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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 81 Documents
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Systematic Literature Review on the Impact of Blended Learning to Learning Engagement and Motivation Mulingtapang, Lourody G.; Isubol, Jay Kenneth; Lapidez, Maria Lee; Papelleras, Desiree Kate; San Juan, Ma. Grace; de Borja, Joanna Marie
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 1 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i1.462

Abstract

Blended learning is an instructional strategy that integrates traditional in-person training with internet resources. Unlike with traditional learning, blended learning often includes more self-paced instruction. This means that some elements are asynchronous and learners can complete their online activities tasks during times when it is most suitable for them. This research used systematic review to synthesize recent research findings on the effectiveness of blended learning in junior high school settings in the Philippines, focusing on academic outcomes such as learning engagement and motivation using the PRISMA framework. Twenty (20) articles were selected for review based on inclusion and exclusion criteria. According to the research, blended learning greatly raises student engagement by encouraging more interaction, providing flexibility, and accommodating a range of learning types with different teaching approaches. Additionally, by encouraging self-directed learning, offering immediate feedback, and raising the perceived relevance of the content, blended learning enhances both extrinsic and intrinsic motivation. Results show that respondents preferred the blended learning approach for its flexibility in accessing content online and highly adept in using digital devices. The use of e-learning tools is highly engaging and efficient; however, the blended learning model has a moderate impact on students' performance in doing activities online because learners are dependent on the answers online without even thinking at all. However, the research also draws attention to issues including technological impediments, inconsistent outcomes in various settings, and the requirement for instructor preparedness in order to execute blended learning successfully. Overall, the data show that well-designed blended learning can have a positive effect on students' motivation and engagement, providing insightful information to educators and policymakers who want to improve educational results.
Pengaruh Penggunaan Media Loose Part untuk Meningkatkan Kreativitas Anak Usia 5-6 Tahun di TK Islam Al-Kautsar Pontianak Trisnawati, Rita; Miranda, Dian; Amalia, Annisa; Halida, Halida; Lukmanulhakim, Lukmanulhakim
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 2 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i2.473

Abstract

Penelitian ini bertujuan mengetahui peningkatan kreativitas anak usia 5-6 tahun di TK Islam Al-Kautsar Kecamatan Pontianak Selatan, Kota Pontianak dengan pengunaan media loose parts. Metode yang digunakan dalam penelitian ini dengan penelitian eksperimen dalam bentuk penelitian kuantitatif. sumber data yaitu anak kelompok B1 usia 5-6 tahun dan untuk memperoleh datanya dengan menggunakan lembar observasi dalam bentuk chek list yang dan dokumentasi. Hasil penelitian menunjukan bahwa terdapat peningkatan kreativitas anak sesudah menggunakan media loose parts berdasarkan data pada observasi awal atau pretest menunjukan kemampuan kreativitas anak 76% dalam kategori mulai berkembang dan 24% menunjukan belum berkembang dengan jumlah rata-rata 11,92%. Kemudian dalam observasi kedua dan ketiga posttest dengan pemberian treatment meningkat dengan data 62% berkembang sesuai harpan dan 32% berkembang sangat baik dengan jumlah rata-rata 20% menunjukan kategori berkembang sangat baik. Berdasarkan analisis data dengan dilakukan dengan uji T menunjukkan Hipotesis Nihil (Ho) ditolak dan Hipotesis Alternatif diterima dengan menunjukan 14,137 < 1,782 berarti berpengaruh. Kesimpulannya kegiatan anak menggunakan media loose parts  mempengaruhi kreativitas anak.
Upaya Meningkatkan Hasil Belajar Siswa pada Materi Dinasti Abbasiyah melalui Model Problem Based Learning Purnamasari, Rita
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 2 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to improve the quality of students' learning outcomes in the Abbasid Dynasty material through the application of the Problem Based Learning (PBL) learning model in class VIII MTs Nurusshibyan Singkawang. This research adopts the Classroom Action Research (CAR) method which is carried out in two cycles, where each cycle includes the stages of planning, implementation, observation, and reflection. Data collection was carried out using learning outcome evaluation tests, observations of student activities, and documentation during the learning process. The research findings show a significant increase in students' academic achievement after the PBL model was applied. In the first cycle, the student completion rate reached 76%, then increased to 87% in the second cycle. In addition, there was significant development in student activity and involvement when participating in learning activities. Based on these data, it can be concluded that the Problem Based Learning model is effective in improving student learning outcomes in learning the Abbasid Dynasty material. Thus, this study recommends the application of PBL as an innovative alternative to increase the effectiveness of learning Islamic Cultural History.
Teachers’ Narratives on Preparedness and Content Delivery in the Implementation of the Matatag Curriculum Motel, Greselah M
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 2 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i2.487

