cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Yeasy Agustina Sari
Contact Email
attractivejournal1@gmail.com
Phone
+6285378242510
Journal Mail Official
attractivejournal1@gmail.com
Editorial Address
https://www.attractivejournal.com/index.php/aj/EditorialTeam
Location
Unknown,
Unknown
INDONESIA
Attractive : Innovative Education Journal
Published by CV. Creative Tugu Pena
ISSN : 26856085     EISSN : 26856085     DOI : -
Core Subject : Education,
Other
Attractive ; Innovative Education Journal invites scholars, researchers, and students to contribute the result of their studies and researches in the areas related to Education, which covers textual and fieldwork investigation with various perspectives of Islamic Education, Educational Technology, Education Management, and Learning Strategy as well as the examination of contemporary issues in the field Education.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 465 Documents
 43   44   45   46   47 
Ethical Islamic AI Literacy : Model Literasi Artificial Intelligence Berbasis Paradigma Pendidikan Agama Islam Muhammad Aufa Muis; Chanifudin Chanifudin; Tuti Nuryati; Abdul Basir
Attractive : Innovative Education Journal Vol. 8 No. 1 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i1.2653

Abstract

Artificial Intelligence (AI) has significantly transformed educational practices by providing rapid access to information, supporting personalized learning, and assisting academic activities. However, the increasing use of AI in education also raises concerns regarding academic integrity, misinformation, overreliance on technology, and ethical responsibility. In the context of Islamic Religious Education, these challenges require a framework that integrates AI literacy with Islamic educational values and objectives. This study aims to develop the Ethical Islamic AI Literacy (EIAL) model as a conceptual framework for responsible AI utilization from the perspective of Islamic Religious Education. Using a conceptual analysis approach, this study synthesizes contemporary AI literacy discourse with the philosophical foundations of Islamic education, including ta'dib, insan kamil, ulul albab, amanah, sidq, tabayyun, adab, and maslahah. The study proposes five interconnected dimensions of Ethical Islamic AI Literacy: Spiritual Awareness, Critical Verification, Academic Integrity, Responsible Utilization, and Social Benefit. These dimensions position Artificial Intelligence as a learning instrument that supports the formation of knowledgeable, ethical, responsible, and socially beneficial individuals. The EIAL model contributes theoretically by expanding AI literacy discourse through the paradigm of Islamic Religious Education and practically by providing a foundation for curriculum development, academic policies, and ethical guidelines for AI utilization in Islamic educational institutions.
The Influence of Principal Transformational Leadership and Organizational Culture on Teacher Performance in Deep Learning Nurul Falah Rahmawati; Supandi Supandi; Harjito Harjito
Attractive : Innovative Education Journal Vol. 8 No. 2 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i2.2664

Abstract

The Influence of Principal Transformational Leadership and Organizational Culture on Teacher Performance in Deep Learning
The Development of Computational Thinking Skills Science E-Worksheets for PGMI Students at PTKIN Like Raskova Octaberlina; Nur Hidayah Hanifah; Dian Eka Aprilia Fitria Ningrum; Ima Yustianingsih
Attractive : Innovative Education Journal Vol. 8 No. 2 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i2.2831

Abstract

Science teachers are involved in the formation of quality human resources. As the times develop, technology is developing rapidly and computational thinking skills are also needed. The purpose of this study is to develop Computational Thinking Skills-based E-Worksheets for PGMI students. The research method uses ADDIE development which consists of five stages of Analyze, Design, Develop, Implement, Evaluate. The subjects of the study are PGMI students in 3 PTKIN, namely UIN Maulana Malik Ibrahim Malang, UIN Kudus, and UIN Mataram. Data collection techniques with observation, interviews, tests, and questionnaires. The data analysis technique uses the independent sample t-test to compare the improvement of student learning outcomes and the Anova Test to compare the differences between PTKIN. The results of the study showed that the learning outcomes in each PTKIN have increased, as shown by the value of sig. all three are 0.000 < 0.05. Meanwhile, the results of the Anova test value sig. 0.042 < 0.05. So it can be concluded that the use of E-woksheets media science computational thinking in improving student learning outcomes, especially in science literacy.
Integrating Python Programming into Contextual Project Learning to Foster University Students' Learning Outcomes Puput Wahyu Hidayat; Haryan Dwi Baharna; Antok Kurniawan; Mutiara Syafa Maharani Putri
Attractive : Innovative Education Journal Vol. 7 No. 3 (2025): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v7i3.2845

