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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 1,251 Documents
 111   112   113   114   115 
Analysis of SPMI Implementation at SMPS Muhammadiyah Plus Bengkalis and its Impact on Teachers' Professional Competence: Analisis Implementasi SPMI di SMPS Muhammadiyah Plus Bengkalis dan Dampaknya Terhadap Kompetensi Profesional Guru Syafriadi; Nurdyansyah
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1367

Abstract

General Background: Quality education requires structured frameworks to ensure sustainable academic standards across educational institutions. Specific Background: Internal quality assurance systems guide school governance, lesson planning, and instructional execution. Knowledge Gap: However, field execution often lacks alignment between administrative standards and practical teacher professional competence development. Aims: This study analyzes the implementation of the internal quality assurance system at SMPS Muhammadiyah Plus Bengkalis and evaluates its contribution to teacher professional competence. Results: Qualitative findings indicate positive growth in lesson planning, classroom management, and technology-based learning integration, although limited pedagogical supervision and resource constraints remain active challenges. Novelty: This research highlights quality assurance dynamics within a faith-based private junior high school context in a specific local region. Implications: Systematic teacher training, effective pedagogical supervision, and data-driven evaluation tools are necessary to foster sustainable educational quality culture. Key Findings Highlights Implementation of internal quality assurance improves lesson planning, classroom execution, and digital media integration. Administrative supervision and limited facilities hinder optimal pedagogical skill development. Continuous training and structured monitoring are essential to establish an effective school quality culture. Keywords: Internal Quality Assurance System, Teacher Professional Competence, Educational Quality, Pedagogical Supervision, Continuous Improvement
Implementation of Quality Management in Islamic Education to Create an Excellent Generation Based on Islamic Values (A Study at SD Muhammadiyah 1 Sidoarjo): Implementasi Manajemen Mutu Pendidikan Agama Islam Untuk Mewujudkan Generasi Unggul Berdasarkan Nilai Islam (Studi Pada SD Muhammadiyah 1 Sidoarjo) Muhammad Faisol Karim; Imelda Dian Rahmawati
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1392

Abstract

General Background Islamic education plays a crucial role in developing human potential through structured religious values and character building. Specific Background Quality management in primary Islamic schools requires systematic implementation across educational inputs, processes, and outputs to meet national standards. Knowledge Gap However, practical strategies for executing quality control and teacher professional development within Islamic elementary education remain insufficiently synthesized. Aims This study analyzes the implementation of Islamic education quality management, school management roles, and influencing factors at SD Muhammadiyah 1 Sidoarjo. Results Findings reveal that quality management centers on output standardization by optimizing educational inputs, enhancing teacher professionalism, and integrating planning, execution, and evaluation cycles. Novelty This study establishes an integrated model connecting teacher competence development with holistic Islamic character cultivation. Implications Institutional managers can leverage these structured management strategies to maintain educational quality and produce excellent generations grounded in Islamic values. Key Findings Highlights Quality management optimizes educational inputs to guarantee standardized graduate outputs. Continuous planning, execution, and evaluation cycles elevate teacher professional standards. Strategic synergy between internal resources and external support strengthens character cultivation. Keywords: Islamic Education, Quality Management, Teacher Professionalism, Primary School, Excellent Generation
Challenges of Women's Leadership as Principals in Islamic Education Institutions (IEI): Tantangan Kepemimpinan Perempuan Sebagai Kepala Sekolah di Lembaga Pendidikan Islam (LPI) Chusnul Chotimah; Imam Fauji
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1395

Abstract

General Background Islamic educational institutions continuously strive to navigate organizational challenges and socio-cultural dynamics. Specific Background Female principals at SD Muhammadiyah 2 Sidoarjo encounter complex institutional barriers during their tenure. Knowledge Gap Existing studies frequently highlight female leadership achievements without fully detailing the specific operational obstacles and structural constraints faced in Islamic schools. Aims This study aims to analyze the primary leadership challenges, examine implemented solutions, and identify strategic opportunities for female school heads. Results Qualitative phenomenological findings reveal that gender stereotypes, socio-cultural barriers, and work-life role imbalances constitute primary obstacles, which are mitigated through collective decision-making, staff motivation, innovative project-based learning, and structured character education. Novelty This research unveils a comprehensive framework connecting multi-layered leadership barriers directly with practical institutional solutions in an Islamic elementary school setting. Implications Strengthening collective governance and digital literacy integration provides actionable models to optimize female leadership and institutional quality across Islamic education networks. Key Findings Highlights Female school heads face gender stereotypes, socio-cultural barriers, and work-life role imbalances. Collective governance, staff incentives, and digital project-based learning resolve organizational communication issues. Overcoming institutional obstacles creates sustainable opportunities for technology integration and character education. Keywords: Female Leadership, Islamic Educational Institutions, Gender Stereotypes, Collective Governance, School Principal
Analysis Of Principal Management in Improving Teacher Pedagogical Competence In Inclusive Schools: Analisis Manajemen Kepala Sekolah Dalam Meningkatkan Kompetensi Pedagogik Guru di Sekolah Inklusi Nurdiana Faizah Andriani; Imam Fauji
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1397

