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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 535 Documents
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The Effect of Social Media Use in Learning on the Higher-Order Thinking Skills of Vocational High School Students Marsono Marsono; Nabela Ariana; Widiyanti Widiyanti; Yoto Yoto
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.v8i1.2872

Abstract

The shift to online learning created a distinct challenge in training students' higher-order thinking skills (HOTS), given that vocational competencies have long relied on direct face-to-face interaction. This study examined how far the use of social media in learning (WhatsApp feedback and Google Meet (G-Meet) synchronous sessions) applied through the Small Group Discussion method, contributed to the higher-order thinking skills of students in the Basic Mechanical Engineering Design (Dasar Perancangan Teknik Mesin, DPTM) course. A quantitative experimental design with a pretest-posttest format was used across two groups: experimental class 1 received WhatsApp feedback, while experimental class 2 received G-Meet synchronous sessions. Data were gathered through a HOTS test instrument and a student response questionnaire, then analyzed with an independent samples t-test once the normality and homogeneity assumptions were satisfied. The posttest mean for experimental class 1 reached 68 (gain score 47), while experimental class 2 reached 79 (gain score 66.14). The hypothesis test produced a significance value below 0.05, confirming a significant difference between the two treatments; G-Meet synchronous learning proved superior to WhatsApp feedback in raising students' higher-order thinking skills. These findings offer vocational teachers empirical guidance for choosing and designing social-media-based Small Group Discussion strategies that most effectively cultivate higher-order thinking skills under limited-bandwidth, post-pandemic conditions, and contribute new comparative evidence on the instructional value of synchronous versus asynchronous social media use for technical and vocational education.  
The Ecosystem of Adolescent Character Formation in Islamic Education: A Value Transformation Model across Family, Madrasah, and Social Environment Riska Khodijah; Hajam Hajam; Taqiyuddin Taqiyuddin
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.v8i3.2940

Abstract

This study addresses that gap by examining the ecosystem of adolescent character formation from an Islamic education perspective, focusing on the interaction between family, madrasah, and social environment and on the process through which values are transformed across them. A qualitative single-case study was conducted at MTs Daruur Rahmah Sukatani, involving 67 participants comprising 30 students, 30 parents, and 7 teachers. Data were collected through in-depth interviews, observation, and document analysis, and were analysed using the interactive model of Miles, Huberman, and Saldaña. The findings identify four interrelated processes. First, the family functions as the initial space for value internalisation through parental modelling, habituation, and guidance. Second, the madrasah reinforces and cultivates Islamic values through religious culture and teacher modelling. Third, the social environment becomes a space for value actualisation, testing, and negotiation through peer interaction. Fourth, these three processes operate as a single, interconnected educational ecosystem in which values are continuously reinforced, enacted, tested, and renegotiated across settings. The study contributes a conceptual model of value transformation in character formation internalisation, strengthening and enculturation, and actualisation and negotiation that extends ecological and family school community frameworks into the domain of Islamic moral education, and underscores the importance of sustained collaboration among families, madrasahs, and social environments in strengthening character education
The Effect of the Game Based Learning Model on Improving Learning Outcomes and Critical Thinking Skills of Vocational High School Students Marsono Marsono; Nanda Sholehfudin Firdaus
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.v7i3.2950

Abstract

This study aims to determine the effect of a Quizizz-based Game Based Learning model on improving learning outcomes and critical thinking skills in the Basic Machining course for Grade X Machining Engineering (TPM) students at SMK Nasional Malang. The research used a quantitative Quasi-Experimental design with a Nonequivalent Control Group layout. The population consisted of Grade X TPM students at SMK Nasional Malang. Data were collected through interviews, observation, tests, and questionnaires. The results showed a posttest mean of 82.5 with 85% mastery learning in the experimental class, compared with a posttest mean of 81 with 70% mastery learning in the control class. Students' critical thinking skills averaged 76.09% in the experimental class and 71.7% in the control class. These findings give vocational teachers empirical evidence for adopting Quizizz-based Game Based Learning to strengthen both technical mastery and critical thinking in machining education, underlining the model's contribution as a practical, low-cost alternative to conventional instruction in vocational classrooms.
Implementasi Model Pembelajaran HOTS Oriented dalam Meningkatkan Kemampuan Berpikir Kritis Peserta Didik Sekolah Dasar Jaenullah; Nur Laili; Nur Aini; Pujianto; Nova Karisma 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.v7i3.1311

