Journal of Innovation in Educational and Cultural Research
This journal publishes research articles on various innovation education that are interesting and have an impact on the development of education. The journal publishes articles on interdisciplinary content and cross-field dimensions related to education from various cultural perspectives. The journal includes, but is not limited to the following fields: Education Method Innovation Education Technology Innovation Cultural History Cultural Studies Innovation Learning Innovation Training Innovation Teaching Innovation
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<![CDATA[Case Method and Scaffolding Technique Assisted by Supporting Technology: An Attempt to Train Students’ Academic Writing ]]>
<![CDATA[Stephani Diah Pamelasari]]>;
<![CDATA[Risa Dwita Hardianti]]>;
<![CDATA[Fahrur Rozi]]>
<![CDATA[ Journal of Innovation in Educational and Cultural Research Vol 4, No 3 (2023) ]]>
Publisher : <![CDATA[Yayasan Keluarga Guru Mandiri ]]>
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DOI: 10.46843/jiecr.v4i3.752
<![CDATA[Students still have problems achieving adequate writing skills in academic writing. Hence, the case method, scaffolding, and supporting technology are applied to help students improve their academic writing skills in the English for Specific Purpose (ESP) course. Therefore, this study aims to analyze the effectiveness of the case method and scaffolding technique assisted by supporting technology to train students' academic writing in ESP courses. The research was experimental research with a post-test-only non-equivalent control group design. The samples were 50 students of the Environmental Science Study Program. The instruments were the performance test of writing an essay and a questionnaire to determine students' responses to the learning process. The result shows Sig. (2 tailed) 0,05, indicating there is a difference between the academic writing of the experimental group and the control group. The mean score and writing aspect assessment of the experimental group are also higher than the control group. Therefore, it can be concluded that the case method and scaffolding technique assisted by supporting technology is effective in training students' academic writing, and it also reveals the case method's role in improving students' skills.]]>
<![CDATA[Improving Students’ Creative Thinking Skills by Combining Cooperative Script and Reciprocal Teaching Models ]]>
<![CDATA[Ali Usman]]>;
<![CDATA[Novy Eurika]]>;
<![CDATA[Ika Priantari]]>;
<![CDATA[Ahmad Rusdy Awalludin]]>;
<![CDATA[Gumilang Mutiara Hilia]]>
<![CDATA[ Journal of Innovation in Educational and Cultural Research Vol 4, No 3 (2023) ]]>
Publisher : <![CDATA[Yayasan Keluarga Guru Mandiri ]]>
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DOI: 10.46843/jiecr.v4i3.684
<![CDATA[This study aims to describe the increase in students' creative thinking by combining cooperative script learning models with reciprocal teaching. This research is a Class Action Research (CAR). This research was conducted in class XI SMA. Learning tools, essay questions combined with creative thinking, observation sheets of learning implementation, and creative thinking instruments were used to collect data. Data analysis on the increase in creative thinking was calculated using the score gain (N-Gain) formula. The results show an increase in students' creative thinking, namely from cycle I with a score of 0.28 which is included in the low category, rising to a score of 0.5 in cycle II which is included in the medium category. The results of this study indicate an increase in students' learning activities and creative thinking in each learning cycle. Combining cooperative and reciprocal learning models can encourage students to dare to express opinions, thoughts, and ideas to empower students' creative thinking skills. This shows that applying the cooperative learning model, a combination of collaborative learning models with a reciprocal teaching model used continuously, can increase students' learning activities and creative thinking to train them to become self-regulation learners.]]>
<![CDATA[Uncovering the Unheard Voices on the Need for Tourism Literacy in Samota Special Economy Development Zone of Sumbawa Island ]]>
<![CDATA[Henny Soepriyanti]]>;
<![CDATA[Untung Waluyo]]>;
<![CDATA[Muhammad Amin]]>;
<![CDATA[Eka Fitriana]]>
<![CDATA[ Journal of Innovation in Educational and Cultural Research Vol 4, No 3 (2023) ]]>
Publisher : <![CDATA[Yayasan Keluarga Guru Mandiri ]]>
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DOI: 10.46843/jiecr.v4i3.770
<![CDATA[The diversity of customs and culture of the people of Sumbawa is not widely known to foreign and domestic visitors because of the unavailability of tourism literacy products. This study aims to analyze and describe sources of tourism literacy in Sumbawa Island, focusing on providing information pertaining to tradition, daily life, history, and community perspectives. This current issue has not been explored as a potential source for developing tourism literacy. The present study employed a descriptive, qualitative methodology with an ethnographic design. The study finds that stakeholders in the Samota area still lack written literacy sources for official information for visitors visiting Sumbawa. This lack of literacy sources makes visitors unaware of each destination's conditions and customary rules. The study concludes that the development of tourism literacy at the research location needs to be done immediately by involving the community of tourism actors to ensure compatibility between government programs and sustainable community-based tourism development. While the direct link between tourism literacy and scientific research may not be immediately evident, the present study can contribute to a deeper understanding of cultural preservation, public engagement, economic support, and knowledge exchange in various disciplines.]]>
