Journal of Innovation in Teaching and Instructional Media
Journal of Innovation in Teaching and Instructional Media is a professional peer-reviewed journal published three times a year (January, May, and September) with E-ISSN: 2746-3583 and P-ISSN 2775-4537. by Yayasan Sembilan Pemuda Indonesia. Contributions are welcomed on any aspect of promoting and supporting innovation in teaching and instructional media in elementary, middle, higher, and other post-school education with an emphasis on research, experience, and evaluation. This journal accepts submissions written in English and Bahasa Indonesia. This journal can be a beneficial reading for all practitioners and decision-makers who want to stay informed about the education, teaching, learning, and instructional media developments and innovations.
Articles
260 Documents
<![CDATA[Understanding Behavioristic Theory ]]>
<![CDATA[Pramana, Maleluan]]>
<![CDATA[ Journal of Innovation in Teaching and Instructional Media Vol 4 No 2 (2024): Journal of Innovation in Teaching and Instructional Media ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jitim.v4i2.754
<![CDATA[Behavioristic theory is changing student behavior from not being able to being able to or from not understanding to understanding. Behavioristic theory is able to show changes in behavior that are considered learning. In madrasa education, behavioristic theory is very relevant. This theory argues that stimulus and response through a reward board known as a “point system” can increase students’ desire to learn and worship. Thus, students are more motivated to study and worship. The Learning Menu, according to behavioristic learning theory, is a process of changing behavior caused by the interaction between stimulus and response. The concepts of behavioristic learning theory are negative or contrary to Islam. On the other hand, other learning theories do not conflict with Islam, so they need to be synthesized.]]>
<![CDATA[Metafisika, Epistemologi, Metodologi, Logika, Etika, Estetika, dan Sejarah Filsafat ]]>
<![CDATA[Suprianto, Hendra]]>
<![CDATA[ Journal of Innovation in Teaching and Instructional Media Vol 4 No 2 (2024): Journal of Innovation in Teaching and Instructional Media ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jitim.v4i2.755
<![CDATA[This article is intended to describe the branches of philosophy and the history of philosophy and their scope, both descriptively and analytically. From the results of the review it can be seen that there are 6 branches of philosophy, namely metaphysics, epistemology, methodology, logic, ethics and aesthetics. Metaphysics is a branch of philosophy that discusses the problem of existence. Aristotle does not use the term metaphysics but uses the term protophilosophia. Epistemology comes from Greek, namely episteme means knowledge and logos means word, thought and knowledge. The methodologies commonly used are Bayani methodology and Burhani methodology. Logic cannot be separated from the process of finding out the values of truth and authenticity. Ethics is the main branch of philosophy that studies values or qualities which are the study of moral standards and judgments. Aesthetics is a science that discusses beauty, how it is formed, and how someone feels it.]]>
<![CDATA[Education in the View of Realism Philosophy ]]>
<![CDATA[Saputri, Helen]]>
<![CDATA[ Journal of Innovation in Teaching and Instructional Media Vol 4 No 2 (2024): Journal of Innovation in Teaching and Instructional Media ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jitim.v4i2.756
<![CDATA[This article delves into the essence of the philosophy of realism and its relationship to education, exploring how the principles of realism can shape more meaningful learning experiences. The main focus is on the application of realist concepts in educational contexts, how educators and educational leaders can incorporate these principles to create relevant and rewarding learning environments. The article first discusses the basic principles of the philosophy of realism, underscoring the view that objective reality is accessible through rational observation and analysis. Next, the article explains how the philosophy of realism can provide a solid foundation for establishing pragmatic educational goals, preparing individuals to face the real world with deep understanding. In the context of education, the article highlights the role of teachers as learning facilitators who guide students to understand reality and develop critical thinking skills. Discussions on practical experience and direct observation as effective learning methods are also emphasized, as well as the need to integrate ethical values in the educational process. The application of the philosophy of realism in education is illustrated through some concrete examples in education. The article illustrates how a curriculum that is relevant to real needs, character development, and an emphasis on lifelong experiences are part of the education process.]]>