Abstract

The development of critical thinking skills is an essential component of 21st-century education, including Islamic Religious Education (IRE) at the elementary school level. However, learning practices often remain focused on knowledge acquisition and memorization, limiting students' opportunities to develop higher-order thinking skills. This study aims to examine the implementation and effectiveness of a Higher Order Thinking Skills (HOTS)-oriented learning model in improving elementary school students' critical thinking skills in Islamic Religious Education. This study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The participants were fifth-grade students at SDNU Metro, divided into an experimental group receiving HOTS-oriented instruction through Case-Based Learning and a control group receiving conventional instruction. Data were collected through pre-tests, post-tests, and classroom observations. The data were analyzed using descriptive statistics, an independent-samples t-test, and normalized gain (N-Gain) analysis. The findings revealed that the HOTS-oriented learning model was implemented very effectively, encouraging students to actively analyze contextual problems, evaluate alternative solutions, construct arguments, and make decisions based on Islamic values. The experimental group demonstrated a greater improvement in critical thinking scores, increasing from 77.86 in the pre-test to 92.29 in the post-test, compared with the control group, which increased from 77.43 to 84.14. Furthermore, the experimental group achieved an N-Gain score of 0.65 (moderate category), while the control group obtained 0.30 (low category). The independent-samples t-test indicated a statistically significant difference between the groups (t = 4.871, p < 0.001). These findings demonstrate that the integration of HOTS-oriented instruction through Case-Based Learning is more effective than conventional instruction in enhancing students' critical thinking skills. This study highlights the importance of contextual and student-centered learning in developing higher-order thinking while strengthening students' understanding and practical application of Islamic values in everyday life.
From Entrepreneurship Education to Entrepreneurial Intention: The Mediating Role of Entrepreneurial Readiness and Gender Differences Hidayatul Arief; Muazza Muazza; Urip Sulistiyo; Siti Syuhada
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.v8i3.1718

Abstract

Entrepreneurship education is widely recognized as an important factor in fostering entrepreneurial intention, yet the mechanisms underlying this relationship remain insufficiently understood. This study examines the mediating role of entrepreneurial readiness and whether the relationships among entrepreneurship education, entrepreneurial readiness, and entrepreneurial intention differ by gender. Entrepreneurial readiness is conceptualized as a multidimensional construct comprising entrepreneurial motivation, entrepreneurial attitude, and entrepreneurial competence. Using survey data from 2,082 students at two public universities in Jambi, Indonesia, the model was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), while gender differences were examined using Partial Least Squares Multi-Group Analysis (PLS-MGA). The results show that entrepreneurship education positively affects entrepreneurial intention and entrepreneurial readiness. Entrepreneurial readiness also positively affects entrepreneurial intention and significantly mediates the relationship between entrepreneurship education and entrepreneurial intention. Gender differences were found only in the relationship between entrepreneurship education and entrepreneurial readiness, whereas the relationships involving entrepreneurial intention did not differ significantly between male and female students. These findings position entrepreneurial readiness as a multidimensional mechanism linking entrepreneurship education to entrepreneurial intention and indicate that gender differences are more evident in the development of readiness than in entrepreneurial intention itself.
Development of Interactive E-Module Based on Van Hiele Learning with Deep Learning Approach Assisted by GeoGebra 3D Augmented Reality to Stimulate Vocational High School Students' Spatial Literacy Nila Kurniasih; Mujiyem Sapti; Heru Kurniawan
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.v8i3.2437

