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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
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Innovation Of 5S Culture For Noble Character And Student Achievement: Inovasi Budaya 5S Untuk Akhlak Mulia Dan Prestasi Siswa Edi Purwanto; Hana Catur Wahyuni
Indonesian Journal of Innovation Studies Vol. 27 No. 1 (2026): January
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i1.1363

Abstract

General Background Modernization introduces foreign cultural influences that threaten indigenous moral traditions, making school culture vital for sustaining positive educational environments and student behavior. Specific Background An Nahl Islamic Primary School in Sidoarjo actively promotes a 5S culture—Smile, Greet, Acknowledge, Polite, and Courteous—as part of its core strategy to build a positive atmosphere and counter limited infrastructure. Knowledge Gap Although literature confirms the theoretical benefits of positive environments, quantitative studies measuring the direct statistical correlation between specific 5S cultural implementation and the dual outcomes of academic achievement and moral development remain limited. Aims This study investigates the statistical correlation of implementing the 5S culture on the formation of noble character and student achievement. Results Utilizing a quantitative survey methodology with saturated sampling of thirteen teachers, a one-way ANOVA test accompanied by normality testing confirmed a significant correlation. Data analysis yielded a significance value of 0.000 (p < 0.05), indicating a substantial variance between the observed groups. Novelty The research quantitatively maps how highly specific traditional interaction norms directly stimulate dual enhancements in both measurable academic outcomes and holistic character formation within an Islamic elementary context. Implications Implementing the 5S culture provides a fundamental, low-cost strategic framework for educational institutions aiming to foster excellent academic motivation and continuous moral development among students despite resource limitations. Highlights: A one-way ANOVA test yielded a significant value of 0.000, confirming the direct correlation of cultural norms. The 5S culture actively shapes positive environments that stimulate both academic performance and strong ethical behavior. Consistent implementation of simple interaction norms provides an effective framework for holistic student development. Keywords: 5S Culture, Noble Character, Student Achievement, Islamic Primary School, Educational Quality
Implementation of Quizizz-Based Worksheets to Improve Digital Literacy of Elementary School Students in Pasuruan Regency: Penerapan Worksheet Berbasis Quizizz untuk Meningkatkan Literasi Digital Siswa Sekolah Dasar di Kabupaten Pasuruan Abdul Rohman; Nurdyansyah
Indonesian Journal of Innovation Studies Vol. 27 No. 3 (2026): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i3.1939

Abstract

General Background: Digital literacy is an important competency for elementary school students, particularly in learning environments that increasingly use digital technology. Specific Background: Quizizz-based worksheets provide an interactive learning medium that combines digital worksheets with gamification and online assessment. Knowledge Gap: Previous studies have largely focused on Quizizz for motivation, academic achievement, or direct quiz assessment rather than digital literacy, particularly in areas with limited technological access. Aims: This study describes the implementation of Quizizz-based worksheets and identifies supporting and inhibiting factors in developing elementary students’ digital literacy in Pasuruan Regency. Results: The findings show that the worksheets were implemented well, supported by real-time data access, gamification, interactive materials, flexible use, and efficient evaluation, while unstable internet, Chromebook operation difficulties, and background music presented obstacles. Novelty: The study integrates interactive worksheets and Quizizz within a semi-rural elementary school context. Implications: Quizizz-based worksheets can provide an alternative for digital literacy learning and support teacher competency development in digital educational media. Most students reported being very comfortable operating Quizizz during learning activities. Interactive gamification, real-time access, flexible use, and efficient evaluation supported worksheet implementation. Unstable internet, Chromebook operation difficulties, and distracting background music were identified as implementation barriers. Keywords: Quizizz-Based Worksheets, Digital Literacy, Elementary School Students, Interactive Learning, Educational Technology
The Effect of Education Quality and Brand Image on Brand Trust of Santri Guardians: Pengaruh Kualitas Pendidikan dan Brand Image terhadap Brand Trust Wali Santri Cholifatus Sya'diyah; Hidayatulloh
Indonesian Journal of Innovation Studies Vol. 27 No. 3 (2026): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i3.1940