<![CDATA[The Naturalism and Historical Biographical Reconstruction ]]>
<![CDATA[Agustin, Nini]]>
<![CDATA[ Journal of Innovation in Teaching and Instructional Media Vol 4 No 3 (2024): Journal of Innovation in Teaching and Instructional Media ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jitim.v4i3.781
<![CDATA[According to naturalism, only natural laws and forces apply in the universe, not supernatural forces. The aim of this article is to see how Abu Bakar Alrazi's theistic naturalistic reasoning developed using the method of historical biographical reconstruction. This allows us to understand and explore a person's personality through a sociocultural and intellectual lens. This study produces several conclusions. First, as a scientist, Alrazi used theistic naturalistic reasoning because the social and religious conditions of his time manipulated truth and limited the potential of reason. In addition, religious communities are prohibited from rational speculation about religion because religion is considered sacred and well-established. This is the reason why truth is secretive and secretive in nature, according to Alrazi. Second, Alrazi, who believes in pure rationalism, considers reason as proof of the existence of God, because through reason humans can understand problems.]]>
<![CDATA[The Philosophy of Rationalist ]]>
<![CDATA[Saroh, Septiani]]>
<![CDATA[ Journal of Innovation in Teaching and Instructional Media Vol 4 No 3 (2024): Journal of Innovation in Teaching and Instructional Media ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jitim.v4i3.782
<![CDATA[Rationalism or the rationalist movement is a philosophical school which states that truth can be obtained only through proof, logic and analysis of facts. All sources of knowledge and rationalism come from the mind or are realistically rational. This article provides information regarding the fields of economic philosophy, politics, education and religion. According to Hastuti (2018), Rational Theology believes that knowledge about God and good and bad can be obtained with the power of reason. Therefore, thanking God before the revelation is mandatory. Apart from that, because reason can also know good and bad, everyone is obliged to do good things such as being honest, acting fairly and abandoning bad things such as lying and being blindly unjust. Meanwhile, in traditional theology, the human mind has no ability except knowing God. Meanwhile, the other three things can only be known through revealed information. Therefore, the issue of the good or bad value of an action cannot be determined by reason but must be determined by revelation. Lying, for example, is a bad act because revelation states it so.]]>
<![CDATA[Kapitalisme dalam Kajian Ilmu Filsafat ]]>
<![CDATA[Syeliana, Fera Alaida]]>
<![CDATA[ Journal of Innovation in Teaching and Instructional Media Vol 4 No 3 (2024): Journal of Innovation in Teaching and Instructional Media ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jitim.v4i3.783
<![CDATA[This journal discusses the role of capitalism in the context of philosophy, exploring the philosophical, ethical and social implications that arise from this economic system. Capitalism, as a system based on private ownership and free markets, has had a profound impact on philosophical thought. This article attempts to identify and evaluate philosophical concepts that emerged along with the development of capitalism, as well as describe the role and criticism put forward by various related philosophical schools. Capitalism, as the dominant economic and social phenomenon in modern society, is the center of attention in philosophical studies. In this context, this journal takes a philosophical approach to explore the basic concepts of capitalism and their implications within the framework of philosophical thought. The research method used in this journal involves analysis of philosophical literature relating to capitalism. By examining classical and contemporary philosophical works, the journal seeks to summarize diverse views on capitalism and assess its impact on various aspects of human life.]]>
<![CDATA[Characteristics of Educational Management Based on Humanistic Philosophy ]]>
<![CDATA[Rahmi, Eka]]>;
<![CDATA[Kristiawan, Muhammad]]>
<![CDATA[ Journal of Innovation in Teaching and Instructional Media Vol 4 No 3 (2024): Journal of Innovation in Teaching and Instructional Media ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jitim.v4i3.784
