cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Hindarto
Contact Email
jurnal@umsida.ac.id
Phone
-
Journal Mail Official
jurnal@umsida.ac.id
Editorial Address
Jl. Mojopahit No. 666B, Sidoarjo, Jawa Timur
Location
Kab. sidoarjo,
Jawa timur
INDONESIA
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
 114   115   116   117   118 
Arabic Language Learning Strategies Through Picture Card Media: Visual Strategies in Improving the Ability to Construct Simple Sentences and Meaning Comprehension at SDIT El-Haq: Strategi Pembelajaran Bahasa Arab melalui Media Kartu Visual Bergambar dalam Meningkatkan Kemampuan Menyusun Kalimat Sederhana dan Pemahaman Makna di SDIT El-Haq Muhammad Iftitach Chanifuddin; 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.v27i2.2013

Abstract

General Background: Elementary Arabic education requires interactive instructional methods to introduce fundamental vocabulary effectively. Specific Background: Young learners at SDIT El-Haq face difficulties in mastering Arabic reading and sentence construction due to abstract linguistic features and conventional teaching approaches. Knowledge Gap: Existing literature heavily emphasizes vocabulary acquisition, leaving the simultaneous development of simple sentence construction and contextual meaning comprehension underrepresented. Aims: This qualitative descriptive study examines the implementation and pedagogical impact of picture card media on student engagement and language skills. Results: Qualitative findings show that structured visual media fosters active participation, strengthens dual-channel cognitive processing, and systematically improves sentence syntax accuracy. Novelty: This study introduces a structured visual strategy framework integrating flashcards into step-by-step communicative activities tailored for integrated Islamic elementary school settings. Implications: Implementing visual picture media offers educators a practical scaffold to transition elementary students from basic vocabulary retention to meaningful structural language use. Key Findings Highlights Picture card media activates dual-channel cognitive processing, aiding vocabulary retention and active classroom participation. Combining visual flashcards with interactive exercises systematically fosters accurate sentence construction and syntax awareness. Visual learning scaffolds contextual understanding, enabling young learners to comprehend Arabic sentence meanings beyond literal translation. Keywords : Picture Card Media, Sentence Construction, Meaning Comprehension, Arabic Language Learning, Visual Learning Strategy
Instagram and TikTok Promotion Performance for Food MSMEs Using EPIC Model: Kinerja Promosi Instagram dan TikTok bagi UMKM Sektor Pangan Menggunakan Model EPIC Aisyah Nur Jannah Putri Hariyono; Taufik Setyadi; Nisa Hafi Idhoh Fitriana
Indonesian Journal of Innovation Studies Vol. 27 No. 4 (2026): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i4.2194

Abstract

General Background: Social media provides food MSMEs with broad and interactive opportunities for digital promotion. Specific Background: Bumbu Wilona actively uses Instagram and TikTok, generating substantial content exposure, yet high reach, impressions, and views do not necessarily indicate favorable consumer responses or successful marketing communication. Knowledge Gap: Exposure metrics cannot determine whether consumers like promotional content, understand product information, develop purchase interest, or respond positively, while differences between the two platforms require consumer-based evaluation. Aims: This quantitative descriptive study evaluated Instagram and TikTok as promotional media for Bumbu Wilona using the EPIC Model among 120 respondents who had viewed content on both platforms. Results: Instagram recorded scores of 4.18 for Empathy, 4.19 for Persuasion, 4.15 for Impact, and 4.20 for Communication, producing an EPIC Rate of 4.18. TikTok recorded 4.14, 4.14, 4.11, and 4.29, respectively, producing an EPIC Rate of 4.17. Both overall scores were classified as effective, while TikTok Communication was classified as very effective. Novelty: The study evaluates both social media channels using the same four-dimensional consumer-response framework within a food MSME context. Implications: Both channels can be used complementarily, with structured consumer interaction supported through Instagram and broader content reach supported through TikTok. Highlights: The two platforms recorded overall scores of 4.18 and 4.17. Communication reached 4.20 on one channel and 4.29 on the other. All four-dimensional scores fell within favorable classification ranges. Keywords: Promotional Effectiveness, Instagram, TikTok, EPIC Model, Food MSMEs
Hospital Outpatient Service Reliability Gaps Identified by Servqual and IPA: Kesenjangan Keandalan Layanan Rawat Jalan Rumah Sakit yang Diidentifikasi oleh Servqual dan IPA Ramadhani Elsya Narventina S; Minto Waluyo
Indonesian Journal of Innovation Studies Vol. 27 No. 4 (2026): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i4.2199

