OPEN ACCESS

Jurnal Ilmiah Ilmu Terapan Universitas Jambi

Vol. 8 No. 2. December 2024, pp. 509-523 DOI. 10.22437/jiituj.v8i2.37239
Research Article

OPTIMIZING LEARNING THROUGH GAGNE'S THEORY: TEACHING VIDEO

ANALYSIS FOR PROSPECTIVE TEACHERS

Syahrial1, , Asrial1 , Husni Sabil1 , Miftahul Zannah Azzahra2 , Ahmad Mansur Nawahdani2
1
Faculty of Teacher Training and Education, Universitas Jambi, Jambi, Indonesia
2
Master of Natural Science Education, Pascasarjana Universitas Jambi, Jambi, Indonesia
Corresponding author email: syahrial.karea@gmail.com

Article Info Abstract

Recieved: Jul 09, 2024 This study explores and describes the learning process of elementary
Revised: Sep 02, 2024 school teachers and professional education students through the lens of
Accepted: Oct 12, 2024 Gagné's learning theory. Using a qualitative approach with a descriptive
OnlineVersion: Oct 21, 2024 method, the research analyzes recorded learning sessions of students
enrolled in the program. Data collection involves examining the
recorded lessons, and the analysis follows a descriptive qualitative
framework. The findings reveal that implementing Gagné’s nine
instructional events, particularly goal-oriented and active learning
strategies, positively influenced student interaction and comprehension
of the material. Although there were variations in the ability to recall
prior knowledge, all recordings demonstrated significant efforts in
delivering content effectively, providing thorough guidance, and
offering constructive feedback to enhance knowledge retention and
transfer. This study provides a fresh perspective on applying Gagné’s
learning theory in professional education, emphasizing its impact on
teacher training. Unlike previous studies that often focus on theoretical
aspects, this research offers empirical insights into how Gagné’s
instructional events can foster deeper engagement and understanding in
real-world classroom contexts. Additionally, the study highlights
students' diverse experiences in applying Gagné's principles, offering
new strategies for improving teaching methods. The implications
suggest that educators in teacher preparation programs can use these
findings to design more interactive, structured, and outcome-oriented
learning environments, ultimately enhancing the quality of education in
teacher training programs.

Keywords: Analysis Study, Elementary School Teacher, Gagne's

Learning Theory, Professional Education Program, Student Learning
Process

© 2024 by the author(s)

This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license
(https://creativecommons.org/licenses/by/4.0/).

INTRODUCTION
Learning in elementary school is a fundamental stage in children's development (Rini and
Aldila 2023; Dessi & Shah, 2023; Fakhroni & Puotier, 2023; Worachak et al., 2024), where they begin
to recognize the basic concepts of various scientific disciplines and build the foundation of academic
Page| 509
Jurnal Ilmiah Ilmu Terapan Universitas Jambi

and social skills. At this stage, the approach used by educators greatly influences students' success in
understanding lesson material and developing interest in learning (Alenezi 2020; Utami, Aminatun, &
Fatriana 2020; Rasmitadila et al. 2021; Perdana, Zakariah, & Alasmari, 2023; Wulansari, Oktariani, &
Pulungan, 2023). Various educational theories are applied to create an effective and enjoyable learning
environment. One theory that is relevant and often used in learning in elementary schools is Gagne's
learning theory (Gunawardana et al. 2020; Wulan et al. 2023), which emphasizes the importance of
systematic and structured learning stages to maximize students' understanding and retention of
information (Alharbi 2023; Fan 2023; Pangandaman, 2023; Saputro et al., 2023; Habibi, Jiyane, &
Ozsen, 2024; Ridwan et al. 2024).
Learning theory is an important foundation in the development of effective learning strategies
(Sihombing, & Sijabat, 2023; Alvisari, Lah, & Tun 2024). One of the theories that is often used as a
reference in the world of education is Gagne's learning theory (Pandey 2020; Brayadi, Supriadi, and
Manora 2022). Robert Gagne, a prominent educational psychologist, developed this theory to explain
the stages in the teaching and learning process (Mustofa 2023). Gagne's theory emphasizes the
importance of sequence and structure in learning to ensure effective knowledge transfer. In the context
of primary school teacher professional education, the application of this theory is very relevant to
improve the quality of learning (Bergmark 2023; Fairman et al. 2023; Hennessy et al. 2022).
Robert Gagne developed a learning theory that identifies specific stages in the learning process
(Abadi and Ghotbaddini 2023). This theory emphasizes that effective learning requires a clear sequence
and structure (Amin 2021; Aziz et al. 2023; Thompson et al. 2021). Each stage is designed to build a
strong foundation before moving on to more complex concepts. In the context of teacher professional
education, an understanding of this theory is very important (Barrett 2021; Moore, Coldwell, and Perry
2021; Resch, Schrittesser, and Knapp 2024). Students of the Teacher Professional Education Program
need to master this method to teach their students more effectively.
Gagne's learning theory consists of nine instructional steps known as the "Nine Events of
Instruction” (Sari and Anam 2022; Yulinda, Yundayani, and Juhana 2024). These steps include gaining
attention, informing learners of the objective, stimulating recall of prior learning, presenting the content,
providing learning guidance, eliciting performance, providing feedback, assessing performance, and
enhancing retention and transfer (Wasfy et al. 2021; Zain et al. 2022; Aziz et al. 2023; Putri &
Maundeni, 2024). Each step is designed to assist teachers in creating an optimal learning environment
(Alamri et al. 2020; Taqqiyyuddin, Barzegar, and Islam 2024). In practice, these steps can be tailored to
the specific needs of the learner. This is an important basis for analyzing the content of the recording of
the student learning process of the teacher professional education program (Juuti et al. 2021; Romijn,
Slot, and Leseman 2021; Wilson, Ritzhaupt, and Cheng 2020).
The learning process in the teacher professional education program has a crucial role in
preparing competent and professional teachers (Tang et al. 2020; Aryadi, Sudaryono, & Karim, 2022;
Bergmark 2023; Herawati, Khairinal, & Idrus, 2023; Putri & Mufit, 2023; Sihombing, & Sijabat, 2023).
Teacher professional education program Elementary School students must be able to master various
pedagogic and didactic skills required to teach in elementary schools (Nychkalo et al. 2020; Wachidi,
Rodgers, & Tumanov 2020; Zhumash et al. 2021). In this case, Gagne's learning theory offers a
systematic framework to support the development of such skills (Brieger, Arghode, and McLean 2020;
Suryonegoro, Wuryastuti, and Dewi 2024). Recordings of the learning process provide a real picture of
how this theory is applied in a classroom context. This study aims to dig deeper into the application.
Previous research conducted by Yoon et al about “Video learning analytics: Investigating
behavioral patterns and learner clusters in video-based online learning”, The research found that active
learners showed higher learning achievement than passive learners (Yoon et al. 2021). There are
differences in research conducted by Yoon et al The current research carried out by researchers is that
previous research focused on analyzing behavioral patterns and learner clusters in video-based online
learning, but has not studied in depth how certain learning theories, such as Gagne's learning theory, can
be applied to increase the effectiveness of the learning process (Yoon et al. 2021; Asrial et al., 2023).
Gap yang muncul di antara kedua penelitian ini terletak pada aspek analisis: penelitian sebelumnya
lebih berorientasi pada analisis perilaku siswa secara data-driven menggunakan analisis pembelajaran,
sementara penelitian sekarang lebih menekankan pada penerapan teori pembelajaran dalam desain video
pengajaran, tanpa mengintegrasikan analitik perilaku siswa secara langsung. The current research fills
the gap by providing a new perspective on how the principles of Gagne's theory can be applied to

