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INDONESIA
Jurnal Inovasi Pendidikan
Published by Edu Berkah Khatulistiwa
ISSN : 29864925     EISSN : 29874696     DOI : https://doi.org/10.60132/jip
Core Subject : Education,
Education Other
Ruang lingkup Jurnal Inovasi Pendidikan meliputi: 1. Inovasi Pembelajaran 2. Manajemen dan Kepemimpinan Pendidikan 3. Pendidikan Guru Sekolah Dasar 4. Pendidikan Anak Usia Dini 5. Pendidikan Agama Islam dan Kepesantrenan 6. Manajemen Pendidikan Inklusif 7. Pendidikan Vokasi 8. Pendidikan Nonformal 9. Pendidikan Lingkungan
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 112 Documents
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Integrating Peace Education in Social Studies and Students’ Social Cohesion: an Explanatory Sequential Mixed-Method Study Jainee E. Galapon; Randy D. Punzalan
Edukhasi: Jurnal Inovasi Pendidikan Vol 4 No 2 (2026): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v4i2.639

Abstract

This study aimed to examine the integration of peace education in Social Studies and its influence on students’ social cohesion. Specifically, it determined the level of integration of peace education in terms of cooperative learning, conflict resolution, and civic awareness, and assessed students’ social cohesion in terms of interpersonal relationships, empathy, and sense of belonging. The study employed an explanatory sequential mixed-method design, where quantitative data were collected through a survey questionnaire administered to Grade 6 students in selected public elementary schools in Cabuyao, Laguna, followed by qualitative data from teacher interviews to support and explain the results. The research instrument underwent validation and reliability testing, yielding acceptable Cronbach’s alpha values. Quantitative data were analyzed using weighted mean and correlation analysis, while qualitative data were analyzed through thematic analysis. Results revealed that peace education was integrated at a very high level across all measured dimensions. Similarly, students demonstrated a very high level of social cohesion, particularly in interpersonal relationships, empathy, and participation within the school community. Furthermore, findings indicated a significant relationship between peace education and students’ social cohesion, suggesting that higher levels of peace education integration contribute to stronger social and behavioral outcomes among learners. The study concludes that integrating peace education in Social Studies plays a vital role in fostering positive social values and strengthening students’ sense of belonging. It is recommended that schools enhance peace education implementation through structured instructional strategies and continuous teacher development.
Pembelajaran Mandiri dan Dampaknya terhadap Kompetensi Diri yang Lebih Nyata serta Pengendalian Diri yang Konsisten Savira Widya Puspitasari; Fauzan Hidayatullah; Tri ’Ulya Qodriyati
Edukhasi: Jurnal Inovasi Pendidikan Vol 4 No 2 (2026): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v4i2.650

Abstract

Non-formal education serves as a strategic pathway for adult learners who require flexibility and life-relevant learning. However, qualitative studies examining the role of Self-Directed Learning (SDL) in shaping authentic self-competence and consistent self-control remain limited. This study aims to explore the experiences of learning citizens in implementing SDL and its impact on self-competence and the stability of self-control. This research employed a qualitative approach with a case study design conducted in several Community Learning Centers (PKBM) in Malang Regency and Malang City. Data were collected through in-depth interviews, participatory observations, and document analysis, and analyzed using an inductive thematic approach. The findings indicate that SDL fosters more authentic self-competence through personal goal setting, contextual learning strategies, and experiential self-evaluation. In addition, SDL strengthens consistent self-control through emotional regulation, time management, perseverance, and reflective decision-making. SDL is not merely a single skill but a pedagogical process influenced by tutor support, learning flexibility, and social-collaborative interaction. The implications highlight the importance of non-formal learning designs that provide structured autonomy, reflective practices, and self-regulatory support to enhance authentic competencies and self-control among learning citizens.
Kebebasan Belajar, Pembelajaran Konstruktif, dan Kemandirian Belajar dalam Mengembangkan Keterampilan Pemecahan Masalah: Studi Kualitatif Warga Belajar Pendidikan Kesetaraan Savira Puspitasari; Muhammad Ilham Akbar
Edukhasi: Jurnal Inovasi Pendidikan Vol 4 No 2 (2026): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v4i2.651

