Journal Education Innovation
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.
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89 Documents
<![CDATA[Self Disclosure SEVENTEEN CARAT Melalui Fan Account di Media Sosial Twitter “X” ]]>
<![CDATA[Amanda Diva]]>;
<![CDATA[Yudiana Indriastuti]]>
<![CDATA[ Journal Education Innovation (JEI) Vol. 2 No. 2 (2024): JEI - APRIL ]]>
Publisher : <![CDATA[Yayasan Perguruan Kampus ]]>
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DOI: 10.65474/xzzjz540
<![CDATA[The emergence of social media can be anytime and anywhere sharing anything about personal things, as well as feelings and activities in the media. Twitter social media "X" can make it easier for fans to get information about their idoka, this activity is carried out by fans through fan accounts. The fan account that was originally used to carry out fangirling activities then over time not only conveyed information about their idols, but also personal anxiety or self-openness because the CARAT fan account users did not know each other in the real world.The purpose of this study is to find out how self-disclosure is carried out by CARAT who is a fan of Kpop boy band SEVENTEEN through a fan account on social media Twitter "X". This study used qualitative research methods using a descriptive approach. Data was collected through in-depth interviews, documentation, and observation. The results showed that each individual has their own driving factors according to the experience felt when interacting on their fan account to do self-disclosure. Self-disclosure has both positive and negative impacts. The positive impact felt by informants is in the form of creating good relationships between fan account users and being able to realize many things about themselves by looking at other people's responses. The negative impact is abandonment and rejection. This finding provides an idea of how Kpop fans namely CARAT use their fan accounts not only to share information but they use it as a forum for self-disclosure.]]>
<![CDATA[Analisis Resepsi Perempuan Terhadap Video “Kalau Cewek Mah Bebas: Cara Jawab Kalau Ditanya Kapan Nikah” ]]>
<![CDATA[Devrisca Narwastu]]>;
<![CDATA[Herlina Suksmawati]]>
<![CDATA[ Journal Education Innovation (JEI) Vol. 2 No. 2 (2024): JEI - APRIL ]]>
Publisher : <![CDATA[Yayasan Perguruan Kampus ]]>
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DOI: 10.65474/qxt1ez04
<![CDATA[choice to marry in unmarried women of marriageable age. The method used in this research is a qualitative method by carrying out Stuart Hall's Reception Analysis theory which aims to find out the audience's meaning of the point of view on the choice of marriage in unmarried marriageable women in the video "If Girls Are Free: How to Answer When Asked When to Get Married" on the Narasi TV Youtube channel. The approach is taken to explore, know and understand the variations in audience meaning in interpreting a show that carries a fairly sensitive theme as a matter of public discussion. Research data collection was carried out through in-depth interviews with a number of informants who met the research qualifications as secondary data and library collection through journal sources and related books as primary data. Through this research, the results found 3 informants in the position of Dominant Hegemony and 3 informants. on the position of Negotiation. There were no informants in the Opposition. In the position of Dominant Hegemony, informants fully interpret media messages that adequately represent the opinions of Indonesian women in responses to the issue of marriage as a real picture. In the negotiation position, informants only interpret part of it because they feel that media messages are not sufficiently represented and are not supported by data. These findings provide a deeper picture of how Indonesian women view the concept of marriage and their understanding of marriage culture in Indonesia in the future.]]>
<![CDATA[Representasi Male Gaze Pada Film “Open Bo The Series” (Analisis Semiotika Roland Barthes) ]]>
<![CDATA[Faiz Syahbana]]>;
<![CDATA[Ririn Puspita]]>
<![CDATA[ Journal Education Innovation (JEI) Vol. 2 No. 2 (2024): JEI - APRIL ]]>
Publisher : <![CDATA[Yayasan Perguruan Kampus ]]>
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DOI: 10.65474/pqb17352
