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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 448 Documents
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Artificial Intelligence Assisted Ethnomathematics in Gedog Batik Indonesia: Integrating a Social Media-Supported STEM Project for Pre-Service Elementary Teachers Mu'jizatin Fadiana; Ifa Seftia Rakhma Widiyanti; Yudi Supiyanto; Abdul Hasan
Journal of Innovation in Educational and Cultural Research Vol 7, No 4 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i4.3094

Abstract

This study explores ethnomathematical structures embedded inGedogbatik in Indonesia and examines the role of artificial intelligence (AI) in integrating these structures into STEM projects for pre-service elementary teachers and in fostering public engagement through social media. The objectives are to identify mathematical concepts in batik motifs and production processes,analyzethe contribution of AI in ethnomathematical analysis, and evaluate the pedagogical and social impacts of this integration. A qualitative ethnographic approach was employed, involving six batik artisans and eighteen pre-service teachers. Data were collected through interviews, participant observation, focus group discussions, and social media interaction analysis, andanalyzedusing thematic, narrative, and AI-assisted digital pattern techniques. The findings show thatGedogbatik embodies systematic mathematical concepts, including number, measurement, coordinate systems, geometry, transformations, and patterns, reflected in both motifs and production activities. AI enhanced analytical precision and revealed implicit mathematical reasoning used by artisans. The integration into STEM projects resulted in contextualized, pedagogically coherent learning models, thereby improving teacher competence. Social media dissemination generated positive public responses. This study contributes an AI-assisted ethnomathematics–STEM framework that supports contextual mathematics learning, teacher education innovation, and cultural sustainability.
Sociodrama-Based Play and Social-Emotional Development in Early Childhood: A Quasi-Experimental Study Jhoni Warmansyah; Amina Ulya; Nur Rahma Hannia; Azizah Zain; Winda Trimelia Utami
Journal of Innovation in Educational and Cultural Research Vol 7, No 4 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i4.3150

Abstract

Developing social-emotional competencies constitutes a core priority in early childhood education, as these competencies underpin children's capacity to manage their emotions, engage constructively with others, and build healthy interpersonal relationships. This study aims to examine the effect of positive emotional stimulation through sociodrama play on young children's social-emotional skills. Employing a quantitative framework, the research adopted a quasi-experimental pretest-posttest control-group design with participants aged 4-6 years, who were allocated equally to the experimental and control groups. Data collection relied on a structured observational instrument derived from the Social-Emotional Assessment/Evaluation Measure (SEAM), and data were analyzed using Analysis of Covariance (ANCOVA) in Jamovi to account for pre-existing group differences. Statistical outcomes revealed no significant difference between the two groups. Nonetheless, observational records indicated a discernible trend of growth across several social-emotional domains. While these developmental tendencies could not be confirmed statistically, the findings suggest that the observed gains were constrained by the conditions inherent to the study design. This investigation adds to the empirical literature on the capacity of structured sociodrama activities to nurture children's social-emotional growth.
The Impact of Smartphones on Students’ Psychology, Emotions, Physical Health, Management, Social Life, and Academic Performance Marleny Leasa; Albertus Fenanlampir; Natcha Mahapoonyanont; Nathalie Elischeva Kailola; John Rafafy Batlolona
Journal of Innovation in Educational and Cultural Research Vol 7, No 4 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i4.3147

Abstract

This study aims to analyze the impact of smartphone usage on students’ psychological, emotional, physical, social, and academic aspects at Pattimura University. A quantitative approach was employed using a voluntary survey method involving 546 students aged 18–24 years. Data were collected through a Likert-scale questionnaire and analyzed using percentage techniques. The findings indicate that excessive smartphone use has a significant multidimensional impact on students. Approximately 57.96% of respondents reported intensive social media usage patterns that interfere with concentration, while 65.69% showed notable psychological and emotional effects, including anxiety and mood disturbances. Regarding physical health, respondents reported sleep disturbances, eye strain, and reduced physical activity. Some also acknowledged that smartphone use affects social relationships and productivity, including increased procrastination and decreased academic focus. Despite these negative impacts, students demonstrated awareness of the importance of managing smartphone usage through strategies such as time limitation and digital detox. It can be concluded that uncontrolled smartphone use contributes to decreased academic performance and well-being, although adaptive skills and self-regulation may mitigate these effects.
Manggaleh Culture-Based Experiential Learning in Social Entrepreneurship Education: A Preliminary Study in Social Studies Education Cicilia Melinda; Bunyamin Maftuh; Kokom Komalasari; Acep Supriadi; Wisal Jereis Asad Alrabadi
Journal of Innovation in Educational and Cultural Research Vol 7, No 4 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i4.3003