Page | 510
 Jurnal Ilmiah Ilmu Terapan Universitas Jambi

improve interactions and learning outcomes in professional education contexts, which has not been
explored in previous video learning analytics research.
Previous research conducted by Bieman, Ridder, and Gent (2020) Previous studies have
focused on the use of deep learning-based video analysis to measure and analyze physical phenomena in
physics models. This study emphasizes the technical aspect, namely how deep learning technology can
be applied to obtain accurate data from videos about movement or change in a scientific context. In
contrast, the current study focuses on the application of Gagne's learning theory in teaching videos to
improve the instructional effectiveness of pre-service teachers. The main gap between the two studies is
the approach and purpose: the previous study is more oriented towards video analysis technology for
measurement purposes in physics, while the current study focuses more on learning theory and
instructional design in an educational context. The previous study does not discuss the pedagogical
aspect, while the current study does not focus on complex video analysis technology or techniques.
The novelty of this study is that empirical insights are obtained about the effectiveness of the
implementation of Gagne's instructional measures in real situations, which can be the basis for the
development of more innovative and efficient learning strategies. In addition, this study makes a
practical contribution by offering specific recommendations for improving the learning process in the
primary school teacher professional education program, as well as advancing an understanding of
optimal teaching and learning dynamics. This novelty not only has the potential to improve the quality
of education in primary schools, but also enriches academic literature in the field of pedagogy and
didactics, especially related to the application of Gagne's theory in a professional learning environment.
This research is important to improve the quality of learning in the primary school teacher
professional education program, ensuring that prospective teachers acquire effective pedagogic skills.
Analysis of learning process recordings can identify strengths and weaknesses in the application of
Gagne's learning theory, providing a solid basis for improving learning strategies. The urgency of this
research also lies in efforts to create an optimal learning environment, which is essential to prepare
competent and professional teachers. In addition, the findings of this study can be a valuable reference
for other teachers in implementing Gagne's theory in various educational contexts. Based on the above
explanation, the purpose of this study is to find out and describe the learning process carried out by
students of the elementary school teacher professional education program based on Gagne's learning
theory.
RESEARCH METHOD
This study used a qualitative approach with a descriptive method to analyze the recordings of
the learning process of students in the elementary school teacher professional education program. This
type of research was chosen because it allowed the researchers to explore and understand the
application of Gagne's learning theory in depth and contextually (Carbone et al., 2023; Majid 2023).
Through the analysis of the content of the recordings, the researchers were able to identify and describe
the Gagne instructional steps applied by teachers, as well as students' responses to the method. The data
generated from this qualitative research provided rich and detailed insights into the dynamics of
learning, which were not only based on numbers or statistics, but also on broader narratives and
contexts (Ananth and Maistry 2020; Debnath et al. 2020; Nur Istiqomah 2023). This descriptive
approach allowed the researchers to provide a comprehensive overview of the effectiveness and
challenges in the application of Gagne's learning theory in the primary school teacher professional
education program.
The sample of this study uses a random sampling approach involving three video recordings of
the learning process from various sessions in the elementary school teacher professional education
program. This approach ensures that each recording is randomly selected from a larger population, thus
representing a fair variation in the teaching context (Mweshi & Sakyi 2020; Banning 2021). By
randomly selecting, researchers can avoid selection bias and improve the representation of objectivity in
the analysis of the application of Gagne's learning theory in daily learning practice (Bochkay et al.
2023). The selection of the three videos as samples was based on the completeness of the steps of the
learning process carried out and the narrative stating the steps being carried out in the video.
This research procedure will began with the initial step of identifying and selecting three
recordings of the learning process of students in the elementary school teacher professional education
program. Once the video is selected, the next stage will involve collecting data through analysis of the
video content. The data will be analyzed with a descriptive qualitative approach (Doyle et al. 2020;

Page | 511
Jurnal Ilmiah Ilmu Terapan Universitas Jambi

Mezmir 2020), where the video will be analyzed by paying attention to the principles of Gagne's
learning theory which consists of 9 steps (Iqbal, Siddiqie, & Mazid 2021; Putra et al. 2022). The
research procedure in this study can be seen in the following figure:

Selection of Learning video Results of learning

analysis based on video analysis based
learning videos Gagne's learning on Gagne's learning Conclusion
to be analyzed theory theory

Figure 1. Research Procedure

The data collection technique in this study will involved the analysis of the recording of the
learning process of students of the elementary school teacher professional education program. The
videos will be studied carefully with a focus on various aspects, including structure, delivery methods,
clarity of content, and suitability with Gagne's learning theory.
The data analysis technique in this study followed a descriptive qualitative approach (Ataro
2020; Lester, Cho, & Lochmiller 2020; Ananda, 2023). The data from the learning process recordings
were parsed and analyzed to identify various aspects, such as structure, teaching methods, and content
clarity, paying attention to the principles of Gagne's learning theory. Gagne's learning theory consists of
9 steps Gagne (1988) consisting of:

Getting Attention
The first step or principle in gagner learning theory is to arouse interest and focus students'
attention on the material that will be delivered by the teacher. This activity aims to attract students'
attention and involve them in the learning process (Filgona et al. 2020; Sutarto, Sari, and
Fathurrochman 2020). This can be achieved through the use of attractive and relevant stimuli. For
example, by asking a question or problem.

Inform Learning Objectives

The second step or principle in gagner's learning theory is to convey learning objectives to
students with a clear presentation (Sari and Anam 2022). Students need to know a number of learning
objectives or specific competency targets that they are expected to master (Antamoshkina, Zinina, and
Olentsova 2020). Clear communication about these goals helps focus learners' attention and motivates
them to learn (Filgona et al. 2020).

Provoking Memories of Previous Material

The third step or principle in gagner's learning theory is to recall the knowledge material that
has been learned before. Reactivating students' memories of previous material will help them connect
new information with their existing mental framework (McDaniel, Einstein, and Een 2021). By
reviewing relevant concepts or experiences, students can better understand the knowledge they have
gained regarding a subject matter (Altmeyer et al. 2020; Kristidhika et al. 2020).

Presenting Content
The fourth step or principle in gagner learning theory is to convey learning content or materials.
Instructional content is presented to learners in a structured and organized manner (Shamsuddin and
Kaur 2020). The material must be logically ordered, cut into manageable units, and delivered using
appropriate learning strategies such as lectures, visuals, or multimedia.