<![CDATA[Movies with the theme of sexual objectification of women have become a depiction of reality in society, one of which is the movie “Open BO”. Although from the beginning it was often assumed to be negative, the film is considered to be full of inspiring positive messages that reflect the reality that occurs from various sides of life, so it does not focus on the prostitution side alone, but various emotional, social and economic sides. Therefore, this study aims to analyze the representation of mallel gaze in the film “Open BO” which is studied using the Roland Barthes semiotic model. This research method uses the Roland Barthes semiotic method with a qualitative approach through data collection in the form of literature study and documentation. The results showed that the representation of male gaze towards women in the movie “Open BO” is very dominant. Supported by cinematic techniques that show the representation and position of women. There is a strong patriarchal role in the production of the film “Open BO” as a commodity in capitalism. In addition, besides strengthening the stigma that women who become prostitutes are women who only accentuate their beauty and body because of economic needs, it is also a form of a mother's struggle for recognition and emotional complexity as the breadwinner of the family. In the role of the traditional male exhibitionist world, women are simultaneously presented for viewing and display, with their visual appearance and strong erotic impact, women are connoted with something “to be looked at to fulfill male curiosity”.]]>
<![CDATA[PEDAGOGI FEMINIS DALAM PEMBELAJARAN IPS ]]>
<![CDATA[Melinda, Cicilia]]>;
<![CDATA[Nana Supriatna]]>
<![CDATA[ Journal Education Innovation (JEI) Vol. 2 No. 3 (2024): JEI - Juli ]]>
Publisher : <![CDATA[Yayasan Perguruan Kampus ]]>
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DOI: 10.65474/p5mc7544
<![CDATA[Feminist pedagogy is a strategy to achieve the value of gender equality in education. Patriarchal culture in Indonesia differentiates women from men based on gender. So it is necessary to implement learning with feminist pedagogy in learning at school. When this is implemented, not only women or students will have a better life, but men (students) and children will also have a more peaceful life without discrimination and this is linked to social studies learning. This article examines gender awareness in the world of education. Feminism pedagogy in education and feminist pedagogy in social studies learning in Indonesia. This article is the result of a literature study taken from various journals about feminism. And it is hoped that it can become a useful gender study for social studies learning in secondary schools and universities.]]>
<![CDATA[Akselarasi Pendidikan Karakter Melalui Integrasi Kearifan Lokal Dalam Pembelajaran IPAS ]]>
<![CDATA[Asty Yunita Benu]]>;
<![CDATA[Nana Supriatna]]>
<![CDATA[ Journal Education Innovation (JEI) Vol. 2 No. 3 (2024): JEI - Juli ]]>
Publisher : <![CDATA[Yayasan Perguruan Kampus ]]>
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DOI: 10.65474/qafspq67
<![CDATA[Tujuan penelitian ini yaitu untuk mengetahui dan mendeskripsikan akselerasi pendidikan karakter melalui integrasi kearifan lokal dalam pembelajaran IPAS di SD GMIT Kuanino 2 Kota Kupang. Penelitian ini menggunakan metode studi leteratur, wawancara dan dokumentasi. Objek penelitian ini yaitu guru SD GMIT Kuanino 2 Kota Kupang. Dengan menggunakan sumber data primer yaitu guru dan sumber data sekunder yaitu literatur hasil penelitian terkait. Hasil penelitian yang diperoleh yaitu Pendidikan karakter khususnya pada mata Pelajaran IPAS merupakan tujuan akhir dari capaian pembelajaran yang utuh, sangat penting untuk diperhatikan berbagai pihak. Salah satu cara yang bisa diambil oleh guru dalam upaya ini yaitu melalui integrasi kearifan lokal pada pembelajaran IPAS. Seharusnya guru tidak lagi mendesain pembelajaran yang abstrak namun harus lebih kepada pembelajaran kontekstual. Potensi siswa secara holistik terkait lingkungan alam dan sosial tumbuh melalui pendekatan pembelajaran tersebut. Selain itu pendekatan ini juga telah memperluas horizon Pendidikan siswa SD. Kearifan lokalyang diterapkan pada pembelajaran IPAS merujuk pada nilai nilai, kepercayaan, dan tradisi yang dimilikioleh masyarakat setempat. Integrasi kearifan lokal dalam pendidikan k arakter memiliki manfaat yangsignifikan, baik bagi individu maupun masyarakat secara keseluruhan. Dengan memasukkan elemenelemen kearifan lokal, pembelajaran menjadi lebih relevan dan berarti bagi siswa karena mereka dapatmelihat keterkaitan antara pela jaran dengan kehidupan sehari hari mereka mereka.]]>
