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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 483 Documents
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Evaluasi Program Indonesia Pintar (PIP) dalam Peningkatan Akses Pendidikan di SD Negeri 230 Maluku Tengah Senny Denisa Lea Nampasnea; Bambang Ismanto; Stefanus C Relmasira
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.v8i2.2587

Abstract

This study aims to evaluate the implementation of the Indonesia Smart Program (PIP) in improving access to education at SD Negeri 230 Maluku Tengah using the CIPP evaluation model (Context, Input, Process, Product) developed by Stufflebeam (2003). This study employed a dominant qualitative mixed methods design, with data collected through Likert scale questionnaires (1-5) distributed to 13 respondents consisting of the principal, school operator, teachers, and parents, as well as in-depth interviews with 2 informants. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using the Miles, Huberman, and Saldana (2014) model. The results showed: (1) Context aspect, PIP is highly relevant to the needs of students from low-income families, with economic barriers being the main obstacle to educational access; (2) Input aspect, the criteria for beneficiaries are clear and well-targeted, and the school’s administrative readiness is very good, although the DAPODIK system’s inflexibility in updating recipient data was identified as a structural weakness; (3) Process aspect, implementation still faces challenges including delayed fund disbursement and funds not being fully used as intended, indicating suboptimal efficiency; (4) Product aspect, PIP has had a significant positive impact on students’ educational continuity, marked by reduced dropout rates and increased attendance, though it has not been proven to directly improve academic competence. This study concludes that PIP is effective as a dropout prevention program but requires improvements in fund disbursement timeliness, monitoring of fund usage, and data system flexibility. 9 Book Antiqua Font.
Development of a Critical Literacy Program to Enhance Language Literacy and Critical Thinking Skills among Fourth-Grade Elementary School Students Muzaro'ah Muzaro'ah; Joko Sulianto; Dini Rakhmawati
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.v8i2.2675

Abstract

The demands of 21st-century education require elementary school students to possess not only literacy skills but also critical thinking abilities to effectively interpret, evaluate, and utilize information in various contexts. This study aimed to develop a Critical Literacy Program to enhance language literacy and critical thinking skills among fourth-grade elementary school students and to examine its validity, practicality, and effectiveness. The study employed a Research and Development (R&D) approach using the ADDIE model, which consisted of Analysis, Design, Development, Implementation, and Evaluation stages. The research was conducted at SD Negeri Padangsari 02 Semarang involving fourth-grade students and classroom teachers. Data were collected through observations, interviews, expert validation sheets, questionnaires, and pretest–posttest assessments. The developed program integrated literacy activities with critical thinking processes through stages of literacy orientation, information exploration, information analysis, critical reflection, and result communication. The validation results showed that the developed program achieved a very valid category with an average score of 4.77. The practicality test indicated highly positive responses from teachers (93%) and students (91%), demonstrating that the program was feasible and easy to implement in classroom settings. The effectiveness test revealed significant improvements in students’ literacy achievement and critical thinking skills, as indicated by a moderate N-Gain score of 0.59 and a statistically significant difference between pretest and posttest scores (t = 12.84; p < 0.05). These findings suggest that the developed Critical Literacy Program is valid, practical, and effective in improving elementary school students’ language literacy and critical thinking skills.
Implementasi Asesmen pada Pembelajaran Pendidikan Agama Islam dalam Kurikulum Merdeka di Madrasah Tsanawiyah Negeri 1 Kota Pekanbaru Mirawati Mirawati; Husaini Nasution
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.v7i3.2865

Abstract

This study aims to analyze the implementation of assessment in Islamic Religious Education learning within the Merdeka Curriculum at MTs Negeri 1 Kota Pekanbaru and to identify the supporting and inhibiting factors affecting its implementation. This research employed a qualitative approach using a case study design. The participants consisted of the principal, vice principal for curriculum affairs, Islamic Religious Education teachers, and students. Data were collected through classroom observations, in-depth interviews, and documentation, and were analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The findings reveal that assessment implementation has been carried out in accordance with the principles of the Merdeka Curriculum by integrating diagnostic, formative, and summative assessments throughout the learning process. Diagnostic assessment is used to identify students' prior knowledge, formative assessment is conducted continuously through questioning, discussions, quizzes, assignments, observations, and feedback, while summative assessment incorporates authentic assessment techniques such as written tests, worship practices, Qur'an memorization, projects, presentations, and portfolios to comprehensively assess students' knowledge, skills, and attitudes. The implementation is supported by institutional policies, teachers' commitment, adequate learning facilities, and curriculum flexibility. However, challenges remain, including limited instructional time, large class sizes, and teachers' administrative workload, which affect the optimal use of assessment results for differentiated learning. The novelty of this study lies in providing empirical evidence of an integrated assessment model in Islamic Religious Education that combines diagnostic, formative, and summative assessments in a sustainable manner within the context of Islamic junior secondary schools (madrasah).
An Analysis of Mathematical Literacy Process on PISA Test for System of Linear Equations in Two Variables Agung Setiawan; Wardono Wardono; Kristina Wijayanti; Mulyono Mulyono
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2589