<![CDATA[The Application of STEM Learning to Improve Students’ STEM Literacy in The Knowledge Aspect ]]>
<![CDATA[Harpian Harpian]]>;
<![CDATA[Irma Rahma Suwarma]]>;
<![CDATA[Andhy Setiawan]]>
<![CDATA[ Journal of Innovation in Educational and Cultural Research Vol 4, No 3 (2023) ]]>
Publisher : <![CDATA[Yayasan Keluarga Guru Mandiri ]]>
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DOI: 10.46843/jiecr.v4i3.676
<![CDATA[STEM literacy is a competency that cannot be seen as knowledge of science, technology, engineering, and mathematics literacy separately. It is a competency consisting of content knowledge and an interdisciplinary skill component. This study aims to analyze students' STEM literacy after implementing STEM learning. The research method was quasi-experimental, and the research design used one group pretest posttest. The subjects of this study were 31 students of class XI IPA at a private high school in Bandung, Indonesia. The instrument in the study was 20 multiple-choice questions. The results showed that scientific literacy increased very satisfactorily (n-gain = 0.71) with an effect size of 1.36, technology-engineering literacy also increased very satisfactorily (n-gain = 0.72) with an effect size of 2.12 and mathematical literacy increased satisfactorily (n-gain = 057) with an effect size of 2.14. The research results show that students' STEM literacy is improved sufficiently and has a strong effect after implementing STEM learning. The study implies that STEM learning requires good collaboration between teachers to share information about students' constraints and solutions in working on project assignments.]]>
<![CDATA[The Cultural Representation in Secondary EFL Textbooks: A Critical Content Analysis and Teachers’ Perceptions ]]>
<![CDATA[Anda Roofi' Kusumaningrum]]>;
<![CDATA[Suparno Suparno]]>;
<![CDATA[Sumardi Sumardi]]>
<![CDATA[ Journal of Innovation in Educational and Cultural Research Vol 4, No 3 (2023) ]]>
Publisher : <![CDATA[Yayasan Keluarga Guru Mandiri ]]>
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DOI: 10.46843/jiecr.v4i3.726
<![CDATA[Language and culture have an inextricable relationship. The present study aims to investigate the cultural representation embodied in the Senior High School English textbooks entitled “Bahasa Inggris†for grades 10 and 11. Moreover, this study also explores two English teachers’ perceptions of the cultural representations deployed in those textbooks. Implementing qualitative critical content analysis, the study investigated the cultural point in the textbooks based on Cortazzi and Jin’s (1999) cultural dimensions and Yuen’s (2011) cultural aspects as the frameworks. The results show that there is an imbalanced cultural representation between three dimensions which dominantly referred to source and target cultures. In terms of cultural aspects, Products are the most aspect that appeared followed by persons. Furthermore, the teachers reported that certain cultures should be dominantly represented in textbooks. Moreover, they assumed that practices and cultural aspects should be represented more in the textbook as a way to improve the student’s attitudes. The study inferred that the textbooks failed to promote balanced cultural depiction and lack in improving students’ intercultural awareness. This study might be useful for education stakeholders, particularly teachers to select adequate material sources; and textbook writers to re-design the ELT textbooks with various cultural diversity.]]>
<![CDATA[Exploring the Role of Professional Learning Community on Teacher’s Instructional Fits: A Voice of Indonesian Teachers ]]>
<![CDATA[Bachtiar Bachtiar]]>;
<![CDATA[Sri Dewi Nirmala]]>
<![CDATA[ Journal of Innovation in Educational and Cultural Research Vol 4, No 3 (2023) ]]>
Publisher : <![CDATA[Yayasan Keluarga Guru Mandiri ]]>
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DOI: 10.46843/jiecr.v4i3.709
<![CDATA[In the aftermath of the COVID-19 pandemic, technological resources and their utility in education have undergone a revolution, especially in the Indonesian education system. There is an urgent need to develop strategies for maximizing the use of advancing technological tools to improve students' academic achievement. This research aims to investigate the challenges that teachers face in employing blended learning and the benefits they get from their involvement in Professional Learning Communities (PLCs). The current study employed Mixed Method Research involving 30 respondents to fill out the questionnaire, and six were invited to be interviewed. The results demonstrate that teachers' participation in PLCs has enabled them to enhance their pedagogical competence and technology literacy. The results also show that teachers have applied blended learning as an emerging learning approach in post-Covid-19. The study results imply that teachers' involvement in PLC learning activities affects their competence to integrate technology into their teaching practice, including implementing blended learning. The study results contribute to the dissemination of information to educational stakeholders and academic forums for teachers as input for undertaking effective professional development for teachers and as references for future research.]]>
<![CDATA[Digital Literacy, Academic Self-Efficacy, and Student Engagement: Its Impact on Student Academic Performance in Hybrid Learning ]]>
<![CDATA[Fitra Jaya]]>;
<![CDATA[Sucipto Sucipto]]>
<![CDATA[ Journal of Innovation in Educational and Cultural Research Vol 4, No 3 (2023) ]]>
Publisher : <![CDATA[Yayasan Keluarga Guru Mandiri ]]>
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DOI: 10.46843/jiecr.v4i3.719
