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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 873 Documents
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Experimental Analysis of the Performance of Savonius VAWT with Different Numbers of Blades on Roofs Francisco, Jeremi; Rhakasywi, Damora; Fahrudin, Fahrudin
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1675

Abstract

General Background: Renewable energy is increasingly vital for sustainable development, with wind energy offering significant potential in urban settings where land availability is limited. Specific Background: Vertical axis wind turbines (VAWTs), particularly Savonius types, are promising for rooftop applications but remain underexplored compared to horizontal axis turbines. Knowledge Gap: Limited studies have systematically examined how variations in blade number affect VAWT performance under low wind speed conditions typical of urban environments. Aim: This study investigates the performance of Savonius VAWTs with 3, 4, and 6 blades to determine the optimal configuration for efficient energy generation on building roofs. Results: Experimental testing over 24 hours at an average wind speed of 2 m/s revealed that the 3-blade turbine achieved the best performance, with a tip speed ratio (0.94), coefficient of power (0.242), and voltage output (14.41 V), outperforming the 4-blade and 6-blade designs. Novelty: This work demonstrates that reducing blade count can enhance efficiency in low-speed, rooftop urban wind applications, challenging the assumption that more blades inherently improve performance. Implications: The findings provide insights for optimizing small-scale renewable energy systems in urban areas, contributing to sustainable energy strategies and supporting national renewable energy targets. Highlights: Three-blade Savonius turbine shows highest efficiency at low wind speeds. Blade number directly affects TSR, CP, and voltage output. Rooftop VAWT offers practical solution for small-scale urban energy. Keywords: Wind, Wind Turbine, Tip Speed Ratio, Energy, Green Energy
Cooperative Script Model for Fifth-Grade Reading Comprehension: Model Cooperative Script untuk Pemahaman Membaca Siswa Kelas V Salmiah, Juni; Guswita, Reni; Abdulah
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1680

Abstract

Background (general): Reading comprehension is a key skill in elementary education, yet many students still struggle to understand texts effectively. Background (specific): In Grade V at SDN 106/II Sungai Binjai, difficulties such as limited vocabulary, low comprehension, and weak ability to answer text-based questions were observed. Knowledge Gap: Previous studies have shown positive outcomes of the Cooperative Script model in various contexts, but limited research has focused specifically on its application in Grade V Indonesian language learning. Aims: This study aimed to improve students’ reading comprehension through the Cooperative Script model within a Classroom Action Research framework. Results: Across two cycles, findings revealed improvements in teacher performance (from 77.78% to 94.44%), student activeness (from 61.10% to 100%), and comprehension mastery (from 33.3% to 72.2%). Novelty: This research demonstrates the applicability of Cooperative Script in elementary-level Indonesian language comprehension, filling a contextual gap in existing literature. Implications: The study suggests Cooperative Script can be integrated into primary curriculum design to foster active, collaborative, and deeper comprehension learning. Highlight Cooperative Script improved teacher engagement, student activity, and comprehension mastery Reading comprehension achievement increased significantly across two research cycles Cooperative Script fosters collaborative and active learning in elementary classrooms Keyword Cooperative Script, Reading Comprehension, Elementary Students, Collaborative Learning, Indonesian Language
Students’ Conceptual Challenges in Learning Multiplication: Tantangan Konseptual Siswa dalam Pembelajaran Perkalian Putri, Diana; Habibie, Zulqoidi R.; Aldino
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1683

Abstract

General background: Mathematics is a core subject in elementary schools, yet students often face challenges mastering basic arithmetic operations. Specific background: In Muara Bungo, many fifth-grade students struggle to grasp multiplication concepts, including word problems, operation selection, and decimal placement. Knowledge gap: Few studies have analyzed multiplication difficulties within this local socio-cultural and educational context. Aims: This study aims to identify the types of multiplication-related difficulties, explore their causes, and provide context-specific recommendations. Results: Findings reveal four main difficulties: misinterpretation of problems, incorrect operation selection, errors in decimal placement, and reliance on memorization over understanding. Internal causes include low motivation and self-confidence, while external causes include fast-paced teaching, limited use of concrete media, and minimal parental support. Novelty: This study highlights psychological and contextual factors as the dominant contributors to multiplication difficulties in Muara Bungo’s schools, offering a locally relevant perspective. Implications: The results suggest that teachers should use varied strategies, concrete-to-abstract approaches, and supportive classroom environments, while parents should encourage consistent home practice. Highlights: Many students misunderstand multiplication word problems and rely on memorization. Psychological factors such as fear and low confidence strongly affect learning outcomes. Contextualized, concrete-to-abstract teaching strategies are crucial for conceptual mastery. Keywords: Learning Difficulties, Multiplication, Mathematics Education, Conceptual Understanding, Elementary Students
Reading Interest through Think Pair Share and Team Games Tournament: Minat Baca melalui Think Pair Share dan Team Games Tournament Imamah, Waode Andi Nurul; Munirah; Ratnawati
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1684