Providing Guidance
The fifth step or principle in gagner learning theory is to provide guidance or guidelines for
learning to students. Learners need guidance and support to understand and acquire new knowledge or
skills (Kwangmuang et al. 2021). This activity involves providing clear explanations, examples,
demonstrations, and instructions to help students understand the content (Kulgemeyer 2020).

Driving Performance
The sixth step or principle in gagner learning theory is to encourage or respond to students in
order to show the results of their learning performance. Students are given the opportunity to practice
Page | 512
 Jurnal Ilmiah Ilmu Terapan Universitas Jambi

what they have learned (Kim 2020). This active participation helps to reinforce newly acquired
knowledge or skills and allows for feedback and correction if needed (Lipnevich and Panadero 2021).

Give Feedback
The seventh step or principle in gagner's learning theory is to provide feedback to students to
assess their performance in learning. Learners need to receive feedback on their performance, which
indicates whether or not they have achieved the desired learning outcomes (Pitt, Bearman, and
Esterhazy 2020). Feedback helps learners assess their progress in the learning process, while identifying
areas for improvement, and reinforcing their understanding (Hill and West 2020; Molloy, Boud, and
Henderson 2020).

Assess performance
The eighth step or principle in Gagner's learning theory is to measure and evaluate learning
outcomes. This activity involves assessing the performance of students to determine the extent to which
they have achieved the learning objectives (Leenknecht et al. 2021). Various assessment methods such
as quizzes, tests, or practical exercises, can be used by teachers when evaluating their students' progress
(Morris, Perry, and Wardle 2021).

Improve retention and transfer

The ninth step or principle in gagner's learning theory is to strengthen the retention and transfer
of learning (Hassan and Baloch 2020). This last activity focuses on improving long-term retention and
transferring learned material into real-world contexts. Strategies such as providing opportunities for
students to review learning outcomes, apply their knowledge to various different situations, and develop
understanding can be used by teachers in this phase (McDaniel and Einstein 2020).
The analysis will also use a rating scale of 1-10, where the categories can be seen in the table 1.

Table 1. Learning assessment scale

Scale Category
1-2 Very little
3-5 Less
5-8 Good
9-10 Very good
RESULTS AND DISCUSSION
The results of the analysis of the recording of the learning process of students of the elementary
school teacher professional education program are presented in the following table 2.

Table 2. Results of the analysis of the learning process of students of the elementary school teacher
professional education program on record A of the building forms material
Assessment Scale
Steps of Gagne's Learning Theory 1-2 3-5 6-8 9-10
(Very Little) (Less) (Good) (Very Good)
Get attention ✓
Inform learning objectives ✓
Provoke memories of previous material ✓
Presenting content ✓
Provide guidance ✓
Drive performance ✓
Provide feedback ✓
Assess performance ✓
Increase retention and transfer ✓

Based on the analysis of the learning process of students of the elementary school teacher
professional education program in record A of the building forms material, it was obtained that at the
beginning of learning until the end the teacher always tries to attract students' attention by giving

Page | 513
Jurnal Ilmiah Ilmu Terapan Universitas Jambi

triggering questions, using interesting learning media, doing ice breaking and discussing problems
together. Furthermore, the teacher has conveyed the material to be studied but does not specifically
mention what the purpose of the learning is. In addition, the teacher also did not provoke memories of
previous material. In the recording, the teacher has presented content, provided guidance and
encouraged performance well, this can be seen when the teacher displays learning media in the form of
videos, gives examples in real life and uses props to explain the building form material, and provides
opportunities for students to use the props to practice what they have learned.
In the recording, it can also be seen that the teacher gives group assignments and worksheets
that will be completed by students, and students are free to ask questions about the assignments and
worksheets. After the worksheets are collected, the teacher checks the answers and discusses them
together with the students in the class. At the end of the activity, the teacher reflects, namely the teacher
and students conclude the learning together. Based on these activities, the steps to provide feedback,
assess performance and increase retention and transfers have been relatively good.

Table 2. Results of analysis of the learning process of students of the elementary school teacher
professional education program on recording B of the rhyme material
Assessment Scale
Steps of Gagne's Learning Theory 1-2 3-5 6-8 9-10
(Very Little) (Less) (Good) (Very Good)
Get attention ✓
Inform learning objectives ✓
Provoke memories of previous material ✓
Presenting content ✓
Provide guidance ✓
Drive performance ✓
Provide feedback ✓
Assess performance ✓
Increase retention and transfer ✓

Based on the analysis of the learning process of students of the elementary school teacher
professional education program in the recording of the poem material B, it was obtained that at the
beginning of the learning it was seen that the students were less enthusiastic, but as the learning process
progressed, the teacher always tried to interact with the students so that the level of student attention
increased. The learning objectives have been conveyed very well by the teacher, this can be seen when
the teacher conveys any purpose of learning the rhyme material. In the recording, there are no activities
or interactions that provoke students' memories of the previous material. In presenting content and
providing guidance has been very good, this can be seen from the presentation of material carried out by
teachers with the help of learning media in the form of power points and videos about songs in regional
languages which are examples of the material being studied, besides that teachers are also active in
provoking students to express their opinions.
In the step of encouraging performance and providing feedback, it is also on a good scale, this
can be seen from the assignment of group assignments to students. After completing the group
assignment, each group is directed to come to the front of the class and convey what they have
completed. As for the steps to assess performance and increase retention and transfer, it is also on a
good scale. This can be seen during the presentation of the results of group work in front of the class,
where the teacher immediately corrected the group's answers by discussing them with other students. In
addition, at the end of the lesson, a reflection was also carried out where the teacher asked again what
lessons the students had learned during the learning process.

Page | 514
 Jurnal Ilmiah Ilmu Terapan Universitas Jambi

Tabel 3. Results of the analysis of the learning process of students of the elementary school teacher
professional education program on record C of folding symmetry material on flat buildings
Assessment Scale
Steps of Gagne's Learning Theory 1-2 3-5 6-8 9-10
(Very Little) (Less) (Good) (Very Good)
Get attention ✓
Inform learning objectives ✓
Provoke memories of previous material ✓
Presenting content ✓
Provide guidance ✓
Drive performance ✓
Provide feedback ✓
Assess performance ✓
Increase retention and transfer ✓

