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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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Pembelajaran Berbasis Inkuiri dalam Meningkatkan Keterampilan Berpikir Kritis pada Siswa Kelas 10 dalam Mata Pelajaran Ilmu Sosial Jennifer Vega
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.v4i3.618

Abstract

Recognizing the persistent challenges students face in analyzing social issues, this study investigated the effectiveness of Inquiry-Based Learning (IBL) in enhancing the critical thinking skills of Grade 10 students in Social Studies at Camaya-an National High School, Loboc, Bohol during the School Year 2025– 2026. Employing a mixed-methods design, the research integrated quantitative and qualitative approaches to measure both academic performance and students’ learning experiences. The quantitative phase involved pre-test and post-test assessments on three key competencies in Araling Panlipunan 10— globalization, labor issues, and migration—revealing significant improvements in students’ post-test scores, with weighted means ranging from 13.29 to 14.17 and p-values below 0.05. Effect sizes (0.45–0.93) indicated moderate to strong impacts of IBL on student learning. The qualitative findings complemented these results, revealing four major themes: Active Engagement and Curiosity, Analytical and Evaluative Thinking, Collaboration and Communication, and Self- Reflection and Independent Learning. These insights demonstrated that IBL promotes higher-order thinking, collaborative inquiry, and self-directed learning. Overall, the integration of both data sets confirmed that IBL is an effective and learner-centered approach that strengthens students’ mastery of concepts, critical reasoning, and engagement in Social Studies. The study recommends continuous teacher training, administrative support, and curriculum integration of IBL to sustain the development of students’ critical thinking skills.
Integrasi Nilai Spiritual dan Intelektual dalam Hadits Tarbawi: Telaah Epistemologis terhadap Tujuan Pendidikan Islam Muhammad Rifkhi Maulana; Ainul Gani; Muhammad Akmansyah; Amirudin Amirudin
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.v4i3.621

Abstract

This study examines the integration of spiritual and intellectual values in Tarbawi Hadith with a focus on epistemological analysis of the aims of Islamic education. The background of this research is the dichotomy of knowledge in modern education systems that separates religious sciences from general sciences, leading to a spiritual crisis and moral degradation. The Prophet’s hadiths, especially those contained in the book Riyadhus Shalihin by Imam an-Nawawi, contain integrative messages between strengthening reason (intellectual) and purifying the soul (spiritual). This study aims to epistemologically analyze tarbawi hadiths about the obligation to seek knowledge, the virtue of reason, and the purification of the soul and their relevance to the aims of contemporary Islamic education. Using a qualitative approach with library research and thematic hadith analysis (maudhu’i), this research traces hadiths from the book Riyadhus Shalihin chapters on the virtue of knowledge and the etiquette of seeking knowledge. The results show that tarbawi hadiths teach balance between spiritual dimensions (tazkiyah al-nafs) and intellectual dimensions (ta’lim al-’aql). The aim of Islamic education from the hadith perspective is not merely knowledge transfer but the formation of insan kamil (perfect human beings) who are intellectually intelligent and morally noble. This study recommends strengthening the integration of spiritual and intellectual values in the Islamic education curriculum as a response to the challenges of the Society 5.0 era.
Pengaruh Model Pembelajaran Mind Mapping terhadap Peningkatan Hasil Belajar Siswa pada Materi Sejarah Peradaban Islam Kelas XI di SMAN 37 Jakarta Mutiara Fajrin Prayitno; Khairil Ikhsan Siregar
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.v4i2.623

