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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
Kindergarten Teachers’ Competence in Designing Inclusive Lesson Plans through Guided Training: Kompetensi Guru Taman Kanak-Kanak dalam Merancang Rencana Pelajaran Inklusif Melalui Pelatihan Terbimbing Normayani, Risma; 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.v26i4.1689

Abstract

General Background: Inclusive education requires teachers to be equipped with the skills to design lesson plans that accommodate children with special needs (CSN), yet many early childhood educators lack sufficient training. Specific Background: In Indonesia, a significant proportion of kindergarten teachers struggle to create adaptive lesson plans despite policies mandating inclusive practices. Knowledge Gap: Previous studies show the potential of Problem-Based Learning (PBL) to enhance inclusive teaching, but evidence on its effectiveness in structured guided training for kindergarten teachers remains limited. Aims: This study aimed to improve the ability of kindergarten teachers to develop inclusive lesson plans through guided PBL-based training. Results: Using School Action Research with nine teachers at TK Negeri 1 Sangkulirang, findings revealed a substantial increase in competence, with average lesson plan scores rising from 48.09% in cycle I to 75.25% in cycle II. The greatest improvements occurred in defining learning objectives (35.2%), selecting strategies (32.8%), and using adaptive media (40.1%), though responsiveness and personal approaches required further support. Novelty: This study is among the first to systematically apply guided PBL training for early childhood teachers in inclusive classrooms, demonstrating its scalability. Implications: The results highlight guided PBL as a strategic pathway for professional development, aligning with national inclusive education goals and underscoring the need for sustained mentoring, case-based simulations, and collaborative practices to ensure long-term implementation.Highlight : Training improved teachers’ skills in inclusive lesson planning. Major progress in goals, methods, and adaptive media use. Emotional responsiveness still requires more guidance. Keywords : Children with Special Needs, Inclusive Learning, Problem Based Learning, School Action Research, Kindergarten Teachers
Storytelling Based on Contextual Learning with Hand Puppets in Early Childhood Language Development: Metode Storytelling Berbasis Contextual Learning dengan Boneka Tangan pada Perkembangan Bahasa Anak Usia Dini Rini, Sri Asung Sundari; Mahabbati, Aini
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.v26i4.1690

Abstract

General background: Early childhood is a critical stage for language development, yet children at risk of learning difficulties often struggle with vocabulary, sentence construction, and confidence. Specific background: Conventional teaching methods in kindergartens frequently fail to address these challenges, particularly for children with barriers in receptive and expressive language. Knowledge gap: Limited research explores how contextual storytelling integrated with concrete media can support inclusive language learning. Aims: This study examines the application of contextual storytelling using hand puppets in improving the language skills of group B kindergarten children at risk of learning difficulties. Results: Conducted through two cycles of classroom action research, findings revealed that children’s average language scores rose from 47.5 (pre-test) to 58.3 (Cycle I) and 72.7 (Cycle II), with mastery increasing from 0% to 75%. Both receptive skills (understanding stories) and expressive skills (retelling and sentence-making) improved. Novelty: The integration of contextual storytelling with multisensory media provided richer experiences than conventional methods. Implications: This approach supports inclusive education by offering practical strategies for teachers and policymakers to foster meaningful language learning in early childhood. Highlight Storytelling with contextual learning and hand puppets enriched children’s language skills Receptive and expressive language abilities developed progressively through two research cycles The study offers practical strategies for inclusive early childhood education Keywords Storytelling, Contextual Learning, Language Development, Early Childhood, Inclusive Education
Collaborative Instructional Supervision for Improving Teacher Practice in Inclusive Kindergartens: Supervisi Instruksional Kolaboratif untuk Memperkuat Praktik Guru di TK Inklusif Khasanah, Isroatul; Hermanto
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.v26i4.1693

