cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ady Setiawan
Contact Email
jurnaledukhasi@gmail.com
Phone
+6281346468345
Journal Mail Official
jurnaledukhasi@gmail.com
Editorial Address
Jalan Prof. Dr. Hadari Nawawi, Pontianak, Kalimantan Barat, 78124
Location
Kota pontianak,
Kalimantan barat
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
 5   6   7   8   9 
"TUGAS ADMINISTRATIF TENAGA KEPENDIDIKAN NON-GURU: PENERIMAAN DAN TANTANGAN" Bucoy, May Lanie; Punzalan, Randy D.
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.v3i3.508

Abstract

This study aimed to assess the level of acceptance and coping mechanisms of non-teaching personnel in handling administrative tasks in public elementary schools under the Division of Cabuyao, in line with DepEd Order No. 2, s. 2024. It sought to determine how non-teaching personnel accept these added responsibilities and how they manage related challenges. Research method uses a mixed-method explanatory design, involving 10 non-teaching personnel assigned to administrative duties. Data were collected through a survey-questionnaire for the quantitative phase and interview guide questions for the qualitative phase. Quantitative data were analyzed using statistical tools, while qualitative data were examined using QDA Miner and reviewed by a qualitative analyst. Findings revealed that non-teaching personnel generally accepted their new roles but faced significant challenges such as limited skills, lack of training, and minimal support from former coordinators. These difficulties often led to psychological and emotional stress. From their experiences, four key themes emerged: (1) Acceptance amidst uncertainty, (2) Struggles with time and workload, (3) Fear of inadequacy, and (4) Transition difficulties due to limited preparation. In terms of coping, they developed mechanisms like (5) Peer support and self-learning, (6) Improved time management, (7) Collaboration, and (8) Seeking mentorship. Based on the findings, the study recommends the implementation of Programs, Projects, and Activities (PPAs) under a Personnel Management Plan to support non-teaching personnel in fulfilling administrative roles. School heads and teachers are encouraged to provide regular monitoring, technical assistance, and mentoring to ensure successful role adaptation and effective task execution.
Coaching, Peer Evaluation Skills, and Professional Development of Teachers in Secondary Schools in Calamba City, Laguna Mulingtapang, Lourody G.; Astillero, Jeffrey A.
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.v3i3.490

Abstract

Coaching, peer evaluation skills, and professional development are crucial in enhancing teachers' competencies and effectiveness in the classroom. By providing them personalized support, coaching enables educators to improve their teaching methods, deal with obstacles, and use best practices. Coaching promotes a culture of ongoing learning and professional development by providing organized direction and feedback, eventually improving student outcomes. Effective coaching integration enables teachers to cultivate reflective practices and adjust to changing educational needs. Peer evaluation abilities promote cooperation, helpful criticism, and self-improvement, all enhancing professional development. Teachers who participate in peer evaluation receive insightful feedback from their peers, which promotes a sense of collective accountability for high-quality instruction. By encouraging a culture of trust and professional discussion, this technique improves student involvement and refines teaching strategies. By providing insightful criticism, peer evaluation also assists instructors in identifying areas for growth while highlighting their strengths. The combination of coaching, peer evaluation, and professional development creates a dynamic system that supports lifelong learning among teachers. Professional development programs that include these components guarantee that teachers maintain current knowledge, creative teaching methods, and a growth mentality. Adopting these strategies helps schools foster a reflective and cooperative learning environment that benefits educators and learners. The total quality of education is eventually strengthened by funding coaching and peer evaluation, which also equips educators to successfully negotiate the challenges of contemporary classrooms.
Nurturing Hearts and Minds: Teachers’ Experiences in Enhancing Learners Socio-Emotional Health Through the Homeroom Guidance Program Caparas, Vergie May N.; 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.v3i3.512

