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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
Student Engagement in Science and Social Studies Learning through Project-Based Learning and Poster Media: Keterlibatan Siswa dalam Pembelajaran Ilmu Pengetahuan Alam dan Sosial melalui Project-Based Learning dan Media Poster Aspita; Sundahry; Nofrianni, Elvima
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.v26i4.1671

Abstract

General Background: Science and social studies learning in Indonesian elementary schools often relies on teacher-centered instruction, leading to low student motivation and outcomes. Specific Background: Many students in IPAS subjects have not reached the Learning Objectives Achievement Criteria due to limited innovative strategies. Knowledge Gap: Previous studies have shown the value of Project-Based Learning (PBL), yet few have integrated visual media such as posters in elementary IPAS classrooms. Aim: This study investigated how combining PBL with poster media supports active participation and improves student outcomes in grade IV. Results: Conducted as Classroom Action Research in two cycles with 26 students, the study revealed substantial progress. Teacher implementation rose from 72.72% to 90.91%, students in the “very good” activity category increased from 6 to 13, and average scores improved from 74.42 to 82.12, raising mastery from 57.69% to 80.77%. Novelty: Integrating poster media into PBL provided concrete visual support aligned with students’ developmental stage, enhancing engagement and comprehension. Implications: These findings suggest that combining project-based learning with visual aids offers a practical, effective strategy for elementary classrooms to foster motivation, critical thinking, and deeper understanding. Highlight Active student participation increased with project-based learning and poster use. Teacher performance and classroom interaction showed steady improvement. Student achievement in IPAS rose significantly across both research cycles. Keyword Project-Based Learning, Poster Media, Student Engagement, Elementary Education, Science Learning
Prioritizing Customer Loyalty Strategies Using Customer Journey Mapping and Analytic Hierarchy Process Ihsananda, Nadhim; Safirin, Moch Tutuk; Syaifullah, Hafid
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.v26i4.1672

Abstract

Background (General): The rapid growth of Indonesia’s culinary sector has intensified competition, making customer loyalty a key determinant of business sustainability and competitiveness. Background (Specific): Small and medium enterprises (SMEs), such as Jatinangor House, face challenges in maintaining loyalty due to inconsistent marketing strategies, limited resources, and underutilization of digital platforms. Knowledge Gap: While Customer Journey Mapping (CJM) and Analytic Hierarchy Process (AHP) have been studied individually, their integrated application in the Indonesian SME food sector to analyze and prioritize loyalty strategies remains underexplored. Aims: This study investigates the dominant strategy for enhancing customer loyalty at Jatinangor House Ketintang Branch by combining CJM to identify experiential gaps and AHP to prioritize strategic interventions. Results: Findings reveal that standardization of service, portion size, and cleanliness is the most critical priority (weight 0.365), followed by improvement of online menu information and digital promotion, whereas loyalty programs are less effective without operational consistency. Novelty: The study uniquely integrates CJM and AHP to provide structured, customer-centric marketing strategies for SMEs in the Indonesian food industry. Implications: These results emphasize that improving fundamental service quality and digital visibility must precede loyalty initiatives, offering both practical recommendations for SME management and theoretical contributions to marketing strategy research Highlights: Integration of CJM and AHP reveals service quality as the top loyalty driver. Digital visibility and menu information are crucial for customer consideration. Loyalty programs are ineffective without operational consistency. Keywords: Customer Journey Mapping, Analytic Hierarchy Process, Customer Loyalty, Marketing Strategy, SMEs
The Effect of Solar Panel Tilt Angle Automation on the Efficiency of Hybrid Renewable Energy Systems (HRES) Diraharja, Rifat Satrio; Rhakasywi, Damora; Fahrudin, Fahrudin
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.v26i4.1674

