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Edu Journal Innovation in Learning and Education
Published by Institut Pesantren Sunan Drajat Lamongan
ISSN : 29878780     EISSN : 29879647     DOI : https://doi.org/10.55352/edu
Core Subject : Education,
Education
Edu Journal Innovation in Learning and Education adalah jurnal ilmiah hasil penelitian lapangan maupun kepustakaan yang diterbitkan oleh Fakultas Tarbiyah Institut Pesantren Sunan Drajat Lamongan. Terbit dua kali dalam setahun, pada bulan juni dan desember. Edu Journal Innovation in Learning and Education membahas tentang inovasi pembelajaran dan pendidikan baik di lembaga formal maupun non formal. Ruang lingkung pembahasan meliputi inovasi pembelajaran dan Pendidikan di madrasah, sekolah, perguruan tinggi, dan pesantren.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 68 Documents
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Internalisasi Nilai Akhlak Islam dalam Etika Interaksi Digital Guru dan Peserta Didik: Sebuah Kajian Literatur Tyas Ayu Farah Dina; M. Fahmy Fredyansyah Maulana; Azzakiya Aufa Shalina; Nur Khasanah
Edu Journal Innovation in Learning and Education Vol. 4 No. 1 (2026): Edu Journal in Learning and Education
Publisher : Fakultas Tarbiyah Institut Pesantren Sunan Drajat Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/edu.v4i1.3002

Abstract

The transformation of digital-based learning has changed the pattern of interaction between teachers and students from face-to-face communication to technology-mediated communication. This transformation has introduced various ethical challenges, including declining communication politeness, the spread of unverified information, and a lack of responsibility in the use of digital media. This study aims to formulate a conceptual framework for the internalization of Islamic moral values as a foundation for ethical digital interactions between teachers and students from the perspective of Islamic Religious Education. The study employed a qualitative approach using a library research method. Data were obtained from secondary sources, including books, scholarly journal articles, conference proceedings, and academic documents relevant to digital ethics, learning interactions, and Islamic moral values. Data were analyzed using the interactive model of Miles, Huberman, and Saldana, which consists of data condensation, data display, and conclusion drawing, and was further strengthened through content analysis to identify patterns and relationships among concepts. The findings indicate that the values of adab (proper conduct), amanah (trustworthiness), and tabayyun (verification) serve as the primary foundations of ethical digital interaction in education. The internalization of these values takes place through the stages of value transformation, value transaction, and transinternalization, supported by teachers’ roles as role models, facilitators, mentors, and motivators. This study proposes a conceptual framework for the internalization of Islamic moral values that can serve as a basis for strengthening digital ethics in Islamic Religious Education learning in the digital era.
Strategi Penguatan Visi, Misi, Dan Nilai Organisasi untuk Meningkatkan Kinerja Dan Identitas Lembaga Ida Kusumawati; Hafidatun Nabila
Edu Journal Innovation in Learning and Education Vol. 4 No. 1 (2026): Edu Journal in Learning and Education
Publisher : Fakultas Tarbiyah Institut Pesantren Sunan Drajat Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/edu.v4i1.3007

Abstract

This study aims to analyze the strengthening of the organization's vision, mission, and values in improving the performance and identity of the institution at MTs Miftahul Hasanah Gading. This research uses a descriptive qualitative approach with a case study category. Data collection techniques included observation and interviews, while data analysis utilized the Miles and Huberman model for data presentation, data reduction, and drawing conclusions. The results of this study indicate that the strengthening of the organization's vision, mission, and values is still not optimal. The formulation stage was semi-participatory, while the internalization of values was carried out normatively without a structured plan. However, exemplary leadership is a crucial factor in strengthening the implementation of organizational values. The results of these improvements can be seen in improved performance and the beginning of the realization of the institution's identity in the community. This study emphasizes that strengthening the vision, mission, and work values requires more integrated, cohesive, and sustainable mentoring to achieve maximum results in the institution's performance and identity.
Pengembangan Modul Ilmu Pendidikan Islam di STAI Ali Bin Abi Thalib Surabaya Maryono Maryono; Zaki Ulien Nuha
Edu Journal Innovation in Learning and Education Vol. 4 No. 1 (2026): Edu Journal in Learning and Education
Publisher : Fakultas Tarbiyah Institut Pesantren Sunan Drajat Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/edu.v4i1.3056