Abstract

General Background: Islamic boarding schools face growing competition, making parents’ trust an important consideration in selecting and continuing children’s education. Specific Background: At PP Darul Ulum Tlasih, trust is associated with educational quality, institutional image, programs, achievements, and educational services. Knowledge Gap: Previous research specifically examining educational quality and institutional image in relation to santri guardians’ trust remains limited. Aims: This study analyzes the relationships of educational quality and brand image with brand trust among santri guardians. Results: Using quantitative methods, questionnaires from 50 respondents, and multiple linear regression, both variables showed positive and significant partial relationships with brand trust; jointly, they explained 87% of its variation, with educational quality as the stronger predictor. Novelty: The study examines these two predictors together in the context of PP Darul Ulum Tlasih. Implications: Maintaining educational quality and a positive, credible institutional image is important for sustaining santri guardians’ trust. Key Findings Highlights The first predictor showed the strongest statistical contribution to guardians’ trust. The second predictor showed a positive and significant statistical relationship. Both predictors jointly explained 87% of the variation in guardians’ trust. Keywords: Educational Quality, Brand Image, Brand Trust, Islamic Boarding School, Santri Guardians
Analysis of Phonics Method Implementation in Improving Early Childhood Literacy at TKIT Insan Kamil: Analisis Penerapan Metode Fonik Untuk Meningkatkan Kemampuan Literasi Anak Usia Dini Pada TKIT Insan Kamil Aisyatur Rosyidah; Hana Catur Wahyuni Hana
Indonesian Journal of Innovation Studies Vol. 27 No. 3 (2026): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i3.1941

Abstract

General Background: Early literacy requires developmentally appropriate learning that connects oral language, sounds, and written symbols. Specific Background: TKIT Insan Kamil Sidoarjo implements phonics systematically and contextually within daily learning, while facing differences in children’s language abilities, teacher competence, learning time, resources, and parental support. Knowledge Gap: Previous studies have largely emphasized quantitative reading outcomes, with limited phenomenological exploration of teachers’, children’s, and parents’ experiences. Aims: This study analyzes phonics implementation, literacy development, parental involvement, and implementation challenges. Results: A qualitative phenomenological study found that phonics supported phonological awareness, letter recognition, sound blending, reading readiness, interest, and confidence. Novelty: The study examines phonics as a managed, contextual, and collaborative learning process involving teachers, institutions, and families. Implications: Structured planning, continuous teacher development, multisensory resources, and stronger school–family collaboration are needed for sustainable phonics learning. Key Findings Highlights Children showed stronger sound discrimination, letter recognition, and blending skills. Teachers adapted instruction to developmental readiness through playful multisensory activities. Parent–school collaboration supported continuity, while time, media, and competence remained challenges. Keywords : Phonics Method, Early Literacy, Phonological Awareness, Parental Involvement, Islamic Early Childhood Education
SWOT Analysis as the Basis for Formulating Policies to Improve Teacher Competency Quality: Analisis SWOT Sebagai Dasar Perumusan Kebijakan Peningkatan Mutu Kompetensi Guru Taufik Akbar; Ida Rindaningsih
Indonesian Journal of Innovation Studies Vol. 27 No. 3 (2026): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i3.1942

Abstract

General Background: Teacher competence is a strategic component of educational quality, particularly in integrated Islamic schools that require pedagogical, professional, social, personal, and Islamic character competencies. Specific Background: SMA Islam Terpadu Ar Rahmah Lumajang faces variations in teacher competence, including limited technology literacy, pedagogical training, and professional preparation. Knowledge Gap: Limited attention has been given to comprehensive SWOT-based mapping of teacher competence as a basis for institutional policy formulation. Aims: This study analyzes the application of SWOT analysis in formulating teacher competence development policies. Results: A qualitative descriptive study found high teacher dedication and subject-matter mastery, alongside weaknesses in technology literacy and pedagogical training; opportunities included institutional support, JSIT networks, training, and educational digitalization, while threats involved administrative burdens and curriculum demands. Novelty: The study integrates SO, WO, ST, and WT strategies into a contextual teacher development framework. Implications: SWOT mapping provides a basis for strategic, adaptive, and sustainable teacher development policies. Key Findings Highlights High dedication and subject-matter mastery constitute major internal strengths among teachers. Limited technology literacy and pedagogical training remain key areas requiring development. SO, WO, ST, and WT strategies provide directions for contextual teacher development policies. Keywords : Teacher Competence, SWOT Analysis, Teacher Development, Educational Policy, Integrated Islamic Education
Revitalization of Learning Management for Ulama Cadre Education: A Comprehensive Analysis Study of POAC Functionality in Muhammadiyah Tarjih Ulama Education (PUTM) Yogyakarta [Revitalisasi Manajemen Pembelajaran Pendidikan Kader Ulama: Studi Analisis Kom: Revitalisasi Manajemen Pembelajaran dalam Pendidikan Kader Ulama: Studi Analisis Komprehensif terhadap Fungsionalitas POAC dalam Pendidikan Kader Ulama Tarjih Muhammadiyah (PUTM) Yogyakarta [Revitalisasi Manajemen Pembelajaran Pendidikan Kader Firdaus; Istikomah
Indonesian Journal of Innovation Studies Vol. 27 No. 3 (2026): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i3.1943