Abstract

Spatial literacy is a crucial 21st-century competency supporting STEM learning; however, Indonesian students' achievement in space and shape content remains low (PISA 2022 score: 366). This research aims to develop an interactive e-module based on Van Hiele theory with a deep learning approach assisted by GeoGebra 3D Augmented Reality (AR) to enhance vocational high school students' spatial literacy. This study employed Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects consisted of 32 twelfth-grade students at SMK Muhammadiyah Purworejo for the limited trial and 64 students (32 from SMK TKM Purworejo and 32 from SMK YPP Purworejo) for the field trial in the 2025/2026 academic year. Data collection techniques included interviews, expert validation questionnaires (material and media), teacher and student response questionnaires, and spatial literacy tests (pretest and posttest) based on visualization, reasoning, and spatial communication indicators. Data analysis used validation and practicality percentage, N-Gain test, paired sample t-test, and effect size (Cohen's d). The results showed the module was feasible for use as it met valid, practical, and effective criteria: (1) the e-module was declared very valid (86.25%); (2) very practical based on teacher responses (89.2% in limited trial, 92.1% in field trial) and student responses (84.6% in limited trial, 89.7% in field trial); (3) effective in improving spatial literacy with N-Gain of 0.68 (moderate category) in the limited trial and 0.65 (moderate category) in the field trial, paired sample t-test showed significant differences (p < 0.05) in both trials, and effect size of 1.12 (large category) in the limited trial and 1.04 (large category) in the field trial. This research contributes to developing technology-based geometry learning media in vocational education through the integration of Van Hiele syntax, deep learning approach, and GeoGebra 3D AR in one interactive e-module proven valid, practical, and effective.
A Critical Study of Fiqih Learning in Islamic Boarding Schools from the Perspective of Paulo Freire Anugrah Giffari; Khozin; Rahmad Hakim
Attractive : Innovative Education Journal Vol. 8 No. 4 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i4.2439

Abstract

This study critically examines Fiqih (Islamic jurisprudence) learning practices at Pondok Pesantren Darul Hadis Lembar, West Lombok, West Nusa Tenggara, Indonesia, through the theoretical lens of Paulo Freire's critical pedagogy. Guided by a single research question—how do Fiqih learning practices at this institution reflect or diverge from Freire's critical pedagogical concepts, including banking education, problem posing education, conscientização, and dialectical praxis—this research employed a qualitative critical case study design. Data were collected over two months (January–February 2026) through participatory observation of 43 learning sessions, in-depth semi-structured interviews with 13 informants (six teachers and seven students), and document analysis. Findings reveal four interrelated patterns: (1) the dominance of banking education characteristics, with eight of ten Freirean indicators manifested in bandongan and sorogan methods; (2) the near-complete absence of problem-posing education elements, compounded by the lack of institutionalized bahtsul masail; (3) limited development of student conscientização, with 85.7% of student informants operating at the magical-to-naïve consciousness levels; and (4) a distortion of praxis toward verbalism, wherein textual knowledge of Fiqih remains structurally disconnected from meaningful social action. This study does not seek to discredit the rich tradition of pesantren education; rather, it employs Freire's framework as a constructive reflective lens to identify structural pedagogical gaps and propose organic enrichment strategies. Transformative recommendations include institutionalizing bahtsul masail, revitalizing sorogan as reflective dialogue, integrating contextual reflection within bandongan, introducing maqashid al-shari'ah into the formal curriculum, and developing higher-order thinking evaluation components—all within the spirit of the traditional tradition itself.
Rekonstruksi Pendidikan Agama Islam Berbasis Pengobatan Profetik untuk Membentuk Karakter Holistik Syofiah Pribadi; Mahmud; Nofal Habibi; Badrudin; Pepen Supendi
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.v8i3.2733

Abstract

Islamic Religious Education (IRE) currently tends to be entrenched in cognitive-ritual formalism, thereby failing to address the increasingly concerning physical and mental health crisis among the younger generation. Meanwhile, Prophetic Medicine offers a holistic lifestyle system that has not yet been epistemologically reconstructed within the IRE ecosystem. This study aims to formulate the philosophical foundations, model architecture, and implications of reconstructing IRE based on Prophetic Medicine for holistic character formation. Employing a qualitative approach through library research, data were analyzed using content analysis and philosophical hermeneutics. The findings reveal that reconstructing IRE necessitates a paradigm shift from text-centric to prophetic lifestyle-centric approaches. This reconstruction model is operationalized through three main pillars: (1) a life-centered curriculum integrating health jurisprudence and psychospiritual dimensions; (2) transformative pedagogy based on experiential learning and Islamic mindfulness; and (3) authentic assessment measuring the internalization of healthy lifestyle practices. The axiological implication is the formation of holistic character that synergizes physical discipline, psychological resilience, and spiritual depth. In conclusion, implementing this model requires interdisciplinary collaboration and structural policy support to cultivate a generation of Muslims who are spiritually and physically complete
Development of Biography Writing Teaching Materials Based on the Picture and Picture Model for Senior High School Students Fatharani Aulia; Sri Suciati; Harjito
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.v8i3.2751