Based on the analysis of the learning process of students of the elementary school teacher
professional education program in the C recording of the folding symmetry material on the flat building,
it was found that in the aspect of getting attention was considered quite good, showing that the teacher
succeeded in attracting the interest of students, but sometimes students did not focus on the material
presented so that the teacher had to try to take their attention again by doing ice breaking. The provision
of information about learning objectives was considered very good, which showed that the teacher had
conveyed the learning objectives before entering the exploration of the material. However, the aspect of
provoking memories about the previous material is considered lacking, this can be seen in the recording
there is no flashback for the previous material. Thus showing the need for improvement in connecting
new material with pre-existing knowledge.
In addition, the presentation of the content received excellent ratings, which reflected the
quality of the material presented. Where the teacher uses learning media in the form of power points to
help deliver the material to be studied (Susanto et al. 2022; Worachak et al., 2024). Mentorship,
performance encouragement, feedback, performance appraisals, and increased retention and material
transfer were all rated good. This shows that overall, the learning process is effective and supports the
academic development of students (Almulla 2020; Blau, Shamir-Inbal, and Avdiel 2020; Asrial et al.,
2023). This can be seen during the group assignment, where the teacher always monitors and guides
students to fill out the worksheets that have been given. In addition, the teacher also asked that each
group present the results of their group discussion in front of the class so that it can be discussed
together. However, improvements are needed in the aspect of provoking memories about previous
material so that learning becomes more holistic and integrated.
Based on the analysis of the learning process on the recording of the A material of the forms of
awakening, teachers consistently try to attract students' attention through various methods such as
triggering questions, interesting learning media, ice breaking, and discussion of joint problems.
Although the material to be studied is delivered, the learning objectives are not specifically mentioned,
and there is no attempt to provoke memories of the previous material. Teachers successfully present
content well, provide guidance, and encourage student performance using videos, real-life examples,
and props. Group assignments and worksheets are given, followed by checking and discussing together.
A joint reflection at the end of the activity showed that feedback, performance appraisals, and increased
retention and transfers were well done (Bhat et al. 2022; Yohanie et al., 2023; Zakiyah, Boonma &
Collado, 2023).
Based on the analysis of the learning process of students of the elementary school teacher
professional education program on the recording of the poem material, it was found that the students
were initially less excited, but the active interaction of the teacher increased their attention. The learning
objectives are conveyed very well, although there is no interaction to provoke the memory of the
previous material. The presentation of content and guidance is excellent, using learning media such as
power points and videos. Encouraging performance and providing feedback are also assessed both
through group assignments and class discussions. Performance assessment and retention are also
effective, with direct reflection and correction that receive positive responses from students (Wang and
Zhang 2020; Sihombing, & Sijabat, 2023; Riswanto et al., 2024).

Page | 515
Jurnal Ilmiah Ilmu Terapan Universitas Jambi

Based on the analysis of the learning process of students of the elementary school teacher
professional education program on the C recording of the folding symmetry material on a flat building,
it can be seen that the aspect of getting attention is considered quite good. Teachers managed to attract
students' interest even though sometimes students were not focused, so ice breaking was needed to
attract attention again. The provision of information about learning objectives is considered very good
because the teacher conveys it before the material. However, the aspect of provoking memories about
previous material is considered lacking because there is no flashback of previous material. The
presentation of the content is considered very good with the use of PowerPoint learning media. The
aspects of providing guidance, performance encouragement, feedback, performance assessment, and
improving retention and material transfer were all assessed as good, demonstrating the effectiveness of
the learning process and support for students' academic development. Teachers monitor and guide group
assignments, as well as encourage the presentation of discussion results for students (Kusuma, 2020;
Heilporn, Lakhal, and Bélisle 2021; Suwarni, 2021; Repriani et al., 2022; Fitriana & Waswa, 2024).
Based on the results of the analysis of the three recordings of the learning process, the
importance of Gagne's theory becomes clear in the context of teaching effectiveness. Gagne's theory
underlines the importance of organizing structured learning steps to achieve learning goals in a
systematic manner. Although the teachers in these recordings managed to attract students' attention with
various methods such as trigger questions and interesting learning media, the need to convey specific
learning objectives and provoke memories of previous material has not been fully met. This shows that
by paying more attention to the principles of Gagne's theory, teachers can be more effective in
designing and executing learning that is not only engaging but also ensures that the learning objectives
are clearly understood and achieved by students.
Interviews with several students regarding the application of Gagne's theory in direct
instruction showed mixed experiences. Students expressed that the application of the steps in Gagne's
theory helped them understand concepts more clearly and in a structured way. Several students felt
more engaged in the learning process, with one student noting, “The method used made me more active
and motivated me to participate.” In addition, students reported that having constructive feedback from
instructors who followed Gagne's principles was helpful in understanding the material and applying the
knowledge in class. However, several students also noted challenges, such as difficulty following some
steps without additional explanation. These findings suggest that the application of Gagne's theory in
direct instruction provides significant benefits, but there are aspects that need to be addressed to
improve the overall learning experience for students.
In addition, Gagne's theory also highlights the importance of using a variety of learning
techniques that focus on providing good guidance, driving students' active performance, and
constructive feedback. Although there is success in these aspects of the recordings, such as the use of
group assignments and collective reflection, further development in provoking memories of previous
material can improve retention and transfer of students' knowledge more effectively (Filgona et al.
2020). By applying the principles of Gagne's theory more thoroughly, the learning process can become
more holistic and support students' academic development more effectively (Aziz et al. 2023).
According to Gagne, Incident Study can trigger learning and cognitive processes in students,
which then function as a stimulus to develop various abilities and skills in students. (Amalia and
Suryaningtyas 2023). Gagne's theory suggests that learning materials should be organized in a
sequential manner, where mastering one topic facilitates the understanding and learning of the next,
more advanced topic. Gagne's 9 events of instruction serve as a valuable framework for designing,
planning, and creating meaningful learning experiences that incorporate active learning (Chen and
Johannesmeyer 2021).
Research on Gagne's learning theory in the context of the study of the analysis of the recording
of the learning process of students in the primary school teacher professional education program has a
substantial impact in informing more effective teaching practices. By studying how Gagne's principles
are applied in everyday teaching, this research helps identify strengths and areas of improvement in
learning approaches (Sari and Anam 2022). The implications of this research can strengthen practical
knowledge for educators, improve the quality of teaching, and promote more focused and focused
learning oriented towards clear learning outcomes for students and teachers in the field.
One of the limitations that may occur in research on Gagne's learning theory in learning,
especially in the study of the analysis of the recording of the learning process of students in the
elementary school teacher professional education program, is the limited generalization of findings.