Abstract

The global education sector struggles with curriculum transitions, especially in low- and middle-income nations, due to poor instruction and teacher shortages. The 2024 EDCOM 2 report, *Miseducation: The Failed System of Philippine Education*, identifies systemic failures and provides forty recommendations for reform, focusing on resources, support systems, and teacher training. This study examines teachers' experiences with the Matatag Curriculum, reinforcing the need to address these challenges for effective implementation and professional development. This study explores the lived experiences of teachers regarding their preparedness and content delivery in the implementation of the Matatag Curriculum. The study used the phenomenological design under qualitative approach and conducted one-on-one interview using semi-structured interview guide that targeted (10) ten Grade 4 teachers in Pulong Sta. Cruz Elementary School as the participants of the study. The findings of this study reveal that the implementation of the Matatag Curriculum proved to be a challenging and overwhelming experience for many teachers. This shift requires teachers to adapt to new methodologies, teaching strategies, and content delivery approaches, posing both opportunities and challenges. Understanding these dynamics is crucial in ensuring the successful implementation of the curriculum. From the initial training phase to the first weeks of execution, educators encountered numerous challenges that made adaptation to the curriculum's demands difficult. These included a lack of comprehensive preparation and the need to develop new teaching methods suited to the curriculum. To address these challenges, the researcher recommended that teachers should be provided with comprehensive and hands-on training sessions that focus on practical application and real-life classroom scenarios. Also, the Department of Education should provide sufficient and timely learning resources, such as complete and aligned textbooks, teachers' manuals, and activity sheets that include comprehensive lessons. It is also strongly recommended that schools in the City Schools Division of Santa Rosa City adopt the crafted Learning Action Cell (LAC) Session Guide to enhance teacher effectiveness and productivity.
Assessing the Acceptability of Quipper as Learning Management System Among Pupils, Parents and Teachers San Juan, Ma. Grace V; Astillero, Jeffrey A.
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 2 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i2.495

Abstract

This study assesses the acceptability of Quipper as a Learning Management System (LMS) among pupils, parents and teachers at Holy Trinity Academy of Calamba.  As a digital learning tool, integration to education and understanding user perspective is vital for effective implementation and sustained use. The primary objective of this research is to determine how each stakeholder group perceives Quipper in terms of visual appeal, usefulness, user-friendly features, content and accessibility in teaching and learning. A quantitative research design was conducted through a survey questionnaire. Respondents included the primary level pupils, their parents and elementary level teachers at Holy Trinity Academy of Calamba. The study gathered data on the perceived user acceptance based on the file variables mentioned above. Findings indicate that Quipper is highly acceptable across all stakeholder groups. Pupils expressed interest in its interactive and innovative features; parents acknowledged its convenience in tracking their children's academic performance; and teachers appreciated its content and usefulness in lesson delivery and monitoring student performance through various online assessments. Despite the positive responses, challenges such as inconsistent internet access and the need for further digital literacy support were identified. The study concludes that Quipper is an effective and acceptable LMS for the primary level pupils of Holy Trinity Academy of Calamba. The researcher also provided a policy recommendation for the school administration to support and address user concerns.
Transformational Leadership Practices of School Heads: Teachers’ Motivation and School Performance Ermita, Lota; Baysa, Marilyn L
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 3 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i3.499