Abstract

This study was motivated by the limited availability of teaching materials used in the Islamic Education Science course at STAI Ali bin Abi Thalib Surabaya. During the learning process, students relied on various separate references, resulting in learning materials that were not systematically organized or integrated into a comprehensive instructional resource. This condition made it difficult for students to understand the fundamental concepts of Islamic Education Science comprehensively and reduced the effectiveness of independent learning. The purpose of this study was to develop an Islamic Education Science module that meets instructional needs, determine its feasibility through expert validation, and describe its implementation in the learning process. The study employed a Research and Development (R&D) method consisting of needs analysis, product design, module development, expert validation, product revision, limited field testing, and final product improvement. Data were collected through observations, interviews, questionnaires, documentation, and validation by subject-matter and instructional experts. The findings revealed a strong need for an Islamic Education Science module because it helps students understand learning materials more systematically, independently, and effectively. The developed module includes learning outcomes, instructional materials, summaries, exercises, evaluations, and references organized according to the principles of Islamic education and students’ learning needs. Expert validation indicated that the module fulfilled the criteria of content validity, language appropriateness, presentation quality, and graphical design, making it suitable for instructional use. The implementation results also showed positive responses from both students and lecturers, as the module improved learning organization, facilitated understanding of course materials, and strengthened the integration of Islamic educational values into the learning process. Therefore, the developed Islamic Education Science module is considered feasible, practical, and relevant as a teaching resource for Islamic higher education institutions.
Kerangka Rekonstruksi Pembelajaran Pendidikan Agama Islam di Sekolah Dasar Berbasis Teori Perkembangan Kognitif Piaget Abdullah Hasan Busri; Adept Wahyu Wijaya; Azmi Izuddin; Achtim Wahyuni; Irfan Tamwifi
Edu Journal Innovation in Learning and Education Vol. 4 No. 1 (2026): Edu Journal in Learning and Education
Publisher : Fakultas Tarbiyah Institut Pesantren Sunan Drajat Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/edu.v4i1.3067

Abstract

Islamic Religious Education (PAI) in elementary schools faces a fundamental challenge: a gap between abstract instructional content such as monotheism (tawhid), eschatology, and worship obligations and students' cognitive capacity, which predominantly operates at the concrete operational stage (ages 7–11). This gap risks producing superficial understanding based solely on verbal memorization. This study aims to analyze the implications of Piaget's cognitive development theory in elementary PAI learning and to formulate appropriate instructional strategies. A Systematic Literature Review (SLR) following PRISMA standards was conducted on 10 articles selected from 150 identified sources. Findings reveal four effective strategies: experiential learning, the use of concrete and manipulative media, storytelling and role-playing methods, and structured cognitive conflict. This study produces a Piaget-Based PAI Learning Reconstruction Framework comprising five principles: phase-cognitive appropriateness, structured concretization, ZPD-based scaffolding, ongoing misconception evaluation, and meaningful reflection. This framework is intended as a practical guide for elementary PAI teachers in designing developmentally appropriate and meaningful learning experiences.
Tantangan Profesional Guru di Era Digital: Tinjauan Literatur Sistematis Aditya Cahyo Pratama; Ruhaina Juwita Sari; Farihah; Halimul Bahri
Edu Journal Innovation in Learning and Education Vol. 4 No. 1 (2026): Edu Journal in Learning and Education
Publisher : Fakultas Tarbiyah Institut Pesantren Sunan Drajat Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/edu.v4i1.3123

Abstract

The rapid development of digital technology has brought significant changes to the world of education, particularly to the roles and responsibilities of teachers. This study aims to analyze the various challenges teachers face in carrying out their profession in the digital era. The method used is a qualitative approach with a literature review of various relevant scientific sources. The results indicate that teachers face several key challenges, including limited digital competency, a lack of ongoing training, disparities in technology access, and changing student characteristics that are increasingly adapting to technology. Furthermore, the demand to effectively integrate technology into the learning process also poses a challenge. Therefore, efforts are needed to improve teacher competency infrastructure through digital training, educational policy support, and the provision of adequate resources. In conclusion, teachers are required to continuously adapt and develop themselves to optimally fulfill their role in facing the dynamics of education in the digital era.
Students’ Perceptions Of Kahoot-Based Speaking Activities In Efl Classrooms: A Narrative Literature Review M. Dhava Sa’dit Daroiny; Nailul Authar; Tiyas Saputri; Savira Zaniar
Edu Journal Innovation in Learning and Education Vol. 4 No. 1 (2026): Edu Journal in Learning and Education
Publisher : Fakultas Tarbiyah Institut Pesantren Sunan Drajat Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/edu.v4i1.3174

