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INDONESIA
Journal of Innovation in Educational and Cultural Research
Published by Yayasan Keluarga Guru Mandiri
ISSN : 27229688     EISSN : 27229696     DOI : https://doi.org/10.46843/jiecr
Core Subject : Education,
Education
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
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 21 Documents
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Search results for , issue "Vol 6, No 2 (2025)" : 21 Documents clear
Measuring TPACK and HOTS of Teacher Professional Education Students Based on Lesson Plans Nur Wakhidah; Juhaeni Juhaeni; Safaruddin Safaruddin; Erman Erman; Shaouna Shoaib Lodhi
Journal of Innovation in Educational and Cultural Research Vol 6, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i1.1796

Abstract

The manifestation of the technological age is that humans use technology, so education must prepare professional teachers who understand technology. Technology, content, and pedagogic-based learning occurred during COVID-19, known as technological pedagogical content knowledge (TPACK). TPACK research, so far as expertise using questionnaires, rarely studied TPACK designed by teachers. This quantitative study aims to determine the ability of TPACK in lesson plans (LP) of teacher professional education (TPE) students at UIN Sunan Ampel and its effect on HOTS. Data was collected by scoring LP based on TPACK and HOTS instruments. Data on students' ability to design lesson plans were analyzed using SEM path analysis with AMOS application to measure the influence of the TPACK component (TK, CK, PK, TPK, TCK, PCK) for TPACK and HOTS. The results showed that TPACK components ((pedagogic ability (PK) and technology-based pedagogic ability (TPK)) indirectly affect TPACK. Technology-based content capability (CTK) and TPK directly affect TPACK. The TPACK component involves HOTS in a negative direction except for content capability (CT), which affects HOTS positively.
The Mediating-Moderating Role in The Relationship Between Self-Efficacy and Academic Boredom: A Meta-Analytic Approach Ghozali Rusyid Affandi; Cholichul Hadi; Nur Ainy Fardana; Mohd Nazri Bin Abdul Rahman; Xinyue Yang
Journal of Innovation in Educational and Cultural Research Vol 6, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i2.2261

Abstract

Academic boredom can adversely affect student motivation and performance, necessitating an exploration of its psychological foundations. This meta-analysis delves into the interplay between self-efficacy and academic boredom, underscoring the significance of mediators and moderators in this dynamic. A systematic review across various databases, including ScienceDirect, Web of Science, SCOPUS, ProQuest, Emerald Insight, and Springer Link, identified 17 relevant studies, encompassing 8631 participants. The quality of these studies was scrutinized using the JBI Critical Appraisal Checklist. The meta-analysis, which utilized a random-effects model, found a noteworthy negative correlation between self-efficacy and academic boredom (r = -0.34, p 0.05). The analysis revealed high heterogeneity (I² = 91.49%), indicating significant differences among the studies. Additional findings pointed to social interaction and task performance as essential mediators, while factors such as the learning environment and genetics, notably MAOA, served as moderators. This research suggests that self-efficacy can act as a buffer against academic boredom, highlighting the importance of interventions that enhance self-efficacy and promote engaging learning environments. This study contributes to formulating effective strategies to combat academic boredom and improve student educational outcomes by integrating cognitive, emotional, and contextual factors.
Enhancing Madrasa Teacher Mindfulness through Organizational Culture Hasan Baharun; Imam Bukhori; Fatimatus Zahro
Journal of Innovation in Educational and Cultural Research Vol 6, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i2.1825

Abstract

This research explores the role of organizational culture in enhancing teacher mindfulness in madrasas, viewed through the lens of Schein's organizational culture theory. A qualitative case study approach was employed, utilizing interviews, observations, and documentation as data collection techniques. Data analysis followed a three-step process: data reduction, presentation, and conclusion drawing. The findings reveal that three key elements of organizational culture significantly contribute to increasing teacher mindfulness. First, organizational culture artifacts, such as outing class activities and the 3S slogan (Greetings, Smile, Greet), play a vital role. Second, the espoused beliefs and values reflect the madrasa's unique vision, particularly the fifth content of the Five Santri Awarenesses—organizational awareness. Third, the underlying assumption is that integrating technology and open dialogue in madrasa activities and learning fosters a strong and influential organizational culture. This study highlights the importance of organizational culture in fostering teacher mindfulness, leading to a more harmonious and effective work environment that enhances educational quality.
Management of Maritime Education in Practical Learning on Training Ships: Case Study of Cadets in Navigation Practice Arleiny Arleiny; Iie Suwondo; Samsul Huda; Retno Sawitri Wulandari; Mukhammad Jamaludin
Journal of Innovation in Educational and Cultural Research Vol 6, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i2.1990