Abstract

Transformational leadership plays a critical role in shaping school effectiveness, particularly in fostering teacher motivation and improving institutional performance. This study examines the transformational leadership practices of school heads, integrating the 5C indicators—Clarity, Collaboration, Confidence-building, Coaching, and Change Management—to assess their impact on teacher motivation and school performance using a quantitative research approach. Through structured survey instruments, data were collected from school heads and teachers to analyse leadership effectiveness. Statistical methods, including descriptive and inferential analyses, were employed to determine the relationships between transformational leadership behaviours and teacher motivation, instructional quality, and school-wide performance metrics. The study focuses on how school heads establish clear objectives (Clarity), foster teamwork and shared vision (Collaboration), instil professional confidence (Confidence-building), provide mentorship and development (Coaching), and effectively manage institutional transitions (Change Management) to optimize educational outcomes. Findings indicate that transformational leadership practices rooted in the 5C framework significantly enhance teacher motivation, leading to higher job satisfaction, improved instructional delivery, and strengthened student performance. Data analysis confirms a strong positive correlation between leadership effectiveness and institutional success, reinforcing the necessity of leadership development initiatives that emphasize the 5C principles. This research contributes to the growing body of educational leadership literature by offering empirical evidence on applying transformational leadership through a structured quantitative analysis. Recommendations for policy enhancement, leadership training programs, and institutional strategies are proposed to further empower school heads in cultivating high-performing and resilient academic environments.
Implementation of Health and Safety Programs: Basis for the Development of Information Education Materials Cabigcabig, Alicia Ann B.; Punzalan, Randy D.
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 2 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i2.506

Abstract

This study aimed to assess the level of implementation of health and safety programs and the challenges encountered towards an information education campaign material during the school-year 2024-2025. The study involved the teachers, parents, and stakeholders of the public elementary schools in the division of Cabuyao. It utilized the descriptive correlational research wherein the survey-questionnaires served as the main source of data to describe the level of implementation of health and safety programs, and the challenges faced. This study revealed that the three groups of respondents have assessed that the Key Programs related to health and safety such as the Hazard Drill, WiNS, Child-Friendly School Environment, National Drug Education Program are Implemented, while School-Based Feeding Program was Highly Implemented. It was also found out that the three groups of respondents have different assessments on the level of implementation of programs related to safety and health of learners. Further, it was also found out that all of the challenges encountered in the implementation of the key programs in safety and health are Serious. 4.there is a mixed relationship between the implementation of the key programs and projects and the challenges faced. The implementations of the key programs such as WinS, Child-Friendly School Environment and School-Based Feeding Program were found to have significantly related with specific challenges. Other programs and projects such as Hazard Drill, National Drug Education Program and the overall implementation showed no significant relationship with the challenges encountered. Notably, Child Friendly School Environment emerged as the key factor that influences multiple areas on the challenges encountered. It highlights its effective implementation.
El Cambio Repentino: Teachers’ Experiences with Reassignment to New Grade Level Lagarto, Rowena; Punzalan, Randy D.
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 2 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i2.507