<![CDATA[Hybrid learning is a learning design approach that has been widely used by educational institutions by combining face-to-face learning components and technology-based learning pedagogy. In practice, hybrid learning demands to produce the same quality of academic achievement as face-to-face learning, so it requires special attention from lecturers to create meaningful learning experiences for students. This study specifically aims to analyze and evaluate academic performance in hybrid learning by exploring several factors, such as digital literacy, academic efficacy, and student engagement. This research was followed by 107 pre-service teacher students who participated in hybrid teaching spread across four different provincial regions. The data collection instrument used was a questionnaire, and academic achievement was measured through a Grade Point Average (GPA).  The data analysis used in this study was path analysis. The results of this study reveal that student involvement is an important factor that affects academic achievement. In addition, digital literacy and academic self-efficacy indirectly affect academic performance through increased active social-emotional involvement of students in synchronous and asynchronous learning designs.]]>
<![CDATA[A Systematic Literature Review on Career Adaptability among Adolescents ]]>
<![CDATA[Anita Cristy]]>;
<![CDATA[Farida Kurniawati]]>
<![CDATA[ Journal of Innovation in Educational and Cultural Research Vol 4, No 3 (2023) ]]>
Publisher : <![CDATA[Yayasan Keluarga Guru Mandiri ]]>
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DOI: 10.46843/jiecr.v4i3.711
<![CDATA[The topic of career is one of the hottest topics that still need to be updated, especially in education. Each student's career needs to be explored starting from their teens and even at an early age. According to Jean Piaget (2002), the stages of adolescent development begin at the age of 11/12 years to 18/20 years before entering early adulthood. Middle school, including junior high school, senior high school, or vocational school, and the initial semester of entering college is the age range in this systematic literature review. This study aims to know the factors that influence the career adaptability of adolescents in the Asia context. This study used a qualitative systematic literature review to analyze 13 articles with various research methods, such as quantitative, longitudinal, and intervention research, as well as the validation of career adaptability tools in the context of adolescence and education. The findings show that career adaptability among adolescents can be affected by internal and external factors. From the findings, it can be concluded that in the ASIA context, teachers and parents have a role in building career adaptability, and each country has different characteristics of career adaptability. This study provides suggestions regarding future research on career adaptability studies for adolescents.]]>
<![CDATA[Natural and Social Sciences Project Learning E-Module to Improve Science Process Skills in Aspects of Substances and Their Changes in Vocational Schools ]]>
<![CDATA[Heni Nuraeni]]>;
<![CDATA[Leny Helyawati]]>;
<![CDATA[Indarini Dwi Pursitasari]]>
<![CDATA[ Journal of Innovation in Educational and Cultural Research Vol 4, No 3 (2023) ]]>
Publisher : <![CDATA[Yayasan Keluarga Guru Mandiri ]]>
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DOI: 10.46843/jiecr.v4i3.555
<![CDATA[Electronic modules are one solution to help students master and apply Science Process Skills in terms of creative economic and social aspects of substances and their changes. This research aims to provide a bibliometric literature review regarding developing the Natural and Social Sciences Project e-module. Articles were found using Publishing or Perish (PoP) software with the Google Scholar database. 67 out of 80 articles found in the Google Scholar database from 2015 to 2022 were analyzed in this research. Selected references are then managed using reference management software, namely Mendeley. After managing the database, this research classifies and visualizes it using VOSviewer software. This review provides an appropriate reference point for further research on the ‘IPA E-module’. The research conclusion is that online tutorials are more effective than non-online for teaching science process skills to students. Through the Natural and Social Sciences Project e-module, which is practical and valid, the science process skills of vocational school students increase.]]>
<![CDATA[Using the Song Maker Feature on Chrome Music Lab as a Music Learning Media ]]>
<![CDATA[Dwi Utami Ningsih]]>;
<![CDATA[Yudi Sukmayadi]]>
<![CDATA[ Journal of Innovation in Educational and Cultural Research Vol 4, No 3 (2023) ]]>
Publisher : <![CDATA[Yayasan Keluarga Guru Mandiri ]]>
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DOI: 10.46843/jiecr.v4i3.632
<![CDATA[This study aims to reveal how to use the Song Maker feature in Chrome Music Lab as a medium that can be used in remote music learning. Data collection was taken from reference books and journals, as well as YouTube and Google applications. The research method used was Research and Development (RD) with the Waterfall development model. The resulting product is in the form of a learning video that contains an introduction to Chrome Music Lab and the Song Maker feature, how to access and the process of making songs in the Song Maker feature. The results of the development of the Song Maker feature in Chrome Music Lab show that the feature is very easy, useful, and fun to use as learning media. The test results show that the product is ready to use because the respondents are satisfied. Chrome's Music Lab, specifically the Song Maker feature, provides an alternative for educators to extrapolate music education barriers by connecting active methods with technological, digital experiences for distance learning. The implication of the finding is using the Song Maker feature of Chrome Music Lab as a media for learning music can be used in the classroom for music creation lessons.]]>
