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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
 112   113   114   115   116 
Strategy and Dynamics of the Curriculum of the Islamic Boarding School of Darul Muhajirin Lumajang : Strategy, Dynamics, KMI (Mu’allimin Al-Islamiyah Curriculum) Muhlason; Hana Catur Wahyuni
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.v27i2.1716

Abstract

General Background: The Kulliyatul Mu’allimin Al-Islamiyah (KMI) curriculum integrates formal and informal education within a 24-hour pesantren system. Specific Background: At Darul Muhajirin Islamic Boarding School, KMI implementation involves human resources, student management, leadership, discipline, and infrastructure. Knowledge Gap: Its implementation still faces limited qualified teaching staff, inadequate facilities, and restricted clean-water availability. Aims: This study examines KMI implementation, supporting programs, and its strengths and weaknesses at Darul Muhajirin Lumajang. Results: The findings show that KMI is supported by professional management, kiai leadership, student organization, regular supervision, teacher development, and entrepreneurship education, while limitations remain in human resources and infrastructure. Novelty: The study identifies collaboration with higher education and community-based entrepreneurship through Damhar Mart as distinctive strategies. Implications: KMI implementation requires teacher capacity development, professional management, student discipline, and community-supported infrastructure. Key Findings Highlights Kiai leadership supports teacher development and institutional management. Student organization reinforces discipline across pesantren activities. Community collaboration supports entrepreneurship and infrastructure provision. Keywords: KMI Curriculum, Islamic Boarding School, Curriculum Implementation, Human Resources, Pesantren Management
Developing Students' Entrepreneurial Character Through the Market Day Program Towards Schools with an Entrepreneurial Culture: Pengembangan Karakter Entrepreneur Siswa Melalui Program Market Day Menuju Sekolah dengan Budaya Wirausaha Rizal Firdaus; 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.v27i2.1727

Abstract

Abstract: General Background: Entrepreneurship education in elementary schools provides a foundation for developing independence, creativity, responsibility, and courage. Specific Background: The Market Day program at MI Muhammadiyah Citanggulun provides students with practical experience in designing, producing, marketing, and selling products. Knowledge Gap: Previous studies have provided limited explanations of comprehensive Market Day implementation in character-based elementary education, including teacher-parent roles and Pancasila Student Profile Project integration. Aims: This study explores strategies for developing students’ entrepreneurial character through Market Day. Results: Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation. Findings indicate development of independence, responsibility, creativity, courage, leadership, collaboration, and social awareness through practical activities. Novelty: The study combines Market Day practice, school-family collaboration, and Pancasila Student Profile Project integration. Implications: Sustainable collaboration among teachers, parents, and students can support Market Day as part of an entrepreneurial school culture. Key Findings Highlights Students developed independence, responsibility, creativity, and courage through practical activities. Teacher and parent collaboration supported students’ entrepreneurial character development. Integration with Pancasila Student Profile Project supported a sustainable school culture. Keywords : Entrepreneurial character, Market Day, Elementary education, School-Family Collaboration, Pancasila Student Profile Project
Management of the ‘Take a Nap’ Program as a Strategy to Improve Students’ Learning Concentration in Fullday School : Manajemen Program “Take a Nap” Sebagai Strategi meningkatkan Konsentrasi Belajar Siswa Fullday School Muhammad Ridho Adzani; 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.v27i2.1742

Abstract

General Background: Fullday school extends learning hours and may contribute to student fatigue, drowsiness, and reduced concentration during afternoon lessons. Specific Background: SD Muhammadiyah 4 Zamzam, Sidoarjo, implements a structured nap-time program for first- to third-grade students to address these conditions. Knowledge Gap: Previous studies have discussed daytime napping and learning-related outcomes, but contextual implementation as an educational management innovation remains limited. Aims: This study analyzes the implementation of the nap-time program and its role in supporting students’ learning concentration. Results: Using a descriptive qualitative approach, data were collected through observation, semi-structured interviews, and documentation involving teachers and students. The program was associated with greater student focus, participation, alertness, and learning readiness, while challenges included limited facilities, difficulties falling asleep, and uneven parental understanding. Novelty: The study integrates nap-time management with behavioral change in a fullday school context. Implications: Sustainable implementation requires facility improvement, duration adjustment, and continued parental engagement. Key Findings Highlights Reduced afternoon drowsiness and improved student alertness were reported. Teachers observed stronger participation following scheduled rest periods. Implementation challenges involved facilities, sleep adaptation, and parental understanding. Keywords  : Nap-Time Program, Learning Concentration, Full-Day School, Educational Management, Behavioral Change
The Influence of Promotion and School Image on Parents' Decision in Choosing a School at SMP Muhammadiyah Merauke: Pengaruh Promosi dan Citra Sekolah terhadap Keputusan Orang Tua dalam Memilih Sekolah di SMP Muhammadiyah Merauke Nur Lailly Enny Haryanti; 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.v27i2.1755