Abstract

This study aims to analyze the influence of the use of mind mapping learning models on student learning outcomes on the historical material of Islamic civilization in modern times which is motivated by student complaints who feel bored with the learning model used and feel required to memorize rather than understand the historical material of Islamic civilization. This research uses Tony Buzan's theory on the mind mapping learning model and Bloom's Taxonomy on PAI learning outcomes. The method used in this study uses quantitative methods with the type of Quasy Experimental research. The sample used was grade XI students at SMAN 37 Jakarta, each of which amounted to 15 students from the control class and experimental class. Data collection techniques used in this study consist of pre-experiment (before), treatment , observation, and post-experiment (after). Data analysis techniques used to test hypotheses are N-Gain score andpaired sample t-test. The results showed that there was a significant influence on the application of the mind mapping learning model, namely in the final stage (post-test), having a significance of 0.000 < 0.05. Then it can be seen from the average post-test score in the class given the mindmapping learning model is 91.13, greater than the control class with a conventional learning model of 84.17. These results show that there is an influence of the application of the mind mapping learning model on improving student learning outcomes in PAI subjects on the history of Islamic civilization in modern times.
SDG-Integrated Social Studies Instruction and Global Citizenship Competence Among Grade 5 Learners in Cabuyao City: Basis for Instructional Framework Jacqueline B. Empang; Randy D. Punzalan
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.v4i3.638

Abstract

This study examined the integration of Sustainable Development Goal (SDG) 4.7 in Social Studies (Araling Panlipunan) instruction and its relationship to the global citizenship competence of Grade 5 learners in Cabuyao City. Anchored on the UNESCO Global Citizenship Education framework and Social Constructivism, the study aimed to determine the extent of SDG 4.7 integration in terms of pedagogical approaches, instructional resources, curriculum localization, and contextualized assessment, and to assess learners’ global citizenship competence across cognitive, socio-emotional, and behavioral domains. An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 294 Grade 5 learners using a validated survey instrument and analyzed using weighted mean and Spearman’s rho. Qualitative data were collected from all Grade 5 Social Studies (Araling Panlipunan) teachers (n = 7), representing 100% of the target teacher population in the selected schools, through semi-structured interviews and analyzed using thematic analysis to explain and enrich the quantitative findings. Results revealed that SDG 4.7 was integrated at a very high level across all instructional components, while learners demonstrated a high level of global citizenship competence. A significant positive relationship was found between SDG 4.7 integration and global citizenship competence, with low to moderate positive correlations (ρ= 0.469–0.592, p < 0.05). Qualitative findings identified challenges such as limited resources and time constraints, as well as effective practices including contextualization, experiential learning, and real-life application strategies. The study concludes that SDG 4.7–integrated instruction effectively supports learners’ knowledge and values formation; however, sustained behavioral engagement requires continuous, context-based, and action-oriented learning experiences. These findings informed the development of an instructional framework to enhance Social Studies instruction and strengthen global citizenship competence.
Integrasi Literasi Kesehatan Mental dalam Pembelajaran Fiksi: Analisis Kebutuhan Media Flipbook RUMMAH Lia Agustina; Ariesma Setyarum
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.v4i3.682

Abstract

Perkembangan teknologi digital mendorong perlunya inovasi media pembelajaran yang mampu memenuhi kebutuhan belajar peserta didik abad ke-21. Namun, pembelajaran mengulas karya fiksi pada mata pelajaran Bahasa Indonesia di SMP masih didominasi penggunaan media konvensional dan belum banyak mengintegrasikan isu kesehatan mental yang relevan dengan kehidupan remaja. Penelitian ini bertujuan untuk menganalisis kebutuhan pengembangan media ajar Flipbook buku cerita RUMMAH (Ruang Mind Mental Health) berbasis film Kukira Kau Rumah pada materi mengulas karya fiksi di SMP. Penelitian menggunakan pendekatan deskriptif kualitatif dengan melibatkan dua guru Bahasa Indonesia, empat peserta didik sebagai informan wawancara, dan 65 peserta didik sebagai responden angket dari SMP Negeri 2 Pekalongan dan SMP Islam Simbang Wetan. Data dikumpulkan melalui wawancara semi-terstruktur dan angket, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldana yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru dan peserta didik membutuhkan media pembelajaran digital yang interaktif, mudah diakses, dan mampu menghubungkan materi dengan kehidupan sehari-hari. Sebanyak 98,5% peserta didik menyatakan membutuhkan media berbentuk Flipbook, sedangkan 95,4% memilih tema kesehatan mental sebagai tema yang menarik untuk dipelajari melalui karya fiksi. Temuan tersebut menjadi dasar pengembangan media ajar Flipbook buku cerita RUMMAH yang mengintegrasikan pembelajaran mengulas karya fiksi dengan literasi kesehatan mental melalui film Kukira Kau Rumah. Penelitian ini memberikan kontribusi berupa dasar empiris dalam pengembangan media pembelajaran Bahasa Indonesia yang kontekstual, inovatif, dan sesuai dengan karakteristik peserta didik SMP.
Designing Deep Learning-Oriented Biology Learning Devices in a Curriculum Review Course: a Conceptual Study for Undergraduate Pre-Service Teachers Rikardus Herak
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.v4i3.685