Abstract

Equivalency education programs play a crucial role in expanding access to education and supporting human development among adult learners in non-formal settings, particularly within the context of the Global South. This qualitative study explores how learning freedom, constructivist learning, and self-directed learning contribute to the development of problem-solving skills among adult learners in equivalency education programs in Greater Malang, Indonesia, with self-control examined as a mediating learning process. Using a qualitative case study approach, data were collected through in-depth interviews, participant observation, and document analysis involving adult learners, tutors, and program managers in selected Community Learning Centers. The findings indicate that learning freedom enhances learners’ motivation and relevance by enabling them to align learning activities with real-life needs. Constructivist learning practices facilitate active meaning-making through dialogue, reflection, and collaborative problem-solving, while self-directed learning strengthens learners’ responsibility and persistence within flexible learning environments. Self-control emerges as a central regulatory process that enables learners to manage emotions, sustain engagement, and make reflective decisions during problem-solving activities. This study contributes to the literature on educational development by demonstrating how learner-centered pedagogy and internal regulatory processes interact to support problem-solving skills in non-formal equivalency education. The findings offer implications for the design of equivalency education programs aimed at fostering learner autonomy, lifelong learning, and adaptability in the workforce.
Dinamika Kesiapan Pedagogis Guru dalam Integrasi Artificial Intelligence (AI) pada Pembelajaran Sekolah Menengah Atas Dewi Saputri; Rilma Maya Dela
Edukhasi: Jurnal Inovasi Pendidikan Vol 4 No 2 (2026): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v4i2.666

Abstract

This study aims to explore the dynamics of teachers’ pedagogical readiness in utilizing Artificial Intelligence (AI) in learning at SMA Negeri 2 Singkawang. The study employed a qualitative descriptive approach to understand teachers’ experiences, perceptions, strategies, and challenges in integrating AI into the learning process. The participants consisted of six teachers selected purposively based on their experience in using AI in teaching activities. Data were collected through semi-structured interviews and documentation. Data analysis used the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings revealed that teachers have begun utilizing AI in various learning activities, such as preparing teaching materials, designing assessments, visualizing abstract concepts, and creating more interactive learning experiences. The use of AI has also encouraged changes in teachers’ instructional practices, where teachers increasingly act as facilitators who guide students in using technology critically and responsibly. However, several challenges were identified, including students’ dependence on AI, the risk of biased and inaccurate information, reduced critical thinking skills, and difficulties in maintaining authentic learning experiences. These findings imply that strengthening teachers' pedagogical readiness should become a key consideration in supporting the effective and responsible integration of Artificial Intelligence (AI) in learning.
LITERASI PENDIDIKAN POLITIK ISLAM BERBASIS TAFSIR AL-QUR’AN DALAM MEMBANGUN WAWASAN KEBANGSAAN SANTRI DI PESANTREN Frans Tory Damara Pradipta; Riesti Eksani
Edukhasi: Jurnal Inovasi Pendidikan Vol 4 No 2 (2026): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v4i2.619

Abstract

Penelitian ini bertujuan untuk menganalisis literasi pendidikan politik Islam berbasis tafsir Al-Qur’an dalam membangun wawasan kebangsaan santri di pesantren. Pendekatan yang digunakan adalah kualitatif dengan jenis studi literatur melalui analisis terhadap berbagai hasil penelitian yang relevan mengenai pesantren, literasi Al-Qur’an, dan pendidikan politik Islam. Teknik analisis data menggunakan content analysis untuk mengidentifikasi pola dan keterkaitan antara literasi tafsir dengan pembentukan kesadaran politik dan kebangsaan santri. Hasil penelitian menunjukkan bahwa literasi pendidikan politik Islam di pesantren berkembang melalui internalisasi nilai-nilai Qur’ani yang terintegrasi dalam pembelajaran keagamaan dan kehidupan sosial santri. Nilai kepemimpinan, keadilan, dan musyawarah menjadi dasar dalam membentuk pemahaman politik yang berbasis etika. Peran kiai sebagai figur otoritatif memiliki pengaruh signifikan dalam membentuk orientasi politik santri, meskipun dalam beberapa hal membatasi perkembangan sikap kritis. Selain itu, integrasi nilai keislaman dengan pengalaman sosial di pesantren berkontribusi dalam membangun wawasan kebangsaan yang inklusif dan moderat. Penelitian ini menunjukkan bahwa literasi pendidikan politik Islam berbasis tafsir Al-Qur’an memiliki potensi untuk dikembangkan secara lebih sistematis sebagai model pendidikan yang relevan dengan konteks kebangsaan di Indonesia.
Analisis Implikatur Percakapan dalam Novel Forgulos Karya Aveus Har serta Implikasinya terhadap Pembelajaran Bahasa Indonesia di SMP Dini Ulfiana; Etika Widi Utami; Erwan Kustriyono
Edukhasi: Jurnal Inovasi Pendidikan Vol 4 No 2 (2026): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v4i2.636