<![CDATA[Inovasi Pendidikan Berbasis Green Pedagogy Sebagai Upaya Membangun Kecerdasan Ekologis Dalam Pembelajaran IPS ]]>
<![CDATA[Utami, Lingga]]>;
<![CDATA[Supriatna, Nana]]>
<![CDATA[ Journal Education Innovation (JEI) Vol. 2 No. 2 (2024): JEI - APRIL ]]>
Publisher : <![CDATA[Yayasan Perguruan Kampus ]]>
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DOI: 10.65474/chg7c673
<![CDATA[This study aims to analyze green pedagogy as an educational innovation in social studies learning to build ecological intelligence in students. Green Pedagogy emerges as an innovative development in social studies education by integrating sustainability principles and environmental awareness. The research approach employed is qualitative, utilizing a library research method for data collection from books, journals, and other relevant literature. The results of the study indicate that the implementation of green pedagogy in social studies learning not only serves as a medium to enhance students’ environmental awareness but also promotes the creation of creative solutions to ecological problems. In its application to social studies learning, green pedagogy encourages students to better understand and appreciate nature through a holistic, interdisciplinary, and participatory learning approach. social studies education incorporating green pedagogy can lead to deeper social interactions and environmental awareness. The novelty of this research provides empirical evidence that the green pedagogy approach can shape students’ ecological intelligence to critically and sustainably respond to environmental challenges. Therefore, green pedagogy is recommended for adoption as an educational innovation aimed at broadly supporting sustainable development and ecological awareness as a shared responsibility.]]>
<![CDATA[Transformasi Pembelajaran IPS dengan Pendekatan Merdeka Belajar di Era Digital ]]>
<![CDATA[Mansyur, Alif Ilman]]>;
<![CDATA[Nana Supriatna]]>
<![CDATA[ Journal Education Innovation (JEI) Vol. 2 No. 3 (2024): JEI - Juli ]]>
Publisher : <![CDATA[Yayasan Perguruan Kampus ]]>
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DOI: 10.65474/yr2v4046
<![CDATA[Merdeka Belajar policy in Indonesia encourages teachers to be more creative and innovative in teaching practices. This research aims to explore the implementation of Merdeka Belajar policy in the context of Social Science education in the digital space. This research uses a qualitative approach, which involves interviews with teachers and observations of their teaching practices. The research findings reveal that teachers have adopted various strategies to implement Merdeka Belajar policy in their social studies lessons, such as using online platforms, incorporating multimedia resources, and implementing project-based learning. However, this study also identified several challenges faced by teachers, such as lack of access to technology and the need for professional development. This research concludes that the implementation of Merdeka Belajar policy has the potential to improve the quality of social studies education in Indonesia. However, it is important to address the challenges teachers face in order to ensure the success of policy implementation]]>
<![CDATA[Developing Imaginative Creativity Through Open-Ended Questions in History Learning: A Qualitative Literature Review ]]>
<![CDATA[Sona Minasyan]]>;
<![CDATA[Nana Supriatna]]>
<![CDATA[ Journal Education Innovation (JEI) Vol. 2 No. 3 (2024): JEI - Juli ]]>
Publisher : <![CDATA[Yayasan Perguruan Kampus ]]>
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DOI: 10.65474/cxk2w281