Abstract

General Background: Literacy skills are crucial for primary education as they support student comprehension across subjects. Specific Background: However, the reading ability of Indonesian students remains below international averages, highlighting the need for effective instructional strategies. Knowledge Gap: Prior studies often focus on a single cooperative model without comparing their influence on reading motivation. Aims: This study compares the Think Pair Share (TPS) and Team Games Tournament (TGT) models in fostering reading interest among grade V students in Makassar. Results: Using a quasi-experimental design with 70 students, results showed a significant increase in reading interest in both groups, with TPS achieving a higher mean post-test score (82.57) than TGT (72.29). Novelty: The research simultaneously examines two cooperative learning models, emphasizing reading interest rather than only cognitive outcomes. Implications: TPS is recommended for deep comprehension and sustained reading motivation, while TGT is more suitable for creating a competitive and engaging classroom climate. Teachers may combine both approaches to balance comprehension and motivation. Highlight TPS produces higher reading interest gains than TGT. TGT is effective for engagement through competition. Combining TPS and TGT optimizes motivation and comprehension. Keyword Cooperative Learning, Think Pair Share, Team Games Tournament, Reading Interest, Elementary Education
Writing Skills Development Through Think Pair Share in Elementary: Pengembangan Keterampilan Menulis melalui Think Pair Share di Sekolah Dasar Asriyoni, Delliza; Aprizan; Andriani, Opi
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1685

Abstract

Background (general): Writing is a fundamental literacy skill in elementary education, yet many students still face difficulties in expressing ideas coherently. Background (specific): At SDN 219/II BTN Lintas Asri, most sixth-grade students had not achieved the minimum mastery criteria in writing, with weaknesses in structuring sentences and paragraphs. Knowledge Gap: Prior studies have focused on specific text genres or lower grade levels, leaving limited exploration of collaborative learning approaches in higher elementary classes. Aim: This study aims to examine how the Think Pair Share (TPS) model supports the development of students’ writing abilities. Results: Using Classroom Action Research with two cycles, findings showed notable progress in both teacher and student activities. Teacher observation scores increased from 82.35% to 100%, while student observation scores improved from 56.9% to 94.54%. The proportion of students achieving the minimum writing score rose from 36.36% to 81.82%. Qualitative evidence demonstrated clearer sentence structures, more coherent ideas, and increased confidence in writing. Novelty: This study highlights the effectiveness of TPS not only in enhancing student performance but also in fostering collaboration, critical thinking, and learner engagement in writing tasks. Implications: TPS can be adapted in elementary classrooms as a practical strategy to strengthen literacy skills and encourage active participation in language learning. Highlight Improved students’ writing performance and classroom participation. TPS fostered collaborative learning and critical thinking. Writing outcomes showed higher mastery and confidence. Keyword Writing Skills, Think Pair Share, Elementary School, Classroom Action Research, Student Participation
Kindergarten Teachers’ Skills in Initial Assessment for Special Needs Identification: Keterampilan Guru Taman Kanak-Kanak dalam Penilaian Awal untuk Identifikasi Kebutuhan Khusus Sukesi; Pujaningsih; Ishartiwi
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1687

Abstract

General Background: Early childhood education plays a crucial role in shaping children’s development, yet teachers often struggle to conduct systematic initial assessments for identifying children with special needs. Specific Background: Despite inclusive education being a global and national priority, many kindergarten teachers lack the necessary skills, leading to delayed interventions and missed opportunities for tailored support. Knowledge Gap: Previous training programs remain mostly theoretical, one-directional, and disconnected from real classroom contexts, with limited research combining guided training and Project-Based Learning (PjBL) for early assessment in preschool settings. Aims: This study aimed to improve kindergarten teachers’ skills in conducting initial assessments of children with special needs through guided training using a PjBL approach. Results: Using collaborative School Action Research in two cycles, findings showed significant improvements in teachers’ cognitive, affective, and psychomotor competencies, with more structured assessment practices and reflective attitudes toward inclusive education. Novelty: The study introduces an integrated training model that extends the application of PjBL from instructional design to early assessment, an area rarely explored in early childhood education research. Implications: The proposed model provides a replicable framework for education authorities and early childhood institutions to strengthen teacher competence in inclusive education, contributing to sustainable improvements in service quality and supporting broader educational equity goals.Highlight : Teachers’ ability in early assessment improved through guided training with PjBL. Competence increased across cognitive, affective, and psychomotor aspects. The model supports sustainable inclusive education practices. Keywords : Initial Assessment, Children With Special Needs, Kindergarten Teachers, Project-Based Learning, Guided Training, Inclusive Education
Contextual Wordwall Games for Number Recognition in Inclusive Kindergarten: Permainan Wordwall Kontekstual untuk Pengenalan Angka di TK Inklusif Sinta D, Nia Aprilia Pratama; Ishartiwi; Handoyo, Rendy Roos
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1688