Abstract

Background (General): Renewable energy is increasingly critical as fossil fuel reserves decline and global energy demand rises. Background (Specific): Hybrid Renewable Energy Systems (HRES) that combine solar photovoltaic (PV) and wind energy offer reliable alternatives, but fixed solar panels limit energy capture due to suboptimal orientation. Knowledge Gap: While solar tracking has been explored, its effectiveness within small-scale HRES prototypes in real-world conditions remains underexamined. Aim: This study investigates the impact of automated solar panel tilt adjustment on the efficiency of a small-scale HRES integrating a vertical-axis wind turbine. Results: Experimental testing over five days demonstrated that the automated tilt system enhanced solar energy capture by 23–43% compared to fixed-tilt configurations, with daily energy outputs reaching 1,020 Wh, although battery charging remained capped at 60% due to charge controller restrictions. Novelty: The research highlights a low-cost, single-axis automation mechanism controlled by ESP32 and LDR sensors, providing a feasible and scalable solution for off-grid applications. Implications: Findings underscore the potential of affordable solar tracking in hybrid systems to improve energy access in rural or remote areas, while emphasizing the need for improved storage management to fully realize efficiency gains Highlights: Automated tilt improved solar energy capture by 23–43%. Low-cost, ESP32–LDR system proved feasible for rural use. Battery charging limited at 60% due to controller settings. Keywords: Solar Tracking, Hybrid Renewable Energy, Tilt Angle Automation, Energy Efficiency, Off-Grid Systems
Experimental Analysis of the Performance of Savonius VAWT with Different Numbers of Blades on Roofs Francisco, Jeremi; Rhakasywi, Damora; Fahrudin, Fahrudin
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.v26i4.1675

Abstract

General Background: Renewable energy is increasingly vital for sustainable development, with wind energy offering significant potential in urban settings where land availability is limited. Specific Background: Vertical axis wind turbines (VAWTs), particularly Savonius types, are promising for rooftop applications but remain underexplored compared to horizontal axis turbines. Knowledge Gap: Limited studies have systematically examined how variations in blade number affect VAWT performance under low wind speed conditions typical of urban environments. Aim: This study investigates the performance of Savonius VAWTs with 3, 4, and 6 blades to determine the optimal configuration for efficient energy generation on building roofs. Results: Experimental testing over 24 hours at an average wind speed of 2 m/s revealed that the 3-blade turbine achieved the best performance, with a tip speed ratio (0.94), coefficient of power (0.242), and voltage output (14.41 V), outperforming the 4-blade and 6-blade designs. Novelty: This work demonstrates that reducing blade count can enhance efficiency in low-speed, rooftop urban wind applications, challenging the assumption that more blades inherently improve performance. Implications: The findings provide insights for optimizing small-scale renewable energy systems in urban areas, contributing to sustainable energy strategies and supporting national renewable energy targets. Highlights: Three-blade Savonius turbine shows highest efficiency at low wind speeds. Blade number directly affects TSR, CP, and voltage output. Rooftop VAWT offers practical solution for small-scale urban energy. Keywords: Wind, Wind Turbine, Tip Speed Ratio, Energy, Green Energy
Cooperative Script Model for Fifth-Grade Reading Comprehension: Model Cooperative Script untuk Pemahaman Membaca Siswa Kelas V Salmiah, Juni; Guswita, Reni; Abdulah
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.v26i4.1680

Abstract

Background (general): Reading comprehension is a key skill in elementary education, yet many students still struggle to understand texts effectively. Background (specific): In Grade V at SDN 106/II Sungai Binjai, difficulties such as limited vocabulary, low comprehension, and weak ability to answer text-based questions were observed. Knowledge Gap: Previous studies have shown positive outcomes of the Cooperative Script model in various contexts, but limited research has focused specifically on its application in Grade V Indonesian language learning. Aims: This study aimed to improve students’ reading comprehension through the Cooperative Script model within a Classroom Action Research framework. Results: Across two cycles, findings revealed improvements in teacher performance (from 77.78% to 94.44%), student activeness (from 61.10% to 100%), and comprehension mastery (from 33.3% to 72.2%). Novelty: This research demonstrates the applicability of Cooperative Script in elementary-level Indonesian language comprehension, filling a contextual gap in existing literature. Implications: The study suggests Cooperative Script can be integrated into primary curriculum design to foster active, collaborative, and deeper comprehension learning. Highlight Cooperative Script improved teacher engagement, student activity, and comprehension mastery Reading comprehension achievement increased significantly across two research cycles Cooperative Script fosters collaborative and active learning in elementary classrooms Keyword Cooperative Script, Reading Comprehension, Elementary Students, Collaborative Learning, Indonesian Language
Students’ Conceptual Challenges in Learning Multiplication: Tantangan Konseptual Siswa dalam Pembelajaran Perkalian Putri, Diana; Habibie, Zulqoidi R.; Aldino
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.v26i4.1683