Abstract

General background: Inclusive education requires teachers to provide equitable learning opportunities for all children, including those with special needs. Specific background: In many early childhood settings, teachers lack formal training to differentiate instruction and manage diverse classrooms effectively. Knowledge gap: Research on structured and collaborative instructional supervision in resource-limited kindergartens is limited. Aim: This study aimed to develop and test a school action research–based model of instructional supervision to strengthen teacher practice in inclusive classrooms. Results: Four teachers participated in two cycles of structured supervision combining observation, feedback, and individual coaching. Teacher performance scores improved from a pre-intervention mean of 2.5 (50%) to 3.6 (72%) in Cycle I and 4.25 (85%) in Cycle II, surpassing the success criterion of ≥4.0. The most significant progress occurred in differentiated lesson planning, behavior management, reflection, and responsiveness to feedback. Novelty: This study provides empirical evidence that a simple yet systematic supervision model, supported by coaching and reflective forums, can produce measurable improvement in inclusive early childhood settings without requiring high-cost interventions. Implications: The findings suggest that this model can be scaled and adapted by policymakers and school leaders to strengthen professional development programs for inclusive education nationwide. Highlights Teacher performance increased across all domains after structured supervision cycles Differentiated planning, reflection, and behavior management showed the most progress Model provides a scalable approach for inclusive education in resource-limited settings Keywords Instructional Supervision, Inclusive Education, Teacher Performance, School Action Research, Early Childhood Education
Kindergarten Teachers as Educators, Mentors, and Facilitators for Children with ADHD: Guru Taman Kanak-Kanak sebagai Pendidik, Pembimbing, dan Fasilitator bagi Anak-Anak dengan ADHD Ramadani, Lia; Mahabbati, Aini
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.v26i4.1694

Abstract

Background (General): Early childhood is a critical developmental stage where socio-emotional growth determines later academic and social success. Globally, children with Attention Deficit Hyperactivity Disorder (ADHD) face challenges in attention, impulse control, and social adjustment. Background (Specific): In Indonesia, ADHD cases among preschool children are increasing, yet interventions remain dominated by medical approaches, while the role of teachers in socio-emotional support has been underexplored. Knowledge Gap: Prior studies mainly emphasize clinical symptoms or general pedagogy, leaving limited understanding of how kindergarten teachers implement socio-emotional interventions within inclusive classrooms. Aim: This study investigates the role of kindergarten teachers in supporting children with ADHD symptoms, focusing on strategies for socio-emotional development in TK Negeri 2 Kaubun. Results: Using a qualitative case study, findings show teachers acted as educators, mentors, and facilitators, employing multisensory learning, positive reinforcement, quiet spaces, and parent collaboration. These interventions improved children’s emotional regulation, focus, and social participation, despite persistent challenges such as impulsivity and limited teacher time. Novelty: The study highlights adaptive and context-specific teacher practices in Indonesia, offering insights beyond clinical or Western-centered approaches. Implications: Results inform teacher training, inclusive education policies, and collaborative school–parent strategies, reinforcing the need for systemic support in early childhood inclusive education.Highlight : Teachers play a central role in guiding children with ADHD symptoms. Consistent interventions enhance emotional regulation and social interaction. Collaboration and inclusive policies strengthen learning support. Keywords : Teacher's Role, Social-Emotional Intervention, Early Childhood, Attention Difficulties, Hyperactive Behavior
Interactive Learning Media Based on Google Slides for Fifth-Grade Indonesian Language Classes: Media Pembelajaran Interaktif Berbasis Google Slides pada Pembelajaran Bahasa Indonesia Kelas V Fausiah; Akhir, Muhammad; Paida, Andi
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.v26i4.1698

Abstract

Background: Digital technology has become a crucial element of modern education, requiring innovative learning approaches that align with students’ needs. Specific Background: In elementary schools, learning activities often rely heavily on textbooks, which limit student engagement and interactivity. Knowledge Gap: Few studies have explored the use of Google Slides as a fully interactive medium combining multimedia elements for Indonesian language instruction. Aim: This study developed an interactive learning medium based on Google Slides for fifth-grade Indonesian language classes, tested its validity, practicality, and learning outcomes. Results: Media validation results were very high (82.50% and 93.75% from media experts, 82.14% and 94.64% from material experts), teacher responses reached 97.50%, and student responses 96.15%, indicating excellent practicality. Learning achievement increased from 31% (pretest) to 94% (posttest). Novelty: The media integrates internal navigation, quizzes, audio, visual, and animation into a single platform, allowing students to interact with materials actively and independently. Implications: This research offers an adaptive and replicable learning resource that supports student-centered pedagogy and can serve as a model for technology integration in primary schools. Highlight Interactive media improved student engagement and completion rates Validated and practical according to experts, teachers, and students Provides replicable model for digital-based primary education Keywords: Interactive Learning Media, Google Slides, Elementary Education, Digital Literacy, Indonesian Language Learning
Teacher Competence Development through In-House Training and Cooperative Learning: Pengembangan Kompetensi Guru melalui In-House Training dan Pembelajaran Kooperatif Siska, Eka Usbika; 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.v26i4.1699

