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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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Between Art and Judgment: An Analysis of Teacher Objectivity in Music Performance Assessment Dhani Kristiandri; Rivo Panji Yudha; Eka Setiyawati
Journal of Innovation in Educational and Cultural Research Vol 8, No 1 (2027): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v8i1.3198

Abstract

Objectivity in music performance assessment is a persistent methodological challenge in Indonesian junior high school education, where validated assessment instruments and inter-rater calibration protocols remain scarce. Preliminary observations across 10 schools in Surabaya revealed inconsistent scoring practices and a lack of standardized rubrics, indicating a substantive gap between curricular mandates and actual assessment practices. This study aimed to analyze the degree and sources of teacher objectivity in junior high school music performance assessment using the Many-Facet Rasch Model (MFRM). We used a quantitative descriptive-analytical design and collected data from 200 students evaluated by eight teacher-raters using a four-point behaviorally anchored rubric with five performance criteria. FACETS software estimated rater severity, fit statistics, and bias interactions. Results exceeded the threshold for substantive inter-rater differences. Raters produced fit statistics within acceptable boundaries, while statistically significant rater-student bias interactions were identified. The rating scale demonstrated ordered threshold estimates and adequate category functioning. These findings confirm that teacher subjectivity is measurably present and quantifiable through MFRM, contributing a validated rubric instrument and evidence-based scoring framework applicable to music performance assessment in non-Western educational contexts.
Effect of Problem-Based Digital Learning and Musical Intelligence on Art Appreciation Outcomes Uyuni Widiastuti; Mukhlis Mukhlis; Adina Sastra Sembiring; Lanang Riyadi; Akbar Bagaskara
Journal of Innovation in Educational and Cultural Research Vol 8, No 1 (2027): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v8i1.3277

Abstract

Traditional teacher-centered approaches in music education often struggle to address diverse student capabilities and the demands of 21st-century digital pedagogy. This study analyzes the effectiveness of the Problem-Based Digital Learning (PDBL) method compared with Direct Instruction in improving learning outcomes in an Art Appreciation and Criticism course, considering students' musical intelligence and controlling for initial ability. Employing a quasi-experimental design with ANCOVA on a sample of 96 music education students, the results reveal that PDBL yields significantly higher overall achievement than Direct Instruction. Additionally, students with high musical intelligence outperform those with lower aptitude. Crucially, a significant interaction effect demonstrates that PDBL is highly effective for students with high musical intelligence, whereas Direct Instruction is significantly more appropriate for students with low musical intelligence. This study concludes that instructional methods must be aligned with students' internal intelligence profiles to optimize outcomes. Scientifically, this research contributes to contemporary pedagogy by providing empirical evidence for classroom differentiation and showing how digital problem-solving frameworks can be systematically paired with student aptitude profiles in higher music education.
Integrating Ethnoscience into Physics Education: Enhancing Heat Transfer Understanding through Traditional Tobacco Drying Practices in Jember Jadnika Dwi Rakhmawan Amrullah; Nur Ahmad; Sri Rejeki Dwi Astuti; Firdha Yusmar; Ika Dewi Sumiati; Soraya Firdausi; Liu Hsiu-Chen
Journal of Innovation in Educational and Cultural Research Vol 8, No 1 (2027): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v8i1.3016

Abstract

Heat transfer is a fundamental yet conceptually challenging topic in physics, often taught in abstract ways that hinder students' ability to relate concepts to real-life phenomena. This study investigates the effectiveness of ethnoscience-based learning, grounded in traditional tobacco drying practices in Jember, Indonesia, in improving students' conceptual understanding of heat transfer. A sequential explanatory mixed-methods design was employed involving undergraduate preservice science teachers. Quantitative data were collected through pre-test and post-test assessments on conduction, convection, and radiation concepts, while qualitative data were obtained from classroom observations, interviews, and reflective writings. The results show a moderate-to-high improvement in students' conceptual understanding (N-gain = 0.67), with a significant shift from intuitive to scientifically accepted reasoning. Qualitative findings indicate that culturally familiar practices serve as epistemic bridges that facilitate conceptual change and enhance learning relevance. This study concludes that integrating local agricultural knowledge effectively supports meaningful physics learning. The research contributes to science education by positioning ethnoscience as an epistemic foundation in domain-specific physics instruction and by demonstrating its potential to promote conceptual understanding and sustainability-oriented education simultaneously.
Criminal Law Policy Reform for Teacher Protection in Indonesia Based on International Legal Principles Sapto Budoyo; Nurul Fatimatus Sholihah; Fahrinda Khansa Pramesti
Journal of Innovation in Educational and Cultural Research Vol 8, No 1 (2027): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v8i1.3264

Abstract

The teaching profession in Indonesia increasingly faces criminalization risks due to normative and administrative legal gaps that fail to provide comprehensive protection. This research aims to reformulate criminal law policies to ensure security and justice for teachers by aligning national frameworks with international standards. Employing a normative legal approach—incorporating statutory, conceptual, and comparative methods—the study analyzes national regulations against UNESCO and ILO principles. The results indicate an urgent need for policy shifts that harmonize legal frameworks, strengthen professional autonomy, and implement international principles such as balanced sanctions and the best interests of students. Consequently, a responsive criminal law policy is essential to balance teacher protection with student rights within the national education system. This study contributes to legal science by offering an interdisciplinary framework that integrates criminal and educational law, providing a novel prescriptive model for professional protection that transcends traditional administrative boundaries. This reformulation fosters a more equitable educational environment, ensuring educators can perform their strategic roles without the chilling effect of irrelevant legal threats.
The Development of Reading Materials Based on Local Wisdom and Socio-Cultural Contexts for English Education Students in Indonesia and Southeast Asia Ambar Wulansari; Muhammad Arifin; Tengku Winona Emelia; Selamat Husni Hasibuan
Journal of Innovation in Educational and Cultural Research Vol 8, No 1 (2027): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v8i1.3154