Abstract

The ability to understand implied meaning is essential in language learning, as communication does not always convey meaning explicitly. This study aims to identify the forms and types of conversational implicature in the novel Forgulos by Aveus Har and to explain its relevance to Indonesian language learning at the junior high school level. This research employs a descriptive qualitative approach, with data derived from utterances in the novel Forgulos. Data were collected using observation and note-taking techniques, while data analysis was conducted using the matching method with the determining element sorting technique. The results show that there are two types of conversational implicature, namely 20 instances of conventional implicature and 10 instances of nonconventional implicature. These implicatures function to convey implied meanings, deepen character development, and support the progression of the plot. The findings are relevant to Indonesian Language Learning Outcomes in Phase D and can be utilized as alternative teaching materials to enhance students’ ability to interpret both explicit and implicit meanings in literary texts.
Civic Responsibility and Household Waste Segregation Practices: Basis For a Local Environmental Policy Framework Maria Luisa S. Calanza; Randy D. Punzalan
Edukhasi: Jurnal Inovasi Pendidikan Vol 4 No 2 (2026): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v4i2.637

Abstract

This study examines the relationship between civic responsibility and household waste segregation practices in developing a localized environmental policy framework grounded in behavioral evidence. While environmental awareness and civic engagement are widely recognized determinants of pro-environmental behavior, limited research has integrated these constructs within a combined behavioral and socio-ecological framework at the household level, particularly in Philippine barangay contexts. Guided by the Theory of Planned Behavior, Value-Belief-Norm Theory, and the Social-Ecological Model, a quantitative descriptive–comparative design was employed involving 385 household respondents in Cabuyao City, Laguna. Data were analyzed using descriptive statistics and one-way ANOVA at a 0.05 level of significance. Findings reveal a persistent intention–behavior gap, where high civic responsibility does not consistently translate into effective household waste segregation practices. Results indicate that structural and socio-economic factors, particularly educational attainment and household economic status, are stronger determinants of actual behavior than civic awareness alone. Although environmental knowledge and values are evident, they are insufficient to ensure sustained behavioral execution. The study demonstrates that household waste segregation behavior is more strongly shaped by structural constraints than cognitive or attitudinal factors, extending behavioral theory by emphasizing the critical role of perceived behavioral control in barangay settings. The study concludes that effective environmental governance requires strengthening institutional systems and household-level enabling conditions to improve consistent waste segregation practices.
Nilai-Nilai Pendidikan Akhlak Dalam Buku “Me+God=Enough” Karya Ahmad Rifa’i Rif’an Hasanah; Baharudin; Ida Faridatul Hasanah
Edukhasi: Jurnal Inovasi Pendidikan Vol 4 No 2 (2026): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v4i2.667