Abstract

Maritime education management plays a crucial role in ensuring cadets are well-prepared for the maritime industry through practical learning onboard training ships. This study focuses on how practical learning on training ships, such as KL Husni Thamrin, KL Bung Tomo, KL Malahayati, KL Laksamana Muda John Lie, KL Sultan Hasanudin, KL Frans Kaisepo, KL Barombong bridges the gap between theoretical knowledge and real-world experience. Cadets are provided with hands-on experience in navigation, ship handling, and emergency simulations, following international standards set by the International Maritime Organization (IMO). This practical approach helps develop essential technical and non-technical competencies required in the maritime industry. However, challenges such as resource limitations, weather conditions, and high operational costs require efficient management and innovative teaching strategies. This article explores these aspects and offers recommendations to enhance the effectiveness of maritime education management for cadets' onboard learning experiences. Ultimately, this study emphasizes the need for continuous improvement in educational management frameworks within maritime institutions, suggesting that collaborative efforts with industry stakeholders and the adoption of innovative teaching methods can further enhance the training quality for future maritime professionals. By addressing these challenges and leveraging technological advancements, maritime education can ensure its graduates are not only competent but also adaptable to the ever-evolving demands of the global maritime landscape.
The Moderating Role of Gender in the Relationship Between Teacher Competence, Learning Satisfaction, and Students' Intrinsic Motivation Maryono Maryono; Dede Dwi Kurniasih; Muhammad Hafidz Khusnadin; Samsuddin Samsuddin; Siswanto Siswanto; Roma Wijaya
Journal of Innovation in Educational and Cultural Research Vol 6, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i2.2140

Abstract

Teacher competence is a key factor in creating an effective learning experience in the educational environment, especially in Indonesia's secondary education context. There is still a gap in understanding the role of learning satisfaction as a mediator in the relationship. This study explores the relationship between teacher competence, student learning satisfaction, and students' intrinsic motivation at the secondary education level. This study explores the relationship between teacher competence, student learning satisfaction, and students' intrinsic motivation at the secondary education level. Using the Structural Equation Modeling (SEM) approach, data was analyzed from 100 students to identify the impact of teacher competence on learning satisfaction and intrinsic motivation. The results showed that teacher competence significantly had a positive effect on student learning satisfaction with a pathway coefficient of 0.809 (p 0.01) and had a positive impact on students' intrinsic motivation with a coefficient of 0.345 (p 0.05). In addition, learning satisfaction was proven to have a significant mediating role in the relationship between teacher competence and intrinsic motivation, with a pathway coefficient of 0.493 (p 0.01). These findings support the importance of teacher competency development in improving a satisfying and motivating learning experience for students. This research has practical implications for educational institutions in strengthening teacher training programs and strategies to improve teaching quality to support the overall academic development of students.
The Influence of Learning Communities and Participatory Leadership on the Leadership of Driving Teachers Dewi Ratnawati; Widya Kusumaningsih; Nurkolis Nurkolis; Pinurba Anindita
Journal of Innovation in Educational and Cultural Research Vol 6, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i2.2353

Abstract

The leadership of driving teachers is crucial in the learning process, especially when facing technological advancements supporting educational processes. This study aims to analyze the influence of learning communities and participatory leadership on the leadership of driving teachers. The approach used is quantitative with a correlational research design. The research population consists of 70 teachers, who are also used as the sample. Data was collected through questionnaires and analyzed using descriptive analysis techniques and prerequisite tests (normality test, multicollinearity, heteroscedasticity, and linearity). Hypothesis testing was carried out through simple and multiple linear regression. The study results show that the learning community has a correlation of 0.738 and significantly influences the leadership of driving teachers by 74.5%. Participatory leadership correlates 0.781 and significantly influences the leadership by 70.9%. Simultaneously, the learning community and participatory leadership significantly influence the leadership of driving teachers with a coefficient of determination of 73.5%. The regression equation is ? = 12.383 + 1.020 X1 + 1.881 X2. This study provides insights for schools and policymakers to develop collaborative learning strategies and more inclusive leadership.
Research Trends in Philosophy of Science in Education: A Bibliometric Study of the Recent Period Witzir Sumadisastro; Babang Robandi; Diki Fahrizal; Nor Shahila Mansor
Journal of Innovation in Educational and Cultural Research Vol 6, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i2.2206