Abstract

This study aimed to explore the lived experiences of teachers in nurturing the hearts and minds and enhancing the socio-emotional health of learners through Homeroom Guidance Program. This study explored the lived experiences of Grade 4 teachers in nurturing students’ hearts and minds and enhancing their socio-emotional well-being through the Homeroom Guidance Program (HGP). The research involved ten Grade 4 teachers from public elementary schools in the Division of Cabuyao during the 2024–2025 school year. Utilizing a transcendental phenomenological approach, data were gathered through semi-structured interview guides to investigate the teachers’ practices in promoting socio-emotional health among learners. The participants’ responses were validated and analyzed with the assistance of a qualitative data analyst. The findings revealed that the HGP plays a crucial role in the holistic development of Grade 4 learners and is perceived by teachers as an integral part of their teaching responsibilities. Teachers emphasized the importance of linking real-world situations to HGP activities, using them as entry points to deepen students’ understanding of various life issues. However, challenges such as students’ behaviors and attitudes were found to hinder the full implementation and impact of the program. In response, teachers addressed these challenges by actively listening to students’ experiences and implementing instructional strategies tailored to diverse learning needs. Nine key themes emerged from the participants’ narratives, highlighting both internal and external challenges in supporting socio-emotional development. Teachers provided learners with opportunities for self-expression and collaborative activities to foster peer interaction and socio-emotional growth. Differentiated instruction was identified as a core strategy for addressing student diversity and promoting well-being. Based on these findings, the study recommends that school heads conduct quarterly roundtable discussions with teachers and guidance coordinators to address issues related to the HGP and to act promptly on students’ socio-emotional concerns. Teachers are encouraged to incorporate more group-based learning to build students’ confidence and peer support. Guidance counselors are advised to regularly consult with students to identify and address socio-emotional needs and behavioral concerns. Lastly, the implementation of differentiated instruction should be prioritized, with regular reporting to the guidance office to inform the development of responsive school policies and programs.
Readiness of Pamantasan Ng Cabuyao Education Graduates in the Licensure Examination for Teachers: Basis for Intervention Program Gabor, Edward Francis; 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.v3i3.535

Abstract

The readiness of Pamantasan ng Cabuyao Education graduates for the Licensure Examination for Teachers (LET) is crucial in ensuring their success in obtaining professional certification. This study evaluates the cognitive strategies, key content knowledge, academic behaviors, and contextual skills that influence their preparedness. Utilizing an explanatory sequential mixed-methods approach, quantitative data were gathered through surveys to determine the extent of readiness to 145 PNC Education Graduates, while qualitative insights were collected from 6 participants randomly selected through interviews and focus group discussions. Findings revealed that graduates demonstrated strong motivation and adaptability in their preparation, but faced challenges in maintaining structured study schedules, mastering STEM subjects, and navigating external constraints such as financial limitations and work obligations. Significant differences in readiness were observed across academic programs, highlighting the need for targeted interventions. Based on these results, a comprehensive intervention plan is proposed, including a free review program, mentorship initiatives, and structured workshops focusing on problem-solving techniques and exam-taking strategies. This study underscores the importance of tailored academic support to bridge gaps and enhance graduates’ overall LET preparedness, contributing to institutional efforts in increasing licensure exam success rates.
Growth Mindset Pedagogy (GMP) in Basic Calculus Learners’ Material Suarez, Diana Rose D.; Villapando, Melchor A.
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 4 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i4.523

Abstract

The main purpose of this study is to examine the challenges and successes of implementing a growth mindset in basic calculus. It aimed to identify the influence of a growth mindset on students' passion, grit, and overall learning experience using quantitative and qualitative approaches. The explanatory-sequential mixed methods design was utilized. Selected grade 11 senior high school students under the STEM strand at STI College Calamba, specifically those taking basic calculus subjects, were the locale of the study. Stratified random sampling and purposive sampling were utilized. A total of 85 students were the respondents, whereas 10 students were the participants. Adapted and crafted instruments and interview guide questionnaires were applied for data collection. Statistical tools included frequency distribution, weighted mean, and paired t-test. Interpretative phenomenological analysis was used in the qualitative aspect. Findings revealed that the growth mindset approach significantly improved students' performance and attitudes toward basic calculus. There were notable similarities and differences in respondents' insights regarding the challenges and successes of implementing a growth mindset. A significant difference was found between pre-test and post test results before and after implementing growth mindset pedagogy. Qualitative themes included Personal Development and Growth Mindset, Approach to Knowledge Acquisition, Support Systems and Environment, Motivation for Learning Basic Calculus, Effective Teaching Methodology, Use of Formative Assessment, and Challenges in Implementation. As an output of the study, a learning material was proposed.
School Heads Digital Intelligence Quotient (DIQ), Teachers Efficacy and School Performance Platon, Fernan L.; Astillero, Jeffrey A.
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 4 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i4.529