Abstract

General Background Outpatient service quality depends on the alignment between patient expectations and actual service performance. Specific Background At BCD Hospital in Surabaya, service complaints concern parking, doctor availability and punctuality, queue administration, communication responsiveness, and staff interactions. Knowledge Gap The study addresses the need to determine not only the magnitude of perception-expectation discrepancies but also which outpatient service attributes should receive priority attention. Aims This study evaluates outpatient service quality using Servqual to measure perception-expectation gaps across 12 attributes and Importance Performance Analysis to identify improvement priorities. An online questionnaire was completed by 120 patients who had used outpatient services at least once. Results Eight of 12 attributes had negative gaps. Doctor punctuality recorded the largest negative attribute gap at -1.67, while Reliability had the largest dimensional gap at -1.47. Five attributes entered Quadrant I: parking availability, service punctuality, doctor availability according to schedule, information response speed, and staff courtesy. Average service conformity was 85%, leaving a 15% gap between performance and expectations. Novelty The study operationally combines Servqual gap analysis with IPA priority mapping in the specific context of BCD Hospital outpatient services. Implications Recommended actions include occupancy-based parking management, systematic delay evaluation, doctor schedule-change notifications, communication workload management, and standardized staff communication. Highlights: Eight of 12 attributes recorded negative perception-expectation scores; doctor punctuality was lowest at -1.67. Five Quadrant I priorities involved parking, schedule adherence, doctor availability, response speed, plus staff courtesy. Average conformity reached 85%, leaving a 15% shortfall against patient expectations. Keywords: Healthcare Service Quality, Importance Performance Analysis, Outpatient Services, Servqual
Innovation in Adaptive Physical Education Teaching Strategies for Students with Special Needs: Inovasi Strategi Pembelajaran Pendidikan Jasmani Adaptif untuk Peserta Didik Berkebutuhan Khusus Rohan Rahmat Wisudawan; Raja Bani Pilitan; Khairul Saleh
Indonesian Journal of Innovation Studies Vol. 27 No. 4 (2026): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i4.2220

Abstract

General Background Physical education functions as a fundamental component in national educational systems for motor and character development. Specific Background Within special education institutions, physical education delivery is highly complex due to the diverse physical, intellectual, social, and emotional characteristics of the students. Knowledge Gap Despite these pedagogical demands, educators frequently encounter severe facility limitations and lack specialized adaptive training, with limited in-depth research addressing these instructional constraints in specific regional special schools. Aims This study investigates the adaptive learning approaches, instructional constraints, and practical solutions applied by physical education teachers at Muara Bungo State Elementary School for Special Needs. Results Qualitative analysis reveals that teachers implemented instructional modifications involving tailored materials, simplified directions, movement demonstrations, and process-oriented evaluations. To navigate the significant lack of specialized sports infrastructure and formal training, educators utilized environmental objects, such as plastic balls and used bottles, alongside peer teaching and positive reinforcement. Novelty This research demonstrates that teacher creativity and strategic environmental resource utilization successfully compensate for institutional resource deficits in adaptive physical education. Implications Educational authorities and policymakers must urgently provide specialized adaptive physical education training and appropriate instructional infrastructure to support the motor and social independence of students with special needs. Highlights Educators modify teaching materials and evaluation systems to accommodate varying student abilities. Utilizing simple environmental objects successfully mitigates severe shortages regarding specialized sports infrastructure. Peer collaboration alongside continuous positive reinforcement maintains active participation during athletic activities. Keywords Special Education; Motor Development; Inclusive Pedagogy; Process Oriented Assessment; Teaching Modifications
Multisensory Phonics Method Innovation to Improve Beginning Reading Ability in Intellectually Impaired Students.: Inovasi Metode Fonik Multisensori untuk Meningkatkan Kemampuan Membaca Permulaan pada Siswa Tunagrahita. I Komang Widarmika; Suyantiningsih Suyantiningsih
Indonesian Journal of Innovation Studies Vol. 27 No. 4 (2026): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i4.2222