Page | 516
 Jurnal Ilmiah Ilmu Terapan Universitas Jambi

These studies may only cover limited variations of specific learning experiences or contexts in primary
schools, so the findings may not be fully applicable widely in a variety of other educational settings. In
addition, additional factors such as differences in student individuality or teacher teaching styles can
also influence the results of the study, which needs to be considered in more depth to gain a more
comprehensive understanding of the implementation of Gagne's theory in a broader learning context.
CONCLUSION
Based on the analysis of the learning process from the three recordings, it can be concluded that
the implementation of various active and goal-oriented learning strategies has contributed positively to
student interaction and achievement in understanding the material taught. While there were variations in
approaches and successes in recalling previous material, all recordings showed a strong effort in
presenting the content well, providing in-depth guidance, and providing constructive feedback to
improve student retention and knowledge transfer. This conclusion emphasizes the importance of a
systematic and planned approach in designing effective learning, in accordance with the principles of
tested learning theories such as those proposed by Gagne's theory. Further research may expand the
scope to identify more deeply how the integration of specific steps from Gagne's theory, such as initial
stimulation, information presentation, and reinforcement, can affect student learning achievement on a
variety of contexts and other topics in the primary education curriculum. The implications of this
research can strengthen practical knowledge for educators, improve the quality of teaching, and promote
more focused and focused learning oriented towards clear learning outcomes for students and teachers
in the field.
ACKNOWLEDGMENTS
Thank you to all parties involved in helping with this research.
AUTHOR CONTRIBUTIONS
Syahrial: Conceptualization, design, writing, supervision. Asrial: data acquisition, data analysis
/ interpretation. Husni Sabil: concept and design, statistical analysis. Dwi Agus Kurniawan: concept and
design, statistical analysis. Miftahul Zannah Azzahra: writing, drafting manuscript. Ahmad Mansur
Nawahdani: writing, drafting manuscript. Elza Triani: writing, drafting manuscript.
CONFLICTS OF INTEREST
The author(s) declare no conflict of interest.
REFERENCES
Alamri, H., Lowell, V., Watson, W., & Watson, S. L. (2020). Using personalized learning as an
instructional approach to motivate learners in online higher education: Learner self-
determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3),
322-352. https://doi.org/10.1080/15391523.2020.1728449.
Alenezi, A. (2020). The role of e-learning materials in enhancing teaching and learning
behaviors. International Journal of Information and Education Technology, 10(1), 48-56.
https://doi.org/10.18178/ijiet.2020.10.1.1338.
Alharbi, H. M. (2023). Improving pharmaceutical compounding skills using Gagne’s instructional
design model. Archives of Pharmacy Practice, 14(4-2023), 32-38.
https://doi.org/10.51847/xbtnqshk6t.
Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to
engage students in learning. Sage Open, 10(3). https://doi.org/10.1177/2158244020938702.
Altmeyer, K., Kapp, S., Thees, M., Malone, S., Kuhn, J., & Brünken, R. (2020). The use of augmented
reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical
background and empirical results. British Journal of Educational Technology, 51(3), 611-628.
https://doi.org/10.1111/bjet.12900
Alvisari, D., Lah, Y. C., & Tun, H. (2023). The effectiveness of the traditional game Congklak in
developing children's cognitiveness at kindergarten. Journal of Basic Education Research, 4(3),
137-145. https://doi.org/10.37251/jber.v4i3.893.

Page | 517
Jurnal Ilmiah Ilmu Terapan Universitas Jambi

Amalia, T., & Suryaningtyas, W. (2023). Effectiveness Implementation of Gagne's Learning Theory
with Combination Problem-Solving Approach to Ability Think Critical Student. Mathematics
Education Journal, 7(1), 31-46. https://doi.org/10.22219/mej.v7i1.24117.
Amin, R. M. (2021). Theories of learning cognitivism and islamic education: implications of learning
cognitivism theory in islamic education. International Journal of Islamic Studies, 1(1), 43-50.
https://doi.org/10.24252/ijis.v1i1.25524.
Ananda, F. (2023). Implementation of the Pedagogic Competence of Islamic Religious Education
Teachers. Jurnal Pendidikan Agama Islam Indonesia (JPAII), 4(1), 1-4.
https://doi.org/10.37251/jpaii.v4i1.641.
Ananth, A., & Maistry, S. (2020). Invoking interactive qualitative analysis as a methodology in
statistics education research. TD: The Journal for Transdisciplinary Research in Southern
Africa, 16(1), 1-12. https://doi.org/10.4102/td.v16i1.786.
Antamoshkina, O. I., Zinina, O. V., & Olentsova, J. A. (2020, November). Methodology of building a
master’s individual educational route for effective development of professional competencies.
In Journal of Physics: Conference Series (Vol. 1691, No. 1, p. 012207). IOP Publishing.
https://doi.org/10.1088/1742-6596/1691/1/012207
Aryadi, A., Sudaryono, S., & Karim, M. (2022). Development of re-creative strategies in learning to
write poetry for elementary school students. Tekno-Pedagogi: Jurnal Teknologi
Pendidikan, 12(2), 20-26. https://doi.org/10.22437/teknopedagogi.v12i2.32524.
Asrial, A., Syahrial, S., Kurniawan, D. A., Perdana, R., & Sandra, R. O. (2023). E-Assessment:
Character of Students in Elementary School. International Journal of Interactive Mobile
Technologies, 17(5). https://doi.org/10.3991/ijim.v17i05.34205
Asrial, A., Syahrial, S., Kurniawan, D. A., Aldila, F. T., & Iqbal, M. (2023). Implementation of web-
based character assessment on students' character outcomes: A review on perception and
gender. JOTSE: Journal of Technology and Science Education, 13(1), 301-328.
https://doi.org/10.3926/jotse.1564
Astuti, W., & Sianipar, M. H. (2023). The effect of scaffolding using the peer tutoring method on
biology learning outcomes in the material of the human excretory system. Indonesian Journal
of Education Research (IJoER), 4(2), 43-48. https://doi.org/10.37251/ijoer.v4i2.582.
Ataro, G. (2020). Methods, methodological challenges and lesson learned from phenomenological study
about OSCE experience: Overview of paradigm-driven qualitative approach in medical
education. Annals of Medicine and Surgery, 49, 19-23.
https://doi.org/10.1016/j.amsu.2019.11.013.
Aziz, A. A., Othman, A. K., Sokman, Y., Musa, M. H., & Azizan, N. (2023). Learner-Centred
instructional approach in supporting performances in open distance learning. International
Journal of Academic Research in Progressive Education and Development, 12(1).
https://doi.org/10.6007/ijarped/v12-i1/16611.
Banning, E. B. (2021). Sampled to death? The rise and fall of probability sampling in
archaeology. American Antiquity, 86(1), 43-60. https://doi.org/10.1017/aaq.2020.39.
Barrett, B. (2021). Rethinking the foundations: towards powerful professional knowledge in teacher
education in the USA and England. Journal of Curriculum Studies, 53(2), 153–65.
https://doi.org/10.1080/00220272.2021.1887359.
Bergmark, U. (2023). Teachers’ professional learning when building a research-based education:
context-specific, collaborative and teacher-driven professional development. Professional
Development in Education, 49(2), 210-224. https://doi.org/10.1080/19415257.2020.1827011.
Bhat, Z. H., Mir, R. A., Rameez, R., & Rainayee, R. A. (2022). The influence of learner characteristics,
instructional design and work environment on the transfer of training. Industrial and
Commercial Training, 54(4), 566-588. https://doi.org/10.1108/ICT-03-2022-0014.
Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-
enhanced collaborative academic course promote digital literacies, self-regulation, and
perceived learning of students?. The internet and higher education, 45, 100722.
https://doi.org/10.1016/j.iheduc.2019.100722.
Bochkay, K., Brown, S. V., Leone, A. J., & Tucker, J. W. (2023). Textual analysis in accounting:
What's next?. Contemporary accounting research, 40(2), 765-805.
https://doi.org/10.1111/1911-3846.12825.

