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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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The Impact of Changes in Social Policies Aimed at Eradicating Poverty on Remote Indigenous Communities in North Gorontalo Regency Sainudin Latare; Sastro M. Wantu; Sukarman Kamuli; Irawaty Igirisa
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.v8i3.2669

Abstract

This research examines in-depth changes in social policy aimed at poverty alleviation targeting Isolated Indigenous Communities (KAT) in North Gorontalo Regency. Poverty among isolated indigenous groups is not simply a manifestation of material economic inadequacy, but rather the accumulation of geographic isolation, limited access to basic services, and long-standing structural marginalization. Using a qualitative approach with a case study design, this research explores two main focuses: the impact of poverty alleviation policies and the forms of change experienced by KAT communities following the implementation of empowerment programs and settlement relocation. Data were collected through participatory observation techniques, in-depth interviews with informants from local government, community support staff, community leaders, and KAT heads of families, as well as documentation studies. The results show that this policy has had a highly transformative, multidimensional impact. Socially, the shackles of isolation have been broken; economically, stable livelihood diversification has been created; and in health and education, accessibility to basic services has drastically increased. The changes are manifested at three fundamental levels: the individual, who transforms to become more economically independent and proactive; the household, who experiences housing stability and food security; and the community, who becomes more cohesive through the reactualization of the local wisdom of mutual cooperation (Huyula). The success of this policy demonstrates the relevance of Merilee S. Grindle's implementation theory, where the policy content is able to respond to objective needs and the implementation context is fully supported by the high responsiveness of the target group.
Evidence-Based Decision-Making through Ontology–Epistemology–Axiology-Based Philosophy of Science Instruction in Pre-Service Science Teacher Education Yulianti Yusal; Rifda Nur Hikmahwati Arif; Banu Kisworo; Nurazmi Nurazmi
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.v8i1.2783

Abstract

The ability to make evidence-based decisions is a critical competency for prospective science teachers to analyze problems, assess the quality of evidence, and consider uncertainties, and make decisions that take into account their merits and consequences. This study aims to examine the effectiveness of ontology–epistemology–axiology (OEA)-based philosophy of science instruction in improving evidence-based decision-making through a case study on saving electricity at home. The study employed a quantitative pre-experimental approach with a one-group pretest–posttest design. The research subjects were 31 fourth-semester students in the Science Education Program. The intervention was conducted over four sessions: OEA orientation and pretest; analysis of electricity consumption using OEA worksheets and the Claim–Evidence–Reasoning (CER) framework; evaluation of new evidence and decision revision; and a posttest accompanied by OEA reflection. The main instrument consisted of a case-based electricity conservation pretest–posttest package with five assessment dimensions: problem framing and stakeholders, energy calculations, evidence-based decision-making, identification of limitations and the need for additional data, and OEA reflection. The maximum rubric score of 20 was converted to a 0–100 scale. Data were analyzed using descriptive statistics, normality tests, paired-sample t-tests, N-gain, and Cohen’s d; LKM results and reflections were used as supporting data for the learning process. The results showed that the average score increased from 42.06 on the pretest to 90.90 on the posttest, with an N-gain of 0.84 in the high category. The difference in scores was significant (t = -44.03; p < 0.001) with a very large effect size (d = 7.90). Case-based OEA learning on energy conservation has the potential to strengthen students’ abilities to calculate and use quantitative evidence, revise decisions when evidence changes, and weigh trade-offs between cost savings and convenience.
Students’ Perspectives on the Integration of Augmented Reality Interactive Systems in Supporting Text Construction Skills: A Case Study Yuliana Susilowati; Siti Nur'Aini; Arso Setyaji
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.v7i3.2868

Abstract

Writing is widely recognized as one of the most challenging language skills for English as a Foreign Language (EFL) learners, particularly in generating ideas, organizing information, and constructing coherent texts, thereby necessitating innovative instructional strategies that can support meaningful learning and student engagement. This study aimed to explore the implementation of the Augmented Reality Interactive System (ARIS) in supporting students’ text construction skills in English language learning at the junior secondary school level. The study employed a qualitative approach with a single-case study design conducted at SMP Negeri 28 Semarang. The participants consisted of seventh-grade students and one English teacher. Data were collected through classroom observations, semi-structured interviews, documentation, and field notes, and were analyzed using an interactive data analysis model. The findings revealed that the implementation of ARIS contributed positively to students’ engagement during learning activities, supported idea generation and text organization, and fostered collaborative and contextual learning. AR also functioned as a visual scaffold that helped students connect vocabulary, experiences, and observations into more meaningful written English texts. The findings further indicate that the integration of AR in English language learning has the potential to support student-centered learning practices aligned with the principles of Kurikulum Merdeka. Therefore, AR can be considered an alternative instructional innovation to support the development of students’ writing skills in the EFL context.

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