Abstract

General Background Early reading establishes a critical literacy foundation necessary for future academic achievement and broad knowledge acquisition. Specific Background Students with intellectual disabilities frequently encounter persistent difficulties in letter recognition, phonological decoding, and syllable blending due to slower cognitive processing and working memory limitations. Knowledge Gap Traditional verbal and visual reading instructions often fail to accommodate the concrete, repetitive, and varied sensory needs required to establish stable grapheme-phoneme correspondences in these learners. Aims This study investigates the application of a multisensory phonics approach to build the beginning reading competence of third-grade students with intellectual disabilities in an inclusive setting. Results Following a two-cycle classroom action research methodology, the participants' reading mastery scores progressed significantly from a pre-intervention maximum of 58% to post-intervention achievements of 81%, 94%, and 88%. Furthermore, classroom observations demonstrated notable increases in student attention, learning independence, and confidence during phonological decoding tasks. Novelty This intervention uniquely combines tactile, kinesthetic, visual, and auditory stimuli—such as modeling clay and finger tracing—to specifically bypass single-modality cognitive deficits during early decoding. Implications Integrating structured, multiple-sensory pathways offers inclusive educators a proven pedagogical strategy to accommodate diverse learning profiles and foster foundational literacy in special education environments. Highlights The multisensory phonological intervention raised participant reading scores from a 58% maximum to up to 94% across two action cycles. Integrating tactile and kinesthetic activities successfully bypassed single-modality cognitive limitations in students with intellectual disabilities. Participants demonstrated significant behavioral transitions toward independent decoding, higher attention spans, and increased oral reading confidence. Keywords Beginning Reading; Multisensory Phonics; Intellectual Disabilities; Inclusive Education; Action Research
Innovation of Integrated Pedagogical Interventions to Enhance Adaptive Skills of Grade VI Students with Intellectual Disabilities in Inclusive Schools: Inovasi Intervensi Pedagogis Terintegrasi untuk Meningkatkan Keterampilan Adaptif Siswa Tunagrahita Kelas VI di Sekolah Inklusi Jainudin Jainudin; Cepi Safruddin Abdul Jabar
Indonesian Journal of Innovation Studies Vol. 27 No. 4 (2026): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i4.2223

Abstract

General Background Inclusive education aims to provide equitable, responsive instructional environments for all learners, which requires flexible strategies to manage classroom diversity. Specific Background Upper elementary students with intellectual disabilities often struggle to meet abstract cognitive demands and demonstrate poor adaptive autonomy without continuous structured support. Knowledge Gap Current literature predominantly focuses on early elementary interventions, leaving a critical gap regarding how integrated pedagogical supports function for older students transitioning to more complex instructional expectations in rural inclusive settings. Aims This study investigates the application and adaptive outcomes of an integrated pedagogical intervention for a sixth-grade student with intellectual disabilities. Results Through a qualitative case study utilizing observational and interview data, the findings demonstrated that combining concrete media, individualized scaffolding, repeated instruction, and active parental partnerships generated significant behavioral improvements. The student progressed from heavy reliance on teacher prompting to demonstrating enhanced attentional stability, independent task completion, and active peer interactions. Novelty This research uniquely operationalizes a holistic intervention framework that merges classroom-based cognitive scaffolding with continuous family synchronization to target both academic and adaptive skill deficits simultaneously in older children. Implications Deploying comprehensive, data-driven interventions provides educators with a sustainable strategy to decrease learner dependency and cultivate functional autonomy within diverse general education classrooms. Highlights Combining concrete manipulatives with repeated instruction successfully bypassed cognitive processing delays in an upper elementary learner. The integrated intervention significantly advanced the student's attentional stability and independent task completion capabilities. Consistent strategic partnerships with parents ensured the successful transfer and reinforcement of adaptive skills across learning environments. Keywords Integrated Pedagogy; Intellectual Disabilities; Adaptive Independence; Inclusive Classrooms; Special Education
The "Digital Literacy Journal & Monthly Clinical Consultation" Innovation to Enhance Teacher-Parent Synergy in Literacy Development for Children with Special Needs.: Inovasi "Digital Literacy Journal & Monthly Clinical Consultation" untuk Meningkatkan Sinergi Guru-Orang Tua dalam Pengembangan Literasi Anak Berkebutuhan Khusus. Kurniasih Kurniasih; Iis Prasetyo
Indonesian Journal of Innovation Studies Vol. 27 No. 4 (2026): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i4.2224