Abstract

Mathematical literacy is a crucial competency that requires students to formulate, employ, and interpret mathematics in various contexts. However, Indonesian students’ mathematical literacy achievements in the PISA assessment are still relatively low. This research aims to analyze the stages in students’ mathematical literacy process in solving PISA problems on systems of linear equations in two variables (SPLDV). This research used a qualitative descriptive approach involving 40 eighth grade students at a junior high school in Semarang City. Data collected through mathematical literacy tests, observations, and in-depth interviews using triangulation. Data analysis through data reduction, data presentation, and inductive conclusion drawing. The research results show variation in student abilities at each stage of the mathematical literacy process. Some students were able to systematically go through all stages, from understanding the problem, formulating the problem, applying concepts and procedures, to interpreting and concluding the results. However, the others experienced difficulties, especially at the stage of formulating the mathematical problem into a mathematical model and interpreting the results in a real-world context. Common errors included a lack of thoroughness in algebraic operations, failing to verify the results first, and failing to relate the mathematical findings to the problem situation. The mathematical literacy process: understanding the problem, formulating a model, applying concepts and procedures, interpreting results, and drawing conclusions. The biggest challenges occur at the formulation and interpretation stages. This requires context based and experiential learning, as well as learning strategies that encourage mathematical representation, reasoning, and critical evaluation to improve students’ mathematical literacy.
Enhancing Early Childhood Literacy through the Development of Picture Storybooks: A Design-based Study Annisa Yulistia; Ari Sofia; Ulwan Syafrudin
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.v8i2.2619

Abstract

Literacy is an important factor in determining learning readiness and academic success in early childhood at the primary school level.  Teachers and parents need to prepare children's learning readiness with the support of quality and varied reading materials. This research aims to develop picture storybooks that are feasible in improving early childhood literacy skills.  This study used the research and development method.  The survey technique is used to analyze the needs of picture storybooks in children's learning activities at school, observation for children and questionnaires for teachers to analyze their response in using the product in learning activities.  Another questionnaire was also used to see the quality of picture storybooks from an expert's perspective.  The results of data analysis used a quantitative descriptive approach by observing the results of expert judgment and the results of product trials. Qualitative descriptive is also needed in analyzing the needs of picture storybooks.  The results indicate that the developed picture storybooks received positive responses from teachers, who considered them engaging, appropriate, and supportive of interactive learning. Observations of children revealed increased participation, enthusiasm, and improved comprehension during literacy activities. Furthermore, expert judgment provided constructive feedback that contributed to the refinement and improvement of the book design, ensuring its quality in terms of content, language, and visual presentation.  The developed picture storybooks are effective as a literacy learning medium for early childhood education. The findings imply that integrating visual and narrative elements in instructional materials, supported by design-based study, can significantly enhance children's literacy experiences. This study also suggests the potential for broader implementation and further development, including integration with digital learning environments
Synergy between Learning Interests and Learning Environment as Determinants of Learning Outcomes Nur Irsyadiah; Ishak Syairozi; Finantyo Eddy Wibowo
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.v8i2.2620

Abstract

Learning outcomes are influenced by both internal and external factors, particularly learning interest and the learning environment. However, previous studies have shown inconsistent findings regarding the contribution of the learning environment to academic achievement. Therefore, This study aims to examine the the partial and simultaneous influence of learning interest and learning environment on students’ learning outcomes at SMK Bina Insan Mandiri Cirebon. A quantitative correlational design with an ex-post facto approach was employed. Data were collected from 48 students using Likert-scale questionnaires and academic score documentation. The data were analyzed using multiple linear regression. The findings revealed that learning interest had a significant positive effect on learning outcomes (β = 0.781; p < 0.001), while the learning environment showed no significant direct effect (β = 0.027; p = 0.832). Simultaneously, both variables significantly influenced learning outcomes with an R² value of 0.642, indicating that 64.2% of the variance in learning outcomes could be explained by the model. These findings suggest that learning interest is the dominant predictor of students’ academic achievement, while the learning environment functions as a supporting factor in creating conducive learning conditions. This study contributes to strengthening the theoretical understanding of the hierarchical relationship between intrinsic and extrinsic factors in vocational education learning outcomes, while offering practical implications for educators to prioritize instructional strategies focused on enhancing students' internal motivation.
The Influence of Principals' Visionary Leadership and Teacher Professionalism on Elementary School Quality Maryono Maryono; Nurkolis Nurkolis; Muhtarom
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.v8i2.2662

