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Journal Innovation In Education
Published by Sekolah Tinggi Ilmu Kesehatan Ibnu Sina Ajibarang
ISSN : 30217474     EISSN : 30217466     DOI : 10.59841
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
Bidang kajian dalam jurnal ini termasuk sub rumpun Ilmu Pendidikan Ilmu Sosial, Bahasa dan Sastra, Olahraga dan Kesehatan, Matematika dan MIPA, Teknologi dan Kejuruaan, Ilmu Pendidikan dan Kesenian.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 290 Documents
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Implementasi Evaluasi Pembelajaran Berbasis Digital di Sekolah Dasar: Studi Multi-Situs: STUDI MULTI-SITUS Diana Dwi Putri; Jeni Pristiawati; Rafifa Fadhlurahmi; Siti Fatihatun Najwa; Alifah Fawwazah; Muhammadi Muhammadi; Ranti Meizatri
Journal Innovation In Education Vol. 3 No. 4 (2025): Desember: Journal Innovation in Education (INOVED)
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/inoved.v3i4.3550

Abstract

This research aims to identify the implementation of digital-based learning evaluation in elementary schools, analyze the types of digital media used, and evaluate its advantages and disadvantages. Observational studies were conducted in seven different elementary schools with diverse characteristics, including public and private, national and international schools. The research method uses a descriptive qualitative approach with passive participatory observation techniques, semi-structured interviews, and documentation. The results show that elementary schools have adopted various digital evaluation platforms such as Google Form, Quizizz, Wordwall, and Learning Management System with varying levels of implementation. The findings revealed that digital evaluation media increases student motivation and participation, speeds up the assessment process, and provides direct feedback. However, there are obstacles in the form of limited technological infrastructure, a gap in the digital literacy of teachers and students, and dependence on the internet network. This research provides recommendations for infrastructure improvement, continuous training for teachers, and the development of a holistic evaluation system that accommodates cognitive, affective, and psychomotor aspects.
Pengaruh Pemahaman Aswaja An-Nahdliyyah terhadap Sikap Toleransi di KB Pertiwi Pondoksalam Kabupaten Purwakarta Ulfa Nurul Ieda; Mohamad Ramdhan; Ligar Meilasari; Dewi Dahlianti; Muhamad Wirahadikusumah; Imam Asrofi
Journal Innovation In Education Vol. 3 No. 4 (2025): Desember: Journal Innovation in Education (INOVED)
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/inoved.v3i4.3551

Abstract

This study aims to describe and analyze the influence of understanding Ahlussunnah wal Jama’ah (Aswaja) An-Nahdliyyah values on interreligious tolerance attitudes among early childhood students at KB Pertiwi Pondoksalam, Purwakarta. Early childhood education is considered a strategic phase or “golden age” for instilling fundamental character values that support children’s mental and spiritual development. This research used a qualitative approach with a descriptive case study design. The research subjects consisted of teachers and children aged 4–6 years, while the research focus was on the implementation of Aswaja values and the manifestation of tolerance attitudes in students’ daily behavior. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The results show that Aswaja An-Nahdliyyah values are implemented through daily habituation, teacher role modeling, Islamic moral storytelling, and group play activities. Understanding key Aswaja values, particularly tasamuh (tolerance), tawassuth (moderation), and i’tidal (fairness), has a positive influence on the development of children’s tolerance attitudes. This is reflected in behaviors such as mutual respect, the absence of discriminatory actions toward peers, cooperation in group activities, and the habitual use of polite language in daily interactions. Overall, education based on Aswaja An-Nahdliyyah values plays an important role in laying the foundation for religious moderation and inclusive attitudes from an early age.
Pengaruh Model Direct Instruction Berbantuan Video Animasi terhadap Kemampuan Membaca Permulaan Siswa Kelas 2 SDN 86 Singkawang Nata Permata; Gunta Wirawan; Wahyuni Oktavia
Journal Innovation In Education Vol. 4 No. 2 (2026): Juni: Journal Innovation in Education (INOVED)
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/inoved.v4i2.3675