Abstract

The challenges faced by English Education students in comprehending academic texts highlight a gap between the reading skills expected in higher education and students' actual literacy competencies. To address this issue, this study aimed to develop and evaluate English reading materials that integrate local wisdom and socio-cultural contexts from Indonesia and Southeast Asia to support students' reading literacy development. The study employed a Research and Development (RD) approach adapted from the Graves model, covering needs analysis, material design, expert validation, and effectiveness testing. Data were gathered through questionnaires, interviews, classroom observations, expert validation sheets, and reading comprehension tests. Participants included 22 students in a limited trial and 46 third-semester students in the main field test at the University of Muhammadiyah North Sumatra. The data were analyzed using descriptive statistics and simple linear regression. The developed materials received a high validation score. The statistical analysis also indicated a significant relationship between using the materials and students' reading comprehension performance. In addition, incorporating local wisdom and socio-cultural themes gave students opportunities to connect English texts to familiar cultural experiences, potentially supporting their cultural awareness and engagement in learning. These findings suggest that culturally responsive reading materials offer a promising approach to contextualized English instruction in higher education. The study contributes a practical model for developing reading materials that connect language learning with local and regional cultural contexts, with potential relevance for English language education across Southeast Asia.
Principal Leadership and Student Learning Outcomes in Indonesian Schools: A Systematic Literature Review Marry Marry; Disman Disman; Dadang Dahlan; Susanti Kurniawati; Nofriansyah Nofriansyah; Dedi Kurniawan
Journal of Innovation in Educational and Cultural Research Vol 8, No 1 (2027): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v8i1.3189

Abstract

Student learning outcomes are widely influenced by principal leadership. In Indonesia's decentralized and diversified education system, the mechanisms linking leadership practices to measurable outcomes remain poorly understood, and the existence of multiple leadership models makes synthesizing evidence more difficult. This study provides a thorough analysis of empirical research on the relationship between principal leadership and student performance in Indonesian schools conducted between 2015 and 2025. Using the PRISMA 2020 protocol, we identified 284 records from SCOPUS, Web of Science, ERIC, and Google Scholar; 30 met the inclusion criteria. We collected data on effect sizes, mediators, moderators, and methodological rigor, and assessed study quality using MMAT. The findings show that principal leadership positively affects student outcomes. Important mediators include student motivation, school culture, instructor effectiveness, and educational resources. Contextual factors such as location, resources, accreditation, and digital preparedness moderate these effects. The study suggests that leadership mostly influences outcomes indirectly, highlighting school culture and teacher capacity as key mechanisms and calling for more thorough and varied future research.
The Influence of Financial Technology (Fintech) and Financial Literacy on the Financial Behavior of Economics Education Students Fathia Izzaty; Nazaruddin Ali Basyah; Achmad Mustofa; Zulfadhli Rusli; Aidil Akbar
Journal of Innovation in Educational and Cultural Research Vol 8, No 1 (2027): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v8i1.3187

Abstract

The development of fintech has changed people's financial transaction patterns, including among students. This condition requires adequate financial literacy skills so that financial behavior can be managed wisely and responsibly. This study aims to determine the effect of fintech and financial literacy on the financial behavior of Economics Education students. This study uses a quantitative, descriptive research approach. The population consisted of 240 Economics Education students from the 2022–2024 intake. This study used proportionate stratified random sampling, with a sample of 71 students obtained using the Slovin formula. Data collection methods included library research and field research. The study used classical assumption testing, multiple linear regression analysis, and hypothesis testing. The results showed that fintech did not affect students' financial behavior. Financial literacy significantly influences students' financial behavior. There is a significant influence of fintech and financial literacy on students' financial behavior, while the rest is influenced by other variables outside the study.
Indigenous Local Wisdom-Integrated Multimodal Service-Learning for Fostering Collaborative Competencies in Elementary Education Dadan Setiawan; Bunyamin Maftuh; Amadhila Elina Panehafo; Ernawulan Syaodih; Arie Rakhmat Riyadi
Journal of Innovation in Educational and Cultural Research Vol 8, No 1 (2027): Article in Press
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v8i1.3278

Abstract

Developing collaborative competencies is central to 21st-century education, yet culturally responsive pedagogical models for elementary settings remain limited. This study investigates the effectiveness of a multimodal service-learning model grounded in Cirebon local wisdom in developing collaborative competencies among elementary school students. A quasi-experimental design with a non-equivalent control group was employed, involving 114 fifth-grade students in Cirebon, Indonesia (experimental group, n = 60; control group, n = 54) across nine instructional sessions. The intervention integrated multimodal learning with structured service-learning phases anchored in Cirebon cultural traditions, including gotong royong, batik, muludan, and ngunjung buyut. Collaborative competencies were assessed using a validated Likert-scale instrument spanning eight dimensions. Paired-sample t-tests revealed statistically significant improvements in the experimental group across all dimensions with large effect sizes. The experimental group showed markedly greater gains than the control group, with collective responsibility, effective communication, and recognition of individual contributions showing the most pronounced advances. These findings confirm that embedding local wisdom within a multimodal service-learning framework is a pedagogically sound and culturally responsive approach, contributing a replicable model for integrating cultural context into 21st-century competency development in elementary education.

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