Abstract

This study explores the relationship between school heads’ Digital Intelligence Quotient (DIQ), teachers’ efficacy, and school performance in selected public elementary and high schools in Cabuyao, Laguna. As educational institutions increasingly incorporate digital technologies, it is crucial to comprehend the influence of digital leadership on the quality of instruction and overall school outcomes. The research utilized a correlational methodology to explore these connections. Information was collected from 41 participants through validated survey tools and school performance documentation, particularly the Office Performance Commitment and Review Form (OPCRF). The results indicated that school leaders showed a high level of digital intelligence, particularly in areas such as communication, leadership, and digital literacy, although they demonstrated minor weaknesses in troubleshooting and data security. Teachers also displayed strong proficiency in engaging students, implementing instructional strategies, and managing classrooms. Overall, school performance as assessed by OPCRF results was rated as very satisfactory. However, an analysis using Pearson’s correlation coefficient revealed no significant statistical relationship between the indicators of digital intelligence and teacher efficacy domains. All p-values surpassed the 0.05 threshold, suggesting that the levels of digital intelligence among school leaders do not significantly affect teachers' effectiveness in engaging students, utilizing instructional strategies, or managing classrooms. While some weak positive and negative correlations were noticed, none achieved statistical significance. Given these outcomes, a Comprehensive Digital Leadership and Instructional Improvement Program is suggested. This initiative seeks to enhance digital skills and encourage inclusive, data-informed educational practices. By equipping both school leaders and teachers with pertinent digital competencies, schools can improve collaboration, ensure equitable access, and maintain high standards of instructional quality.
Embracing Diversity: Understanding School Leaders Lived Experience In Supporting Teachers Handling Learners With Special Needs Paredes, Jayeth; Montillano, Allen Cris; Pendon , Fernando T
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 4 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i4.533

Abstract

This transcendental phenomenological study explored the lived experiences of public elementary school heads in the Division of Cabuyao in supporting teachers who handle learners with special needs in inclusive classrooms. Anchored on the principles of inclusive education and grounded in the theories of Behaviorism-Based Inclusive Education and Social Support, the research aimed to understand the nature, challenges, and strategies of school leaders in fostering inclusive practices. Through in-depth interviews with ten school heads, the study revealed that both tangible (instructional materials, learning tools) and intangible (technical assistance, emotional support, mentoring) forms of support are essential in empowering teachers to manage inclusive classrooms effectively. The findings also highlighted significant challenges such as lack of training, limited resources, behavioral complexities of learners, and parental denial. From the thematic analysis, ten core themes emerged, including comprehensive support systems, empathetic leadership, collaborative feedback mechanisms, and the importance of continuous professional development. These insights informed the development of the Systematic Mechanism and Appropriate Response Techniques (SMART) framework—a strategic model designed to guide school heads in enhancing their support systems for inclusive education. The study concludes that sustaining inclusivity requires a holistic, collaborative, and policy-aligned approach that empowers both teachers and school leaders. It recommends strengthening partnerships with stakeholders, embedding inclusive practices in school culture, and institutionalizing continuous capacity-building initiatives.
Developed Digital Supplementary Material: Learning Backlog Intervention in Grade 9 Mathematics Lessons Ravalo, Praisel V.; Flores, Jollard S.
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 4 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i4.534

Abstract

This study would like to address the challenge of curriculum completion within prescribed timeframes, particularly in the context of unforeseen disruptions that result in learning backlogs. Employing the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design model, the research developed a digital supplementary material (DSM) aimed at mitigating these backlogs in Grade 9 Mathematics. The analysis phase involved surveying 14 Grade 9 Mathematics teachers during the 2023-2024 school year to identify specific content areas affected by incomplete instruction; findings indicated that only 28.6% of classes completed all lessons, with the majority failing to cover fourth quarter topics, notably trigonometry. Guided by these insights, the DSM was designed and developed to directly address the identified gaps. The material underwent expert validation by three mathematics educators, who evaluated it for content accuracy, construct validity, criterion alignment, accessibility, and reliability, resulting in a high overall validity score of 3.47. Subsequently, the DSM was implemented with 87 Grade 10 students who had previously experienced learning backlogs. Quantitative analysis using a paired samples t-test revealed a significant improvement in student performance, with a mean score increase of 2.98 points from pretest to posttest. These results demonstrate the efficacy of the ADDIE-based digital supplementary material in addressing instructional gaps and enhancing learning outcomes in mathematics education.
Implementasi Pendekatan berbasis Kompetensi dalam Pembelajaran Al-Qur'an dan Hadis untuk Meningkatkan Pemahaman dan Keterampilan Siswa di MI Abu Hurairah Ismail, Ismail; Ammar, Wafiqah; Handayani, Nur; N.K, Rahmawati; Saputra, Arun; Karadona, Rosika Indri; Rahmawati, Rahmawati
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 4 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i4.548

