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Indonesian Journal of Innovation Studies
Published by Universitas Muhammadiyah Sidoarjo
ISSN : -     EISSN : 25989936     DOI : https://doi.org/10.21070/ijins.v17i
Core Subject : Science, Education, Social, Engineering,
Computer Science & IT Education Engineering Law, Crime, Criminology & Criminal Justice
Indonesian Journal of Innovation Studies (IJINS) is a peer-reviewed journal published by Universitas Muhammadiyah Sidoarjo four times a year. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.This journal aims is to provide a place for academics and practitioners to publish original research and review articles. The articles basically contains any topics concerning new innovation on all aspects. IJINS is available in online version. Language used in this journal is Indonesia or English.
Arjuna Subject : Umum - Umum
Articles 134 Documents
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Search results for , issue "Vol. 26 No. 4 (2025): October" : 134 Documents clear
Development of PBL Powtoon Video Media for High School Student Learning Outcomes: Pengembangan Media Video PBL Powtoon untuk Hasil Belajar Siswa SMA Sinaga, Rika Imelda; Tambunan , Hamonangan; Sitompul, Harun
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1596

Abstract

General Background: The integration of digital media in education has become essential in fostering effective learning, particularly in complex subjects such as economics. Specific Background: Project-Based Learning (PBL) models, when combined with animation, can enhance student engagement and comprehension. However, there is limited research on the development of Powtoon-based animated videos for specific economic topics. Knowledge Gap: Prior studies have not focused on animated media covering the topic of market and price equilibrium for high school economics, which often remains challenging and less engaging for students. Aims: This study aimed to develop, validate, and evaluate a Powtoon-based PBL animated video to improve students’ learning outcomes on this topic. Results: The media was declared feasible by experts (86%), practical by teachers and students (>89%), and effective in enhancing learning outcomes, with a moderate N-Gain score of 0.51 and statistically significant improvement in posttest results (p < 0.05). Novelty: This is the first validated digital learning tool focusing on market and price equilibrium using Powtoon within a PBL framework. Implications: The study supports the broader implementation of animated instructional media in economics education and encourages teacher training in digital pedagogy to meet 21st-century educational demands.Highlight : Developed a PBL-based animated video using Powtoon, validated as feasible and practical for classroom use. Experimental results show improved learning outcomes in economic topics like market equilibrium. Recommended for broader application and teacher training to enhance digital pedagogy. Keywords : Powtoon, project-based learning, animated video, economics education, learning outcomes
Parenting Styles Shaping Academic Achievement and Student Discipline: Gaya Pengasuhan yang Mempengaruhi Prestasi Akademik dan Disiplin Siswa Iskandar, Iskandar; Ridwan, Muh; B, Muhammad Rusmin
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1621

Abstract

General Background: In the digital era, moral degradation among young learners poses a critical challenge, necessitating effective character education strategies rooted in national and religious values. Specific Background: The Proyek Penguatan Profil Pelajar Pancasila (P5) and Profil Pelajar Rahmatan Lil Alamin (PPRA) have been implemented separately in Indonesian schools to foster holistic student development. However, in madrasah contexts, the integration of both frameworks remains limited. Knowledge Gap: Previous studies examined P5 or PPRA individually, with scarce evidence on their combined impact in shaping students’ character, especially in areas with strong local cultural values such as Bulukumba. Aims: This study investigates the influence of the integrated P5 and PPRA (P5P2RA) projects on the character formation of Grade IV students in KKMI Region I, Bulukumba Regency. Results: Using a quantitative correlational design with 165 respondents, data analysis revealed a positive and significant effect (β=0.454, p<0.05), with the model explaining 57.7% of character development variance. Novelty: This is among the first empirical studies integrating P5 and PPRA into a unified, contextually adapted framework for Islamic primary education. Implications: Findings highlight the strategic role of integrated character education projects in strengthening students’ moral, social, and civic values, suggesting their scalability to other madrasah settings to foster a generation that is religiously grounded, socially responsible, and globally competent. Highlights: Integration of P5 and PPRA in one framework. Significant positive effect on character formation. Applicable model for Islamic primary schools. Keywords: Character Education, Pancasila Student Profile, Rahmatan Lil Alamin, Madrasah Ibtidaiyah, Educational Integration
Short Story Learning with Project Based Learning to Foster Empathy and Creativity: Belajar Cerpen Melalui Pembelajaran Berbasis Proyek untuk Mengembangkan Empati dan Kreativitas Aslam, Hafidhan; Venika, Deby; Aji, Ibrahim; Kusmana, Suherli; Nurzaman, Bela
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1626