Abstract

General background: Mathematics is a core subject in elementary schools, yet students often face challenges mastering basic arithmetic operations. Specific background: In Muara Bungo, many fifth-grade students struggle to grasp multiplication concepts, including word problems, operation selection, and decimal placement. Knowledge gap: Few studies have analyzed multiplication difficulties within this local socio-cultural and educational context. Aims: This study aims to identify the types of multiplication-related difficulties, explore their causes, and provide context-specific recommendations. Results: Findings reveal four main difficulties: misinterpretation of problems, incorrect operation selection, errors in decimal placement, and reliance on memorization over understanding. Internal causes include low motivation and self-confidence, while external causes include fast-paced teaching, limited use of concrete media, and minimal parental support. Novelty: This study highlights psychological and contextual factors as the dominant contributors to multiplication difficulties in Muara Bungo’s schools, offering a locally relevant perspective. Implications: The results suggest that teachers should use varied strategies, concrete-to-abstract approaches, and supportive classroom environments, while parents should encourage consistent home practice. Highlights: Many students misunderstand multiplication word problems and rely on memorization. Psychological factors such as fear and low confidence strongly affect learning outcomes. Contextualized, concrete-to-abstract teaching strategies are crucial for conceptual mastery. Keywords: Learning Difficulties, Multiplication, Mathematics Education, Conceptual Understanding, Elementary Students
Reading Interest through Think Pair Share and Team Games Tournament: Minat Baca melalui Think Pair Share dan Team Games Tournament Imamah, Waode Andi Nurul; Munirah; Ratnawati
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.v26i4.1684

Abstract

General Background: Literacy skills are crucial for primary education as they support student comprehension across subjects. Specific Background: However, the reading ability of Indonesian students remains below international averages, highlighting the need for effective instructional strategies. Knowledge Gap: Prior studies often focus on a single cooperative model without comparing their influence on reading motivation. Aims: This study compares the Think Pair Share (TPS) and Team Games Tournament (TGT) models in fostering reading interest among grade V students in Makassar. Results: Using a quasi-experimental design with 70 students, results showed a significant increase in reading interest in both groups, with TPS achieving a higher mean post-test score (82.57) than TGT (72.29). Novelty: The research simultaneously examines two cooperative learning models, emphasizing reading interest rather than only cognitive outcomes. Implications: TPS is recommended for deep comprehension and sustained reading motivation, while TGT is more suitable for creating a competitive and engaging classroom climate. Teachers may combine both approaches to balance comprehension and motivation. Highlight TPS produces higher reading interest gains than TGT. TGT is effective for engagement through competition. Combining TPS and TGT optimizes motivation and comprehension. Keyword Cooperative Learning, Think Pair Share, Team Games Tournament, Reading Interest, Elementary Education
Writing Skills Development Through Think Pair Share in Elementary: Pengembangan Keterampilan Menulis melalui Think Pair Share di Sekolah Dasar Asriyoni, Delliza; Aprizan; Andriani, Opi
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.v26i4.1685