Page | 518
 Jurnal Ilmiah Ilmu Terapan Universitas Jambi

Brayadi, B., Supriadi, S., & Manora, H. (2022). Information processing and cognitive theories of
learning. Edification Journal: Pendidikan Agama Islam, 4(2), 347-355.
https://doi.org/10.37092/ej.v4i2.363.
Brieger, E., Arghode, V., & McLean, G. (2020). Connecting theory and practice: Reviewing six
learning theories to inform online instruction. European Journal of Training and
Development, 44(4/5), 321-339. https://doi.org/10.1108/EJTD-07-2019-0116.
Carbone, S., Berta, W., Law, S., & Kuluski, K. (2023). “We have to save him”: a qualitative study on
care transition decisions in Ontario’s long-term care settings during the COVID-19
pandemic. BMC geriatrics, 23(1), 598. https://doi.org/10.1186/s12877-023-04295-1.
Chen, J. J., & Johannesmeyer, H. J. (2021). Gagné’s 9 events of instruction with active learning:
teaching student pharmacists how to measure blood pressure. Journal of Pharmacy
Practice, 34(3), 407-416. https://doi.org/10.1177/0897190019875610.
Debnath, R., Darby, S., Bardhan, R., Mohaddes, K., & Sunikka-Blank, M. (2020). Grounded reality
meets machine learning: A deep-narrative analysis framework for energy policy
research. Energy research & social science, 69, 101704.
https://doi.org/10.1016/j.erss.2020.101704.
den Bieman, J. P., de Ridder, M. P., & van Gent, M. R. (2020). Deep learning video analysis as
measurement technique in physical models. Coastal engineering, 158, 103689.
https://doi.org/10.1016/j.coastaleng.2020.103689.
Dessi, L. C., & Shah, M. (2023). Application of the numbered head together type cooperative learning
model to improve student learning outcomes in mathematics subjects. Interval: Indonesian
Journal of Mathematical Education, 1(2), 67-72. https://doi.org/10.37251/ijome.v1i2.773.
Doyle, L., McCabe, C., Keogh, B., Brady, A., & McCann, M. (2020). An overview of the qualitative
descriptive design within nursing research. Journal of research in nursing, 25(5), 443-455.
https://doi.org/10.1177/1744987119880234.
Fairman, J. C., Smith, D. J., Pullen, P. C., & Lebel, S. J. (2023). The challenge of keeping teacher
professional development relevant. Professional Development in Education, 49(2), 197–209.
https://doi.org/10.1080/19415257.2020.1827010.
Fakhroni, A. A., & Puotier, Z. (2023). Efforts to improve mathematics learning outcomes using napier
bone teaching aids for elementary school students. Interval: Indonesian Journal of
Mathematical Education, 1(2), 36-46. https://doi.org/10.37251/ijome.v1i2.779.
Fan, S. (2023). Teaching strategy for high school information technology courses aiming at the
cultivation of computational thinking: take building a small information system as an example.
International Journal of Learning and Teaching, 9(1), 56–60.
https://doi.org/10.18178/ijlt.9.1.56-60.
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal
of Education and social studies, 10(4), 16-37. https://doi.org/10.9734/ajess/2020/v10i430273.
Fitriana, H., & Waswa, A. N. (2024). The influence of a realistic mathematics education approach on
students’ mathematical problem solving ability. Interval: Indonesian Journal of Mathematical
Education, 2(1), 29-35. https://doi.org/10.37251/ijome.v2i1.979.
Gagne, Robert M. 1988. Prinsip-Prinsip Belajar Untuk Pengajaran (Essential Of Learning For
Instruction). Surabaya: Usaha Nasional.
Gunawardana, A., Arooz, F. R., Peramunugamage, A., & Halwatura, R. U. (2020). Critical analysis of
lecturer’s perception on integrating concepts of sustainability in university curricular. Integrated
Science Education Journal, 1(3), 109-121. https://doi.org/10.37251/isej.v1i3.105.
Habibi, M. W., Jiyane, L., & Ozsen, Z. (2024). Learning revolution: The positive impact of computer
simulations on science achievement in madrasah ibtidaiyah. Journal of Educational Technology
and Learning Creativity, 2(1), 13-19. https://doi.org/10.37251/jetlc.v2i1.976.
Hassan, S., & Baloch, H. (2020). Online small group clinical Be (side) Teaching (BeST) using authentic
scenario with Hypothetico-Deductive approach and Gagne instructional model. Education in
Medicine Journal, 12(4). https://doi.org/10.21315/eimj2020.12.3.7.
Heilporn, G., Lakhal, S., & Bélisle, M. (2021). An examination of teachers’ strategies to foster student
engagement in blended learning in higher education. International Journal of Educational
Technology in Higher Education, 18(1), 25. https://doi.org/10.1186/s41239-021-00260-3.
Hennessy, S., D'Angelo, S., McIntyre, N., Koomar, S., Kreimeia, A., Cao, L., ... & Zubairi, A. (2022).
Technology use for teacher professional development in low-and middle-income countries: A

Page | 519
Jurnal Ilmiah Ilmu Terapan Universitas Jambi

systematic review. Computers and Education Open, 3, 100080.

