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Fatqurhohman
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Journal of Innovation in Education and Learning
Published by CV. Ihsan Cahaya Pustaka
ISSN : -     EISSN : 31104770     DOI : -
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other
JINEA: Journal of Innovation in Education and Learning is a scientific journal published by CV. Ihsan Cahaya Pustaka, featuring publications of research results, theoretical studies, and innovations in the field of education and learning. This journal is open to educators, lecturers, researchers, students, and practitioners who wish to present high-quality scientific work. JINEA prioritizes articles with scientific novelty, significant contributions to the development of theory, methodology, or 21st-century learning practices, and relevance in addressing contemporary educational challenges.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 21 Documents
 1   2   3 
The Effectiveness of Interactive Worksheets in Improving Student Learning Outcomes at SMAN Bandar Lampung Mutmainah, Faridatul; Asmui, Urifatul; Bimantara, Yanuar; Fadilah, Firda Nur
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 1 (2025): FEBRUARY 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i1.4

Abstract

Learning often faces challenges such as low student engagement and the lack of media that facilitates independent concept discovery. This study aims to analyze the effectiveness of interactive Student Worksheets (LKPD) in improving the learning outcomes of tenth-grade students at SMAN Bandar Lampung. The research employed a quasi-experimental method with a pretest-posttest control group design. The subjects consisted of two classes: the experimental class used interactive LKPD based on Discovery Learning, while the control class used conventional LKPD. Learning outcomes were measured using a validated multiple-choice test and analyzed with an independent t-test at a 5% significance level. The results indicated that the experimental class achieved significantly higher posttest scores than the control class (p < 0.05), with a high category gain score in the experimental class and a medium category in the control class. These findings demonstrate that interactive LKPD based on Discovery Learning is effective in enhancing student learning outcomes on the ecosystem topic. The application of interactive learning media aligned with active learning approaches is recommended to improve the quality of learning interactive.
Innovative Reading Aloud Approach for Enhancing Pronunciation and Speaking Fluency of Students Aini, Dwi Latifatul; Sukmawati, Kristianti; Amroni, Tri Wahyudi
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 1 (2025): FEBRUARY 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i1.5

Abstract

Pronunciation is a vital component of English language mastery, yet many EFL learners face persistent challenges due to limited exposure and practice. This study examines the effectiveness of an innovative Reading Aloud approach in enhancing pronunciation and speaking fluency among students. The approach integrates structured phonetic drills, prosodic awareness training, and peer feedback within a communicative learning framework. Using a pre-experimental design with a single-group pretest–posttest, participants were assessed through targeted pronunciation tests focusing on the /ʃ/, /ð/, and /θ/ sounds. Data were analyzed using the Wilcoxon signed-rank test to measure improvement. Findings reveal a significant enhancement in pronunciation accuracy (p = 0.0367 < 0.05; Z = –2.089), with most participants demonstrating notable progress. Students also reported increased confidence and motivation in oral communication. The novelty of this study lies in combining traditional reading aloud with interactive, feedback-driven activities to address specific phoneme articulation issues in the school context. These results underscore the potential of the Reading Aloud approach as an effective, low-cost, and adaptable technique for EFL pronunciation teaching. Future studies should expand the sample size and compare its effectiveness with other pronunciation-focused instructional strategies.
Digital-Based Learning Innovation of Health Psychology and Physical Activity to Promote Healthy Lifestyles among High School Students Hamdani, Ainun; Romadhoni
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 1 (2025): FEBRUARY 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i1.7

Abstract

This study develops and evaluates a digital-based learning innovation integrating health psychology and physical activity to promote healthy lifestyles among high school students. Despite the proven benefits of exercise in enhancing physical and psychological health, many adolescents neglect regular physical activity due to busy schedules and lack of motivation. The innovation combines psychological theories with interactive digital modules to increase students’ awareness and engagement in daily exercise. Using a mixed-methods approach, the module was implemented in selected schools and assessed through pre- and post-tests, questionnaires, focus groups, and interviews. Findings reveal significant improvements in students’ knowledge of health psychology, motivation for physical activity, and adoption of healthier habits. The novelty of this study lies in leveraging digital media to bridge theory and practice, providing an accessible and engaging platform for health education. This research offers valuable insights for educators and policymakers aiming to enhance adolescent well-being through innovative, technology-driven learning strategies.
STEM Digital Collaboration to Enhance Critical Thinking Skills of Secondary School Students: A Literature Review Fatqurhohman, Fatqurhohman; Syam, Haerul; Puspasari, Ratih; Niam, Fathul; Surur, Agus Miftakhus
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 1 (2025): FEBRUARY 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.112025.8