Abstract

This conceptual study develops a framework for designing deep learning-oriented biology learning devices in an undergraduate Curriculum Review course. The problem addressed is that pre-service teachers often prepare ATP, teaching modules, student worksheets, and assessment instruments as administrative documents rather than as an integrated design system for meaningful biology learning. The study used a literature-based conceptual synthesis by reviewing recent sources from 2016 onward related to deep learning, science learning, formative assessment, pre-service biology teacher competence, misconception diagnosis, and curriculum design. The synthesis produced a six-stage design framework: diagnosing learner characteristics and misconceptions, mapping essential biological concepts, selecting authentic phenomena, designing inquiry-based learning sequences, aligning formative and summative assessment, and preparing reflection-based revision. The framework positions ATP as the direction of learning, the teaching module as the learning route, LKPD as a thinking scaffold, and assessment as evidence of conceptual understanding and transferable competence. The article also proposes a practical rubric for evaluating student-produced learning devices through six dimensions: alignment, conceptual accuracy, inquiry depth, contextual relevance, assessment validity, and feasibility. The findings indicate that deep learning in biology should not be limited to an attractive label in the module; it must be visible in learning objectives, student inquiry tasks, questions, assessment criteria, feedback, and reflection. The study concludes that Curriculum Review courses can become stronger professional learning spaces when lecturers evaluate both administrative completeness and pedagogical quality. The framework is recommended for use in peer review, microteaching, lesson study, and school-based practicum before empirical validation in future research.
Development of Story-Based Operational Learning via Visualization and Engagement (SOLVE) Instructional Material in Enhancing Procedural Fluency Kharl O. Katigbak; Ken Aldrin P. Dilla; Kevin B. Jastiva; Cherrie Lou L. Nacar; Ivan Jade O. Burgueta
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.v4i3.686

Abstract

This study focused on the development of SOLVE (Story-Based Operational Learning via Visualization and Engagement) as an instructional material to enhance Grade 7 students’ procedural fluency in algebra problem-solving in terms of efficiency, accuracy, and flexibility. A pre-experimental one-group pretest–posttest design was employed to measure students’ procedural fluency before and after the intervention of Project SOLVE. The respondents were selected Grade 7 students from Casile Integrated National High School, chosen through purposive sampling. Research-made tests were utilized to assess procedural fluency, while a Likert-scale survey measured students’ levels of visualization and engagement. Results revealed that students’ overall procedural fluency improved from the Average level to Moving Towards Mastery after the intervention. The collected data were analyzed using descriptive and inferential statistics. Paired t-tests and Wilcoxon signed-rank tests indicated significant differences between pre-test and post-test scores, showing improvements in efficiency, accuracy, and flexibility. Additionally, students demonstrated high levels of visualization and engagement, and Spearman’s correlation analysis showed a significant relationship between these factors and procedural fluency improvement. Overall, the findings highlight the effectiveness of Project SOLVE in enhancing procedural fluency in algebra. Based on these results, it is recommended that the effectiveness of Project SOLVE be further examined and validated across different grade levels and mathematical areas, particularly in relation to its impact on conceptual understanding, reasoning skills, and long-term retention.
Peran Kecerdasan Emosional dalam Membentuk Perilaku Anti-Bullying Siswa: Studi Kasus Kualitatif di SMPK Rosa Mystika Liliba Maria Orlandi Kehi; Rikardus Herak
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.v4i3.697