Abstract

General Background: School principal management is important for developing teachers’ pedagogical competence in inclusive schools. Specific Background: At SD Muhammadiyah 1 Candi, teacher development is implemented through classroom management training, educational technology, innovative learning, teacher working groups (KKG), differentiated instruction, and inclusive education forums. Knowledge Gap: The management process, implementation challenges, and solutions within this inclusive-school context require further examination. Aims: This study analyzes the POAC-based management of teacher pedagogical competence and identifies implementation challenges and solutions. Results: Qualitative descriptive findings show that programs follow planning, organizing, actuating, and controlling processes, while challenges include limited time, tight schedules, resource and facility constraints, and varied teacher motivation and engagement. Novelty: The study describes the continuous POAC-based management of multiple teacher development programs in an inclusive elementary school. Implications: Flexible scheduling, digital technology, external partnerships, incentives, moral support, and teacher participation in planning can support program implementation. Key Findings Highlights Continuous POAC management structures teacher development programs in an inclusive school. Teacher development covers classroom management, educational technology, innovative learning, KKG, differentiated instruction, and inclusive education forums. Limited time, resources, facilities, Keywords : School Principal Management, Teacher Pedagogical Competence, POAC, Inclusive School, Teacher Development
Management Functions In Overcoming Bullying In Basic Education Institutions: Fungsi Manajemen Dalam Mengatasi Bullying Pada Lembaga Pendidikan Dasar Aulia'ul Fajriyah; Imam Fauji
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1398

Abstract

General Background: Bullying remains a concern in basic education because it can disrupt students’ safety and comfort. Specific Background: SD Muhammadiyah 1 Candi addresses verbal and nonverbal bullying through public relations management and Islamic values. Knowledge Gap: The integration of public relations management, POAC functions, and Islamic values in school-based bullying management requires further contextual examination. Aims: This study analyzes management functions in preventing and handling bullying at SD Muhammadiyah 1 Candi. Results: Using a descriptive qualitative approach with interviews, observation, and documentation, the study found that planning, organizing, actuating, and controlling were implemented through anti-bullying policies, reporting and investigation procedures, monitoring, evaluation, and communication with parents and the community. Novelty: The study integrates POAC-based management and Islamic values through public relations in bullying management. Implications: The findings support the development of a safe, religious, and character-oriented school environment. Key Findings Highlights Verbal and nonverbal incidents were identified among students at the research site. School personnel coordinated reporting, investigation, monitoring, and evaluation with parents and the community. Islamic values were integrated with POAC functions to establish a safe, religious, and character-oriented environment. Keywords: Bullying, Public Relations, Management Functions, Islamic Values, Basic Education
Optimizing Brand Image as Marketing Management of Islamic Private Schools: Optimalisasi Brand Image sebagai Manajemen Pemasaran Sekolah Swasta Islam Qurnia A'yuni; Imam Fauji
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1399

Abstract

General Background: Islamic private schools require strategic marketing management to establish a distinctive and trusted institutional identity. Specific Background: Brand image at SD Muhammadiyah 1 Candi Labschool Umsida is developed through Islamic values and school-based programs. Knowledge Gap: Previous studies have not examined in depth the integration of Islamic values into brand image optimization as a marketing management strategy. Aims: This study analyzes brand image optimization and its outcomes for the school. Results: A descriptive qualitative approach identified five practices: superior accreditation, inclusive schooling, Islamic character building, circular school, and infrastructure facilities, accompanied by increased student enrollment and parental trust. Novelty: The study integrates Islamic values across multiple branding practices within school marketing management. Implications: The findings provide a context-specific reference for Islamic private schools seeking to manage brand image through coordinated educational programs and communication. Key Findings Highlights Superior accreditation is communicated through benchmarking, digital promotion, and parent testimonials. Inclusive education and Islamic character programs form distinctive institutional practices. Enrollment growth and stronger parental trust emerge as major outcomes of the branding strategy. Keywords: Brand Image, Marketing Management, Islamic Private School, Islamic Values, School Branding
Analysis of the Utilization of Platform Merdeka Mengajar (PMM) to Improve Teacher Professionalism at SDN Sidoklumpuk Sidoarjo: Analisis Pemanfaatan Platform Merdeka Mengajar (PMM) Untuk Meningkatan Profesionalisme Guru di SDN Sidoklumpuk Sidoarjo Reny Hajar Setyawati; Hisayatullah
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1418