Abstract

Background: Early childhood number recognition is a crucial foundation for mathematical development and life skills, yet children with learning difficulties often struggle due to a lack of engaging and inclusive teaching media. Specific background: Existing research rarely focuses on digital game-based learning tools like Wordwall in inclusive kindergarten contexts. Knowledge gap: There is limited evidence on how contextual-based Wordwall games address numeracy challenges for children with learning barriers. Aim: This study aimed to explore the application of contextual-based Wordwall educational games to support number recognition skills in kindergarten group B children with learning difficulties. Results: Using Kemmis and McTaggart’s classroom action research design, two cycles of intervention were conducted with 10 participants. Mastery levels increased from 40–50% in cycle I (average score 6.4–6.5) to 90–100% in cycle II (average score 7.3–8.1). Cognitive, affective, and psychomotor improvements were observed, including better sequencing, number-object matching, collaboration, and confidence. Novelty: This study introduces the integration of contextual Wordwall games as a digital tool for inclusive early childhood classrooms. Implications: Findings suggest that teachers can adopt contextual Wordwall games as an alternative media to create meaningful, interactive, and adaptive learning for children with learning difficulties. Highlights Children’s number recognition skills improved after contextual Wordwall game use Cognitive, affective, and psychomotor skills developed simultaneously Teachers gained a practical and replicable strategy for inclusive classrooms Keywords: Number Recognition, Contextual Learning, Wordwall Educational Games, Inclusive Kindergarten, Learning Difficulties
Kindergarten Teachers’ Competence in Designing Inclusive Lesson Plans through Guided Training: Kompetensi Guru Taman Kanak-Kanak dalam Merancang Rencana Pelajaran Inklusif Melalui Pelatihan Terbimbing Normayani, Risma; Ishartiwi
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1689

Abstract

General Background: Inclusive education requires teachers to be equipped with the skills to design lesson plans that accommodate children with special needs (CSN), yet many early childhood educators lack sufficient training. Specific Background: In Indonesia, a significant proportion of kindergarten teachers struggle to create adaptive lesson plans despite policies mandating inclusive practices. Knowledge Gap: Previous studies show the potential of Problem-Based Learning (PBL) to enhance inclusive teaching, but evidence on its effectiveness in structured guided training for kindergarten teachers remains limited. Aims: This study aimed to improve the ability of kindergarten teachers to develop inclusive lesson plans through guided PBL-based training. Results: Using School Action Research with nine teachers at TK Negeri 1 Sangkulirang, findings revealed a substantial increase in competence, with average lesson plan scores rising from 48.09% in cycle I to 75.25% in cycle II. The greatest improvements occurred in defining learning objectives (35.2%), selecting strategies (32.8%), and using adaptive media (40.1%), though responsiveness and personal approaches required further support. Novelty: This study is among the first to systematically apply guided PBL training for early childhood teachers in inclusive classrooms, demonstrating its scalability. Implications: The results highlight guided PBL as a strategic pathway for professional development, aligning with national inclusive education goals and underscoring the need for sustained mentoring, case-based simulations, and collaborative practices to ensure long-term implementation.Highlight : Training improved teachers’ skills in inclusive lesson planning. Major progress in goals, methods, and adaptive media use. Emotional responsiveness still requires more guidance. Keywords : Children with Special Needs, Inclusive Learning, Problem Based Learning, School Action Research, Kindergarten Teachers
Storytelling Based on Contextual Learning with Hand Puppets in Early Childhood Language Development: Metode Storytelling Berbasis Contextual Learning dengan Boneka Tangan pada Perkembangan Bahasa Anak Usia Dini Rini, Sri Asung Sundari; Mahabbati, Aini
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1690

Abstract

General background: Early childhood is a critical stage for language development, yet children at risk of learning difficulties often struggle with vocabulary, sentence construction, and confidence. Specific background: Conventional teaching methods in kindergartens frequently fail to address these challenges, particularly for children with barriers in receptive and expressive language. Knowledge gap: Limited research explores how contextual storytelling integrated with concrete media can support inclusive language learning. Aims: This study examines the application of contextual storytelling using hand puppets in improving the language skills of group B kindergarten children at risk of learning difficulties. Results: Conducted through two cycles of classroom action research, findings revealed that children’s average language scores rose from 47.5 (pre-test) to 58.3 (Cycle I) and 72.7 (Cycle II), with mastery increasing from 0% to 75%. Both receptive skills (understanding stories) and expressive skills (retelling and sentence-making) improved. Novelty: The integration of contextual storytelling with multisensory media provided richer experiences than conventional methods. Implications: This approach supports inclusive education by offering practical strategies for teachers and policymakers to foster meaningful language learning in early childhood. Highlight Storytelling with contextual learning and hand puppets enriched children’s language skills Receptive and expressive language abilities developed progressively through two research cycles The study offers practical strategies for inclusive early childhood education Keywords Storytelling, Contextual Learning, Language Development, Early Childhood, Inclusive Education
Collaborative Instructional Supervision for Improving Teacher Practice in Inclusive Kindergartens: Supervisi Instruksional Kolaboratif untuk Memperkuat Praktik Guru di TK Inklusif Khasanah, Isroatul; Hermanto
Indonesian Journal of Innovation Studies Vol. 26 No. 4 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v26i4.1693

Abstract

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

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