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INDONESIA
Journal Education Innovation
Published by Yayasan Perguruan Kampus
ISSN : 30261678     EISSN : -     DOI : -
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
Journal Education Innovation (JEI) adalah Jurnal ilmiah yang terbit 4 kali dalam setahun. Jurnal ini memberikan wadah bagi para peneliti dan praktisi terkait temuan dalam seluruh aspek bidang Pendidikan. Jurnal ini berfokus pada Penelitian Pendidikan dalam bidang Pembelajaran dan Pengajaran, Pengembangan Kurikulum, Pengembangan Model dan Strategi Pembelajaran, Teknologi Pendidikan serta Kajian-kajian lainnya dalam dunia Pendidikan.
Arjuna Subject : Umum - Umum
Articles 94 Documents
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Transformasi Inovasi Pembelajaran Digital Guru IPS Dalam Implementasi Kurikulum Merdeka Pada Era Perubahan Digital Nur Indah Miftahul Jannah; Moh. Sutomo; Salsabila Dwi Nur Rohma
Journal Education Innovation (JEI) Vol. 4 No. 1 (2026): Januari 2026
Publisher : Yayasan Perguruan Kampus

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Abstract

The quick progress of online education has changed how teaching is done, making the examination of new digital learning methods crucial. Although numerous studies have explored technology use in educational settings, there is a lack of research concerning how Social Studies educators modify and create new approaches within the Merdeka Curriculum, indicating a considerable gap in the existing literature. This research seeks to determine the types of digital innovations utilized by Social Studies educators and examine the factors that promote or hinder their implementation in junior high schools. Employing a qualitative case study method at SMPN 1 Jember, data were gathered through interviews, classroom observations, and document examination, and subsequently analyzed thematically to uncover significant patterns and insights. The results show that teachers use digital methods like interactive presentations, online tests, and collaborative tools to improve student involvement and learning results. These practices signify a new adjustment to the Merdeka Curriculum. The research emphasizes the significance of creative teaching and support from institutions, providing direction for professional growth and the development of curricula.
Embedding Ecological Awareness Values in the Social Studies Curriculum: Strengthening Sustainable Agrarian Identity Among Students in Rural Coffee Producing Areas Amri Dhimas; Sela Rahmawati; Zahra Yasifa Hasbullah; Sona Minasyan; Murad Hameed Abdullah
Journal Education Innovation (JEI) Vol. 4 No. 1 (2026): Januari 2026
Publisher : Yayasan Perguruan Kampus

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Abstract

This study aims to identify how ecological awareness values can be integrated into the social studies curriculum to sustainably strengthen agrarian identity in junior high school students in coffee producing areas in rural Indonesia. This research used a qualitative approach with a case study design. This research was conducted at SMPN 5 Tanggul, SMPN 6 Tanggul, and SMPN 7 Tanggul which are located in the coffee mountains of Jember Regency. The informants in this study were 23 junior high school students from coffee farming families, 4 social studies teachers, 3 school principals, and 6 coffee farmers. Data collection techniques were conducted with in-depth interviews, participant observation, and documentation. Data analysis techniques using qualitative interactive analysis which includes data collection, data reduction, data display, and conclusion drawing. The data validity technique used extended participation, observation persistence, and triangulation of sources and methods. The results of this study indicate that strengthening students' agrarian identity through the integration of agrarian values in the social studies curriculum is carried out contextually, able to increase student involvement and be able to foster a sense of pride in their agrarian identity as children of coffee farmers. In addition, teachers are also able to adapt to various challenges by adopting creative strategies, utilizing the surrounding nature as a social studies laboratory, utilizing local resources, and collaborating between schools, farming communities, and local governments to support agricultural sustainability and the preservation of local cultural heritage
Analyis of the Implementation of Bedside Teaching in the Clinical Clership of Medical Professional Education Andre Rattu; Deitje Adolfien Katuuk; Jeffry S. J. Lengkong; Tinneke E. M. Sumual
Journal Education Innovation (JEI) Vol. 4 No. 1 (2026): Januari 2026
Publisher : Yayasan Perguruan Kampus

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Abstract

This study aims to examine the implementation of bedside teaching in clinical clerkships at the Faculty of Medicine, State University of Gorontalo, based on the perspectives of ten informants consisting of clinical supervisors and students. The study employed a qualitative approach using in-depth interviews, observations, and document analysis. Data were analyzed through reduction, presentation, and conclusion drawing to obtain a comprehensive understanding of the nine main indicators of bedside teaching. The findings show that in terms of planning, although it is already outlined in the curriculum and guidelines, implementation still faces coordination challenges between the faculty, teaching hospitals, and clinical supervisors. Bedside teaching has been carried out, but its effectiveness varies across teaching hospitals due to limited numbers of supervisors, short time allocation, and large student groups. Regarding medical interview and physical examination skills, most informants stated that the learning process follows academic theory, but is not yet optimal due to limited time and supervision. Students’ clinical decision-making skills remain low since most decisions are made directly by supervisors in line with hospital policies. Counseling, professionalism, and procedural skills are also taught but often constrained by hospital policies, limited patient availability, and insufficient time allocation. Overall clinical competence of students still heavily depends on supervisors, as no standardized policy has been applied across teaching hospitals. Bedside teaching evaluation is conducted through observation, clinical skills exams, clerkship reports, and case presentations, but some informants noted that evaluations focus more on final results, lack documentation, and provide minimal formative feedback. In conclusion, based on triangulation of information from ten informants, bedside teaching at the Faculty of Medicine, State University of Gorontalo has been implemented in line with the curriculum, but its effectiveness is not yet evenly achieved. Improvements should focus on strengthening coordination, increasing the number and quality of supervisors, standardizing policies across teaching hospitals, enhancing facility support, and developing a more consistent and continuous evaluation system.
EVALUASI PROGRAM BANTUAN OPERASIONAL SEKOLAH UNTUK MENINGKATKAN MUTU LAYANAN PENDIDIKAN DASAR 9 TAHUN DI KABUPATEN MERAUKE Roberto W Marpaung; Fredy; Serlina Boru Sinaga
Journal Education Innovation (JEI) Vol. 4 No. 2 (2026): APRIL 2026
Publisher : Yayasan Perguruan Kampus

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Abstract

Education is one of the main pillars of national development and plays an important role in improving the quality of human resources. The School Operational Assistance (BOS) Program, which has been implemented since 2005, aims to reduce the financial burden of education for students and improve the quality of educational services in both public and private schools. Through the allocation of BOS funds, schools are expected to enhance educational facilities and infrastructure, improve the quality of the teaching and learning process, and organize various educational activities that support the improvement of students' academic achievement. In addition, BOS is expected to reduce school dropout rates and ensure that all children have access to proper education. This can be achieved if the allocation of BOS funds is carried out according to the established plan, complies with the existing technical guidelines, and is supported by integrity and both internal and external oversight. However, the implementation of the BOS Program in various regions, particularly in Merauke Regency, South Papua Province, faces contextual challenges that are not always accommodated by central government policies. Merauke Regency has vast and diverse geographical conditions, limited educational accessibility in 3T areas (remote, underdeveloped, and frontier regions), as well as challenges related to human resources and uneven school management capacity. To improve the effectiveness of BOS fund utilization, improvement strategies are needed, such as strengthening the capacity of BOS fund managers, developing more comprehensive school needs-based planning, and conducting regular evaluations to ensure that BOS funds truly have a positive impact on students' learning outcomes. In the implementation of the BOS Program, which aims to improve the quality of education in Merauke Regency, various obstacles are frequently encountered, particularly at the elementary school level.

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