Abstract

This literature review explores the role of STEM digital collaboration in enhancing critical thinking skills among secondary school students. As global demands for higher-order cognitive abilities intensify, integrating digital tools within STEM education has emerged as a promising approach to foster interactive, collaborative, and contextually meaningful learning experiences. The review synthesizes recent empirical studies and theoretical perspectives, highlighting innovative pedagogical models such as STEM-Blended Learning, Project-Based Learning, and STEM-based digital modules that effectively cultivate critical thinking. Notably, this study advances the understanding of how balanced technology integration, coupled with collaborative STEM activities, optimizes cognitive skill development while mitigating risks of overdependence on digital resources. The novelty of this review lies in its comprehensive focus on digital collaboration as a catalyst for critical thinking enhancement, bridging theoretical frameworks and practical applications in diverse secondary education contexts. Implications for educators and policymakers emphasize the strategic adoption of integrated STEM-digital pedagogies to prepare students for complex 21st-century challenges. Future research directions include evaluating cross-cultural effectiveness and addressing implementation barriers in technology-supported STEM collaboration.
Transformative of Problem-Based Learning Model to Enhance Learning Outcomes of Muhammadiyah High School Students Anggraeni, Nia; Sofhan, Irfan Kholid
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 2 (2025): JUNE 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i2.9

Abstract

This study examines the transformative application of the Problem-Based Learning (PBL) model to improve learning outcomes of Muhammadiyah high school students. The research responds to the demand for developing critical thinking, problem-solving skills, and conceptual understanding in line with the Muhammadiyah educational mission. Using a quasi-experimental design with a pretest–posttest control group, participants were drawn from selected Muhammadiyah high schools in Jember. Data were collected through achievement tests, classroom observations, and student reflections. Findings indicate that students taught with the transformative PBL approach achieved significantly higher learning outcomes than those in traditional instruction. This improvement was linked to active participation, collaborative group work, and contextual problem scenarios that connect lessons to real-life situations. The integration of transformative elements, such as character building, reflective practice, and digital learning support, further strengthened cognitive mastery and Islamic values. The study concludes that transformative PBL offers a viable instructional strategy to enhance both academic performance and character development, supporting Muhammadiyah's vision in the era of Society 5.0.
Innovation Digital and Virtual Reality Based Instructional Design for High School Students Fatqurhohman, Fatqurhohman; Damayanti, Nia Wahyu; Chen, Xiaoli
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 2 (2025): JUNE 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i2.10

Abstract

This study introduces an innovative instructional design integrating digital technology and virtual reality (VR) to enhance high school students’ mathematics learning. The research involved tenth-grade students as end-users and expert validators, including digital media specialists, subject matter experts, and instructional design professionals. Using a research and development approach, data were collected through expert validation questionnaires, classroom observations, and student interviews. Quantitative data were analyzed descriptively with Aiken’s content validity coefficient, while qualitative data underwent thematic analysis. Findings reveal that the VR-based instructional design achieved high validity (Tc>Tt) and effectively improved students’ conceptual understanding, engagement, and motivation in mathematics. The instructional design facilitated engaging and interactive learning experiences that made abstract concepts more accessible for students to grasp. Findings highlight the value of integrating virtual reality and digital media in building student-centered learning environments, with practical implications for improving mathematics teaching in secondary schools and fostering innovation in instructional design.
Digital Learning 5.0: Leveraging Adaptive, Immersive, and Inclusive Technologies to Overcome Educational Inequity Sidik, Duwi Purnama; Irawijayanti, Fitri; Baihaqi, Abdullah
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 2 (2025): JUNE 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i2.11