Abstract

General Background: Ulama cadre education requires structured learning management to sustain Muhammadiyah’s scholarly mission amid modernization and a shortage of religious scholars. Specific Background: Muhammadiyah Tarjih Ulama Education (PUTM) Yogyakarta manages learning through an integrative curriculum, institutional collaboration, classroom instruction, and dormitory-based academic guidance. Knowledge Gap: Limited attention has been given to the comprehensive operation of planning, organizing, actuating, and controlling within PUTM’s learning management. Aims: This study analyzes the implementation of POAC functions in PUTM learning management. Results: A qualitative field study shows dynamic hybrid management: planning integrates Tarjih and partner-university curricula; organizing combines hierarchical and collaborative structures; implementation integrates sorogan, participatory andragogy, and structured muraja’ah; and controlling assesses cognitive, affective, and spiritual dimensions. Novelty: The study presents PUTM as a hybrid management model balancing classical Islamic scholarship and modern educational management. Implications: Standardized planning, adaptive organization, structured learning, multidimensional evaluation, and continuous improvement support the management of ulama cadre education. Key Findings Highlights The integrative curriculum combines the Tarjih curriculum, partner universities, and boarding school education within a single framework for leadership development. The collaborative structure divides institutional functions among the Mudir, deputy Mudir, academic staff, mentors, and supervisors. Hybrid learning combines the sorogan method, participatory andragogy, and structured muraja’ah with cognitive, affective, and spiritual assessments. Keywords : POAC, Learning Management, Ulama Cadre Education, Muhammadiyah Tarjih Ulama Education, Integrative Curriculum
Al-Qur'an Learning Management With a Fun Learning Approach in SD Muhammadiyah 2 Krian : Manajemen Pembelajaran Al-Qur'an dengan Pendekatan Fun Learning di SD Muhammadiyah 2 Krian Khusnul Khotimah; Istikomah
Indonesian Journal of Innovation Studies Vol. 27 No. 3 (2026): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i3.1947

Abstract

General Background: Al-Qur’an learning in elementary schools requires approaches that accommodate students’ developmental characteristics and promote active, enjoyable learning. Specific Background: Fun learning at SD Muhammadiyah 2 Krian is implemented within the Baca Tulis Al-Qur’an program through interactive activities and structured management. Knowledge Gap: Previous studies largely examined learning methods or management separately and provided limited attention to holistic management of fun learning in elementary-school Al-Qur’an programs. Aims: This study examines planning, organizing, implementation, evaluation, and supporting and inhibiting factors. Results: A qualitative case study found that fun learning was systematically managed through integrated planning, clear role distribution, creative implementation, and continuous evaluation, supporting students’ motivation to read and memorize the Al-Qur’an. Novelty: The study integrates fun learning with the POAC-based management process in an elementary-school BTQ context. Implications: Structured management, teacher commitment, school support, parental involvement, standardization, training, and improved communication are required for consistent implementation. Key Findings Highlights Integrated management aligns instructional planning, classroom activities, and continuous evaluation. Teacher and school commitment supports creative activities, learner engagement, and parental involvement. Managerial gaps remain in teacher standardization, parent communication, training, time allocation, and facilities. Keywords : Al-Qur’an Learning, Fun Learning, Learning Management, Elementary School, Baca Tulis Al-Qur’an
Analysis of the Effectiveness of Qur’anic Healing in Reducing Student Academic Fatigue at SDIT Nurul Islam Krembung:a Qualitative Study: Analisis Efektivitas Qur’anic Healing dalam Menurunkan Kelelahan Akademik Siswa di SDIT Nurul Islam Krembung: Studi Kualitatif Eko Budi Supriyanto; Taufik Churrahman
Indonesian Journal of Innovation Studies Vol. 27 No. 3 (2026): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i3.1949