Abstract

This study examines entrepreneurship education in the social studies education program, highlighting the limited integration of original socio-artistic surrounds in current practice. Approaches remain generally theoretical and techno-economic, leading to the underdevelopment of socio-entrepreneurial chops, particularly in social creativity and real-world problem solving. This study aims to dissect current literacy conditions and assess West Sumatra. A mixed-methods primary design was employed, involving compliance, semi-structured interviews, document analysis, and a questionnaire administered to lecturers and students from two universities. Data were analyzed using descriptive, qualitative, and quantitative approaches. The findings reveal a gap between lecturers' social exposure and students' profitable exposure, alongside dominant practices with minimal artistic integration. Although overall socio-entrepreneurial chops were fairly high (M=4.19), skills were linked to social perceptivity and invention (M=3.68). This study offers a culturally predicated Experiential learning frame grounded in Manggaleh values, furnishing a contextually applicable approach to bridging proposition and practice in socioentrepreneurship education.
The Evolution and Intellectual Structure of Local Wisdom Research in Indonesian Education: A Fifteen-Year Bibliometric and Systematic Analysis (2010–2025) Djedjen Djedjen; Dede Trie Kurniawan; Yunus Abidin
Journal of Innovation in Educational and Cultural Research Vol 7, No 4 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i4.3070

Abstract

The concept of local wisdom has become a significant strategic basis for culturally based education in Indonesia, though the structure of intellectual form and the developmental course of research in this area have yet to be fully synthesized. The paper explores the development and intellectual architecture of local wisdom research in Indonesian education between 2010 and 2025 through an inter-woven bibliometric and systematic approach. Based on PRISMA procedures, 132 studies were selected from 575 records of Scopus-indexed journal articles. The growth of publications, most popular journals, institutional productivity, and international contributions were analyzed using bibliometric mapping, and qualitative thematic synthesis identified the prevalent research clusters and theoretical orientations. According to the findings, a significant growth trend can be observed in recent years, and scholarship is concentrated mostly in Indonesian institutions, with a predominance of the sociocultural and constructivist approaches. Five important thematic areas were identified, reflecting an inclination toward pedagogical application. The paper finds that although the field is growing very fast, it is nationally confined and theoretically fragmented. This study provides intellectual scaffolding and strategic pathways for more rigorous and globally active scholarship by mapping the intellectual architecture of the field.
Institutional Resilience and Cultural Adaptation of Madrasahs in Muslim-Minority Contexts: Vietnam and the Philippines Muhammad Kosim; Martin Kustati; Sittie Jehanne U. Mutin; Ma Thanh Thanh Hoang Basiron; Suryadi Fajri; Wahida Raihan Sirait
Journal of Innovation in Educational and Cultural Research Vol 7, No 4 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i4.3161

Abstract

The Islamic educational institutions in Muslim-minority countries, such as Vietnam and the Philippines, have played important roles both in spreading Islamic teachings and in developing Islamic identities in multi-religious communities. This research aims to examine the institutional resilience and cultural adaptation of madrasahs in Vietnam and the Philippines through identifying the actual conditions of madrasahs, national regulations, challenges, and resilience strategies of Islamic communities in both countries. This research employs a descriptive-exploratory qualitative approach integrated with a multiple-case study design. The study was conducted in Ho Chi Minh City and Tay Ninh in Vietnam, and in Marawi City in the Philippines. Data were collected through in-depth interviews, focus group discussions, observation, and library analysis, and then analyzed thematically. The findings indicate that madrasahs face limited legal recognition, inadequate funding, weak infrastructure, and socio-cultural pressures. Nevertheless, they maintain their existence through community-based leadership, contextual curriculum development, social networking, economic self-reliance, and adaptation to local customs. In comparative Islamic education studies, the findings of this research prove that madrasah resilience is a socio-cultural process that is shaped by community legitimacy, identity negotiation, and adaptive educational practices.
From Tropical Roots to Nordic Branches: Indonesian-born Early Childhood Teachers’ Professional Identity Negotiation in Finland Muchammad Tholchah; Sari Hernawati; Devi Prasad Bhattarai
Journal of Innovation in Educational and Cultural Research Vol 7, No 4 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i4.3160