Abstract

General background: The cultivation of empathy and creativity is crucial in secondary education, particularly in literary learning. Specific background: However, many students exhibit limited empathetic engagement and creative expression when learning short stories. Knowledge gap: Previous studies on Project Based Learning (PjBL) in literature often overlook its differential effects on empathy versus creativity. Aims: This study investigates the effectiveness of PjBL in enhancing empathy and creative writing skills through short story learning in Grade VIII students of SMP Negeri 1 Plumbon Cirebon. Results: Using a quasi-experimental pretest–posttest control group design, data were collected via short story writing tests, empathy questionnaires, project assessments, and classroom observations, analyzed with paired t-tests, independent t-tests, and simple linear regression. Findings reveal that PjBL implementation followed the prescribed syntax, promoted active participation, and produced short stories rich in empathetic and creative elements. While empathy improved significantly within the experimental group, intergroup comparisons and regression indicated no statistically significant effect on empathy, but a significant positive effect on creativity. Novelty: This research distinguishes the distinct impact of PjBL on two character dimensions in literature learning. Implications: PjBL is a promising pedagogical strategy to foster students’ creative capacity in literary contexts. Highlights: Significant boost in students’ creative writing skills. Empathy improved but not statistically significant between groups. PjBL effectively engages students in literary learning. Keywords: Project Based Learning, Short Story, Empathy, Creativity, Secondary Education
Integration of Pancasila Student Profile and Rahmatan Lil Alamin for Strengthening Student Character Formation: Integrasi Profil Siswa Pancasila dan Rahmatan Lil Alamin untuk Penguatan Pembentukan Karakter Siswa Uliawati, Uliawati; Rapi, Muh; Nursalam, Nursalam
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1629

Abstract

General Background: In the digital era, moral degradation among young learners poses a critical challenge, necessitating effective character education strategies rooted in national and religious values. Specific Background: The Proyek Penguatan Profil Pelajar Pancasila (P5) and Profil Pelajar Rahmatan Lil Alamin (PPRA) have been implemented separately in Indonesian schools to foster holistic student development. However, in madrasah contexts, the integration of both frameworks remains limited. Knowledge Gap: Previous studies examined P5 or PPRA individually, with scarce evidence on their combined impact in shaping students’ character, especially in areas with strong local cultural values such as Bulukumba. Aims: This study investigates the influence of the integrated P5 and PPRA (P5P2RA) projects on the character formation of Grade IV students in KKMI Region I, Bulukumba Regency. Results: Using a quantitative correlational design with 165 respondents, data analysis revealed a positive and significant effect (β=0.454, p<0.05), with the model explaining 57.7% of character development variance. Novelty: This is among the first empirical studies integrating P5 and PPRA into a unified, contextually adapted framework for Islamic primary education. Implications: Findings highlight the strategic role of integrated character education projects in strengthening students’ moral, social, and civic values, suggesting their scalability to other madrasah settings to foster a generation that is religiously grounded, socially responsible, and globally competent. Highlights: Integration of P5 and PPRA in one framework. Significant positive effect on character formation. Applicable model for Islamic primary schools. Keywords: Character Education, Pancasila Student Profile, Rahmatan Lil Alamin, Madrasah Ibtidaiyah, Educational Integration
Interactive Storytelling Dashboard for Climate Data to Improve Public Awareness: Dashboard Cerita Interaktif untuk Data Iklim guna Meningkatkan Kesadaran Masyarakat Maharani, Bening Ayu; L, Joshua Roy D; Puja, Ichwan; K, Ramadhan Linggar; T, Nico Imanuel; Irawan, Bambang
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1633

Abstract

General Background: Climate change is a critical global issue requiring effective public education to foster awareness and engagement. Specific Background: Despite its urgency, public understanding of climate impacts remains limited, highlighting the need for innovative communication strategies. Knowledge Gap: Traditional approaches to disseminating climate information often lack interactivity and emotional resonance, reducing their effectiveness in engaging diverse audiences. Aim: This study aims to design and develop an interactive climate data dashboard that integrates data visualization with storytelling elements to enhance learning and public involvement. Results: Using historical climate datasets, interactive visualizations were created and evaluated through pre- and post-test assessments, showing a 35% increase in user understanding and stronger emotional engagement with environmental issues. Novelty: The integration of interactive storytelling with scientific data visualization represents a novel educational approach that moves beyond static information delivery. Implications: These findings suggest that combining data-driven insights with narrative elements can serve as an inclusive and impactful educational tool, offering substantial potential for climate change awareness campaigns and public engagement initiatives. Highlights: Integrates storytelling with data to enhance climate education. Improves understanding by 35% through interactive engagement. Offers a novel, inclusive tool for awareness campaigns. Keywords : Climate Change, Interactive Dashboard, Storytelling, Data Visualization, Public Awareness
Individual Counseling Using Thought Stopping Techniques to Reduce Verbal Abuse Behavior in Students: Konseling Individu Teknik Thought Stopping dalam Mereduksi Perilaku Verbal Abuse Siswa Luthfia Zahra; Fauziah Nasution
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1637