Abstract

This study aimed to: (1) determine the initial reading ability before using the direct instruction model assisted by video animation in 2nd grade students of SDN 86 Singkawang, (2) assess reading ability after using the model, and (3) examine the effect of the model on beginning reading skills. The population consisted of 25 students in the experimental class and 25 in the control class. Data analysis included normality and homogeneity tests, T-test, correlation, and N-Gain analysis. Results showed that initial reading ability before the intervention had N-Gain scores of 9.88 for the experimental class and 11.32 for the control class, indicating differences between classes. After the intervention, N-Gain scores were 11.72 for the experimental class and 11.56 for the control class, showing a sharper improvement in the experimental class. The fun and engaging learning process increased student concentration and reduced boredom. The t-test revealed a significance value of 0.018 for the experimental class and 0.628 for the control class, indicating a significant improvement in reading ability in the experimental class, while no significant change occurred in the control class. This demonstrates the positive effect of using the direct instruction model with animated video media.
Studi Literatur: Implementasi Model Problem Based Learning melalui Pendekatan Deep Learning terhadap Keterampilan Proses Sains dan Hasil Belajar Siswa SMA Niwanda Azela Putri; Jodion Siburian; Raissa Mataniari
Journal Innovation In Education Vol. 4 No. 2 (2026): Juni: Journal Innovation in Education (INOVED)
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/inoved.v4i2.3685

Abstract

The development of skills and deep conceptual understanding is a crucial requirement in 21st-century science learning. However, various studies have shown that learning practices in schools still tend to be oriented towards procedural delivery of material, thus under developing students' deep cognitive engagement and scientific skill development. Problem-Based Learning (PBL) and Deep Learning approaches are considered capable of creating more meaningful learning through authentic problem exploration, collaboration, and conceptual reflection. Previous research has generally examined these two approaches separately, resulting in limited synthetic studies specifically integrating PBL, Deep Learning approaches, and science process skills. This study aims to analyze the implementation of the PBL model with a Deep Learning approach on science process skills and learning outcomes of high school students through a Systematic Literature Review approach. A total of 20 relevant research articles were analyzed using a mixed-methods embedded synthesis technique. The results of the synthesis indicate that the application of PBL, combined with a Deep Learning approach, consistently improves students' science process skills, particularly in their ability to observe, formulate hypotheses, design experiments, analyze data, and draw scientific conclusions. Additionally, some studies have found significant improvements in learning outcomes compared to traditional learning methods. These findings provide a theoretical contribution to the development of science learning models that are more reflective, contextual, and oriented towards deep learning.
Penerapan Pendekatan Persuasif Guru BK untuk Mengubah Persepsi Siswa Terhadap Ruang BK Atalya Bernike Br. Barus; Inri Dwi Rianti Manik; Jeanette Abigael Noventa Ujung; Muhammad Reyhan Hersya
Journal Innovation In Education Vol. 4 No. 2 (2026): Juni: Journal Innovation in Education (INOVED)
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/inoved.v4i2.3729

Abstract

This study aims to analyze the implementation of persuasive approaches used by Guidance and Counseling (BK) teachers in changing students’ perceptions toward the counseling room at SMP 35 Medan. This research employed a descriptive qualitative method involving 31 students of class VIII-4 as respondents. Data were collected through interviews, observations, and documentation. The results showed that most students still had negative perceptions of the counseling room, with 22 students or approximately 71% expressing negative views, while 9 students or around 29% had positive perceptions. These negative perceptions arose because the counseling room was often viewed as a place of punishment, a room for problematic students, and a frightening place. However, the persuasive approaches applied by BK teachers through friendly communication, openness, listening to students’ concerns, and building closer relationships were able to change some students’ perceptions into more positive ones. Students felt more comfortable, appreciated, and no longer afraid to visit the counseling room. Therefore, persuasive approaches play an important role in creating positive relationships between BK teachers and students so that counseling services can be better accepted in schools.
Manusia Satu Dimensi di Bangku Sekolah: Analisis Teori Kritis Herbert Marcuse terhadap Pendidikan yang Menjinakkan Laily Divia Amlati; Khumairo Wardatul Jannah; Rizqi Dwi Cahyati; Jakaria Umro
Journal Innovation In Education Vol. 4 No. 2 (2026): Juni: Journal Innovation in Education (INOVED)
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/inoved.v4i2.3736