Abstract

General Background: Parents consider multiple factors when selecting schools amid increasing competition among educational institutions. Specific Background: School promotion communicates educational services, while school image reflects perceived quality, reputation, values, and identity. Knowledge Gap: Previous studies have often examined promotion and school image separately, with limited evidence from the social and cultural context of Merauke. Aims: This study examines promotion and school image in parents’ decisions to choose SMP Muhammadiyah Merauke. Results: A quantitative survey of 123 seventh-grade parents was analyzed using simple and multiple linear regression. Promotion was not statistically significant (p = 0.334), whereas school image was significant (p = 0.000; B = 0.694). Simultaneously, both variables explained 55.6% of decision variance (R² = 0.556). Novelty: The study examines both variables simultaneously in a 3T border-region context. Implications: School management should prioritize service quality, institutional reputation, and contextually relevant communication. Key Findings Highlights Promotion was not statistically significant individually (p = 0.334). Institutional image showed a significant coefficient of B = 0.694. The joint model explained 55.6% of decision variance. Keywords: School Image, School Promotion, Parents’ Decision, Educational Marketing, School Selection
The Inclusive Education Management as a School Branding Strategy Effort: Manajemen Pendidikan Inklusi Sebagai Upaya Strategi Branding Sekolah Humanika Dian Nusantara; Ida Rindaningsih
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.v27i2.1769

Abstract

General Background: Inclusive education requires organized management that accommodates student diversity while supporting school identity. Specific Background: School branding can communicate an institution’s educational characteristics, including inclusive education and student talent development. Knowledge Gap: Limited attention has been given to how inclusive education management is organized as a school branding strategy through the Neyma Way Canvas. Aims: This study examines inclusive education management as a strategy for building branding at an elementary school developed as a Multitalent School. Results: Using a descriptive qualitative approach with interviews and observations, the study found that SD Muhammadiyah 1–2 Taman had implemented two stages: brand blueprint and brand delivery. Brand blueprint involved planning, facilities, mechanisms, and student talent development, while brand delivery used digital and print media. Novelty: The study connects inclusive education management with school branding through the Neyma Way Canvas. Implications: The school needs to develop the third stage, brand evaluation, for continuous branding development. Key Findings Highlights The institution developed its identity as a Multitalent School. Brand blueprint integrated facilities and student talent development. Brand evaluation remained absent from the implemented stages. Keywords : Inclusive Education, School Branding, Educational Management, Multitalent School, Brand Evaluation
Analysis of Visionary Leadership of School Principals to Improve Teacher Performance in Learning: Analisis Kepemimpinan Visioner Kepala Sekolah untuk Meningkatkan Kinerja Guru dalam Pembelajaran Siti Li'anatuz Zuhro; Imelda Dian
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.v27i2.1910

Abstract

General Background: School leadership plays a strategic role in creating a conducive learning environment and supporting teacher performance. Specific Background: SD Negeri Kepunten has implemented visionary principal leadership through school development, instructional innovation, professional support, and collaborative practices. Knowledge Gap: Previous studies have generally discussed visionary leadership without examining its implementation in a public elementary school facing resource limitations and teacher resistance to innovation. Aims: This study analyzes the characteristics, outcomes, and supporting and inhibiting factors of visionary principal leadership at SD Negeri Kepunten, Tulangan District. Results: Qualitative case study findings show that the principal acts as a direction setter, change agent, future-oriented leader, professional coach, and responsive problem solver, while teachers demonstrate stronger lesson planning, subject mastery, instructional strategies, classroom management, assignment practices, and reflection. Novelty: Responsiveness and solution-oriented action emerge as an additional leadership dimension. Implications: Sustained collaboration, professional development, resource optimization, and responsive leadership are needed. Key Findings Highlights Arah strategis diterjemahkan melalui visi dan misi yang komunikatif serta partisipatif. Pembinaan melalui coaching, supervisi akademik, dan komunitas belajar mendukung praktik pembelajaran yang lebih variatif. Respons cepat dan solutif menjadi karakteristik tambahan dalam menghadapi persoalan sekolah secara kontekstual. Keywords : Visionary Leadership, School Principals, Teacher Performance, Instructional Leadership, Professional Coaching
The Role of Principals in Academic Supervision to Improve Teacher Performance and Pedagogical Competence: Peran Kepala Sekolah dalam Supervisi Akademik untuk Meningkatkan Kinerja dan Kompetensi Pedagogik Guru Affandi Rahman Asmoro Rahayu; Anita Puji Astutik
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.v27i2.1911