Abstract

Developing students’ biography writing skills requires instructional materials that facilitate idea generation, information organization, and coherent text construction. However, conventional learning resources often provide insufficient guidance and visual support to address students’ difficulties in producing well-structured biographical texts. This study aims to develop biography writing teaching materials based on the Picture and Picture learning model for tenth-grade senior high school students and evaluate their validity, practicality, and potential effectiveness. Employing a research and development (R&D) approach, the study adopted the ADDIE instructional design framework, encompassing needs analysis, design, development, implementation, and evaluation. Data were collected through observations, interviews, questionnaires, expert validation, documentation, and students’ writing assessments involving Indonesian language teachers and tenth-grade students from two senior high schools in Semarang Regency. The findings revealed substantial instructional needs, with 96.77% of students requiring more comprehensive explanations of biography text types and 91.94% expressing interest in Picture and Picture-based learning. Expert validation yielded an average feasibility score of 86.50%, indicating that the developed materials were suitable for classroom implementation after minor revisions. Teacher evaluations demonstrated highly positive acceptance, while student responses ranged from 87.74% to 89.68% across the assessed dimensions. Furthermore, students achieved average biography writing scores of 83.93 and 83.91 at the two participating schools, respectively, both categorized as good. These findings indicate that integrating sequential visual representations, structured writing guidance, and literacy-oriented activities offers a feasible and practical instructional resource for biography writing. The study contributes to Indonesian language education by extending the Picture and Picture model from a classroom teaching strategy into an integrated teaching material development framework.
Developing Local Wisdom-Based Teaching Materials to Foster Students' Conflict Resolution Competencies in Senior High School Sociology Ni Made Novi Suryanti; Syafruddin Syafruddin; Masyhuri Masyhuri; Nursaptini Nursaptini; Rakhmat Nur Adhi; Mira Rahmayanti; Siti Nur Arifia Shoffah
Attractive : Innovative Education Journal Vol. 8 No. 4 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i4.2847

Abstract

The integration of local wisdom into sociology learning has been widely promoted to strengthen students' cultural awareness; however, its application in developing conflict resolution competencies through instructional materials remains limited. This study aimed to develop local wisdom-based conflict resolution teaching materials for senior high school sociology learning and to evaluate their validity, practicality, and effectiveness. The study employed a Research and Development (R&D) approach using the Four-D (4D) model, comprising the stages of Define, Design, Develop, and Disseminate. The developed product was validated by two experts, followed by practicality testing involving four sociology teachers and twenty-five students. Product effectiveness was evaluated through a quasi-experimental design involving an experimental class (n = 30) and a control class (n = 34). Data were collected using expert validation sheets, practicality questionnaires, authentic assessment rubrics, and documentation. Data analysis included descriptive statistics, the Shapiro–Wilk normality test, Levene's homogeneity test, the Independent Samples t-test, and Cohen's d effect size. The findings indicated that the developed teaching materials met the criteria for validity and practicality and significantly improved students' conflict resolution competencies. Significant differences were found in local wisdom analysis, presentation, collaboration, and overall authentic assessment scores (p < 0.001), with very large effect sizes, whereas no significant difference was observed in the investigation dimension. These findings demonstrate that integrating local wisdom into project-based sociology learning enhances students' contextual reasoning, communication, and collaborative problem-solving competencies. The study contributes to sociology education by positioning local wisdom not merely as contextual learning content but as a pedagogical foundation for developing conflict resolution competencies through authentic learning experiences.

Page 53 of 54 | Total Record : 535

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