Abstract

This study examines research trends in the philosophy of science within the educational context, focusing on its ontological, epistemological, and axiological dimensions. Using a bibliometric approach, 868 academic publications from 2010 to 2024 were analyzed, sourced from Scopus and Google Scholar with keywords such as “Philosophy of Science in Education” and “Educational Philosophy and Knowledge. Data were processed and visualized using VOSviewer to identify patterns, themes, and collaboration networks. The findings revealed six key clusters: philosophical foundations in educational practices, ontological and epistemological dimensions in educational research, historical and scientific perspectives, problem-solving approaches, axiological dimensions, and Islamic perspectives in educational philosophy. These results highlight the growing integration of interdisciplinary perspectives, critical thinking, and value-based education to address global challenges such as technological advancements and cultural shifts. This study contributes to the literature by offering insights into the evolving role of philosophy in education, emphasizing the importance of ethical leadership, cultural inclusivity, and sustainable educational practices. The findings provide actionable guidance for policymakers, educators, and researchers in designing curricula and pedagogical strategies that align with 21st-century educational needs while fostering moral and social responsibility.
Evolution of The Education Curriculum in Indonesia M Topit Hidayat; Surya Suryadi; Nuri Latifannisa; Sefni Novita Sari; Rino Rino
Journal of Innovation in Educational and Cultural Research Vol 6, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i2.1312

Abstract

The Indonesian national curriculum has changed several times, more than ten times to be precise. These changes are logically the result of science learning on political issues, government systems, social culture, economics, and technological science in public society. This research aims to determine the development of the curriculum that has been implemented in Indonesia from a historical perspective. The method used in this research is qualitative method. Collecting research data uses documentation and library techniques. This study identifies key findings from related research and examines curriculum development in Indonesia using a systematic literature review (SLR) based on the PRISMA approach. The results of data collection were then analyzed using qualitative descriptive analysis techniques. The results of this research show that the history of the curriculum that has been implemented in Indonesia from a comparative study perspective can be traced from the curriculum before independence (curriculum during the VOC, Dutch East Indies, and Japanese Occupation) to the curriculum after independence, including those from 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004, 2006, 2013, and freedom curriculum. The continuous evolution of the curriculum highlights the government's commitment to improving education and ensuring that it remains relevant in an ever-changing world.
Sandur Art as an Effort to Internalize Multicultural Education Arif Hidajad; Hujuala Rika Ayu
Journal of Innovation in Educational and Cultural Research Vol 6, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i2.2200

Abstract

The internationalization of education in Indonesia faces challenges such as disparities in quality, inadequate curricula, language barriers, and limited recognition of qualifications. Additionally, managing cultural, ethnic, and linguistic diversity leads to discrimination, inequality of access, and a lack of cultural representation in the curriculum. This study aims to analyze the root causes of multicultural education issues in Indonesia, focusing on Sandur Art as an effort to internalize multicultural values. A historical-descriptive method is used to trace the relationship between perceptions, acceptance, problem-solving attitudes, independence, creativity, and inspiration in promoting multicultural awareness. The research results show that Sandur Art can build a positive perception, acceptance, and problem-solving attitude towards cultural diversity through its rich symbolism and collaborative practices. The values of independence and creativity in Sandur Art also foster the creation of an inclusive educational environment. In conclusion, integrating Sandur Art into education can effectively shape globally competent and inclusive citizens. This study contributes to expanding the understanding of the role of traditional arts in supporting multicultural education in Indonesia.
The Understanding of Culturally Responsive Pedagogy Among High School Students and Teachers in East Kalimantan Susilo Susilo; I Gusti Ngurah Darmawan; Dyah Sungginwati; Syaiful Arifin; Khairun Nisyah; Rinda Cahya Mudiawati
Journal of Innovation in Educational and Cultural Research Vol 6, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v6i2.2187

Abstract

This study aims to assess the knowledge of culturally responsive education among high school teachers and students in East Kalimantan, Indonesia. It utilizes a mixed-methods design, adopting a convergent mixed-methods approach. Data for this research were collected from high school students across various districts and cities within the province of East Kalimantan. The research data comprise quantitative information from questionnaire responses regarding knowledge of culturally responsive education. A questionnaire, commonly employed in survey research, is a structured instrument in which student participants select answers to pre-designed questions and provide basic demographic or personal information. Qualitative data were gathered through in-depth interviews with teachers. Data analysis involves two approaches: qualitative and quantitative. The qualitative analysis uses NVIVO software, while the quantitative analysis employs descriptive statistics and inferential t-tests. The findings indicate that all respondents fall within the proficient classification. The interviews with three teachers reveal four themes: 1) awareness and understanding of cultural diversity, 2) addressing injustice in the classroom, 3) building cross-cultural communication, and 4) curriculum and cultural diversity.

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