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Jurnal Inovasi dan Teknologi Pendidikan
Published by Universitas Bina Bangsa
ISSN : 28298411     EISSN : 28298403     DOI : https://doi.org/10.46306/jurinotep
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Inovasi dan Teknologi Pendidikan subscribes to a broad understanding of innovation in education in order to provide a wide platform for academic and practitioner discussion to create knowledge and exchange ideas on this issue. Jurnal Inovasi dan Teknologi Pendidikan key features include a commitment to research in schools, colleges and other educational settings; innovative approaches to problems in education which provide new and effective solutions to challenges; and research-inspired solutions to educational issues which have an impact in the widest sense of the term. Jurnal Inovasi dan Teknologi Pendidikan is a Scientific Journal published online in January, May and September,
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 180 Documents
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STRENGTHENING STUDENTS' READING LITERACY AND CRITICAL THINKING AS AN ADAPTIVE STRATEGY TO THE DEVELOPMENT OF ARTIFICIAL INTELLIGENCE IN THE DIGITAL AGE: A LITERATURE STUDY Yudo Septian, Mohammad Arinto; Ihsani, Hanif Rizky
Jurnal Inovasi dan Teknologi Pendidikan Vol. 4 No. 3 (2026): Jurnal Inovasi dan Teknologi Pendidikan
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jurinotep.v4i3.234

Abstract

Research on the development of artificial intelligence (AI) in education has substantial implications for the learning process, particularly in strengthening students' reading literacy and critical thinking skills. A number of studies show that the unguided use of AI can trigger technological dependence, reduce the intensity of deep reading, and lower the quality of information analysis and evaluation. This condition creates an urgent need to design adaptive strategies that ensure the use of AI continues to support the development of students' cognitive capacities. This study aims to: (1) analyze the impact of AI development on reading literacy and critical thinking skills; (2) identify the urgency of strengthening these two competencies as adaptive mechanisms in the digital age; and (3) formulate an integrative AI-aware Literacy & Critical Thinking Skills model for learning at the elementary to secondary levels. The research method used a systematic literature review (SLR) with a search of national and international articles through Google Scholar, DOAJ, SINTA, and open repositories, selected based on the inclusion criteria of publication year 2018-2025, topic relevance, and full access. The results of the study show that reading literacy and critical thinking are important foundations in filtering, assessing, and verifying information generated by AI. The resulting integrative model positions AI as an augmentation tool that strengthens the processes of reading, analysis, and reflection, rather than as a substitute for cognitive activities. These findings have implications for educators and policymakers to design AI-based learning innovations that maintain academic integrity and develop students' higher-order thinking skills.
MENGURAI JEJAK PEMIKIRAN GAGNÉ, GESTALT, DAN PAVLOV DALAM DINAMIKA PEMBELAJARAN MATEMATIKA ABAD KE 21 Buana, Indra Tri; Nurulazkia, Fatira Zahra; Srizona, Firela Bilqis; Kusno, Kusno
Jurnal Inovasi dan Teknologi Pendidikan Vol. 4 No. 3 (2026): Jurnal Inovasi dan Teknologi Pendidikan
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jurinotep.v4i3.236

Abstract

Mathematics learning in the 21st century requires students to develop critical, creative, collaborative, and communicative skills beyond mastering mechanical procedures. However, studies on the theories of Gagné, Gestalt, and Pavlov are often conducted separately, leaving a gap in understanding their integrated contribution to modern mathematics education. This study aims to systematically review the ideas of Gagné, Gestalt, and Pavlov and analyze their relevance in supporting 21st-century mathematics learning. The method used is a literature review by examining articles, proceedings, and academic books published between 2020–2025, along with classical works presenting the original theories of the three scholars. The findings reveal that Gagné provides a systematic instructional framework, Gestalt emphasizes insight and holistic understanding through visualization, while Pavlov contributes to aspects of motivation and emotional regulation. Integrating these theories can result in mathematics learning strategies that are more adaptive, meaningful, and emotionally supportive, aligning with the demands of 21st-century skills. This study has theoretical implications for strengthening integrative learning foundations and practical implications for teachers and curriculum developers in designing effective and relevant mathematics instruction.
STUDI LITERATUR: ASESMEN OTENTIK DAN BERBASIS KOMPETENSI DALAM PEMBELAJARAN MIPA Sagara, Komukai Ria; Agustin Hasan, Angga Van; Anggriawan, Dika; Nurjaman, Ginanjar Juang; Kurniawan, Kurniawan; Taufan, Muhammad; Daya, Titis; Suryana, Andri
Jurnal Inovasi dan Teknologi Pendidikan Vol. 4 No. 3 (2026): Jurnal Inovasi dan Teknologi Pendidikan
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jurinotep.v4i3.238