Abstract

General Background: Academic fatigue is a condition among elementary students associated with demanding learning activities and insufficient emotional and spiritual management. Specific Background: In Islamic elementary education, Qur’anic Healing is presented as a structured spiritual practice supporting students’ emotional condition and learning readiness. Knowledge Gap: Previous studies have examined Qur’anic-based practices in psychological and clinical contexts, while their structured implementation as a student welfare strategy in Islamic elementary schools remains limited. Aims: This study analyzes the implementation of Qur’anic Healing in reducing academic fatigue among students at SDIT Nurul Islam Krembung. Results: Using a qualitative case study, data from participatory observation, in-depth interviews, and documentation indicate improved emotional calmness, learning focus, classroom order, and readiness to learn, although some students experienced physical fatigue. Novelty: The study positions Qur’anic Healing as an integrated educational-spiritual strategy within student services. Implications: Implementation should consider appropriate timing, duration, intensity, teacher involvement, and students’ conditions. Key Findings Highlights Structured stages help create orderly classroom conditions. Teacher guidance provides a safe and supportive learning environment. Student responses vary, with some experiencing physical fatigue. Keywords : Qur’anic Healing, Academic Fatigue, Learning Readiness, Emotional Regulation, Islamic Elementary Education
Strategy of Female Principals Leadership for Improving Teacher and Employee Performance in Islamic Private Schools: Strategi Kepemimpinan Kepala Sekolah Perempuan dalam Meningkatkan Kinerja Guru dan Tenaga Kependidikan di Sekolah Swasta Islam Mohammad Oktav Fauzi Prabowo; Budi Haryanto
Indonesian Journal of Innovation Studies Vol. 27 No. 3 (2026): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i3.1950

Abstract

General Background: Female principal leadership is positioned as a strategic element in managing human resources and school work culture. Specific Background: In Islamic private schools, female principals lead within strong patriarchal conditions while managing teachers and educational staff. Knowledge Gap: Previous studies have focused mainly on academic outcomes and teacher collaboration, while attention to educational staff performance remains limited. Aims: This study analyzes female principals’ leadership strategies in improving teacher and educational staff performance. Results: A qualitative phenomenological study found participatory-ideological leadership, structured collaboration through C0, C1, and C2 coordination, exemplary behavior, professional and spiritual guidance, work-life balance management, and performance evaluation. Novelty: The study connects these strategies with teacher and educational staff performance in an Islamic private school context. Implications: The findings support participatory decision-making, professional and spiritual development, fair task distribution, open communication, and collaborative work culture. Key Findings Highlights Participatory decision-making strengthens collective involvement in school management. Exemplary conduct supports discipline, collaboration, and positive work culture. Professional and spiritual guidance supports staff motivation and loyalty. Keywords : Female Principal Leadership, Leadership Strategies, Teacher Performance, Educational Staff, Islamic Private Schools
Implementation of an Integrated Curriculum in Learning at Sumbawa High School, West Nusa Tenggara: Implementasi Kurikulum Terintegrasi dalam Pembelajaran di SMA Sumbawa NTB Dhiwanti Puspa Putih Wardani; Eni Fahriyatul Fahyuni
Indonesian Journal of Innovation Studies Vol. 27 No. 3 (2026): July
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i3.1952

Abstract

General Background: Integrated curriculum connects knowledge, skills, and values within meaningful learning. Specific Background: SMA Dea Malela implements an integrated curriculum by connecting scientific, social, language, and Islamic knowledge in classroom learning. Knowledge Gap: Limited studies examine integrated curriculum implementation through planning, classroom practice, and evaluation in the high school context. Aims: This study examines curriculum-integrated learning practices at SMA Dea Malela. Results: Using a descriptive qualitative approach with interviews, observations, and documentation, the study found collaborative planning, contextual and reflective learning, teachers as facilitators, and authentic assessment covering knowledge, skills, and values. Novelty: The study examines integrated curriculum implementation across disciplines within a high school context through interconnected planning, implementation, and evaluation. Implications: Integrated learning requires alignment among curriculum design, classroom practice, evaluation, Islamic values, and students’ real-life contexts. Key Findings Highlights Collaborative planning aligns cross-disciplinary learning goals. Contextual activities connect academic knowledge with Islamic values. Authentic assessment examines knowledge, skills, attitudes, and character. Keywords : Integrated Curriculum, Contextual Learning, Islamic Values, Authentic Assessment, Holistic Education

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