Abstract

The study explore the lived experiences of elementary teachers who underwent sudden teaching reassignments during the 2024–2025 school year. It involved 10 public elementary teachers who were abruptly assigned to new grade levels. Using a phenomenological-transcendental approach, data were gathered through interviews. Participants met specific criteria set by the researcher. Testimonies were analyzed using Qualitative Data Analysis (QDA), with support from a data analyst to verify transcripts and extract codes, subordinate themes, and superordinate themes. Findings revealed that teachers’ experiences began with shock and uncertainty. They encountered challenges in lesson planning, classroom management, and adapting instructional materials. Teachers needed to realign their methods with the new learners' needs. Over time, and with support from school heads, colleagues, and parents, they embraced El Cambio Repentino, refining their strategies and planning. The experience ultimately fostered professional development, strengthening both skills and motivation. From these teachers’ experiences, the researcher identified twenty (20) significant superordinate themes to describe their lived experiences. These include: emotional reactions to reassignment, anticipation of new challenges, difficulties during transition, changes in lesson planning and classroom management, internal and external factors as coping tools, support from school heads, colleagues, and parents, personal adaptation strategies to overcome challenges, past experiences as preparation, key realizations about adaptability and lifelong learning, motivation driven by passion and livelihood, understanding and acceptance of sudden change, self-perception and professional identity transformation, coping strategies for navigating transitions, instructional materials and management as major challenges, planning and collaboration as key response mechanisms, sustained motivation and professional commitment, intangible support systems such as emotional and moral support, synergy between personal growth and social connections, emotional resilience and professional advancement, and empowerment through adaptability in teaching assignments. These lived experiences led to the proposal of targeted professional development programs to support reassigned teachers. In the absence of formal DepEd guidelines, this study offers foundational insights for school leaders during transition planning.
A Mixed-Methods Study on Student Transferring from Public to Private in Santa Rosa City Babiano, Emilia H.; Montillano, Allen Cris
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 3 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i3.511

Abstract

This case study investigates the experiences of public-school pupils transferring to private schools, focusing on the complexities and outcomes of such transitions. The research identifies seven key themes: the role of students in educational decision-making, school choice and educational quality, parental expectations of school leadership and management, the academic impact of school transfers on students, transitional challenges to new schools, holistic academic growth and personal development, and parental support for transferred students facing challenges. The participants of the study were 30 pupils who are transferees from public school for the current school year and 10 parents of this pupils for a total of 40 participants. Through qualitative and quantitative data analysis, the study highlights the importance of supportive and well-managed transitions to ensure students' academic success and personal development. Recommendations include enhancing communication channels, providing school choice guidance, implementing targeted academic support programs, and fostering holistic development through extracurricular activities and personal growth workshops. The findings underscore the need for comprehensive transition programs and continuous feedback mechanisms to address the multifaceted challenges faced by transferring students. Ultimately, understanding the motivations behind these transfers, the challenges students face, and the importance of support systems is crucial for educators and policymakers in both public and private sectors. By addressing the needs of transferring students and fostering a smooth integration into their new educational environments, we can contribute to positive student outcomes and a deeper understanding of the dynamics of school choice.
Bridging Divides: Lived Experiences of School Heads in Conflict Management Espeño, Sheena R.
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 3 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i3.524

Abstract

This study aimed to explore the practices of school heads in handling conflicts among their teachers in the City Schools Division of Cabuyao during the school year 2024-2025. There were ten (10) school heads; five (5) of each from public elementary and secondary schools who took part as the participants of the study. The researcher utilized the descriptive-qualitative research design and researcher-made questionnaire to assess and measure the variables under study. The statistical tools used to analyze the data gathered were through thematic approach where themes emerged correspondingly. Findings revealed the (10) themes which were Expectations Gap, Emotional Management and Conflict Resolution in Leadership, Respectful Communication, Communication Barriers, Equitable Communication, Leadership Growth Through Conflict Resolution, Transparent Collaboration, Stakeholder Collaboration, and Growth through Resolution. It was concluded that Emotional Management and Conflict Resolution in Leadership revealed that school heads’ emotional responses vary depending on the nature of the conflicts they face. However, Communication Barriers emerged as a major challenge in managing conflicts and maintaining a harmonious school environment. The study also found that Leadership Growth Through Conflict Resolution plays a critical role in shaping the leadership styles of school heads. Lastly, Growth through Resolution demonstrated that school heads' professional development and perspectives evolve through conflict resolution experiences.To ensure a more efficient output, implementation of series of trainings and seminars to  promote leadership, implementing programs that promote mental health awareness, anti-bullying campaigns, and diversity and inclusion initiatives, and promoting open, transparent, and respectful communication through structured dialogue sessions, mediation programs, and conflict resolution workshops were few of the recommendations. For future researchers, other school heads from neighboring divisions may be studied along with different possible moderating variables that may illuminate various practices in handling school conflict.

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