Abstract

This study is motivated by the need to strengthen moral values as a response to the developments of modern times, which have impacted changes in individuals’ mindsets, behavior, and spiritual aspects. Therefore, learning resources are needed that can instill religious values in a systematic and practical manner, one of which is the book Me + God Enough by Ahmad Rifa’i Rif’an. This research aims to analyze the values of moral education contained in the book, which include morals toward Allah SWT, morals toward fellow human beings, and morals toward oneself. The study employs a qualitative approach using content analysis techniques through a systematic and in-depth examination of the text.The results show that the values of moral education toward Allah SWT include tawakal (trust in God), tauhid (monotheism), dzikrullah (remembrance of God), and taubat (repentance) as forms of strengthening faith. The values of moral education toward fellow human beings are reflected in the development of mutual respect, social awareness, empathy, and efforts to maintain harmonious social relationships, implemented through ukhuwah Islamiyah (Islamic brotherhood). Furthermore, the values of moral education toward oneself are manifested through the cultivation of mujahadah (self-discipline/struggle), qana’ah (contentment), patience, and syaja’ah (courage). Thus, this book contributes to supporting the internalization of spirituality-based moral education values that are relevant to the formation of religious character and ethical behavior in daily life.
Compassion-Based Education in the Hadith: A Study of the Perspective of Ta'dib Syed Muhammad Naquib al-Attas and Its Relevance to the Love-Based Curriculum Ainul Azhari
Edukhasi: Jurnal Inovasi Pendidikan Vol 4 No 2 (2026): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v4i2.748

Abstract

This study examines the concept of compassion-based education in the Prophetic traditions (hadith), its interpretation through Syed Muhammad Naquib al-Attas’ theory of ta’dib, and its relevance to the Love-Based Curriculum (Kurikulum Berbasis Cinta). The research is motivated by contemporary educational challenges, including bullying, violence, intolerance, and declining social empathy, which indicate the need for a more humane educational paradigm. This study employs a library research design using a thematic hadith (maudhu’i) approach combined with conceptual and philosophical analyses. Primary sources include hadiths on rahmah (compassion) found in Sahih al-Bukhari, Sahih Muslim, Sunan Abi Dawud, and Jami’ al-Tirmidhi, as well as the educational works of Syed Muhammad Naquib al-Attas and literature on the Love-Based Curriculum. Data were analyzed through hadith inventory, takhrij, textual interpretation, analysis of the ta’dib concept, and examination of its relevance to the curriculum. The findings reveal three major typologies of compassion-related hadiths: compassion toward children, compassion toward fellow human beings, and gentleness in educational interactions. These hadiths generate five core educational values: empathy, social care, respect for human dignity, pedagogical gentleness, and exemplary conduct. From the perspective of ta’dib, these values function as instruments for cultivating adab and forming the insan adabi (civilized human being). The study further demonstrates that these values strongly correspond to the pillars of the Love-Based Curriculum, namely love for God, fellow human beings, knowledge, and the environment. This research proposes an integrative model of Hadith of Compassion–Ta’dib–Love-Based Curriculum, positioning compassion as the educational foundation, ta’dib as the philosophical framework for character formation, and the Love-Based Curriculum as its practical implementation in contemporary Islamic education.
Leadership Styles as A Moderating Variable Between Emotional Intelligence and Organizational Performance Among Cabuyao City Public Schools Froilan H Bambico
Edukhasi: Jurnal Inovasi Pendidikan Vol 4 No 3 (2026): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v4i3.527

Abstract

This study examined whether leadership styles moderate the relationship between emotional intelligence (EI) and organizational performance among public school leaders in Cabuyao City. Emotional intelligence, encompassing self-awareness, self-management, social awareness, and relationship management, is widely recognized as a critical leadership competency influencing decision-making and interpersonal effectiveness. A descriptive-correlational research design was employed, utilizing adapted standardized instruments to measure emotional intelligence, leadership styles (transformational, democratic, visionary, and laissez-faire), and organizational performance based on the Office Performance Commitment and Review Form (OPCRF). Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis to test moderation effects. Findings revealed that school leaders demonstrated very high levels of emotional intelligence and leadership styles, with transformational leadership ranking highest. Organizational performance was also high, with the majority of schools rated as “Outstanding” or “Very Satisfactory.” However, no significant relationship was found between emotional intelligence and organizational performance. Furthermore, leadership style did not significantly moderate this relationship. These results suggest that while emotional intelligence enhances leadership behavior, it may not directly translate into measurable organizational performance outcomes without the influence of contextual factors such as organizational culture, external demands, and institutional constraints. The study recommends targeted leadership development programs focusing on integrating emotional intelligence with strategic leadership practices.

Page 10 of 12 | Total Record : 112

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