<![CDATA[This qualitative literature review examines the role of creative pedagogy in improving history education, focusing on the Indonesian context. Drawing on the work of N. Supriatna and N. Maulida (2020) and other key educational theorists, this study explores how creative imagination, especially through open-ended questions, can transform traditional methods of rote learning into dynamic exercises in critical thinking. Integrating creative strategies such as role-playing, storytelling, and interdisciplinary projects has been shown to increase student engagement, deepen understanding, and develop important critical thinking skills. These methods allow students to explore historical events from multiple perspectives, encouraging empathy and a nuanced understanding of historical complexities. The review identifies problems inherent in traditional approaches to history teaching, which often prioritize memorization of facts over analytical skills, and highlights the need for educational reforms that emphasize creative thinking. Effective implementation of these pedagogies requires comprehensive teacher training and supportive educational policies that value creativity alongside factual knowledge. The findings suggest a need for change in history education that prepares students to address contemporary issues with creativity and informed critical analysis, thereby promoting their development as active and reflective citizens. This review highlights the transformative potential of integrating creative approaches into history curricula, suggesting that such innovations are critical to enriching the learning experience and enhancing students' cognitive abilities in both understanding history and solving real-world problems.]]>
<![CDATA[Menggali Kreativitas dalam Pembelajaran IPS Melalui Pedagogi Kreatif ]]>
<![CDATA[Nanang Kosim]]>;
<![CDATA[Nana Supriatna]]>
<![CDATA[ Journal Education Innovation (JEI) Vol. 2 No. 3 (2024): JEI - Juli ]]>
Publisher : <![CDATA[Yayasan Perguruan Kampus ]]>
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DOI: 10.65474/e5m8s095
<![CDATA[Education in social studies is no longer just about transferring facts, but also about shaping critical and creative thinking. In this context, the creative pedagogy approach emerges as an interesting method to enrich social studies learning. This article aims to explore the concept of creative pedagogy in social studies learning and explore its potential to improve student understanding. Through a literature review and analysis of current research, we explain the concept of creativity in an educational context and review the relevance of creative pedagogy in the context of social studies learning. The research methodology used includes a literature search as well as an analysis of findings from relevant empirical research. The findings show that the use of creative pedagogy can contribute positively to social studies learning by strengthening students' understanding, stimulating interest in learning and developing critical skills. However, challenges in implementing this approach were also identified. A discussion on the implications of the findings of this study in the context of social studies learning practice is presented, as well as suggestions for further research. In conclusion, the creative pedagogy approach promises to take social studies learning to a higher level by strengthening students' creativity and preparing them to face future global challenges.]]>
<![CDATA[Representasi Kemandirian Dalam Film (Studi Analisis Semiotika Representasi Kemandirian Pada Tokoh Enola Dalam Film “Enola Holmes”) ]]>
<![CDATA[Reydea Nur Istya]]>;
<![CDATA[Dyva Claretta]]>
<![CDATA[ Journal Education Innovation (JEI) Vol. 2 No. 2 (2024): JEI - APRIL ]]>
Publisher : <![CDATA[Yayasan Perguruan Kampus ]]>
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DOI: 10.65474/gvdbfc62
<![CDATA[Adolescents who are vulnerable to environmental influences will influence how they will face problems in their lives, but the independent character that is formed from an early age can make adolescents easily determine their life path without influence from other people. The aim of this research is to find out how the character Enola represents independence in the film Enola Holmes, and to collect research data using documentation and observation. The research results show that each individual has their own driving factors for independent character according to their environment. Independent factors that can influence a person are parenting patterns, age, education, birth order, gender, intelligence and social interactions. If an individual obtains all of these factors well and positively, then that individual will have a character who is able to take responsibility, and be able to face life's problems without the help of other people, and will also be able to make decisions well and correctly according to the self-confidence she has.]]>
