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International Journal of Innovation and Education Research
Published by Universitas Bengkulu
ISSN : 27749088     EISSN : 27748251     DOI : https://doi.org/10.33369/ijier.v1i2.
Core Subject : Education, Social,
Social Sciences Other
The aim of this journal is to publish research articles that explore the application of any field in education. This journal focuses on education practices. The article could be written in Indonesian or English. Sub topics can be as follows: 1. English Education 2. Language Education 3. Social Education 4. Natural Science Education 5. Primary Education 6 Sports Education 7. Educational Management 8. Technology of Education 9. Other fields of education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 49 Documents
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The Influence of the TGT Model Assisted by the Plickers Application Media on Understanding Mathematical Concepts Stiadi, Elwan
International Journal of Innovation and Education Research Vol. 4 No. 2 (2025): November 2025
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i2.45961

Abstract

This study aims to analyze the effect of the Teams Games Tournament (TGT) learning model assisted by the Plickers application media on the understanding of mathematical concepts of second-semester students of the Bachelor of Mathematics Education, University of Bengkulu. This type of research is a quasi-experimental study with a non-equivalent pretest-posttest control group design. The population in this study were all second-semester students of the Bachelor of Mathematics Education, University of Bengkulu in the 2023/2024 academic year. The sample of this study was taken using a purposive sampling technique where 30 students from the second semester of Class A were taught using the Teams Games Tournament (TGT) model assisted by the Plickers application and 32 students from the second semester of Class B were taught using the direct learning model. Data collection was carried out using a mathematical concept ability test instrument. The results of the hypothesis test showed that the sig value (2-tailed) was 0.000 <significant level (α) = 0.05 and supported by an N-Gain of 0.581 with a moderate category. Therefore, it can be concluded that there is a significant influence of the Teams Games Tournament model assisted by the Plickers application media on the mathematical concept understanding ability of 2nd semester students of the Bachelor of Mathematics Education program at the University of Bengkulu.
The Effect of Metacognitive Learning on Improving Students' Critical Thinking Abilities in Learning Needs Identification Learning Palenti, Citra Dwi; Ismawati, Dwi; Yunita, Wiwin; Ananda Pamungkas , Ella
International Journal of Innovation and Education Research Vol. 4 No. 2 (2025): November 2025
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i2.45600

Abstract

This study aims to analyze the effect of implementing metacognitive learning on improving students' critical thinking skills in the Identification of Learning Needs course in the Non-Formal Education Study Program, University of Bengkulu. The study used a quasi-experimental method with two groups, namely the experimental group that received metacognitive learning treatment and the control group that used conventional learning. The research subjects consisted of 60 fifth-semester students, with 30 students in each group. Data were collected through a critical thinking ability test that covered aspects of interpretation, analysis, evaluation, inference, explanation, and self-regulation. The results showed that metacognitive learning had a significant effect on improving students' critical thinking skills. The average critical thinking ability score of the experimental group (81.7) was higher than that of the control group (64.5) by 17.2 points. The self-regulation aspect experienced the highest increase, indicating that awareness and control of the thinking process are key to successful learning. Thus, the integration of metacognitive strategies is important to implement in learning design in higher education to foster independence, reflection, and higher-order thinking skills that support lifelong learning.    Keywords: Metacognitive Learning, Critical Thinking, Students, Non-Formal Education, Identification of Learning Needs.
The Impact of You Tube Video Creation and AI Assisted on Students’ Speaking Performance Nurjana; Sujarwati, Iis
International Journal of Innovation and Education Research Vol. 4 No. 2 (2025): November 2025
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i2.45829

Abstract

This study investigated how students' speaking performance was affected by creating YouTube video projects using AI-assisted tools like CapCut, Canva, AI voice tools, Kine Master, Grammarly, ELSA Speak, etc. This study was quantitative in design. This pre-experimental study employed a one-group pretest-posttest strategy to ascertain whether the students' speaking performance was impacted by producing a video project. The population was eleven students in the electrical engineering program at SMKN 1 Rejang Lebong. The sample consists of 47 students. Tests, both pre- and post-test, were used to gather the quantitative data. The data were statistically analyzed using a paired sample t-test with IBM SPSS 25 for Windows. The results of this research showed that using AI to help students create a YouTube project significantly improved their speaking skills. It was an effective way to teach speaking because it improves students' speaking performance, fosters teamwork, sharpens their problem-solving abilities, and motivates them to be proactive, communicative, imaginative, and creative. As a result, using it to teach speaking is strongly advised. Keywords: AI-Assisted; Video Project; Speaking Performance
Grammatical Cohesion of Writing Section in English Text Books “English for Nusantara” in Kurikulum Merdeka Yenny Teriana; Safnil Arsyad
International Journal of Innovation and Education Research Vol. 4 No. 2 (2025): November 2025
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i2.45837