Abstract

General Background: Inclusive education ensures equal learning opportunities for all students, including those with special needs (SEN). Specific Background: Teachers in remote schools often lack knowledge and practical skills to design inclusive learning modules. Knowledge Gap: Few studies explore how school-based professional development improves teacher competence in remote 3T areas. Aims: This study aims to develop teacher competence in creating inclusive learning modules through In-House Training (IHT) integrated with Cooperative Learning at SD Negeri 11 Sandaran. Results: Conducted as School Action Research in two cycles with 10 teachers, the program improved cognitive, psychomotor, and affective-collaborative competencies. Teacher competence scores increased from 30% to 62%, and teachers demonstrated better differentiation of learning goals, use of Jigsaw and Think-Pair-Share strategies, and adaptation of teaching materials for SEN students. Novelty: This study provides rare evidence of successful teacher competence development in a 3T setting using a combined IHT and Cooperative Learning approach. Implications: The findings may serve as a reference for inclusive education strategies in other rural or under-resourced schools, supporting the design of contextually relevant professional development models. Highlights: Teacher competence improved across cognitive, psychomotor, and collaborative domains. Learning modules became more adaptive and inclusive after two training cycles. IHT combined with cooperative learning proved applicable even in remote 3T schools. Keywords: Inclusive Education, Teacher Competence, In-House Training, Cooperative Learning, Learning Module Design
Project-Based Learning with Paper Quilling for Developing Fine Motor Skills in Children with Learning Difficulties: Pembelajaran Berbasis Proyek dengan Paper Quilling untuk Mengembangkan Keterampilan Motorik Halus Anak Berkesulitan Belajar Yulianti, Lia; Chamidah, Atien Nur
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.v26i4.1700

Abstract

General background: Fine motor skills are a fundamental aspect of early childhood development, requiring structured stimulation to support cognitive and physical growth. Specific background: Many teachers still rarely apply project-based learning approaches to develop fine motor skills in children with learning difficulties. Knowledge gap: Limited studies have explored the structured integration of project-based learning with paper quilling activities for this specific group. Aims: This study aimed to analyze the application of project-based learning using paper quilling media to develop fine motor skills in kindergarten children with learning difficulties. Results: Classroom action research was conducted in two cycles with three children aged 5–6. Fine motor skill achievement increased from 38%–42% (pre-cycle) to 52%–76% (Cycle I), and 82%–86% (Cycle II), meeting developmental expectations. Indicators improved in tool handling, color recognition, rolling and pasting paper, hand–eye coordination, accuracy, and independence. Novelty: This research integrates project-based learning with paper quilling for children with learning difficulties, offering a structured and engaging developmental activity. Implications: The findings provide practical strategies for educators and parents to create contextual and stimulating learning environments for fine motor development. Highlight Paper quilling activities within project-based learning improve children’s fine motor development. Structured cycles show progressive skill achievement from basic to expected levels. The approach offers practical teaching strategies for educators and parents. KeywordFine Motor Skills, Project Based Learning, Paper Quilling, Learning Difficulties, Early Childhood Education
Group Counseling with Behavior Contract to Reduce Student Phubbing: Konseling Kelompok dengan Behavior Contract untuk Mereduksi Perilaku Phubbing Siswa Yani, Indah; 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.v26i4.1701