Abstract

Improving university students' learning outcomes in mathematics requires instructional approaches that promote active engagement, meaningful learning, and the integration of digital technologies. Python programming has recently gained attention as an educational tool for supporting computational problem-solving and conceptual understanding. This study aimed to examine the effect of integrating Python programming into contextual project learning on university students' learning outcomes. A quasi-experimental research design employing a non-equivalent control group was conducted involving 58 undergraduate students enrolled in the Basic Concepts of Mathematics course at Universitas Muhammadiyah Muara Bungo, Indonesia. The experimental group consisted of 30 students who participated in Python-integrated contextual project learning, while the control group comprised 28 students who received conventional instruction. Students' learning outcomes were measured using pretest and posttest achievement tests. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene's homogeneity test, and the Mann-Whitney U test because the posttest scores were not normally distributed. The findings indicated that there was no significant difference in students' initial abilities before the intervention, whereas the posttest results revealed a significant difference between the experimental and control groups in favor of the experimental group (p < .05). The integration of Python programming into contextual project learning enabled students to engage more actively in contextual problem-solving, computational exploration, and collaborative project activities, resulting in improved learning outcomes. These findings suggest that integrating Python programming into contextual project learning provides an effective instructional approach for enhancing university students' mathematics learning outcomes in higher education.
From Curriculum to Classroom Practice: A Case Study of a STEAM Learning Ecosystem for Fostering Students’ Computational Thinking Alma Azrel Pamula; Purnomo Purnomo
Attractive : Innovative Education Journal Vol. 7 No. 3 (2025): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v7i3.2853

Abstract

This study explores how a Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning ecosystem fosters computational thinking among seventh-grade students at Mega Islamic Boarding School Semarang by examining the relationship between curriculum sequencing, classroom practices, and institutional support. A qualitative single-case study was conducted over six weeks. Data were collected through semi-structured interviews with the vice principal for curriculum and one STEAM teacher, two non-participant classroom observations involving 13 students, analysis of the seventh-grade STEAM curriculum, and school documentation. The data were analyzed thematically using deductive and inductive coding, including the mapping of STEAM dimensions across classroom activities and school projects. The findings revealed three interconnected themes. First, the curriculum introduced computational thinking concepts before programming activities. Second, coding practices were facilitated through teacher explanation, independent practice, feedback, peer assistance, and repeated attempts. Third, digital facilities, teacher involvement in curriculum development, and project exhibitions supported the continuity of the STEAM program. The STEAM mapping showed that Technology, Engineering, and Mathematics were more visible in coding activities, whereas Science and Arts appeared more prominently in project-based activities. These findings indicate that computational thinking is facilitated not by coding alone, but through an interconnected ecosystem linking curriculum design, classroom practice, and institutional support.

Page 47 of 47 | Total Record : 465

 43   44   45   46   47 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol. 8 No. 2 (2026): Attractive : Innovative Education Journal Vol. 8 No. 1 (2026): Attractive : Innovative Education Journal Vol. 7 No. 3 (2025): Attractive : Innovative Education Journal Vol. 7 No. 2 (2025): Attractive : Innovative Education Journal Vol. 7 No. 1 (2025): Attractive : Innovative Education Journal Vol. 6 No. 3 (2024): Attractive : Innovative Education Journal Vol. 6 No. 2 (2024): Attractive : Innovative Education Journal Vol. 6 No. 1 (2024): Attractive : Innovative Education Journal Vol. 5 No. 3 (2023): Attractive : Innovative Education Journal Vol. 5 No. 2 (2023): Attractive : Innovative Education Journal Vol. 4 No. 3 (2022): Attractive : Innovative Education Journal Vol. 4 No. 2 (2022): Attractive : Innovative Education Journal Vol. 3 No. 3 (2021): Attractive : Innovative Education Journal Vol. 2 No. 3 (2020): Attractive : Innovative Education Journal Vol 2 No 3 (2020): Attractive : Innovative Education Journal Vol 2 No 2 (2020): Attractive : Innovative Education Journal Vol 2 No 1 (2020): Attractive : Innovative Education Journal Vol 1 No 2 (2019): Attractive : Innovative Education Journal Vol 1 No 1 (2019): Attractive : Innovative Education Journal More Issue