Abstract

General Background: Quality education depends on effective school leadership and continuous professional support for teachers. Specific Background: At SD Muhammadiyah I Gempol, academic supervision is implemented to address teachers’ performance and pedagogical competence through planned professional guidance. Knowledge Gap: The specific role of principals in organizing, implementing, and following up academic supervision within this school context requires further description. Aims: This study examines the strategic role of the principal in academic supervision to improve teacher performance and pedagogical competence. Results: Descriptive qualitative findings show that planning, classroom observation, constructive feedback, mentoring, training, and follow-up support teacher development. Novelty: The study presents academic supervision as a humanistic, dialogical, collaborative, and continuous professional development process rather than merely administrative control. Implications: Flexible scheduling, open communication, teacher participation, peer support, and continuous professional development are needed to sustain academic supervision. Key Findings Highlights Humanistic feedback encourages teachers to reflect on and improve classroom practices. Seven pedagogical competency areas are strengthened through observation, mentoring, and reflection. Flexible scheduling, teacher readiness, and open communication support continuous supervision. Keywords: Principal Leadership, Academic Supervision, Teacher Performance, Pedagogical Competence, Professional Development
Visionary Leadership Grounded in Islamic Values and Digital Innovation in Islamic Educational Institutions: Kepemimpinan Visioner Berbasis Nilai-nilai Islam dan Inovasi Digital di Lembaga Pendidikan Islam Novy Real Vyanti Sjah; 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.v27i2.1913

Abstract

General Background: Rapid digital transformation requires visionary leadership in Islamic educational institutions that combines technological development with moral and spiritual values. Specific Background: Such leadership is expected to build strategic, adaptive, and ethical institutional directions based on the Qur'an and Sunnah. Knowledge Gap: Previous discussions of visionary leadership have not sufficiently integrated Islamic values with digital innovation in Islamic educational contexts. Aims: This study analyzes the characteristics, implementation, challenges, and role of visionary leadership grounded in Islamic values and digital innovation. Results: Using qualitative library research, the study identifies strategic vision, integrity, collaboration, data-based decision-making, digital competence, and continuous adaptation as key characteristics. Novelty: The study integrates tauhid, amanah, justice, and consultation with digital innovation within visionary educational leadership. Implications: Continuous training, ethical digital practices, collaborative communities, strategic partnerships, and data-based evaluation are needed to support sustainable institutional development. Key Findings Highlights Strategic direction requires integrity, collaboration, communication, and future-oriented thinking. Tauhid, amanah, justice, and consultation provide the moral foundation for institutional decisions. Resistance, limited technological competence, and financial constraints remain major implementation challenges. Keywords : Visionary Leadership, Islamic Education, Islamic Values, Digital Innovation, Educational Institutions
Digital Literacy Movement Enhances Personal Skills And Learning Habits In Elementary School Students: Gerakan Literasi Digital Menumbuhkan Keterampilan pribadi dan Kebiasaan Belajar Siswa Sekolah Dasar Nuryanti; Eni Fariyatul Fahyuni
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.v27i2.1916

Abstract

General Background: Digital skills are increasingly required for teachers to create interactive, creative, and joyful learning. Specific Background: At SDN Kenongo 1, digital technology has been integrated into classroom learning, although differences in teachers’ digital competence and available resources remain. Knowledge Gap: Uneven digital skills, unstable internet access, limited devices, and preparation time create challenges in consistent digital learning implementation. Aims: This study analyzes teachers’ professional competence in digital skills for Joyful learning and identifies classroom implementation barriers. Results: Using a qualitative phenomenological approach, the study found that 100% of teachers prepared learning modules aligned with teaching materials, while 75% implemented learning according to their modules. Novelty: The study highlights the combination of digital competence, school support, varied digital media, and active student participation in Joyful learning. Implications: Structured training and continuous learning-community mentoring are recommended to support more equitable digital competence development in elementary schools. Key Findings Highlights A total of 20 educators demonstrated varying levels of technological proficiency, ranging from high to low. Activities such as games, exploration, interactive media, and group work made the students more active, enthusiastic, and confident. The availability of Wi-Fi, LCD screens, projectors, training, and learning communities supports the learning process, but network connectivity, devices, and preparation time remain challenges. Keywords: Digital Skills, Joyful Learning, Teacher Professional Competence, Digital Learning, Elementary Education
Digital Skills in Joyful Learning : A Study of Teachers’ Professional Competence: Keterampilan Digital dalam Pembelajaran Joyful: Studi Kompetensi Profesional Guru Dheni Sulistyowati; Ida Rindaningsih
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.v27i2.1918

Abstract

General Background: Digital skills are increasingly required for teachers to create interactive, creative, and joyful learning. Specific Background: At SDN Kenongo 1, teachers have implemented digital learning, although differences in digital competence and technological resources remain. Knowledge Gap: Limited digital skills, unstable internet access, device availability, and preparation time present challenges to consistent digital integration. Aims: This study analyzes teachers’ professional competence in digital skills for Joyful learning and identifies implementation barriers. Results: A qualitative phenomenological study found that 100% of teachers prepared learning modules aligned with teaching materials, while 75% implemented learning according to their modules. Novelty: The study describes the combination of teacher digital competence, school support, varied digital media, and active student participation in Joyful learning. Implications: Structured training and sustained learning-community mentoring are recommended to support more equitable digital competence development in elementary schools. Key Findings Highlights Teachers demonstrated different levels of digital competence in classroom technology integration. Interactive media supported active, collaborative, and enjoyable student learning experiences. School support and continuous mentoring were needed to address implementation barriers. Keywords : Digital Skills, Joyful Learning, Teacher Professional Competence, Digital Learning, Elementary Education

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