Abstract

General Background: The widespread use of smartphones has created new behavioral challenges among students, one of which is phubbing, or ignoring others during social interactions due to phone use. Specific Background: Previous studies showed that group counseling helps students address maladaptive behaviors, yet limited research has applied the behavior contract technique in the context of Islamic junior high schools. Knowledge Gap: Few studies have specifically tested the effectiveness of behavior contracts in reducing phubbing at MTs levels. Aims: This study aimed to examine how group counseling with behavior contracts reduces phubbing among eighth-grade students. Results: Using a quasi-experimental design with 16 participants, findings revealed a significant decrease in phubbing scores in the experimental group (from high to low category), compared to the control group. Statistical analysis confirmed meaningful differences with sig < 0.05. Novelty: The research provides new evidence of behavior contract effectiveness in addressing phubbing within the MTs school environment. Implications: The findings suggest that school counselors can adopt behavior contracts as a practical strategy to foster healthier digital behavior and improve face-to-face communication among students. Highlight Students’ phubbing behavior decreased significantly after behavior contract counseling. Group counseling sessions provided structured peer interaction and support. Behavior contracts encouraged commitment and self-control in phone use. Keyword Group Counseling, Phubbing Behavior, Behavior Contract, Student Discipline, Digital Habits
Readiness of Kindergarten for Inclusive and Learning-Friendly Environment: Kesiapan Taman Kanak-Kanak untuk Lingkungan Inklusif dan Ramah Belajar Amaliah, Gina; Mahabbati, Aini
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.v26i4.1702

Abstract

General Background: Inclusive education is a global commitment to ensure equal learning opportunities for all children, including those with special needs. Specific Background: In Indonesia, inclusive early childhood education remains underdeveloped, especially in rural areas. Kindergarten Negeri 1 Sangkulirang provides a valuable case to explore readiness toward inclusivity. Knowledge gap: Previous studies on inclusive education largely focus on primary and secondary levels, with little attention to early childhood settings outside urban contexts. Aim: This study aims to examine the readiness of Kindergarten Negeri 1 Sangkulirang in creating an inclusive and learning-friendly environment for children with special needs. Results: The findings reveal that the school demonstrates strong commitment through open admission, flexible curriculum, and personalized learning plans. However, challenges persist in limited infrastructure, shortage of special assistant teachers, and insufficient collaboration with external experts. Cooperative communication between parents and teachers emerges as the main strategy for sustaining inclusivity. Novelty: This research provides insights into inclusive education practices at the kindergarten level in a remote area, highlighting both systemic and contextual factors. Implications: The study underscores the importance of teacher capacity building, systemic support, and integration of professional services to establish sustainable inclusive early childhood education. Highlight Commitment to inclusivity is shown through open admission and adaptive curriculum Challenges remain in infrastructure, staffing, and external professional collaboration Parent–teacher cooperation is central to sustaining inclusive learning Keywords Inclusive Education, Children With Special Needs, Kindergarten, Collaborative Strategies, Learning Environment
Puzzle Sticks as a Medium for Number Recognition in Children with Learning Disabilities: Stik Puzzle sebagai Media Pengenalan Angka pada Anak Hambatan Belajar Sunarti, Sunarti; Chamidah, Atien Nur
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.v26i4.1703

Abstract

General Background: Early numeracy is fundamental for children’s cognitive development, yet children with learning disabilities often struggle to recognize numbers, leading to long-term academic challenges. Specific Background: At Bengalon 1 State Kindergarten, several children demonstrated difficulties in associating numerical symbols with quantities, highlighting the need for low-cost, multisensory interventions. Knowledge gap: Previous studies on puzzles largely emphasized general cognitive or motor aspects, with limited focus on number recognition for children with learning disabilities. Aim: This study explored the use of puzzle sticks to support number recognition in children with learning disabilities through Classroom Action Research (two cycles of planning, action, observation, and reflection). Results: Findings showed substantial improvement. Initially, children scored between 33%–44% (“Not Yet Appeared” or “Appears with Guidance”). In Cycle I, scores increased to 41%–58% but remained below the 75% success threshold. In Cycle II, all children reached 75%–91%, meeting mastery criteria. Novelty: The study demonstrates the specific application of puzzle sticks as a structured numeracy intervention for children with learning disabilities. Implications: Puzzle sticks are affordable, engaging, and adaptable for inclusive classrooms, offering practical guidance for early childhood teachers. Further studies should examine long-term retention and multimodal puzzle designs. Highlight Puzzle sticks improved number recognition among children with learning disabilities. Multisensory activities increased engagement, accuracy, and independence in learning. Affordable and adaptable puzzle sticks provide practical tools for inclusive classrooms. Keywords Number Recognition, Puzzle Sticks, Learning Disabilities, Early Childhood Education, Inclusive Classroom

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