Abstract

General Background: Teacher professionalism requires continuous development in pedagogical, professional, reflective, and digital competencies. Specific Background: Platform Merdeka Mengajar (PMM) provides Pelatihan Mandiri, Perangkat Ajar, and Video Inspirasi to support teachers implementing the Merdeka Curriculum at SDN Sidoklumpuk Sidoarjo. Knowledge Gap: Previous studies reported benefits of PMM for teacher competencies, while this study examines its utilization across five professionalism indicators in a specific elementary-school context. Aims: This study analyzes PMM utilization and its contribution to teacher professionalism. Results: A qualitative case study using interviews, observation, and documentation found stronger material mastery, curriculum understanding, teaching creativity, reflective-evaluative practice, digital technology use, confidence, and collaboration, supported by school leadership and teacher collaboration. Novelty: The study highlights integrated digital assistance with the Merdeka Curriculum. Implications: PMM can serve as a flexible, contextual, and continuous medium for teacher professional development. Key Findings Highlights Independent training strengthens teachers’ material mastery and curriculum understanding. Inspirational content encourages creative and reflective teaching practices. School leadership and peer collaboration support sustained digital professional development. Keywords: Platform Merdeka Mengajar, Teacher Professionalism, Merdeka Curriculum, Professional Development, Digital Transformation
Strategies in Facing Educational Challenges in Islamic Boarding Schools : Strategi dalam Menghadapi Tantangan Pendidikan di Pondok Pesantren Ahmad Maflah Muwafikul Auwal; Hidayatullah
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1600

Abstract

General Background: Teacher performance is reflected in planning, teaching, assessment, communication, and innovation. Specific Background: Principal managerial competence and work climate are examined in relation to teacher performance at SDI Cahaya Islami Candi–Sidoarjo. Knowledge Gap: Previous studies have examined managerial competence, work climate, and teacher performance, while this study compares the relative contributions of the two variables in the school context. Aims: This study examines the relationship of principal managerial competence and work climate with teacher performance. Results: Using a quantitative quasi-experimental design, questionnaire data from 36 teachers were analyzed using SPSS 30.0. Managerial competence recorded a mean score of 65.42, whereas work climate recorded 57.89. The simultaneous test showed F = 24.915 and sig. = 0.001. Novelty: Managerial competence recorded a higher mean score than work climate. Implications: Strong managerial competence and a supportive work climate are important considerations for teacher performance. Key Findings Highlights Managerial competence recorded a mean score of 65.42. Work climate recorded a mean score of 57.89. Both variables jointly showed significant positive results. Keywords : Managerial Competence, Work Climate, Teacher Performance, School Leadership, Elementary School
The Effect of Principal Managerial Competence and Work Climate on Teacher : Performance Pengaruh Kompetensi Manajerial Kepala Sekolah dan Iklim Kerja terhadap Kinerja Guru Izzatul Munfa'ati; Budi Haryanto
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1677

Abstract

General Background: Teacher performance is related to professional task implementation, including planning, teaching, assessment, communication, and innovation. Specific Background: At SDI Cahaya Islami Candi–Sidoarjo, principal managerial competence and work climate are examined in relation to teacher performance. Knowledge Gap: Previous studies have examined managerial competence and work climate in relation to teacher performance, while this study focuses on comparing their respective contributions and their simultaneous relationship with teacher performance. Aims: This study examines principal managerial competence and work climate in relation to teacher performance. Results: Using a quantitative quasi-experimental design with 36 teachers, questionnaire data were analyzed using SPSS 30.0. Managerial competence recorded a mean score of 65.42, while work climate recorded 57.89. The simultaneous test showed F = 24.915 and sig. = 0.001. Novelty: Managerial competence showed a higher mean score than work climate. Implications: Strong managerial competence and a supportive work climate are important considerations for teacher performance. Key Findings Highlights Managerial competence recorded the higher mean score of 65.42. Work climate recorded a positive mean score of 57.89. Both variables were jointly significant with F = 24.915 and sig. = 0.001. Keywords : Principal Managerial Competence, Work Climate, Teacher Performance, School Leadership, Elementary School
Application of the Andragogi Approach in the Development of Al-Qur'an Learning at the Mahad Umar bin Al-Khattab Sidoarjo Student Islamic Boarding School: Penerapan Pendekatan Andragogi dalam Pembinaan Pembelajaran Al-Qur’an di Pesantren Mahasiswi Mahad Umar bin Al-Khattab Sidoarjo Zahrotun Nisa; Dzulfikar Akbar Romadlon
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1682

Abstract

General Background: Qur’anic learning in student pesantren requires an approach aligned with adult learners’ characteristics, emphasizing independence, experience, and active participation. Specific Background: Mahad Umar bin Al-Khattab Sidoarjo applies andragogy in Qur’anic learning for female university students residing in its boarding program. Knowledge Gap: Previous studies have mainly addressed adult Qur’anic learning and reading outcomes, while this study examines its implementation in students’ academic and community contexts. Aims: This study describes planning, implementation, monitoring, and evaluation of andragogical Qur’anic learning. Results: Needs identification, structured murojaah, partnership, daily mutabaah, routine evaluation, mentoring, and flexible arrangements support memorisation, discipline, motivation, academic learning, and Qur’anic teaching competence. Novelty: The study combines partnership, daily monitoring, motivation, and appreciation within a student boarding context. Implications: The model provides a reference for other student pesantren developing Qur’anic learning for adult learners. Key Findings Highlights Structured murojaah supports sustained Qur’anic memorisation. Partnership develops active participation and teaching competence. Daily mutabaah and appreciation reinforce learner responsibility. Keywords: Andragogical Learning, Qur’anic Learning, Student Pesantren, Qur’anic Memorisation, Partnership Learning

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