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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 94 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

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.

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