Abstract

This study examined the grammatical cohesions in writing sections of the English textbooks English for Nusantara, which are intended for seventh and eighth-grade students in Indonesia under the Kurikulum Merdeka. For seventh and eighth grade levels, the study finds and contrasts cohesive devices like conjunctions, ellipses, references, and substitutions using Halliday and Hasan's cohesion framework. A structured observation checklist was used to analyze textbook material using a descriptive qualitative technique. The results show that the seventh-grade textbook uses a wider range of cohesive devices, with references accounting for the majority (66.2%), followed by conjunctions (27.2%). On the other hand, the eighth-grade textbook has no examples of replacement, ellipsis, or lexical coherence and instead mostly uses references (53%) and conjunctions (47%). The eighth-grade text's lack of ellipsis and a narrow variety of coherent devices point to a decrease in linguistic complexity. These findings point to possible discrepancies in grade-level advancement of cohesion tactics and emphasize the necessity of curriculum modifications to improve writing coherence in English language instruction. Keywords: Grammatical Cohesions, Textbooks, Writing
The Role of Educational Supervision in Enhancing School Quality: A Theoretical Perspective Indrawati, Yuni; Kasmaini
International Journal of Innovation and Education Research Vol. 4 No. 2 (2025): November 2025
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i2.46723

Abstract

Educational supervision has long been recognized as a crucial mechanism for improving school quality, yet its conceptual foundations and operational implications remain varied across educational systems. This article provides a theoretical exploration of how educational supervision contributes to the enhancement of school quality, focusing on supervisory functions, professional development, instructional improvement, and organizational effectiveness. Drawing from classical and contemporary literature, the paper synthesizes multiple perspectives to clarify the conceptual boundaries of supervision and its relationship to teaching-learning outcomes. The review highlights that effective supervision not only evaluates teacher performance but also promotes continuous professional learning, collaborative school culture, and data-driven decision-making. Moreover, the findings emphasize that the role of supervision has shifted from inspection-oriented practices to more developmental and supportive approaches aligned with modern educational quality standards. This theoretical analysis further identifies persistent gaps in the literature, including inconsistent definitions, limited models for contextualized implementation, and insufficient attention to supervisor competencies. The paper concludes by proposing an integrative framework that positions educational supervision as a multidimensional catalyst for school improvement. The framework underscores the importance of leadership capacity, supportive communication, and reflective practice. Overall, the study contributes a holistic understanding of supervision’s strategic role in elevating school quality and provides insights for policymakers, school leaders, and researchers seeking to strengthen supervisory practices. Keywords: Educational Quality, Educational Supervision, Instructional Improvement, School Leadership, Theoretical Perspective  
Metaphor Depicted in Taylor Swift's Songs Salsabila, Dea; Damayanti, Indah; Puspa, Adelia
International Journal of Innovation and Education Research Vol. 4 No. 2 (2025): November 2025
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i2.47240

Abstract

A metaphor is a figure of speech or figurative language used to make an indirect comparison between two different things. Metaphors can be found in various media, including song lyrics. This research aims to determine the types of metaphors and their meanings in Taylor Swift's album "The Tortured Poets Department: The Anthology." A qualitative descriptive method with data tabulation as the main instrument was employed. The research steps included downloading the song lyrics, listing all the lyrics in sequence, reading them thoroughly, and then identifying and classifying the metaphors using codes before inserting the metaphors into the instruments. The research object contained all the songs on Taylor Swift's latest album, "The Tortured Poets Department: The Anthology." This study utilized the theory of Lakoff and Johnson (2003), which categorizes metaphors into three types: structural metaphors, orientational metaphors, and ontological metaphors. The research found 135 data on structural metaphors, 65 data on orientational metaphors, and 280 data on ontological metaphors. The research concluded that ontological metaphors were the most frequently found, while orientational metaphors were the least frequently found.    Keywords: Metaphor, Structural Metaphor, Orientational Metaphor, Ontological Metaphor, Song Lyrics, Taylor Swift
Development of a Numeracy Literacy Test Instrument with a Bengkulu Cultural Context Based on Android Ispring Suite and AI Stiadi, Elwan; Putra, Ari; Selviani, Diah
International Journal of Innovation and Education Research Vol. 4 No. 2 (2025): November 2025
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i2.47385