https://doi.org/10.1016/j.caeo.2022.100080.
Herawati, H., Khairinal, K., & Idrus, A. (2023). Harmonizing nature and knowledge: Crafting engaging
thematic teaching tools for expedition on environmental preservation. Tekno-Pedagogi: Jurnal
Teknologi Pendidikan, 13(1), 21-31. https://doi.org/10.22437/teknopedagogi.v13i1.32525.
Hill, J., & West, H. (2020). Improving the student learning experience through dialogic feed-forward
assessment. Assessment & Evaluation in Higher Education, 45(1), 82–97.
https://doi.org/10.1080/02602938.2019.1608908.
Iqbal, M. H., Siddiqie, S. A., & Mazid, M. A. (2021). Rethinking theories of lesson plan for effective
teaching and learning. Social Sciences & Humanities Open, 4(1), 100172.
https://doi.org/10.1016/j.ssaho.2021.100172.
Jadidi Mohammadabadi, A., & Ahmadi Deh Ghotbaddini, M. (2023). Effect of Gagne’s Learning
Hierarchy on Cognitive and Metacognitive Skills of High School Students. Iranian Journal of
Learning and Memory, 6(22), 67-74. https://doi.org/10.22034/iepa.2023.413097.1441
Juuti, K., Lavonen, J., Salonen, V., Salmela-Aro, K., Schneider, B., & Krajcik, J. (2021). A teacher–
researcher partnership for professional learning: Co-designing project-based learning units to
increase student engagement in science classes. Journal of Science Teacher Education, 32(6),
625-641. https://doi.org/10.1080/1046560X.2021.1872207.
Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an
early childhood education practicum. International journal of early childhood, 52(2), 145-158.
https://doi.org/10.1007/s13158-020-00272-6.
Kristidhika, D. C., Cendana, W., Felix-Otuorimuo, I., & Müller, C. (2020). Contextual teaching and
learning to improve conceptual understanding of primary students. Teacher in Educational
Research, 2(2), 71-78. https://doi.org/10.33292/ter.v2i2.84.
Kulgemeyer, C. (2020). A framework of effective science explanation videos informed by criteria for
instructional explanations. Research in Science Education, 50(6), 2441-2462.
https://doi.org/10.1007/s11165-018-9787-7.
Kusuma, R. S. (2020). Improving students’ basic asking skills by using the discovery learning
model. Tekno - Pedagogi : Jurnal Teknologi Pendidikan, 10(2), 8-13.
https://doi.org/10.22437/teknopedagogi.v10i2.32743.
Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). The development
of learning innovation to enhance higher order thinking skills for students in Thailand junior
high schools. Heliyon, 7(6). https://doi.org/10.1016/j.heliyon.2021.e07309.
Leenknecht, M., Wijnia, L., Köhlen, M., Fryer, L., Rikers, R., & Loyens, S. (2021). Formative
assessment as practice: The role of students’ motivation. Assessment & Evaluation in Higher
Education, 46(2), 236-255. https://doi.org/10.1080/02602938.2020.1765228.
Lester, J. N., Cho, Y., & Lochmiller, C. R. (2020). Learning to do qualitative data analysis: A starting
point. Human resource development review, 19(1), 94-106.
https://doi.org/10.1177/1534484320903890.
Lipnevich, A. A., & Panadero, E. (2021, December). A review of feedback models and theories:
Descriptions, definitions, and conclusions. In Frontiers in Education (Vol. 6, p. 720195).
Frontiers. https://doi.org/10.3389/feduc.2021.720195.
Majid, C. A. (2023). The Influence of Education Costs on Economics Learning Outcomes of High
School Students. Journal of Social Knowledge Education (JSKE), 4(1), 29-35.
https://doi.org/10.37251/jske.v4i1.426.
McDaniel, M. A., & Einstein, G. O. (2020). Training learning strategies to promote self-regulation and
transfer: The knowledge, belief, commitment, and planning framework. Perspectives on
Psychological Science, 15(6), 1363-1381. https://doi.org/10.1177/1745691620920723.
McDaniel, M. A., Einstein, G. O., & Een, E. (2021). Training college students to use learning strategies:
A framework and pilot course. Psychology Learning & Teaching, 20(3), 364-382.
https://doi.org/10.1177/1475725721989489.
Mezmir, E. A. (2020). Qualitative data analysis: An overview of data reduction, data display, and
interpretation. Research on humanities and social sciences, 10(21), 15-27.
https://doi.org/10.7176/rhss/10-21-02.

Page | 520
 Jurnal Ilmiah Ilmu Terapan Universitas Jambi

Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback
literacy. Assessment & Evaluation in Higher Education, 45(4), 527-540.
https://doi.org/10.1080/02602938.2019.1667955.
Moore, N., Coldwell, M., & Perry, E. (2023). Exploring the role of curriculum materials in teacher
professional development. Professional Development in Education, 47(2–3).
https://doi.org/10.1080/19415257.2021.1879230.
Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in higher
education: A systematic review. Review of Education, 9(3), e3292.
https://doi.org/10.1002/rev3.3292.
Mustofa, M. A. (2023). Psychological foundations of science learning. JUPE: Jurnal Pendidikan
Mandala, 8(3), 1038-1045. https://doi.org/10.58258/jupe.v8i3.5990.
Mweshi, G. K., & Sakyi, K. (2020). Application of sampling methods for the research design. Archives
of Business Review–Vol, 8(11), 180-193. https://doi.org/10.14738/abr.811.9042.
Istiqomah, S. N. (2023). Effect of using cooperative model think talk write type and think pair share
type with talking stick strategy on student learning outcomes. Journal of Social Knowledge
Education (JSKE), 4(1), 1-10. https://doi.org/10.37251/jske.v4i1.420.
Nychkalo, N., Lukianova, L., Bidyuk, N., Tretko, V., & Skyba, K. (2020). Didactic aspects of teachers'
training for differentiated instruction in modern school practice in Ukraine. International
Journal of Learning, Teaching and Educational Research, 19(9), 143-159.
https://doi.org/10.26803/ijlter.19.9.8.
Pandey, S. (2020). Implementing Gagne’s events of instruction in MBA classroom: Reflections and
reporting. International Journal of Management Research and Social Science, 7(3), 56-61.
https://doi.org/10.30726/ijmrss/v7.i3.2020.73011.
Perdana, F. A., Zakariah, S. H., & Alasmari, T. (2023). Development of learning media in the form of
electronic books with dynamic electricity teaching materials. Journal of Educational
Technology and Learning Creativity, 1(1), 1-6. https://doi.org/10.37251/jetlc.v1i1.619.
Pitt, E., Bearman, M., & Esterhazy, R. (2020). The conundrum of low achievement and feedback for
learning. Assessment & Evaluation in Higher Education, 45(2), 239–50.
https://doi.org/10.1080/02602938.2019.1630363.
Putra, I. G. W., Warpala, I. W. S., Sudatha, I. G. W., & Utami, N. P. R. S. (2022). Developing a Gagne
Theory-Based Learning Video for Thematic Subject in Elementary School. International
Research Journal of Management, IT and Social Sciences, 9(4), 666-675.
https://doi.org/10.21744/irjmis.v9n4.2149.
Prasetyo, T., Rachmadtullah, R., Samsudin, A., & Aliyyah, R. R. (2021). General teachers' experience
of the brain's natural learning systems-based instructional approach in inclusive
classroom. International Journal of Instruction, 14(3), 95-116.
https://doi.org/10.29333/iji.2021.1436a.
Putri, F. A., & Mufit, F. (2023). Effectiveness of the application of interactive multimedia in the
assessment of 4C skills in physics learning: Literature study. EduFisika: Jurnal Pendidikan
Fisika, 8(2), 253-260. https://doi.org/10.59052/edufisika.v8i2.25702.
Rahadiyani, D. W. S., Rivani, P. A., & Untari, F. (2023). Implementation of problem based learning
model as an effort to improve student activities and outcomes in temperature and heat
materials. Integrated Science Education Journal, 4(1), 19-22.
https://doi.org/10.37251/isej.v4i1.292.
Refliana, F., & Pertiwi, M. (2023). The Effect of Learning Discipline and Learning Independence on
Economics Learning Outcomes of Class X Students. Indonesian Journal of Education Research
(IJoER), 4(3), 58-63. https://doi.org/10.37251/ijoer.v4i3.585.
Resch, K., Schrittesser, I., & Knapp, M. (2024). Overcoming the theory-practice divide in teacher
education with the ‘Partner School Programme’. A conceptual mapping. European Journal of
Teacher Education, 47(3), 564-580. https://doi.org/10.1080/02619768.2022.2058928.
Ridwan, A., Renawati, R., Novita, S. R., & Salsabilah, W. S. (2024). Teacher evaluation of islamic
religious education subjects as improving the quality of student learning at SDIT UMMI
Bengkulu City. Journal of Basic Education Research, 5(1), 1-10.
https://doi.org/10.37251/jber.v5i1.823.