Abstract

Background (General): Verbal abuse is a form of non-physical violence characterized by harsh, degrading, or mocking words that harm others emotionally, and it frequently occurs within school settings. Background (Specific): Addressing verbal abuse in students is crucial as it disrupts learning environments and affects peer relationships. Knowledge Gap: While Cognitive Behavioral Therapy (CBT) techniques have been applied in various behavioral issues, limited empirical evidence exists regarding their application in reducing students’ verbal abuse. Aim: This study investigates the use of individual counseling with the Thought Stopping technique to reduce verbal abuse among students. Results: Employing a pre-experimental one-group pretest-posttest design with purposive sampling, data were collected using a validated Likert-scale verbal aggression questionnaire and analyzed using the Wilcoxon signed ranks test in SPSS. Findings revealed a significant difference between pretest and posttest scores (p = 0.042, p < 0.05), indicating a measurable reduction in verbal abuse behavior after counseling. Novelty: This study demonstrates the application of a structured CBT-based intervention specifically tailored to address verbal aggression in school settings. Implications: The results highlight the potential of Thought Stopping in individual counseling as a practical strategy for educators and counselors to foster healthier communication patterns among students. Highlights: Individual counseling with Thought Stopping reduced students’ verbal abuse behavior. Wilcoxon test analysis showed a significant pretest–posttest difference (p=0.042). The study provides practical contributions for school counselors in behavior intervention. Keywords: Individual Counseling, Thought Stopping, Verbal Abuse, CBT, Students  
Guided Imagery in Group Counseling to Reduce Excessive Self-Awareness Emotions: Guided Imagery dalam Konseling Kelompok untuk Mengurangi Emosi Kesadaran Diri Berlebihan Nurfaridah, Kharisma; Hasibuan, Ali Daud
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1639

Abstract

Background (General): Adolescents often experience intense self-conscious emotions such as shame, guilt, and anxiety, which may hinder their confidence and social interaction. Background (Specific): At Madrasah Aliyah Muallimin UNIVA Medan, many students were found to struggle with excessive self-conscious emotions, leading to avoidance behaviors and decreased academic engagement. Knowledge Gap: While guided imagery has been studied in reducing anxiety and stress, its specific effect on overly self-conscious emotions among Islamic high school students remains underexplored. Aim: This study investigates the effectiveness of group counseling with guided imagery in reducing excessive self-conscious emotions in MA students. Results: Using a quasi-experimental pretest-posttest control design with 16 purposively sampled students, findings revealed a significant reduction in self-conscious emotions in the experimental group (M pretest = 60.38; M posttest = 56.00; p < 0.05), supported by paired sample t-test results. Novelty: The study is among the first to apply guided imagery in group counseling within an Islamic educational setting, focusing specifically on excessive self-conscious emotions. Implications: The results highlight guided imagery as a practical and culturally adaptable intervention for school counseling, with potential to enhance students’ self-confidence, emotional regulation, and overall academic performance.Highlight : Group counseling with guided imagery effectively reduces excessive self-conscious emotions. Students gain relaxation and positive emotional control through visualization. The method improves confidence and supports emotional well-being Keywords : Counseling, Guided Imagery, Overly Self-Conscious Emotions, Group Counseling, Students
Guided Reading Strategy Improves Reading Comprehension in Grade IV Students: Strategi Membaca Terbimbing Meningkatkan Pemahaman Membaca pada Siswa Kelas IV Juliana, Fakhira; Guswita, Reni; Habibie, Zulqoidi R.
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1640