Abstract

This study investigates the influence of principals’ visionary leadership and teacher professionalism on elementary school quality. The quality of education in elementary schools is increasingly determined by the effectiveness of school leadership and the professional competence of teachers, both of which play a central role in shaping instructional quality and school improvement. This research employed a quantitative ex post facto design involving 221 teachers from 31 public elementary schools in Subah District, Batang Regency, Indonesia. A sample of 144 teachers was selected using proportional random sampling. Data were collected through a structured Likert-scale questionnaire and analyzed using descriptive statistics, classical assumption tests, and inferential statistics, including simple and multiple linear regression with SPSS version 25. The findings reveal that principals’ visionary leadership has a positive and significant effect on elementary school quality, with a correlation coefficient of 0.592 and a contribution of 35.0%. Teacher professionalism also shows a positive and significant effect, with a correlation coefficient of 0.489 and a contribution of 23.9%. Furthermore, the simultaneous effect of both variables is significant, with an R value of 0.640 and an R Square of 0.409, indicating that 40.9% of the variance in school quality is explained by the combined influence of visionary leadership and teacher professionalism. These results highlight that school quality improvement requires strong visionary leadership from principals and high levels of teacher professionalism, which together create a supportive, effective, and sustainable educational environment. The study contributes to educational leadership literature by emphasizing the integrated role of leadership and teacher capacity in enhancing elementary school quality.
Transformation of Islamic Religious Education Learning through the Utilization of Digital Media at MTs Ash Shiddiqiyah Bagelen Pesawaran Dedi Setiawan; Khodijah Khodijah; Yeasy Agustina Sari
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.v7i3.2515

Abstract

This study aims to analyze the implementation, cognitive effectiveness and internalization of values, obstacles, as well as the engineering of a digital media adoption model in Islamic Religious Education learning at MTs Ash Shiddiqiyah Bagelen Pesawaran. Using a qualitative exploratory case study approach, data were collected through in-depth interviews, observations, and documentation studies. The results of the study indicate that the integration of digital media (Digital Qur'an, 3D animated Fiqh videos, Canva, Quizizz, Wordwall) into the Teaching Module improves students' cognitive learning outcomes by 20–30% and active classroom engagement. This modernization is aligned with religious traditions through the blended spiritual learning model. Sub-urban obstacles in the form of limited projectors, signal fluctuations, and literacy gaps among senior teachers are addressed through offline-first strategies, inclusive group learning, and peer-mentoring. This research formulates a Technology-Appropriate and Blended Spiritual-Based PAI Transformation Model for sub-urban madrasahs
Indonesian Folklore-based Multiliteracy Book: The Javanese Traditional Stories related to Mbah Sundul and Dewi Sri Developed from Expeditional Research Fida Chasanatun; Vivi Rulviana; Sindy Mey Dwi Utari; Pauline Joy G. Tardaguila
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2651

Abstract

This study aims to describe the process of collecting local legend data from the Dewi Sri Bathing Site in Simbatan Village and the Mbah Sundul Cemetery in Kebonagung Village, Magetan Regency, identify the language structure and local wisdom values ​​contained therein, and analyze the storylines that develop in the community as learning materials for multiliteracy and early literacy for elementary school and early childhood education students. The study used a qualitative phenomenological approach with a field expedition method (expedition field technique). Data collection was carried out through observation, interviews, and documentation using purposive sampling and snowball sampling techniques. Research informants included caretakers, site guards, history writers, artists, village officials, and community elders who have in-depth knowledge of local history. Data analysis used the constant comparative method with validation through triangulation of sources and techniques. The results of the study indicate that local legends that developed orally in the community have variations in the story, but still show similarities in the main characters, cultural values, and moral messages passed down from generation to generation. The legend of the Dewi Sri Bathing Site and the Mbah Sundul Cemetery contains religious, social, cultural, and moral values ​​that can be integrated as learning materials for multiliteracy and early literacy based on children's stories. In addition to functioning as a medium for developing the literacy skills of elementary school and early childhood education students, the use of local legends is also an effort to preserve regional culture so that it remains known to the younger generation.
Islamic Religious Education As a Praxis of Transformative Learning, Critical Pedagogy, and the Social Praxis of Faith Anwar Sadat; Akhsanul In’am; Romelah Romelah
Attractive : Innovative Education Journal Vol. 8 No. 3 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i3.2652

Abstract

This study aims to reconceptualize Islamic Religious Education (IRE) as a praxis of transformative learning, critical pedagogy, and the social praxis of faith. It responds to prevailing learning practices that remain largely normative and doctrinal, emphasize cognitive aspects, and maintain a dichotomy between religious texts and social realities conditions that have made IRE less responsive to social contexts. This research employs a qualitative approach in the form of a library study, using descriptive-critical analysis of various sources relevant to the research focus. The findings indicate that IRE, as a praxis of transformative learning, contributes to the formation of students’ moral character, spiritual development, and social responsibility through the use of media such as Learning Management Systems, Virtual Reality, flipped classroom models, and dialogic-reflective approaches. As a praxis of critical pedagogy, IRE fosters the development of critical and reflective thinking skills, while also cultivating students’ social awareness. This is implemented through problem-based learning, strategies such as “power of two” and “make a match,” deliberative (musyawarah) learning practices, and wisdom-oriented pedagogical approaches. Furthermore, as a social praxis of faith, IRE integrates students’ attitudes, behaviors, and social practices through methods such as experiential learning, service learning, collaborative learning strategies, and by positioning teachers as role models.

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