Abstract

Education is fundamentally a vehicle for human emancipation; however, contemporary school institutions often shift their function into pragmatic instruments of ideological domestication. This study aims to analyze the domestication of students' critical thinking in schools through the lens of Herbert Marcuse's Critical Theory on the "One-Dimensional Man". Using a qualitative approach with a library research method, this study performs a content analysis of Marcuse’s theoretical framework, contextualizing it with current literature in the sociology of education. The findings reveal that modern schooling has undergone acute commodification, where knowledge is reduced to economic exchange value and the fulfillment of "false needs" through the fetishism of quantitative academic indicators. This domestication is structurally embedded through technocratic, industrybiased curricula (link and match), standardized mass evaluations, and a hidden curriculum that institutionalizes a bureaucratic culture of obedience. Through the mechanisms of repressive tolerance and uncritical digitalization, schools amputate students' "negative thinking," trigger academic alienation, and eliminate "healthy unhappiness." Ultimately, schools function as ideological factories that mass-reproduce One-Dimensional Mena generation instrumentally and technically capable but ethically and philosophically paralyzed. This study concludes that a radical deconstruction is urgently required by reclaiming classrooms through criticalemancipatory pedagogy to restore the true purpose of schooling in humanizing human beings.  
Tantangan Etika Penggunaan Artificial Intelligence dalam Pembelajaran Pendidikan Agama Islam: Perspektif Politik Pendidikan Islam di Era Transformasi Digital Dores Helen Siboro; Sani Susanti; Darni Br Nduru; Roulina Destini Purba; Eva Debora Hutagalung
Journal Innovation In Education Vol. 4 No. 2 (2026): Juni: Journal Innovation in Education (INOVED)
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/inoved.v4i2.3746

Abstract

The advancement of artificial intelligence (AI) in education has significantly transformed the educational process, particularly in Islamic Religious Education (PAI). While AI facilitates the acquisition of information and the creation of educational materials, it also presents ethical issues such as dependence on technology, the spread of religious misinformation, and the possibility of academic plagiarism. The purpose of this scientific study is to investigate the political perspectives of Islamic education in the era of digital change as well as the ethical issues surrounding the use of AI in teaching Islamic Religious Education (PAI). This study employed a literature review strategy along with a qualitative approach. Information on the application of AI in Islamic education was gathered from various scientific publications, journal articles, and papers. According to the research findings, artificial intelligence (AI) has the potential to improve the teaching of Islamic Religious Education (PAI), but to remain in line with Islamic moral and spiritual principles, AI must be regulated and supervised. Thus, it is crucial to improve digital literacy and educational strategies that combine technology with student character development in the digital age.
Pemanfaatan Ruang Otonomi Daerah Dalam Pengelolaan Pendidikan Agama Islam (PAI): Studi Kasus Kabupaten Kubu Raya Abdul Lutfy; Usman Usman; Nor Fadhilah
Journal Innovation In Education Vol. 4 No. 2 (2026): Juni: Journal Innovation in Education (INOVED)
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/inoved.v4i2.3752