Abstract

Pembelajaran Al-Qur’an dan Hadis di madrasah ibtidaiyah memegang peran sentral dalam membentuk karakter, akhlak, dan pemahaman keagamaan peserta didik. Namun, pendekatan konvensional yang berorientasi pada hafalan masih dominan, sehingga menghambat penguatan pemahaman makna ayat dan nilai-nilai Islam. Penelitian ini bertujuan untuk menganalisis implementasi pendekatan berbasis kompetensi (PBK) dalam pembelajaran Al-Qur’an dan Hadis di MI Abu Hurairah serta dampaknya terhadap aspek kognitif, psikomotorik, dan afektif siswa. Metode yang digunakan adalah pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa PBK diimplementasikan melalui perencanaan pembelajaran berbasis indikator kompetensi, pelaksanaan metode aktif seperti tahsin, tadabbur, dan peer teaching, serta evaluasi autentik tiga ranah. Penerapan PBK terbukti meningkatkan pemahaman siswa terhadap kandungan ayat dan hadis, memperbaiki keterampilan membaca Al-Qur’an secara tartil dan sesuai tajwid, serta membentuk sikap positif seperti kejujuran, tanggung jawab, dan kepedulian sosial. Temuan ini menunjukkan bahwa PBK bukan hanya metode instruksional, tetapi juga strategi pendidikan karakter Islami yang menyeluruh. Penelitian ini merekomendasikan penguatan pelatihan guru, dukungan kebijakan, dan keterlibatan orang tua dalam mendukung keberhasilan pendekatan ini.
Peran Komunikasi Persuasif Guru dalam Pembentukan Karakter Peserta Didik Kelas XI di Madrasah Aliyah Radhiatul Adawiyah Makassar Munawarah, Fikratul; Ismail, Ismail; Fitriani, Fitriani; Karadona, Rosika Indri
Edukhasi: Jurnal Inovasi Pendidikan Vol 3 No 4 (2025): Jurnal Inovasi Pendidikan
Publisher : Edu Berkah Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60132/jip.v3i4.549

Abstract

enelitian ini bertujuan untuk mengkaji peran komunikasi persuasif guru dalam pembentukan karakter peserta didik di Madrasah Aliyah Radhiatul Adawiyah Makassar. Pendekatan yang digunakan adalah kualitatif deskriptif. Data dikumpulkan melalui observasi langsung terhadap aktivitas pembelajaran, wawancara mendalam dengan 6 informan, yaitu 1 kepala madrasah, 1 wali kelas XI, 1 guru bimbingan konseling, dan 3 orang peserta didik kelas XI, serta dokumentasi berupa catatan dan dokumentasi visual. Hasil penelitian menunjukkan bahwa guru secara aktif menerapkan komunikasi persuasif melalui pemberian nasihat, keteladanan, serta pendekatan emosional yang disesuaikan dengan kondisi psikologis peserta didik. Komunikasi yang terjalin bersifat dialogis dan membangun ikatan emosional, menciptakan suasana belajar yang terbuka dan menyenangkan. Faktor pendukung mencakup lingkungan madrasah yang religius, kerja sama antarpendidik, dan program keagamaan yang rutin. Hambatan yang ditemui antara lain keterbatasan waktu, suasana kelas yang dinamis, dan pengaruh media sosial. Meskipun demikian, guru terus menyesuaikan strategi komunikasinya agar pesan moral tersampaikan dengan baik. Dampak komunikasi persuasif ini terlihat pada karakter yang terbentuk pada peserta didik seperti kedisiplinan, tanggung jawab, kejujuran, dan religius.

Page 8 of 9 | Total Record : 81

 5   6   7   8   9 

Filter by Year

2023 2025


Reset
Filter By Issues
All Issue Vol 3 No 4 (2025): Jurnal Inovasi Pendidikan Vol 3 No 3 (2025): Jurnal Inovasi Pendidikan Vol 3 No 2 (2025): Jurnal Inovasi Pendidikan Vol 3 No 1 (2025): Jurnal Inovasi Pendidikan Vol 2 No 4 (2024): Jurnal Inovasi Pendidikan Vol 2 No 3 (2024): Jurnal Inovasi Pendidikan Vol 2 No 2 (2024): Jurnal Inovasi Pendidikan Vol 2 No 1 (2024): Jurnal Inovasi Pendidikan Vol 1 No 3 (2023): Jurnal Inovasi Pendidikan Vol 1 No 2 (2023): Jurnal Inovasi Pendidikan Vol 1 No 1 (2023): Jurnal Inovasi Pendidikan More Issue