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Journal of Education Innovation and Curriculum Development
Published by Institute of Accounting Research and Novation
ISSN : -     EISSN : 2987565X     DOI : 10.35335/jeicud
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
The Journal of Education Innovation and Curriculum Development embraces a range of methodological approaches in identifying and solving significant prioritised accounting issues. Submissions are encouraged across all areas on Educational Innovation and Curriculum Development Research and cognate disciplines. It is strongly recommended that authors specifically address how their research addresses the priority areas and how it impacts those who the research intends to affect. Journal of Education Innovation and Curriculum Development, is a Educational Innovation and Curriculum Development published since 2022 by Institute IARN. Journal of Education Innovation and Curriculum Development published 3 times a year (April, August and December), Each issue consists of a minimum of 5 articles, the scope of this journal is Educational Innovation and Curriculum Development Research and cognate disciplines.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 30 Documents
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The Influence of the Contextual Teaching and Learning (CTL) Model on Improving Critical Thinking Skills in Mathematics among Junior High School Students Arum Iriley Mallika
Journal of Education Innovation and Curriculum Development Vol. 2 No. 2 (2024): Aug: Education Innovation and Curriculum Development
Publisher : Institute of Accounting Research and Novation (IARN)

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Abstract

This study investigates the impact of the Contextual Teaching and Learning (CTL) model on improving critical thinking skills in junior high school students, specifically in mathematics education. The research adopts a quasi-experimental design, involving two groups: an experimental group exposed to the CTL model and a control group receiving traditional mathematics instruction. The study was conducted in a junior high school, and data were collected through pre- and post-tests assessing students' critical thinking abilities in mathematics. The findings reveal that students in the experimental group demonstrated significant improvements in critical thinking skills compared to the control group. These improvements were evident in their ability to analyze mathematical problems, make logical connections, and apply mathematical concepts to real-world situations. The study concludes that the CTL model, by integrating real-life contexts into mathematics instruction, fosters a deeper understanding of mathematical concepts and enhances students’ higher-order thinking abilities. The research supports the use of student-centered, contextual learning approaches as an effective strategy for improving critical thinking in mathematics education at the junior high school level.
Enhancing Vocational Education Through Collaborative Learning: A Pathway to Innovation and Industry Readiness Firta Panjaitan Panjaitan; Roma Sinta; Juliana Batubara
Journal of Education Innovation and Curriculum Development Vol. 2 No. 2 (2024): Aug: Education Innovation and Curriculum Development
Publisher : Institute of Accounting Research and Novation (IARN)

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This research explores the role and impact of collaborative learning as an innovative approach in vocational education, aiming to address the growing demand for both technical proficiency and soft skills in the modern workforce. The study investigates how collaborative learning strategies enhance student engagement, foster deeper understanding, and improve real-world problem-solving capabilities, ultimately contributing to better industry-readiness. A qualitative-descriptive methodology was employed, incorporating literature analysis, classroom observations, and interviews with vocational educators and students. The findings reveal that collaborative learning not only improves academic outcomes but also strengthens essential competencies such as communication, teamwork, and adaptability. Additionally, it encourages vocational teachers to adopt more interactive and student-centered pedagogical methods. However, the research also identifies several barriers to effective implementation, including limited teacher training, infrastructure constraints, and rigid curricula. The study concludes that successful integration of collaborative learning requires institutional support, targeted teacher development, and supportive policy frameworks. By overcoming these challenges, vocational education systems can better prepare learners for dynamic, team-oriented professional environments. This research contributes valuable insights for educators, institutions, and policymakers seeking to enhance the quality and relevance of vocational training through pedagogical innovation.
The Influence of Education on Social Mobility in Rural Areas: Addressing Educational Inequalities for Sustainable Development Hamdan Koswara
Journal of Education Innovation and Curriculum Development Vol. 2 No. 2 (2024): Aug: Education Innovation and Curriculum Development
Publisher : Institute of Accounting Research and Novation (IARN)

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This research explores the influence of education on social mobility in rural areas, focusing on the barriers and opportunities that shape educational access and outcomes in these communities. The study examines how factors such as socio-economic status, infrastructure, gender, and government policies affect the potential for upward social mobility through education. Data was collected through surveys, interviews, and case studies across various rural regions, providing both qualitative and quantitative insights. The findings reveal that limited access to quality education, financial constraints, gender disparities, and socio-cultural norms significantly hinder educational attainment in rural areas, thereby restricting social mobility. Despite these challenges, the research highlights the positive impact of targeted policy interventions, such as scholarships and infrastructure development, in improving educational access. Furthermore, the study identifies the growing role of technology in bridging educational gaps, although technological barriers remain in many rural communities. The research concludes that addressing educational inequalities is crucial for promoting sustainable development and fostering social mobility in rural areas. It calls for comprehensive efforts to improve educational quality, infrastructure, and inclusivity, ensuring that education can be a transformative tool for socio-economic advancement in rural communities.
Blended Learning Model as an Innovative Approach to Enhancing Educational Outcomes Afia Milza Nawwara
Journal of Education Innovation and Curriculum Development Vol. 2 No. 2 (2024): Aug: Education Innovation and Curriculum Development
Publisher : Institute of Accounting Research and Novation (IARN)