Abstract

This study aims to develop a valid and reliable numeracy literacy test instrument with the local cultural context of Bengkulu based on an Android application using iSpring Suite integrated with artificial intelligence (AI). This research was a development research (Research and Development) using the Cennamo and Kalk model which consists of five stages: defining, planning, demonstration, development, and evaluation. The research population was eighth-grade students in junior high schools (SMP) in Bengkulu, totaling 90 students. The research sample was determined using purposive sampling technique of 60 students. The numeracy literacy test instrument was developed based on numeracy literacy indicators from PISA and adapted to the local cultural context of Bengkulu such as tin mining, plantation production, and local wisdom of Bengkulu. Instrument validity was tested through expert judgment and empirical validity using factor analysis, while reliability was measured using Cronbach Alpha. The results showed that the numeracy literacy test instrument developed had achieved a valid category (content validity index = 0.89; construct validity = 0.85) and high reliability (α = 0.928) with 28 valid items from 35 initial items. The Android application based on iSpring Suite with AI integration is able to provide automatic and adaptive feedback to users. This instrument can be used as a contextual and technology-based numeracy literacy assessment and learning tool to improve numeracy abilities of junior high school students in Bengkulu.
English Teachers’ Perceptions of the Adoption of Culturally-Responsive Pedagogy (CRP) in Multicultural Classrooms Haryana, Lia; Widiati, Utami
International Journal of Innovation and Education Research Vol. 4 No. 2 (2025): November 2025
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i2.47651

Abstract

Culturally Responsive Pedagogy (CRP) in developed countries, little research reports the studies of teachers’ perceptions of CRP in the context of developing countries, like Indonesia. To fill this empirical gap, the present study investigated English teachers’ perceptions of the adoption of CRP in the Indonesian context in terms of four dimensions of CRP, namely: teachers’ ethic of care, teachers’ cultural values, teachers’ pedagogical expertise, and teachers’ supportive behavior. Four professional English teachers from a culturally diverse school were recruited as participants in this current study. Elicited using semi-structured interviews, the collected data were analyzed qualitatively. Findings reveal that the participants perceive the adoption of CRP positively. These positive perceptions indicate that the teachers hold positive views on CRP, which means they perceive that CRP is essential to be adopted in the teaching and learning process, especially for teaching culturally diverse students. The results of this study can inspire other teachers who teach diverse students and who are interested in multicultural education to adopt the concept of CRP in their teaching. This study also ends with suggestions for policymakers, like the Institute for Quality Assurance and learning development (LPMPP), to provide training, workshops, seminars, and other activities that relate to the concept of CRP. Besides, it is recommended for future researchers to investigate further the concept of CRP by using different research subjects and different research methods.    Keywords: Culturally Responsive Pedagogy (CRP); diversity, learning environment, multicultural education
Perceived Benefits and Challenges of Using Note-Taking in Intensive Listening among University Students Marpaung, Tiara Azzahra; Dewi, Anggun Citra Sari
International Journal of Innovation and Education Research Vol. 4 No. 2 (2025): November 2025
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i2.47698

Abstract

One of the best strategies to support listening comprehension is note-taking strategy. In this study, students' perceptions of the benefits and challenges of using note-taking strategies were explored especially in Intensive Listening class. A mixed-methods approach was used involving 28 first-semester students in the English Language Education Department at the University of Bengkulu. Quantitative data were collected through a Likert-scale questionnaire adapted from Dunkel and Davy (1989) which consist of 19 questions in 3 subparts, while qualitative data were obtained through semi-structured interviews. Findings of the study indicate that students view note-taking positively, as it helps them capture main ideas, organize information, reduce cognitive load, and increase focus during listening activities. Students also believe that note-taking strategy improves their performance on listening tasks and exams. However, challenges such as limited English proficiency, difficulty multitasking while listening, and a lack of effective note-taking techniques were identified. This study demonstrates the need for explicit instruction in note-taking strategies to maximize their effectiveness in Intensive Listening classes.

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