Page | 521
Jurnal Ilmiah Ilmu Terapan Universitas Jambi

Rini, E. F. S., & Aldila, F. T. (2023). Practicum activity: analysis of science process skills and students'
critical thinking skills. Integrated Science Education Journal, 4(2), 54-61.
https://doi.org/10.37251/isej.v4i2.322.
Romijn, B. R., Slot, P. L., & Leseman, P. P. (2021). Increasing teachers’ intercultural competences in
teacher preparation programs and through professional development: A review. Teaching and
teacher education, 98, 103236. https://doi.org/10.1016/j.tate.2020.103236.
Saputro, H. D., Rustaminezhad, M. A., Amosa, A. A., & Jamebozorg, Z. (2023). Development of e-
learning media using adobe flash program in a contextual learning model to improve students’
learning outcomes in junior high school geographical research steps materials. Journal of
Educational Technology and Learning Creativity, 1(1), 25-32.
https://doi.org/10.37251/jetlc.v1i1.621.
Sari, F & Anam, K. (2022). Implementation of gagne's nine events on islamic education subjects at Sdn
Tamansari 03 Wuluhan Jember. Journal of Scientific Research, Education, and Technology
(JSRET), 1(2), 109-118. https://doi.org/10.58526/jsret.v1i2.19.
Shamsuddin, N., & Kaur, J. (2020). Students’ learning style and its effect on blended learning, does it
matter?. International Journal of Evaluation and Research in Education, 9(1), 195-202.
https://doi.org/10.11591/ijere.v9i1.20422.
Suryonegoro, B. M., Wuryastuti, M. L., & Dewi, N. R. (2024). Literature review: Inquiry social
complexity-steam model based on math trail-virtual reality activity nuanced with javanese
culture in improving critical thinking ability. Journal Evaluation in Education (JEE), 5(2), 89-
99. https://doi.org/10.37251/jee.v5i2.863.
Susanto, L. H., Rostikawati, R. T., Novira, R., Sa'diyah, R., Istikomah, I., & Ichsan, I. Z. (2022).
Development of biology learning media based on android to improve students
understanding. Jurnal Penelitian Pendidikan IPA, 8(2), 541-547.
https://doi.org/10.29303/jppipa.v8i2.1334.
Sutarto, S., Sari, D. P., & Fathurrochman, I. (2020). Teacher strategies in online learning to increase
students’ interest in learning during COVID-19 pandemic. Jurnal Konseling dan Pendidikan
(JKP), 8(3), 129-137. https://doi.org/10.29210/147800.
Suwarni, R. (2021). Analysis the process of observing class iv students in thematic learning in primary
schools. Tekno - Pedagogi : Jurnal Teknologi Pendidikan, 11(1), 26-32.
https://doi.org/10.22437/teknopedagogi.v11i1.32717.
Tang, S. Y., Wong, A. K., Li, D. D., & Cheng, M. M. (2020). Millennial generation preservice teachers’
intrinsic motivation to become a teacher, professional learning and professional
competence. Teaching and Teacher Education, 96, 103180.
https://doi.org/10.1016/j.tate.2020.103180.
Taqqiyyuddin, T., Barzegar, S., & Islam, M. S. (2024). Use of Crossword Media to Increase the Arabic
Vocabulary of Higher Class in Elementary School. Journal of Basic Education Research, 5(1),
28-33. https://doi.org/10.37251/jber.v5i1.829.
Thompson, D. L., May, E. J., Leach, M., Smith, C. P., & Fereday, J. (2021). The invisible nature of
learning: Patient education in nursing. Collegian, 28(3), 341-345.
https://doi.org/10.1016/j.colegn.2020.08.002.
Utami, A. R., Aminatun, D., & Fatriana, N. (2020). Student workbook use: Does it still matter to the
effectiveness of students’learning?. Journal of English Language Teaching and Learning, 1(1),
7-12. https://doi.org/10.33365/jeltl.v1i1.247.
Wachidi, W., Rodgers, A., & Tumanov, D. Y. (2020). Professional competence understanding level of
elementary school in implementing curriculum 2013. International Journal of Educational
Review, 2(1), 99-105. https://doi.org/10.33369/ijer.v2i1.10642.
Wang, S., & Zhang, D. (2020). Perceived teacher feedback and academic performance: The mediating
effect of learning engagement and moderating effect of assessment characteristics. Assessment
& Evaluation in Higher Education, 45(7), 973-987.
https://doi.org/10.1080/02602938.2020.1718599.
Wasfy, N. F., Abed, R. A. R., Gouda, E. M., Ghaly, M. S., & El-Wazir, Y. M. (2021). Effectiveness of
instructional design framework based on cognitive load theory for clinical skills
training. Advanced Education, 8(18), 102–108. https://doi.org/10.20535/2410-8286.225686.

Page | 522
 Jurnal Ilmiah Ilmu Terapan Universitas Jambi

Wati, E., Kigo, J., & Inthaud, K. (2024). Positive impact of the local wisdom module on the canang
kayu musical instrument: building the character of love for the homeland. Schrödinger: Journal
of Physics Education, 5(1), 24-31. https://doi.org/10.37251/sjpe.v5i1.905.
Wilson, M. L., Ritzhaupt, A. D., & Cheng, L. (2020). The impact of teacher education courses for
technology integration on pre-service teacher knowledge: A meta-analysis study. Computers &
Education, 156, 103941. https://doi.org/10.1016/j.compedu.2020.103941.
Yohanie, D. D., Botchway, G. A., Nkhwalume, A. A., & Arrazaki, M. (2023). Thinking process of
mathematics education students in problem solving proof. Interval: Indonesian Journal of
Mathematical Education, 1(1), 24-29. https://doi.org/10.37251/ijome.v1i1.611.
Yoon, M., Lee, J., & Jo, I. H. (2021). Video learning analytics: Investigating behavioral patterns and
learner clusters in video-based online learning. The Internet and Higher Education, 50, 100806.
https://doi.org/10.1016/j.iheduc.2021.100806.
Yulinda, D., Yundayani, A., & Juhana, J. (2024). Students’ perspective on the implementation of
Gagne’s nine instructional events in collaborative Project-Based english language
teaching. Lectura: Jurnal Pendidikan, 15(1), 64-82.
https://doi.org/10.31849/lectura.v15i1.17249.
Zain, F. M., Sailin, S. N., Kasim, M., Karim, A. M. A., & Zameri, N. N. (2022). Developing an
augmented reality immersive learning design (AILEAD) framework: a fuzzy delphi
approach. International Journal of Interactive Mobile Technologies, 16(11).
https://doi.org/10.3991/ijim.v16i11.30063.
Zakiyah, Z., Boonma, K., & Collado, R. (2024). Physics learning innovation: Song and animation-based
media as a learning solution for mirrors and lenses for junior high school students. Journal of
Educational Technology and Learning Creativity, 2(2), 54-62.
https://doi.org/10.37251/jetlc.v2i2.1062.
Zhumash, Z., Zhumabaeva, A., Nurgaliyeva, S., Saduakas, G., Lebedeva, L. A., & Zhoraeva, S. B.
(2021). Professional teaching competence in preservice primary school teachers: structure,
criteria and levels. World Journal on Educational Technology: Current Issues, 13(2), 261-271.
https://doi.org/10.18844/wjet.v13i2.5699.

Page | 523