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This research explores the implementation of the blended learning model as an innovative approach in modern education. Blended learning, which integrates face-to-face instruction with online learning components, is gaining significant attention for its ability to enhance student engagement, accommodate diverse learning styles, and improve overall learning outcomes. The study aims to examine the benefits, challenges, and effectiveness of blended learning, using a qualitative-descriptive methodology involving literature analysis and field observations. The results reveal that blended learning provides greater flexibility, fosters independent learning, and supports technological skill development among students. However, it also faces limitations such as unequal access to digital tools, a lack of digital literacy, and the need for effective instructional design. Comparisons with previous research confirm the model’s potential while highlighting the importance of infrastructure and teacher readiness. This study concludes that, despite its challenges, the blended learning model represents a viable and transformative solution for addressing the evolving needs of education in the digital age.
Utilization of Artificial Intelligence in Developing Educational Methods: Opportunities, Challenges, and Ethical Implications Syahrizal Putra Idris
Journal of Education Innovation and Curriculum Development Vol. 2 No. 2 (2024): Aug: Education Innovation and Curriculum Development
Publisher : Institute of Accounting Research and Novation (IARN)

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The integration of Artificial Intelligence (AI) in education has gained significant attention in recent years, promising to transform traditional teaching methods and improve learning outcomes. This research explores the potential of AI in enhancing educational methods by providing personalized learning experiences, increasing teacher efficiency, and fostering greater accessibility for diverse student populations. AI tools, such as adaptive learning platforms, automated grading systems, and real-time feedback mechanisms, can cater to the unique learning needs of students, thereby promoting individualized education. However, the adoption of AI in educational settings presents several challenges, including the need for comprehensive teacher training, high implementation costs, and concerns regarding data privacy and algorithmic bias. Furthermore, the potential exacerbation of educational inequalities, particularly in regions with limited access to technology, highlights the importance of inclusive policy development. This research also addresses the ethical implications of AI in education, including the risk of depersonalizing the learning experience and displacing traditional teaching roles. Despite these challenges, the research concludes that AI holds significant promise for revolutionizing education, provided that its integration is approached thoughtfully, with careful consideration of its social, ethical, and equity-related implications. This study underscores the need for a balanced approach to AI adoption in education, one that enhances human interaction and fosters equitable access to educational opportunities.
Development of a Virtual Laboratory Platform to Enhance Chemistry Practical Learning in Higher Education Rafiq Abrisam Iswan
Journal of Education Innovation and Curriculum Development Vol. 2 No. 3 (2024): Dec: Education Innovation and Curriculum Development
Publisher : Institute of Accounting Research and Novation (IARN)

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This research explores the development of a virtual laboratory platform designed to support chemistry practical learning in higher education. The traditional laboratory setup often faces challenges such as limited access, safety concerns, and high operational costs, making it difficult for all students to fully engage in hands-on learning experiences. To address these issues, a virtual lab prototype was developed to provide an interactive, scalable, and accessible alternative for conducting chemistry experiments. The platform was designed with features such as step-by-step procedural guides, real-time feedback, and realistic simulations of common chemistry experiments. The effectiveness of the virtual lab was evaluated through a pilot implementation involving undergraduate chemistry students. Results showed a significant improvement in students' understanding of experimental concepts, with post-test scores increasing by 20% compared to pre-test scores. Feedback from students and instructors highlighted the platform's user-friendliness, accessibility, and the ability to visualize complex chemical processes. The research also identified areas for improvement, including the need for more advanced simulations and enhanced data tracking for instructors. Overall, the virtual laboratory platform demonstrated potential as an effective tool for enhancing practical chemistry education. It offers an inclusive and cost-effective solution that complements traditional laboratory work, making it a valuable resource for higher education institutions seeking to overcome the limitations of physical labs. Future developments of the platform will focus on expanding the range of experiments, improving technical performance, and incorporating more advanced features based on user feedback.
The Influence of Wearable Device Technology on Enhancing Student Learning Outcomes: A Comprehensive Study Nafil Khairil Hanif; Ekha Nova
Journal of Education Innovation and Curriculum Development Vol. 2 No. 3 (2024): Dec: Education Innovation and Curriculum Development
Publisher : Institute of Accounting Research and Novation (IARN)