Abstract

General Background: Reading comprehension is a crucial literacy skill that supports academic success and lifelong learning. Specific Background: However, many elementary students still struggle to identify main ideas, understand vocabulary, and summarize texts, which hinders their broader learning development. Knowledge Gap: Previous studies have shown the potential of the Guided Reading strategy, but limited research has adapted this method to rural elementary school contexts with heterogeneous student abilities and limited resources. Aims: This study aimed to investigate the effectiveness of Guided Reading in improving reading comprehension among fourth-grade students at SD Negeri 32/II Muara Bungo. Results: Using a Classroom Action Research (CAR) design across two cycles, findings revealed significant improvements: mastery increased from 45.4% at pre-action to 63.6% and 72.7% in cycle I, and further to 77.2% and 90.9% in cycle II, reaching the “very good” category. Novelty: The study introduced contextualized reading materials and collaborative discussion approaches tailored to students’ local environment, differentiating it from prior implementations. Implications: These findings highlight Guided Reading as an effective and adaptable strategy to enhance literacy skills in resource-constrained schools, contributing to national literacy goals and offering a replicable model for similar contexts.Highlight : Guided Reading Strategy effectively improves reading comprehension skills. Students’ learning outcomes increased from pre-cycle to cycle II. Pre-reading, during-reading, and post-reading stages were applied systematically. Keywords : Skills, Reading Comprehension, Guided Reading Strategy, Students, Literacy
Think Pair Share Model for Improving Mathematics Learning Outcomes: Model Think Pair Share untuk Meningkatkan Hasil Belajar Matematika Safitri, Juliana; Avana, Nurlev; Guswita, Reni
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1641

Abstract

General Background: Mathematics is a fundamental subject that supports the development of logical reasoning and problem-solving skills, yet it often poses difficulties for elementary students, resulting in low motivation and learning outcomes. Specific Background: Observations at grade VI of SDN 91/VI Rantau Panjang revealed that traditional teaching methods led to low participation, lack of collaboration, and 75% of students scoring below the minimum mastery criteria. Knowledge Gap: While previous studies confirm the effectiveness of Think Pair Share (TPS), limited evidence exists on its adaptation to the unique characteristics of grade VI learners in rural primary schools. Aims: This study aimed to improve student learning processes and outcomes in mathematics through the implementation of a modified TPS cooperative learning model. Results: Conducted as classroom action research in two cycles, the study showed significant improvements: teacher performance increased from 80% to 100%, student participation rose from 75% to 93.75%, and learning mastery improved from 75% to 93.75%. Novelty: The research introduced contextual modifications to the TPS model, such as flexible grouping, adjusted discussion time, and task variations aligned with the curriculum, which enhanced student engagement and comprehension. Implications: The findings demonstrate that TPS not only improves mathematical achievement but also fosters collaborative learning environments, offering a scalable strategy for broader application in primary education. Highlights: TPS increased participation and mastery in mathematics learning. Teacher performance and student collaboration improved significantly. Modified TPS provided contextual strategies for primary education. Keywords: Mathematics Learning, Cooperative Learning, Think Pair Share, Student Engagement, Learning Outcomes
Children Learning in Science Model and Critical Thinking Skills of Grade IV Students: Model Pembelajaran Sains dan Keterampilan Berpikir Kritis Siswa Kelas IV Arieshandy, Risca Ayu; Rintayati, Peduk; Triyanto, Triyanto
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1642

Abstract

General background: Critical thinking is a fundamental competency in 21st-century education and is emphasized in Indonesia’s Kurikulum Merdeka. However, learning in science and social studies (IPAS) at the elementary level often remains teacher-centered, limiting students’ higher-order thinking. Specific background: The Children Learning in Science (CLIS) model, grounded in constructivist principles, offers an alternative by engaging students’ prior knowledge, encouraging exploration, and fostering collaborative learning. Knowledge gap: Previous studies have highlighted CLIS’s benefits for creativity and learning outcomes, but few have examined its effectiveness in developing critical thinking skills while considering the moderating role of learning motivation. Aims: This study investigates the effectiveness of CLIS compared to Direct Instruction (DI) in enhancing critical thinking among Grade IV students in Kedawung District, with attention to variations in learning motivation. Results: Using a quasi-experimental pretest–posttest control group design with ANOVA analysis, findings show CLIS significantly outperforms DI, with higher post-test means and consistent effects across high, medium, and low motivation groups, and a significant interaction between learning model and motivation. Novelty: The study integrates motivation as a moderating factor in evaluating CLIS effectiveness, offering a more comprehensive perspective. Implications: The results support CLIS as a strategic model to strengthen critical thinking in elementary science education and provide practical insights for teachers and policymakers in implementing student-centered learning. Highlights: CLIS significantly improves critical thinking compared to Direct Instruction. Learning motivation interacts with CLIS but shows consistent positive outcomes. Findings provide practical insights for teachers and policymakers. Keywords: CLIS, Critical Thinking, Learning Motivation, Elementary Education, Science Learning

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