Abstract

The integration of gamification into English as a Foreign Language (EFL) instruction has gained significant attention due to its potential to increase student engagement and motivation. Among various digital learning platforms, Kahoot has emerged as one of the most widely used tools for creating interactive and game-based learning experiences. While numerous studies have investigated the effectiveness of Kahoot in improving learning outcomes, limited attention has been paid to students’ perceptions of its use in speaking activities. This narrative literature review aims to explore how students perceive Kahoot-based speaking activities and to identify the pedagogical benefits and challenges associated with its implementation in EFL classrooms. The review synthesizes findings from recent studies published between 2016 and 2025 focusing on Kahoot, speaking instruction, gamification, and learner engagement. The findings indicate that students generally perceive Kahoot positively due to its ability to create an enjoyable learning atmosphere, reduce speaking anxiety, increase motivation, and encourage classroom participation. Furthermore, Kahoot facilitates collaborative interaction and promotes willingness to communicate in English. However, several challenges have also been identified, including time pressure, technological limitations, and the possibility of prioritizing competition over meaningful communication. The review concludes that Kahoot has considerable potential to support speaking activities when integrated with communicative teaching strategies. Future research is encouraged to investigate long-term impacts of Kahoot on speaking development and communicative competence in diverse EFL contexts.
Tipologi dan Determinan Motivasi Belajar Mahasiswa Pendidikan Bahasa Arab di UIN Sultan Maulana Hasanuddin Banten Ali Maksum; Rosidah Rosidah; Noor Anzali; Umihani Umihani
Edu Journal Innovation in Learning and Education Vol. 4 No. 1 (2026): Edu Journal in Learning and Education
Publisher : Fakultas Tarbiyah Institut Pesantren Sunan Drajat Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/edu.v4i1.3205

Abstract

This study aims to identify the typology of learning motivation and analyze the factors that influence the learning motivation of students in the Arabic Language Education Program at UIN Sultan Maulana Hasanuddin Banten. This study employs a mixed-methods approach with a sequential explanatory design, integrating quantitative and qualitative data to gain a comprehensive understanding of students’ learning motivation. In the quantitative phase, data were collected through a questionnaire distributed to students in the Arabic Language Education Program and analyzed using descriptive and inferential statistics. Next, the qualitative phase was conducted through in-depth interviews with selected informants to confirm and enrich the quantitative findings. The results of the study indicate that students’ learning motivation can be classified into several typologies, namely intrinsic motivation, extrinsic motivation, and motivation oriented toward academic and professional achievement. The factors that influence learning motivation include interest in the Arabic language, family support, the academic environment, faculty competence, career prospects, and students’ learning experiences. The integration of quantitative and qualitative findings shows that intrinsic motivation is the dominant factor in driving student engagement in the learning process, although external factors also make a significant contribution. This study has implications for the development of learning strategies and academic policies aimed at strengthening students’ learning motivation in Islamic higher education settings.
Transformasi Supervisi Kepala Sekolah dalam Mengintegrasikan Literasi dan Numerasi Lintas Mata Pelajaran di UPT SMP Negeri 32 Gresik Mazroatun Nisrin; Sri Sundari; Umi Latifah
Edu Journal Innovation in Learning and Education Vol. 4 No. 1 (2026): Edu Journal in Learning and Education
Publisher : Fakultas Tarbiyah Institut Pesantren Sunan Drajat Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/edu.v4i1.3213

Abstract

The principal's academic supervision plays a strategic role in improving the quality of learning, particularly in supporting cross-curricular literacy and numeracy integration as demanded by the Merdeka Curriculum. This study aims to analyze the mechanism and effectiveness of principal supervision in supporting literacy and numeracy integration across subjects, identify supporting and inhibiting factors, and analyze the impact of supervision on teacher learning practices at UPT SMP Negeri 32 Gresik. This research employs a qualitative approach with an instrumental case study design. Data were collected through participatory observation, in-depth interviews with the principal, subject teachers, and the vice principal for curriculum, as well as document analysis. Data analysis used the Miles, Huberman, and Saldaña interactive model, while data validity was ensured through source triangulation, method triangulation, and member checking. The results show that: (1) principal supervision is carried out through structured planning, implementation, and follow-up stages with literacy-numeracy integration as an explicit focus; (2) supervision effectiveness reaches approximately 70-75%, characterized by specific and constructive feedback and positive changes in teacher practice; (3) the dominant supporting factors are the principal's visionary and humanistic leadership and solid coordination with the curriculum vice principal, while the main inhibiting factors are time constraints and variation in teacher capacity; and (4) supervision has a positive progressive impact on teacher teaching practices and student literacy-numeracy achievement, as evidenced by an increase of 8.89 points in literacy and 6.67 points in numeracy based on the 2025 Education Report Card. This study confirms that effective supervision is a key mechanism in realizing authentic cross-curricular literacy-numeracy integration in the context of Merdeka Curriculum implementation.

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