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The rapid advancement of wearable device technology has introduced new opportunities to enhance educational practices and student learning outcomes. This research investigates the impact of wearable device usage on improving students' academic performance, engagement, and self-regulation. Through a mixed-method approach involving surveys and observational studies, the findings reveal that wearable devices positively influence learning by promoting time management, providing real-time feedback, and encouraging active participation. However, challenges such as accessibility, potential distractions, and data privacy concerns also emerged. Comparisons with previous research confirm the consistent benefits of wearable technologies while highlighting the need for careful implementation and policy development. The study concludes that with strategic integration, wearable devices can serve as valuable tools to foster improved learning experiences, suggesting further longitudinal research and inclusive practices to maximize their potential in diverse educational settings.
Enhancing Creative Writing Skills in Foreign Language Learners Through Innovative Learning Strategies Akbar Alfathan; Indah Kurniasari
Journal of Education Innovation and Curriculum Development Vol. 2 No. 3 (2024): Dec: Education Innovation and Curriculum Development
Publisher : Institute of Accounting Research and Novation (IARN)

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This research investigates the effectiveness of innovative learning strategies in enhancing creative writing skills among foreign language learners. The study employs a mixed-methods approach, combining both quantitative (pre-test and post-test) and qualitative (surveys and interviews) data collection techniques. The experimental group, exposed to digital storytelling, collaborative writing, gamification, and visual prompts, demonstrated significant improvements in vocabulary richness, grammatical accuracy, coherence, and creativity, compared to the control group, which followed traditional writing instruction. The findings reveal that innovative methods not only foster better technical writing skills but also increase student motivation, engagement, and emotional connection to the language. These results align with and extend previous research on the role of technology and collaborative learning in language acquisition, highlighting the importance of creativity in language learning. This study suggests that integrating innovative, student-centered methods into foreign language instruction can provide a more dynamic, effective, and engaging learning environment. The implications for teachers, curriculum designers, and language learners are discussed, advocating for a more creative and interactive approach to language education.
The Influence of the Direct Instruction Learning Model on Student Learning Outcomes in Elementary Schools Yose Stedy; Daniel Alfanta
Journal of Education Innovation and Curriculum Development Vol. 2 No. 3 (2024): Dec: Education Innovation and Curriculum Development
Publisher : Institute of Accounting Research and Novation (IARN)

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This research investigates the influence of the Direct Instruction (DI) learning model on student learning outcomes in elementary schools. Direct Instruction, characterized by its structured, explicit, and teacher-centered approach, has been widely recognized for improving academic performance, particularly in foundational subjects. Using a quasi-experimental design, this study compared the learning outcomes of students taught through DI with those taught using conventional instructional methods. Results showed that students exposed to DI demonstrated significantly higher academic achievements compared to their peers in the control group. The findings align with existing research highlighting the effectiveness of DI in enhancing student mastery of content and reducing learning gaps. However, the study also acknowledges limitations, including sample size, implementation fidelity, and external influences on student performance. These results suggest that with proper training and adaptation, DI can serve as a valuable instructional strategy to boost student achievement in elementary education. Future research is recommended to explore long-term impacts and broader application across diverse educational settings.
Utilizing Artificial Intelligence to Design Adaptive Learning Systems Aligned with the 2024 Curriculum Abizar Tri Pangestu
Journal of Education Innovation and Curriculum Development Vol. 2 No. 3 (2024): Dec: Education Innovation and Curriculum Development
Publisher : Institute of Accounting Research and Novation (IARN)

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This research explores the application of Artificial Intelligence (AI) in designing adaptive learning systems aligned with the 2024 curriculum goals. The study investigates how AI technologies, including neural networks, decision trees, and Bayesian networks, can personalize learning paths to meet the diverse needs of students. By analyzing recent developments and implementing AI-driven adaptive platforms in real classroom settings, the research examines the impact of personalized learning on student engagement, academic performance, and inclusivity. Results show that AI significantly enhances the alignment between instructional content and individual learner profiles, supports timely teacher interventions through real-time analytics, and promotes more equitable learning opportunities. Compared to previous studies, this research extends the understanding of AI’s role by focusing on a broader set of competencies beyond subject-specific knowledge, such as critical thinking and digital literacy. The findings conclude that AI-powered adaptive learning, when integrated thoughtfully and supported by effective teacher training, holds substantial promise for transforming education into a more flexible, efficient, and student-centered process.

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