<![CDATA[Humanism is known to appear in the Latin vocabulary humanus which has the meaning of human morals or following the nature of a human being. In terms of terminology, humanism means the position and position of every human being based on the efforts possessed by humans in generating their natural abilities in body and spirit. Data collection techniques use information from various sources which will later be used as references and references from several sources like article, journal and books. Humanistic learning theory globally explains that the learning process involves physical and spiritual in order to optimize the process of change in learning. Education in this learning theory seeks various insights from the environment as a series of character making equally. The target of this theory is to focus on behaviors that are given the right to choose in determining the fate of the individual himself and being able to account for it in the future. The role of education is simply to create the best conditions by encouraging, inspiring, digesting, and empowering. Child-centered learning should be a key principle. They need to be most active, most experiential, and most learning- experienced. The success of school management depends on the implementation of this MPMBS.]]>
<![CDATA[Dualism in Education: Management of School and Madrasah Education ]]>
<![CDATA[Resnita, Resnita]]>
<![CDATA[ Journal of Innovation in Teaching and Instructional Media Vol 4 No 3 (2024): Journal of Innovation in Teaching and Instructional Media ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jitim.v4i3.790
<![CDATA[The issue of educational dualism has been frequently discussed in the world of education recently due to its compartmentalized nature. This article provides information by reviewing the dualism of education management between schools and madrasahs. The writing method of this journal utilizes a qualitative research technique in the form of library research, drawn from various book and journal references on educational policy analysis. The research focuses on the analysis of educational policies from the madrasah perspective. The findings indicate that dualism involves two conflicting principles. In terminology, dualism can be defined as two principles or understandings that are different or not synchronized. Thus, dualism is a state of being two and a system based on two principles that assert the existence of two substances. In the field of education in Indonesia, this issue is handled by two ministries, namely the Ministry of Education and Culture and the Ministry of Religious Affairs.]]>
<![CDATA[Liberalism’s Perspective on Human Beings, Science, and Education ]]>
<![CDATA[Santi, Titin Alpis]]>
<![CDATA[ Journal of Innovation in Teaching and Instructional Media Vol 4 No 3 (2024): Journal of Innovation in Teaching and Instructional Media ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jitim.v4i3.791
<![CDATA[This journal reviews the liberalist perspective in philosophy on three crucial aspects: human beings, science, and education. Philosophy, considered as the ‘parent of science,’ contemplates various aspects of human life and has produced diverse views. The liberalist philosophy, emerging as a reaction to religious orthodoxy and church dominance during the Renaissance, upholds key principles that include individual freedom, justice, and human rights. This philosophy regards the autonomy of individuals as crucial in all aspects of life, including politics, economics, and religion.]]>
<![CDATA[Feminisme dalam Kajian Ilmu Filsafat ]]>
<![CDATA[Srimawati, Nurmawan]]>
<![CDATA[ Journal of Innovation in Teaching and Instructional Media Vol 4 No 3 (2024): Journal of Innovation in Teaching and Instructional Media ]]>
Publisher : <![CDATA[Yayasan Sembilan Pemuda Indonesia ]]>
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DOI: 10.52690/jitim.v4i3.811
<![CDATA[Feminism theory is a movement that developed since the 19th century and continued to grow in popularity until the 20th century. In general, it can be separated into four periods of improvement: early women's liberation, first wave women's rights, second wave women's liberation, and women's liberation. third wave, or what is called postfeminism. Charles Fourier was a French socialist thinker and founder of the concept of feminism in 1837. Charles Fourier's mission was to free humans, men and women, from frustration and depression. Implementation did not go as smoothly as planned, not only because the management approach was relatively new, but also because the conditions and process of adaptation as well as the process of forming a new culture in schools require a relatively long time. Based on our experience, there are several shortcomings and weaknesses that cause MPMBS to be less than optimal. However, the results of this program show that more schools are successful than unsuccessful or unsuccessful schools. Therefore, continuing with Law of the Republic of Indonesia No. Law Number 20 of 2003 concerning the National Education System (Article 51) regulates that the management of early childhood, primary and secondary education units is based on minimum service standards with management principles based on school. In general, it can be partitioned into four. Overall, it can very well be separated into four periods. Women's thinking reflects demands for social improvement that demand equality. Women's liberation is a system of thought and inquiry into public activities and humanitarian experiences that have been created over the long term.]]>