Abstract

This qualitative case study explores the role of emotional intelligence in shaping students' anti-bullying behavior within the bounded context of SMPK Rosa Mystika, Liliba. The informants included ninth-grade students, a guidance and counseling teacher, and a homeroom teacher. Data were collected through semi-structured interviews, school-environment observations, documentation of anti-bullying programs, and field notes. The data were analyzed using Braun and Clarke's six-phase thematic analysis: familiarization, initial coding, theme generation, theme review, theme definition and naming, and report writing. Trustworthiness was strengthened through source and technique triangulation. The findings indicate that emotional intelligence was reflected in students' ability to recognize emotions, regulate responses during conflict, empathize with victims, and take action by reprimanding, assisting, or reporting harmful behavior. A school culture emphasizing mutual respect, teacher guidance, counseling services, anti-bullying socialization, posters, videos, drama activities, and morning literacy supported these behaviors. However, formal standard operating procedures, case documentation, and systematic reporting mechanisms still require strengthening. The study concludes that emotional intelligence contributes to anti-bullying behavior when supported by a psychologically safe and responsive school climate.
Penerapan Zero Waste Fashion sebagai Media Edukasi Lingkungan dalam Mendorong Perilaku Sustainable Fashion Devi Sarmauli Pardede; Ester pardosi; Sadira Arta; Farihah Farihah; Untung Desy Purnamasari
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.v4i3.724

Abstract

Industri fashion yang berkembang dengan cepat memunculkan berbagai masalah lingkungan, salah satunya adalah limbah tekstil yang berasal dari sisa pembuatan pakaian. Tujuan dari penelitian ini adalah untuk mengeksplorasi penerapan zero waste fashion sebagai produk fashion yang berkelanjutan dalam rangka mengurangi limbah tekstil serta menciptakan pakaian yang ramah terhadap lingkungan. Metode yang digunakan dalam penelitian ini adalah studi literatur, dengan teknik pengumpulan data dari buku, jurnal akademik, artikel online, dan sumber resmi yang relevan. Hasil kajian menunjukkan bahwa zero waste fashion dapat diimplementasikan melalui desain yang direncanakan dengan baik, pembuatan pola yang efisien, teknik pemotongan pola zero waste, penggunaan pola geometris, dan pemanfaatan seluruh bagian kain untuk meminimalkan sisa material. Penerapan konsep ini dapat meningkatkan efisiensi penggunaan material, mengurangi limbah tekstil, dan mendorong terciptanya produk fashion yang lebih berkelanjutan. Namun, pelaksanaannya masih menghadapi sejumlah tantangan, seperti perlunya keterampilan khusus, proses desain yang lebih rumit, keterbatasan bahan, dan rendahnya pemahaman konsumen mengenai nilai keinginan. Oleh karena itu, zero waste fashion merupakan pendekatan yang efektif untuk mendukung pengembangan fashion berkelanjutan yang inovatif, efisien, dan bertanggung jawab terhadap lingkungan.
Peran Literasi Digital dalam Meningkatkan Literasi Kesehatan Digital pada Siswa SMK Jurusan Farmasi I Made Yoga Pramana; Gusti Ayu
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.v4i3.755

Abstract

The rapid advancement of digital technology necessitates the enhancement of digital literacy as a fundamental competency for accessing, comprehending, and critically evaluating information, including in the health domain. Digital literacy constitutes a crucial foundation for the development of digital health literacy, particularly among vocational high school students majoring in Pharmacy, who are prospective healthcare professionals. This study aims to assess the levels of digital literacy and digital health literacy, and to examine the influence of digital literacy on digital health literacy among Pharmacy students at SMK Bintang Persada Denpasar. This study employed a quantitative analytic descriptive design, involving a sample of 109 students selected through a convenience sampling technique. Data were collected using a validated and reliable questionnaire and subsequently analyzed using descriptive, bivariate, and multivariate approaches, including multiple linear regression analysis. The findings indicate that digital literacy levels were categorized as high in the Digital Skill (53.2%) and Digital Competence (62.4%) dimensions. Meanwhile, digital health literacy was distributed equally between moderate and high categories (48.6%). The results of the regression analysis revealed that Digital Skill (β = 0.342; p = 0.001) and Digital Competence (β = 0.249; p = 0.016) had a positive and statistically significant effect on digital health literacy, accounting for 27.9% of the variance (R² = 0.279). Digital literacy plays a significant role in enhancing digital health literacy.

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