Abstract

Digital Learning 5.0, emphasizing adaptability, immersion, and inclusivity, offers a promising approach to reducing educational inequities. This study aims to examine how these technologies are conceptualized and implemented to enhance equitable learning opportunities. A qualitative case study was conducted through an integrative literature review, analyzing peer-reviewed articles, conference proceedings, and authoritative reports from major databases. Data were synthesized to identify key strategies, frameworks, and outcomes of Digital Learning 5.0 across diverse educational contexts. Findings reveal that combining adaptive learning platforms with immersive and inclusive features creates an engaging, personalized, and accessible learning ecosystem. This approach improves learner motivation, knowledge retention, academic performance, and equitable access for students, including those with disabilities and from underrepresented backgrounds. The study underscores the importance of strategic investment, professional development, and inclusive design in education, providing practical and policy implications for implementing Digital Learning 5.0 to achieve high-quality and equitable learning outcomes.
Cultivating Digital Fluency in Schools: Challenges and Sustainable Solutions Dzikrullah, Anwar; Ramadhani, Fatimah; Efendi, Prastio; Haguchi, Monoko
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 2 (2025): JUNE 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i2.12

Abstract

This study examines the integration of digital fluency in educational systems through an integrative model combining technical, pedagogical, and equitable access dimensions. Using a narrative literature review of interdisciplinary sources (2020–2025), the research identifies key challenges: infrastructure gaps, pedagogical misconceptions (e.g., the "digital native" myth), and policy fragmentation. Findings highlight successful global practices, including 1:1 device program with offline capabilities (Uruguay), TPACK-based teacher training (South Korea), and community partnerships (Portugal). The proposed model emphasizes aligning DigComp 2.2 frameworks with localized strategies to address disparities, particularly in resource-constrained settings. Results demonstrate that holistic approaches, combining infrastructure investment, transformative pedagogy, and inclusive policies are essential for developing ethical, critical, and creative digital competencies. The study contributes actionable insights for policymakers and educators to bridge the digital fluency gap in diverse contexts.
Transformation of Early Childhood Education Curriculum: The Role of Digital Literacy in the 21st Century Anggraeni, Hernina; Firia, Septiana; Ningsih, Dina Setya
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 2 (2025): JUNE 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i2.13

Abstract

This study examines the integration of digital literacy into early childhood education (ECE) through a socio-cultural and policy-aligned lens. Employing a qualitative document analysis and framework synthesis, policy documents from Indonesia and international organizations (UNESCO, OECD) were reviewed alongside research on child development and pedagogical innovation. Findings reveal that effective digital literacy implementation requires culturally responsive strategies, equitable access, and alignment with national and international policies. The proposed framework emphasizes staged integration, play-based learning, teacher competency, family engagement, and community partnerships. Practical implications highlight that digital literacy is a transformative component bridging theory and practice, fostering holistic child development and preparing children for the digital age. Challenges include infrastructure disparities, limited assessment tools, and privacy concerns, necessitating targeted policy interventions and professional development. This study provides actionable guidance for curriculum designers and policymakers to ensure inclusive and effective digital literacy adoption in ECE.
Narrative Review of Digital Literacy Curriculum Implementation in Early Childhood Education Fitriani, Betty; Yahya, Dian; Setyaningrum, Indrawati
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 2 (2025): JUNE 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i2.14

Abstract

This study examines the integration of digital literacy into early childhood education (ECE) through a socio-cultural and policy-aligned lens. Employing a qualitative document analysis and framework synthesis, policy documents from Indonesia and international organizations were reviewed alongside research on child development and pedagogical innovation. Findings reveal that effective digital literacy implementation requires culturally responsive strategies, equitable access, and alignment with national and international policies. The proposed framework emphasizes staged integration, play-based learning, teacher competency, family engagement, and community partnerships. Practical implications highlight that digital literacy is a transformative component bridging theory and practice, fostering holistic child development and preparing children for the digital age. Challenges include infrastructure disparities, limited assessment tools, and privacy concerns, necessitating targeted policy interventions and professional development. This study provides actionable guidance for curriculum designers and policymakers to ensure inclusive and effective digital literacy adoption in ECE.

Page 1 of 3 | Total Record : 21

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