Abstract

Science and mathematics (MIPA) learning requires assessments that not only measure cognitive mastery but also higher-order thinking skills, scientific literacy, and 21st-century competencies. This study conducted a literature review of 21 national and international articles (2017–2025) on authentic and competency-based assessments. The reviewed studies employed various research designs, including Classroom Action Research, quasi-experiments, descriptive qualitative studies, and Research and Development. The analysis focused on the effectiveness of assessments in enhancing student engagement, conceptual understanding, scientific literacy, problem-solving, collaboration, and practical skills mastery. Results indicate that authentic and competency-based assessments are effective; however, their success depends on teacher competence, instrument quality, facility readiness, and digital support. Major challenges include the lack of standardized instruments, time constraints, and limited teacher understanding. The findings highlight the need for the development of standardized instruments, digital assessments, large-scale quantitative studies, and comprehensive teacher training to ensure consistent and effective implementation.  
TRANSFORMASI PEMBELAJARAN MATEMATIKA MELALUI PERSPEKTIF VAN HIELE, FREUDENTHAL, DAN CONFREY Islamiyati, Benita; Safitri, Linda; Pujiyanti, Heni; Kusno, Kusno
Jurnal Inovasi dan Teknologi Pendidikan Vol. 4 No. 3 (2026): Jurnal Inovasi dan Teknologi Pendidikan
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jurinotep.v4i3.241

Abstract

Efforts to understand how students construct knowledge and how they think are an important part of the process of transforming mathematics learning. This article reviews three important theories, including Van Hiele's theory, Freudenthal's view, and Confrey's ideas. Van Hiele's theory emphasizes that students must think about geometric concepts through various stages, indicating that students do not understand concepts instantly, but rather through systematic levels of thinking. Through the Realistic Mathematics Education (RME) approach, Freudenthal emphasizes that real experiences are very important so that mathematics does not feel abstract and distant from students' daily lives. Meanwhile, Confrey suggests a constructivist view, which emphasizes that interaction, reflection, and reorganization of learning experiences are active ways of constructing knowledge. By combining these three perspectives, mathematics learning will become more contextual, meaningful, and in line with students' cognitive development. The purpose of this article is to emphasize that understanding these various theories is very important for teachers in designing learning strategies, as well as to create a more humane and relevant mathematics learning process in today's education era.
THE INTEGRATION OF ENGLISH INTO KITAB KUNING INSTRUCTION AT AQOBAH INTERNATIONAL SCHOOL JOMBANG Wibisono, Muhamad Iqbal; Dewi, Dewimah Putri Tazkiyah; Machali, Imam
Jurnal Inovasi dan Teknologi Pendidikan Vol. 4 No. 3 (2026): Jurnal Inovasi dan Teknologi Pendidikan
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jurinotep.v4i3.243

Abstract

This study analyzes the processes, strategies, challenges, and sustainability of English integration in kitab kuning instruction at Aqobah International School, Jombang. Using a qualitative case study design, the research involved four informants (one director and three students) selected through purposive sampling. Data were collected via in-depth interviews and document analysis. Findings reveal systematic integration design through structured planning involving pesantren leadership, gradual implementation using a tiered system, and support from a bilingual ecosystem based on the Cambridge International curriculum. The main challenges were technical-linguistic in nature, including the complexity of translating Arabic terminology into English, difficulties in selecting appropriate language registers, and adaptation from the pegon script to the Latin alphabet. These challenges were successfully mitigated through strategies such as content limitation, peer learning, and weekly formative evaluation. The program enhances santri’ bilingual competence for international da’wah, although it requires further strengthening of educators’ capacity, particularly in mastering bilingual kitab kuning terminology.
THE APPLICATION OF TALOGTIKA MEDIA TO IMPROVE MATHEMATICS LEARNING OUTCOMES AT SMK GENERASI MANDIRI Alfahnum, Mal; Masitha Astriani, Maya
Jurnal Inovasi dan Teknologi Pendidikan Vol. 4 No. 3 (2026): Jurnal Inovasi dan Teknologi Pendidikan
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jurinotep.v4i3.247