Abstract

General Background Foundational reading and writing skills constitute a critical competence for educational success, requiring comprehensive stakeholder support within inclusive educational settings. Specific Background Children with intellectual disabilities require repeated practice and consistent instructional reinforcement across environments, yet poor institutional communication frequently obstructs their academic progression. Knowledge Gap Collaborative communication frameworks designed to synchronize home and classroom support for upper elementary learners remain relatively unexplored in mainstream inclusive contexts. Aims This study examines the application of a digital reporting and monthly clinical consultation strategy to align intervention partnerships for a fifth-grade learner. Results While initial incidental interactions created support gaps, the integration of structured digital documentation and face-to-face clinical consultations successfully established a shared assessment forum. This strategic alignment fostered positive academic progress in reading comprehension, reading fluency, narrative writing coherence, and independent learning motivation. Novelty This intervention uniquely combines real-time digital progress tracking with reciprocal evaluation meetings to synchronize microsystem educational interventions in a rural inclusive setting. Implications Deploying structured, evidence-based communication protocols provides inclusive educational institutions with a sustainable model to maximize learning continuity and academic achievement. Highlights Digital journals and clinical consultations transformed incidental interactions into systematic instructional partnerships. Synchronized pedagogical interventions across educational environments significantly advanced reading comprehension and fluency. Consistent communication frameworks successfully fostered narrative writing coherence and learning independence. Keywords Inclusive Education; Digital Journals; Clinical Consultation; Academic Achievement; Instructional Alignment
Structured Professional Learning Community Innovation to Enhance Teacher Collaboration in Inclusive Elementary Schools.: Inovasi Komunitas Belajar Profesional Terstruktur untuk Meningkatkan Kolaborasi Guru pada Sekolah Dasar Inklusi. Marni Prihartini; Cepi Safruddin Abdul Jabar
Indonesian Journal of Innovation Studies Vol. 27 No. 4 (2026): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i4.2225

Abstract

General Background The transition toward student-centered pedagogical paradigms necessitates continuous professional development and robust cooperation among educators. Specific Background Inclusive primary institutions require educators to address highly diverse learner needs, yet heavy administrative duties and standardized planning often restrict cooperative instructional design. Knowledge Gap Current literature rarely explores how specific administrative practices facilitate cooperative professional networks to support differentiated instruction at the primary level. Aims This study investigates the mechanisms through which administrators facilitate cooperative networks to support diverse educational environments. Results Findings from a qualitative case study at SDN 002 Kombeng reveal that while administrators act as facilitators through routine coordination meetings, implementation remains suboptimal. Severe time constraints, excessive regulatory duties, and a lack of structured programmatic design prevent these interactions from maturing into sustainable professional networks. Novelty This research specifically identifies the operational disconnect between theoretical administrative roles and the practical execution of cooperative pedagogical planning in remote educational settings. Implications Institutional managers must transition from compliance-based supervision toward structured instructional guidance by institutionalizing scheduled cooperative planning sessions and data-driven reflective dialogues. Highlights Excessive regulatory duties and severe time constraints restrict cooperative pedagogical planning among educators. Routine coordination meetings currently prioritize administrative compliance over sustainable professional development strategies. Transforming institutional culture requires structured reflective dialogues and data-driven instructional decision-making frameworks. Keywords Instructional Administration; Cooperative Pedagogy; Differentiated Instruction; Professional Development; Case Study
Innovative Principal Leadership Strategies for Optimizing Teacher Collaboration and Internal Resources for Inclusive Education Services in Remote Areas: Inovasi Strategi Kepemimpinan Kepala Sekolah dalam Mengoptimalkan Kolaborasi Guru dan Sumber Daya Internal untuk Pelayanan Pendidikan Inklusif di Wilayah Terpencil Perdianto Perdianto; Latip Diat Prasojo
Indonesian Journal of Innovation Studies Vol. 27 No. 4 (2026): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i4.2226