Abstract

This study was motivated by the existence of regional autonomy, which provides opportunities for local governments to contribute to the management of Islamic Religious Education (IRE), although the primary authority over religious education remains under the Ministry of Religious Affairs. Kubu Raya Regency, as a region characterized by a religious society, possesses significant potential for developing IRE policies that are responsive to local needs. This study aims to analyze the implementation of IRE policies within the framework of regional autonomy, identify supporting and inhibiting factors, and formulate strategies for strengthening IRE policies in Kubu Raya Regency. The research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and document analysis, and were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings reveal that the implementation of IRE policies has been carried out relatively well through synergy among schools, communities, local governments, and the Ministry of Religious Affairs. Supporting factors include a religious social environment, teachers’ commitment, and support from schools and local governments. Meanwhile, the challenges encountered include limited human resources, suboptimal inter-institutional coordination, and inadequate facilities and infrastructure. The study implies the importance of strengthening institutional synergy, enhancing teacher competence, developing local wisdom-based programs, and promoting innovative learning approaches to improve the quality of IRE sustainably.
Integrasi Kearifan Lokal dalam Kurikulum PAI dan Dampaknya terhadap Identitas Keagamaan serta Partisipasi Masyarakat Ridha Kurniawan; Usman Usman; Nor Fadhilah
Journal Innovation In Education Vol. 4 No. 2 (2026): Juni: Journal Innovation in Education (INOVED)
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/inoved.v4i2.3778

Abstract

This study analyzes the integration of local wisdom values into the curriculum and teaching materials of Islamic Religious Education (PAI) and its impact on students’ religious identity and community participation. Using a qualitative approach with case study and phenomenological methods, the research was conducted in Sungai Ambawang involving PAI teachers, principals, students, community leaders, and parents. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed through data reduction, data presentation, and conclusion drawing. Data validity was ensured through source, technique, and time triangulation, as well as member checking. The findings show that local wisdom is integrated through syllabi, lesson plans, modules, and contextual materials containing values of mutual cooperation, deliberation, courtesy, tolerance, and social solidarity, especially in ethics, social interaction, and Islamic cultural history. Implementation occurs through contextual learning, group discussions, and social projects based on religious and community activities. This integration strengthens students’ religious identity, promotes tolerance and religious social behavior, and increases community participation. The study concludes that local wisdom-based PAI supports contextual, inclusive, and culturally rooted learning for sustainable Islamic education development locally.
Model Kebijakan Pendidikan Islam dalam Perspektif Komparatif: Analisis Sistem Pendidikan di Malaysia, Turki, Mesir, dan Negara-Negara Barat Anton Sulistio; Usman Usman; Nor Fadhilah
Journal Innovation In Education Vol. 4 No. 2 (2026): Juni: Journal Innovation in Education (INOVED)
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/inoved.v4i2.3825

Abstract

Islamic education in various developing countries takes shape within policy frameworks influenced by demographic characteristics, political systems, and national educational orientations. Although numerous studies have examined Islamic education policies in specific countries, comparative studies that map the relationships between demographic characteristics, educational systems, and policy models remain relatively limited. This study aims to analyze and map models of Islamic education policy in Malaysia, Turkey, Egypt, and Western countries to identify patterns, characteristics, and the dynamics of policy development in each context. The study employs a qualitative approach using library research. Data were obtained from academic books, journal articles, and policy documents, and were analyzed using content analysis through a comparative approach. The results reveal four main typologies of Islamic education policies: the integrative-centralized model (Malaysia), the hybridization-negotiation model (Turkey), the dualism-convergence model (Egypt), and the multicultural adaptation model (Western countries). This study also found that the diversity of these policies is not merely a consequence of state dominance but reflects a process of creative friction between state interests, religious identity, and the demands of globalization, which drives institutional transformation and innovation in Islamic education. These findings lead to the conceptual perspective that the future of Islamic education policy should be directed toward Islamic Cosmopolitanism an educational paradigm that combines the strengthening of Islamic scholarly traditions with global leadership capabilities thereby producing human resources who are religious, adaptive, inclusive, and competitive in this era of disruption.

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