Abstract

This study aims to determine whether the use of talogtika media can improve student learning outcomes in mathematics subjects on logarithms at SMK Generasi Mandiri. This study uses a quantitative approach with the Quasi Experimental Design method. The population in this study were all class X students at SMK Generasi, while the sample was class X TKJ 1 which consisted of 32 students. The results of the research and analysis showed that there was a significant increase in student learning outcomes after talogtika media was applied. The increase in scores reached 35 points. This can be seen from the pre-test results which had an average of 47.5 and a post-test of 82.5. The difference in scores between the pre-test and post-test was 35 points. The application of talogtika media in improving student learning outcomes in mathematics subjects for class X shows that this media can be an effective way to improve learning outcomes, because talogtika media helps students understand the material more easily during the learning process.
IMPLEMENTASI SELF-REGULATED LEARNING DALAM PEMBELAJARAN MATEMATIKA Ayu Wulandari, Siti; Farda Nugroho, Yogi; Kusno, Kusno
Jurnal Inovasi dan Teknologi Pendidikan Vol. 4 No. 3 (2026): Jurnal Inovasi dan Teknologi Pendidikan
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jurinotep.v4i3.249

Abstract

Self-regulated learning (SRL) is an individual's ability to manage their learning process independently through planning, monitoring, controlling motivation, and evaluating learning outcomes. This ability is considered important in mathematics learning because it plays a role in improving students' problem-solving skills. This article aims to systematically review previous research results related to the implementation of self-regulated learning in learning, particularly in improving mathematical problem-solving skills. The method used is a literature study by reviewing various relevant scientific articles published in the last fifteen years. The results of the study show that the consistent application of SRL can improve students' learning independence, intrinsic motivation, metacognitive skills, and mathematical problem-solving abilities. The success of SRL implementation is influenced by internal factors, such as motivation and self-efficacy, as well as external factors, such as the role of teachers, the learning environment, and the use of technology. Therefore, well-planned learning strategies and a conducive learning environment are needed so that the implementation of self-regulated learning can run optimally and sustainably.
EFEKTIVITAS PEMBELAJARAN TEMATIK KELAS II DI MADRASAH IBTIDAIYAH SWASTA MA’HAD AL-ZAYTUN, INDRAMAYU SEMESTER GANJIL TAHUN AJARAN 2017/2018 Kulsum, Syayidah; Rahim, Abdur
Jurnal Inovasi dan Teknologi Pendidikan Vol. 4 No. 3 (2026): Jurnal Inovasi dan Teknologi Pendidikan
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jurinotep.v4i3.259

Abstract

Thematic learning is one of the models in integrated learning (integrated instruction) which is a learning system that allows students, both individually and in groups, to actively explore and discover scientific concepts and principles in a holistic, meaningful, and authentic way. Integrated learning is oriented towards learning practices that suit the needs and development of students. This approach departs from learning theory which rejects the process of training/memorization (drill) as the basis for the formation of knowledge and the intellectual structure of children. The purpose of this research is to serve as a reference in overcoming the problems faced in the implementation of education so that countermeasures can be sought to be used as material for consideration in making educational development policies. This type of research is field research with a qualitative approach. The research instruments used in this study include observation guidelines, interview guidelines, and documentation. Data analysis techniques are data analysis and interpretation techniques. Miles and Huberman's research analysis model goes through the stages, namely: data reduction, data presentation, and drawing conclusions. The results of this study indicate that, (1) thematic learning plans for second grade students at Ma'had AL-Zaytun Indramayu Private Madrasah Ibtidaiyah have fulfilled all the elements needed in thematic learning planning. (2) The implementation of thematic learning for class II students at Ma'had Al-Zaytun Indramayu Private Madrasah Ibtidaiyah has been going well and fulfilling the correct learning stages. (3) Thematic learning for class II students at Ma'had AL-Zaytun Indramayu Private Madrasah Ibtidaiyah has been effective and achieved learning objectives in general.
PENGGUNAAN MEDIA KOMIK UNTUK MENGKATKAN LITERASI MEMBACA SISWA SD Rahmawati, Ima Siti; Pamungkas, Trian; Octaviani, Kaila Putri; Sukirman, Refian Martalugina; Alpianti, Ririn; Sari, Tyas Novitha
Jurnal Inovasi dan Teknologi Pendidikan Vol. 4 No. 3 (2026): Jurnal Inovasi dan Teknologi Pendidikan
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jurinotep.v4i3.267