Abstract

General Background Inclusive education demands systematic collaborative professional support to provide equitable learning opportunities for all students. Specific Background However, educational institutions in geographically remote areas, such as SMP Negeri 2 Sandaran, face severe shortages of specialized personnel and adaptive learning materials, causing fragmented and individualized responses to student needs. Knowledge Gap Existing literature lacks comprehensive exploration regarding how administrators cultivate sustainable teamwork practices to support equitable education specifically within isolated environments. Aims This study investigates the administrative approaches used to develop educator teamwork for sustaining educational services in a remote junior high setting. Results Findings from this qualitative case study indicate that teamwork was cultivated through internal professional development, shared case discussions, open communication, and developmental academic supervision. Furthermore, specialized support was maintained by optimizing locally available instructional materials rather than depending on advanced facilities. Novelty This research demonstrates that adaptive leadership and a robust collegial culture serve as vital compensatory mechanisms for sustaining equitable education in geographically isolated areas lacking formal specialized personnel. Implications To ensure long-term sustainability, institutions operating in limited contexts must transition from informal interpersonal cooperation to formally structured professional learning communities with systematic documentation for differentiated instructional planning and student progress monitoring. Highlights Internal capacity development and shared case discussions successfully compensate for specialized staff shortages. Developmental academic supervision transforms standard performance evaluation into continuous professional mentoring for educators. Sustainable equitable learning requires institutionalizing informal collegiality into formally structured professional learning communities. Keywords Inclusive Education; School Leadership; Professional Learning Communities; Teacher Competence; Special Educational Needs
Transforming Evaluation into Action: An Integrative Strategy Innovation for Quality Improvement Based on the Education Report Card at Muhammadiyah Boarding School Merangin Junior High School: Transformasi Evaluasi Menjadi Aksi: Inovasi Strategi Integratif Peningkatan Mutu Berbasis Rapor Pendidikan di Sekolah Menengah Pertama Muhammadiyah Boarding School Merangin Wahyu Arohman Hidayatullah; Mardalena Mardalena; Iwan Aprianto
Indonesian Journal of Innovation Studies Vol. 27 No. 4 (2026): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i4.2228

Abstract

General Background In the era of educational accountability, school quality management requires rigorous data-driven decision-making mechanisms. Specific Background The Indonesian educational system provides comprehensive quality profiles through the Education Report Card, encompassing literacy, numeracy, character, and learning climate indicators. Knowledge Gap Despite widespread data availability, schools predominantly treat these reports as administrative compliance tools rather than actionable diagnostic instruments for structural transformation. Aims This research analyzes the 2025 Education Report Card indicators to formulate the Integrative Quality Improvement Strategy (SIPM-RP) model at Muhammadiyah Boarding School Merangin. Results The document analysis revealed a performance decline in literacy, numeracy, learning quality, and diversity, contrasting with positive growth in character development and school safety. To resolve this stagnation, the proposed SIPM-RP model introduces a cyclical six-phase framework: priority identification, root cause analysis, strategic program formulation, distributed implementation, real-time monitoring, and continuous quality iterations. Novelty Unlike previous macro-policy evaluations, this study uniquely bridges macro-level statistical evaluations with micro-level pedagogical interventions through a localized data-transformation mechanism tailored for boarding school ecosystems. Implications Adopting this structured cyclical model provides educational leaders with an evidence-based framework to integrate academic and socio-cultural determinants, shifting school management from reactive compliance to proactive, systemic quality advancement. Highlights Educational evaluation data frequently functions as administrative compliance rather than an actionable diagnostic instrument for institutional transformation. Institutional analysis revealed regressions in cognitive domains alongside simultaneous progressions in character and safety metrics. The proposed six-phase cyclical framework systematically translates macro-level statistics into targeted micro-level pedagogical interventions. Keywords Data Driven Decisions; Educational Report Cards; Quality Management; Pedagogical Interventions; School Leadership

Page 116 of 126 | Total Record : 1251

 114   115   116   117   118 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol. 27 No. 4 (2026): October Vol. 27 No. 3 (2026): July Vol. 27 No. 2 (2026): April Vol. 27 No. 1 (2026): January Vol. 26 No. 4 (2025): October Vol. 26 No. 3 (2025): July Vol. 26 No. 2 (2025): April Vol. 26 No. 1 (2025): January Vol. 25 No. 4 (2024): October Vol. 25 No. 3 (2024): July Vol. 25 No. 2 (2024): April Vol. 25 No. 1 (2024): January Vol. 24 (2023): October Vol. 23 (2023): July Vol. 22 (2023): April Vol. 21 (2023): January Vol. 20 (2022): October Vol. 19 (2022): July Vol. 18 (2022): April Vol. 17 (2022): January Vol. 16 (2021): October Vol. 15 (2021): July Vol. 14 (2021): April Vol. 13 (2021): January Vol. 12 (2020): October Vol. 11 (2020): July Vol. 10 (2020): April Vol. 9 (2020): January Vol. 8 (2019): October Vol. 7 (2019): July Vol. 6 (2019): April Vol. 5 (2019): January More Issue