Abstract

Transnational teacher mobility has reshaped how teachers construct professional identities across borders, yet little is known about overseasborn teachers in Nordic systems. This qualitative case study explores how four Indonesian-born teachers working in early childhood education and care (ECEC) institutions negotiate their professional identities within a high-autonomy, high-trust context like Finland. Drawing on professional identity development theory, we conducted semistructured interviews and reflexive thematic analysis. Four interrelated themes were identified: learning new routines and institutional expectations, working within multidisciplinary teams and distributed expertise, negotiating child autonomy and professional boundaries, and navigating language, qualifications and professional recognition. The findings show that identity negotiation is not a linear transition from one national model to another, but an ongoing, situated process in which prior professional selves are expanded, challenged and partially reconstituted. Teachers learn to align themselves with documentation?rich, child?centred and multi?professional practices while at the same time managing reductions in unilateral authority, strict norms around privacy and the gatekeeping effects of Finnish language proficiency and nationally recognized credentials. The study contributes to international scholarship by theorizing transnational teacher identity negotiation as a relational and structurally mediated process, and by offering a fine?grained account of how host?country policies and institutional arrangements in Finnish ECEC shape the conditions under which overseas-born teachers can exercise agency and be recognized as full members of the professional community.
Self-Regulated Learning in Generative Artificial Intelligence-Assisted Science Learning: A Factor Structure Analysis Fanny Rahmatina Rahim; Ari Widodo; Achmad Samsudin; Tina Hayati Dahlan; Elrisfa Magistarina
Journal of Innovation in Educational and Cultural Research Vol 7, No 4 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i4.3142

Abstract

This study examines students' self-regulated learning (SRL) in Generative Artificial Intelligence (GenAI)-assisted science learning. The purpose of this study was to identify the characteristics of students' SRL and examine the empirically established factor structure of SRL in a GenAI-assisted learning environment. This study employed a quantitative survey design involving 154 students. Data were analyzed using descriptive statistics, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). The results showed that students exhibited moderate to high levels of SRL, with the motivation dimension showing stronger performance compared to the metacognitive aspect. EFA identified six initial factors, while CFA confirmed the final five dimensions: metacognitive planning and goal setting, help-seeking and resource management, self-regulation difficulties, intrinsic motivation, and self-monitoring and evaluation. The measurement model demonstrated satisfactory validity, reliability, and model fit. Other findings also showed that science learning can support students' SRL development, but still requires structured support to strengthen metacognitive skills. This study contributes to the development of SRL measurement in GenAI-based science learning.
Malay Civilization of The Lembak Tribe, Bengkulu: Integration of Islam and Local Culture Ismail Ismail; Azizah Aryati; Mukhamad Hadi Musolin; Wildan Nur Hidayat; Sultan Gholand Astapala; Nafilah Chaudittisreen
Journal of Innovation in Educational and Cultural Research Vol 7, No 4 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i4.3097

Abstract

This research departs from the rich and complex Malay culture, so understanding it requires a flexible mindset. Understanding Malay concepts must be done holistically and comprehensively, and one of the characteristics of Malay culture is its inclusive nature. One of them is the Lembak tribe in Bengkulu Province. The Lembak Malay tribe hasa very uniquecharacteristic in playing a role in the spread of Islam; the Lembak tribe has succeeded in maintaining their traditions while adopting other Islamic values. Facts show that the Lembak tribe has a complex social structure with a strong kinship system; this contributes to the way they integrate Islamic teachings into their daily lives. This study uses a qualitative method because it allows researchers to explore complex social phenomena in depth. The results of this study indicate that the Lembak tribe is found in Bengkulu Province; it has close social ties and can integrate Islamic values into daily life. This is evidenced by one of the wedding traditions carried out by the Lembak tribe and theSarafalAnam custom.
Holland-Based Career Guidance and Career Maturity among Vocational Students: A Local Cultural Perspective on Future Career Direction Gusman Lesmana; Ismayani Maya; Setiana Setiana; Selamat Husni Hasibuan
Journal of Innovation in Educational and Cultural Research Vol 7, No 4 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v7i4.3155

Abstract

Career maturity is an important competence for vocational high school students in preparing for future career decisions. In many contexts, students' career orientations are influenced not only by their interests and abilities but also by local cultural values that shape expectations about future work and life directions. This study examines the effect of Holland-based career guidance (RIASEC) on improving the career maturity of vocational students while considering local cultural perspectives on future career direction. This study used a quantitative experimental approach with a One-Group Pre-test–Post-test design involving 68 vocational high school students in Medan, Indonesia. Holland-based career guidance sessions were implemented to help students identify personality types, interests, and suitable career pathways. Data were collected using a career maturity scale and analyzed using the Wilcoxon Signed Rank Test with SPSS, followed by effect size analysis. The descriptive results showed an increase in students' career maturity scores from the pre-test to the post-test. The statistical analysis revealed a significant difference between pre-test and post-test scores after the intervention. The calculated effect size indicates a large effect, demonstrating that Holland-based career guidance effectively improves students' career maturity, particularly in understanding personal potential, aligning interests with career choices, and planning future career directions. Integrating local cultural perspectives also helps students connect their career aspirations with family and community expectations. In conclusion, Holland-based career guidance integrated with local cultural perspectives can be implemented as a practical counseling strategy in Indonesian vocational schools by assisting guidance counselors in developing culturally responsive career services and supporting vocational curricula that strengthen students' career planning, self-understanding, and readiness for future employment decisions.

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