Abstract

Background (general): Writing is a fundamental literacy skill in elementary education, yet many students still face difficulties in expressing ideas coherently. Background (specific): At SDN 219/II BTN Lintas Asri, most sixth-grade students had not achieved the minimum mastery criteria in writing, with weaknesses in structuring sentences and paragraphs. Knowledge Gap: Prior studies have focused on specific text genres or lower grade levels, leaving limited exploration of collaborative learning approaches in higher elementary classes. Aim: This study aims to examine how the Think Pair Share (TPS) model supports the development of students’ writing abilities. Results: Using Classroom Action Research with two cycles, findings showed notable progress in both teacher and student activities. Teacher observation scores increased from 82.35% to 100%, while student observation scores improved from 56.9% to 94.54%. The proportion of students achieving the minimum writing score rose from 36.36% to 81.82%. Qualitative evidence demonstrated clearer sentence structures, more coherent ideas, and increased confidence in writing. Novelty: This study highlights the effectiveness of TPS not only in enhancing student performance but also in fostering collaboration, critical thinking, and learner engagement in writing tasks. Implications: TPS can be adapted in elementary classrooms as a practical strategy to strengthen literacy skills and encourage active participation in language learning. Highlight Improved students’ writing performance and classroom participation. TPS fostered collaborative learning and critical thinking. Writing outcomes showed higher mastery and confidence. Keyword Writing Skills, Think Pair Share, Elementary School, Classroom Action Research, Student Participation
Kindergarten Teachers’ Skills in Initial Assessment for Special Needs Identification: Keterampilan Guru Taman Kanak-Kanak dalam Penilaian Awal untuk Identifikasi Kebutuhan Khusus Sukesi; Pujaningsih; Ishartiwi
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.v26i4.1687

Abstract

General Background: Early childhood education plays a crucial role in shaping children’s development, yet teachers often struggle to conduct systematic initial assessments for identifying children with special needs. Specific Background: Despite inclusive education being a global and national priority, many kindergarten teachers lack the necessary skills, leading to delayed interventions and missed opportunities for tailored support. Knowledge Gap: Previous training programs remain mostly theoretical, one-directional, and disconnected from real classroom contexts, with limited research combining guided training and Project-Based Learning (PjBL) for early assessment in preschool settings. Aims: This study aimed to improve kindergarten teachers’ skills in conducting initial assessments of children with special needs through guided training using a PjBL approach. Results: Using collaborative School Action Research in two cycles, findings showed significant improvements in teachers’ cognitive, affective, and psychomotor competencies, with more structured assessment practices and reflective attitudes toward inclusive education. Novelty: The study introduces an integrated training model that extends the application of PjBL from instructional design to early assessment, an area rarely explored in early childhood education research. Implications: The proposed model provides a replicable framework for education authorities and early childhood institutions to strengthen teacher competence in inclusive education, contributing to sustainable improvements in service quality and supporting broader educational equity goals.Highlight : Teachers’ ability in early assessment improved through guided training with PjBL. Competence increased across cognitive, affective, and psychomotor aspects. The model supports sustainable inclusive education practices. Keywords : Initial Assessment, Children With Special Needs, Kindergarten Teachers, Project-Based Learning, Guided Training, Inclusive Education
Contextual Wordwall Games for Number Recognition in Inclusive Kindergarten: Permainan Wordwall Kontekstual untuk Pengenalan Angka di TK Inklusif Sinta D, Nia Aprilia Pratama; Ishartiwi; Handoyo, Rendy Roos
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.v26i4.1688

Abstract

Background: Early childhood number recognition is a crucial foundation for mathematical development and life skills, yet children with learning difficulties often struggle due to a lack of engaging and inclusive teaching media. Specific background: Existing research rarely focuses on digital game-based learning tools like Wordwall in inclusive kindergarten contexts. Knowledge gap: There is limited evidence on how contextual-based Wordwall games address numeracy challenges for children with learning barriers. Aim: This study aimed to explore the application of contextual-based Wordwall educational games to support number recognition skills in kindergarten group B children with learning difficulties. Results: Using Kemmis and McTaggart’s classroom action research design, two cycles of intervention were conducted with 10 participants. Mastery levels increased from 40–50% in cycle I (average score 6.4–6.5) to 90–100% in cycle II (average score 7.3–8.1). Cognitive, affective, and psychomotor improvements were observed, including better sequencing, number-object matching, collaboration, and confidence. Novelty: This study introduces the integration of contextual Wordwall games as a digital tool for inclusive early childhood classrooms. Implications: Findings suggest that teachers can adopt contextual Wordwall games as an alternative media to create meaningful, interactive, and adaptive learning for children with learning difficulties. Highlights Children’s number recognition skills improved after contextual Wordwall game use Cognitive, affective, and psychomotor skills developed simultaneously Teachers gained a practical and replicable strategy for inclusive classrooms Keywords: Number Recognition, Contextual Learning, Wordwall Educational Games, Inclusive Kindergarten, Learning Difficulties

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