Abstract

Kemampuan literasi membaca siswa SD masih menjadi masalah yang cukup menonjol, terutama karena bahan bacaan yang digunakan di sekolah sering kali kurang menarik bagi mereka. Banyak siswa merasa membaca sebagai aktivitas yang membosankan, sehingga minat dan kebiasaan membaca belum terbentuk secara optimal. Penelitian ini bertujuan untuk mengkaji penggunaan media komik sebagai alternatif bahan ajar yang dapat membantu meningkatkan literasi membaca siswa SD. Penelitian ini menggunakan metode studi pustaka dengan menganalisis berbagai jurnal, artikel ilmiah, dan sumber relevan lainnya yang membahas penggunaan komik dalam pembelajaran membaca pada siswa SD. Berdasarkan hasil penelusuran literatur, komik dinilai memiliki kemampuan untuk menarik perhatian siswa karena visual dan alur ceritanya yang sederhana dan mudah dipahami. Beberapa penelitian terdahulu menunjukkan bahwa penggunaan komik dapat meningkatkan pemahaman bacaan, kosakata, serta motivasi siswa dalam membaca. Secara keseluruhan, komik dapat menjadi salah satu media pembelajaran yang efektif dan menyenangkan bagi siswa SD dalam meningkatkan kemampuan literasi membaca. Oleh karena itu, komik layak dipertimbangkan sebagai bahan ajar pendukung dalam pembelajaran bahasa Indonesia.
PERAN ORANG TUA DAN GURU BIMBINGAN KONSELING (BK) TERHADAP PENINGKATAN PENDIDIKAN KARAKTER PESERTA DIDIK DI UPT SPF SMP NEGERI 17 MAKASSAR Masding; Mulyawan, Reza
Jurnal Inovasi dan Teknologi Pendidikan Vol. 4 No. 3 (2026): Jurnal Inovasi dan Teknologi Pendidikan
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jurinotep.v4i3.281

Abstract

Penelitian ini bertujuan untuk menganalisis peran orang tua dan guru Bimbingan Konseling (BK) dalam meningkatkan pendidikan karakter peserta didik di UPT SPF SMP Negeri 17 Makassar. Penelitian ini menggunakan pendekatan deskriptif dengan kombinasi metode kualitatif dan kuantitatif. Subjek penelitian adalah 35 siswa yang dipilih sebagai responden dari total populasi 55 siswa. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dokumentasi, dan angket. Data yang diperoleh dianalisis secara deskriptif untuk menggambarkan kondisi nyata di lapangan.Hasil penelitian menunjukkan bahwa peran orang tua dan guru BK dalam meningkatkan pendidikan karakter siswa tergolong baik dan positif. Hal ini ditunjukkan oleh dominasi jawaban responden pada kategori A sebesar 71,6%, sementara kategori B sebesar 9,2% dan kategori C sebesar 19,2%. Temuan ini mengindikasikan bahwa sebagian besar siswa merasakan adanya dukungan, bimbingan, serta arahan dari orang tua dan guru BK dalam pembentukan karakter mereka. Selain itu, sinergi antara lingkungan keluarga dan sekolah terbukti memberikan kontribusi yang signifikan terhadap pembentukan sikap, nilai, dan perilaku positif siswa.Dengan demikian, dapat disimpulkan bahwa kolaborasi antara orang tua dan guru BK memiliki peran penting dalam memperkuat pendidikan karakter peserta didik. Oleh karena itu, diperlukan upaya berkelanjutan untuk meningkatkan kualitas komunikasi dan kerja sama antara pihak sekolah dan keluarga guna mencapai tujuan pendidikan yang lebih optimal.

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