Share Instructional Strategy on Secondary School Students’ Academic Retention in Chemistry

Franklin Nnanna Ibe — 2026-02-28

Background: Academic retention in Chemistry remains a persistent challenge in Nigerian secondary schools, particularly in abstract topics such as acids, bases, and acid–base reactions, where conventional lecture methods often limit long-term understanding. Objective: This study examined the effect of the Think–Pair–Share (TPS) instructional strategy on senior secondary school students’ academic retention in Chemistry and determined whether gender influenced retention outcomes. Method: A quasi-experimental design was employed. The population comprised 5,714 SS1 Chemistry students in Anambra State, from whom 192 were selected using stratified and simple random sampling. The Chemistry Retention Test (CRT), validated by experts, served as the data-collection instrument. Reliability was established using the Kuder–Richardson Formula 20, yielding an internal consistency coefficient of 0.81. The mean and standard deviation addressed the research questions, and ANCOVA tested the hypotheses at the 0.05 level. Result: Students taught using TPS demonstrated significantly higher retention scores than those taught through the lecture method. No significant gender difference was found within the TPS group. Conclusion: TPS enhances long-term retention in Chemistry regardless of gender. Contribution: The study provides empirical evidence supporting TPS as an effective strategy for improving retention in secondary school Chemistry.

The Impact of the Implementation of E-Learning in Thematic Learning on the Academic Achievement Progress of Senior School Students

Reza Pahlevi — 2026-02-26

Background: The increasing use of smartphones among elementary school students has raised concerns about their potential impact on learning engagement and academic behaviours, as excessive smartphone use may reduce students’ focus, discipline, and interest in schoolwork. Objective: This study aimed to examine the effect of limiting smartphone use on students’ learning interest at the elementary level. Method: The research employed an ex post facto design conducted at SMAN 1 Batujajar in 2025, involving 31 students as the research sample. Data were collected using a smartphone use restriction scale and a learning interest scale. Statistical analysis was performed using simple linear regression to determine the influence of smartphone use limitation on students’ learning interest. Results: The t-test showed a p-value of 0.000, which is lower than 0.05 (0.000 < 0.05). This indicates that limiting smartphone use has a statistically significant effect on students’ learning interest. Conclusion: Smartphone use restriction contributes positively to improving students’ learning interest. Contribution: This study provides empirical evidence regarding the relationship between smartphone use limitation and learning interest. The findings offer practical implications for teachers and schools in formulating smartphone-use policies and contribute to theoretical discussions of digital behaviour and student engagement in elementary education.