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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
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Digital Transformation in Education: A Literature Review on Psychological Aspects of Learning and Pedagogical Innovations Prayogi, Arditya; Nasrullah, Riki; Wahyudi, Novianto Ade
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 3 (2025): OCTOBER 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i3.15

Abstract

Kemajuan teknologi digital yang pesat telah mengubah pendidikan serta menggeser paradigma dari metode tradisional ke pendekatan adaptif berbasis teknologi. Kajian pustaka ini mengeksplorasi bagaimana era digital membentuk pendidikan, dengan fokus pada psikologi pembelajaran, yang mencakup aspek seperti motivasi, perhatian, retensi, kelelahan digital, dan keseimbangan antara teknologi serta interaksi manusia. Tujuannya adalah memberikan gambaran komprehensif tentang dampak transformasi digital, termasuk inovasi pedagogis seperti personalisasi AI, simulasi AR/VR, dan gamifikasi, sembari mengatasi tantangan seperti kesenjangan digital dan kecemasan teknologi. Menggunakan metode deskriptif kualitatif, data dikumpulkan dari jurnal akademik dan artikel melalui basis data seperti Google Scholar dan DOAJ. Temuan utama menunjukkan bahwa alat digital meningkatkan aksesibilitas dan keterlibatan, tetapi memerlukan infrastruktur yang merata dan pelatihan guru untuk mengurangi ketidaksetaraan. Artikel ini menekankan pendekatan berpusat manusia untuk memastikan kesejahteraan psikologis dan kemajuan pendidikan berkelanjutan. Kajian ini menyarankan untuk melakukan strategi yang memanfaatkan potensi teknologi untuk mendorong pembelajaran inklusif, serta mendorong refleksi atas integrasi digital yang bijak bagi generasi mendatang.
Evaluation of Digital Learning Integration to Improve Junior High School Students' Digital Literacy Margareta, Liony; Marheni, Rina Avatus; Purwitasari, Heni
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.v1i1.21

Abstract

This study examines the role of digital literacy in mathematics education, focusing on students’ learning experiences with the Pythagorean Theorem and Linear Equations. Digital literacy, which includes the ability to search, evaluate, and synthesize online information, is increasingly vital in supporting effective learning. A total of 60 students participated in face-to-face lessons supported by digital applications such as Photomath, Microsoft Math Solver, and Mathway. Data were collected through classroom observation, worksheet analysis, documentation of interactions with digital tools, semi-structured interviews, and a validated digital literacy questionnaire covering three aspects: information searching, content evaluation, and knowledge assembly. The findings show that students achieved a very high level in information searching (80%), while content evaluation (75%) and knowledge assembly (70%) were categorized as high. These results highlight the effectiveness of digital tools in facilitating quick access to problem-solving procedures, but also reveal the need to strengthen students’ ability to critically evaluate and reconstruct knowledge. In conclusion, digital literacy is essential for enriching mathematics learning, enhancing engagement, and deepening conceptual understanding. However, instructional designs must emphasize critical and reflective thinking so that students can move beyond passive use of technology toward becoming active, independent, and critical problem-solvers in the digital era.
Innovation in Automated Essay Scoring for Writing Assessment: A Case Study at SMA Negeri 1 Genteng Andhini, Lestari; Maulana, Reza; Pratama, Naufal Rizky
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 3 (2025): OCTOBER 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i3.35

Abstract

This study aims to developt evaluate a Bidirectional Long Short-Term Memory (Bi-LSTM) based Automated Essay Scoring (AES) system to enhance the efficiency and objectivity of student writing assessment. A case study was conducted at SMA Negeri 1 Genteng using student essays graded by teachers as the ground truth. Evaluation results show QWK 0.83, MAE 0.41, and PCC 0.86, indicating a high agreement between model and manual scores. Beyond quantitative results, teachers and students perceived AES as efficient, objective, and supportive of writing improvement. All teachers (100%) agreed that AES speeds up grading, and 90% of students stated that automatic feedback helps them revise their writing. However, creativity still requires human judgment. Overall, the Bi-LSTM based AES system is feasible as an intelligent assessment tool in secondary education.
The Effectiveness of Innovative Audio-Visual Media on the Listening Skills of Folk Tales of MI Miftahul Huda Students Amalia, Irfa Nur; Azizah, Rini; Fahmi, Nurul
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 3 (2025): OCTOBER 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i3.36

Abstract

Listening skills are a fundamental component of language learning in Madrasah Ibtidaiyah, yet conventional methods often prove insufficient, particularly in fostering deep comprehension of folk tales. This study aims to examine the effectiveness of innovative audio-visual media in enhancing students’ listening skills at MI Miftahul Huda. Employing a quantitative approach with a quasi-experimental design of the Nonequivalent Control Group type, the study involved 62 students divided into an experimental group ( ) and a control group ( ). Data were collected through listening skill tests and observation sheets, and analyzed using paired sample t-tests and independent sample t-tests. Results indicated a significant improvement in the experimental group (posttest mean ) compared to the control group ( ), with a statistically significant difference between groups ( ). These findings confirm that innovative audio-visual media create a contextual, engaging, and meaningful multisensory learning experience, enhancing comprehension and active participation. This study provides practical and theoretical contributions to the development of adaptive language learning strategies in the digital era.
The Impact of Artificial Intelligence Utilization on Work Efficiency and Productivity of Secondary School Teachers Rochmad, Chandra Satria; Nasar, Irfan; Mujiono, Mochamad
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 3 (2025): OCTOBER 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i3.37

Abstract

This study aims to explore the impact of artificial intelligence (AI) implementation on work efficiency and productivity of secondary school teachers. The research employed a descriptive approach combining quantitative and qualitative methods, involving 100 teachers in Bandung who participated through online questionnaires and in-depth interviews via Zoom. The findings reveal that the use of AI significantly helps reduce administrative workload, accelerates lesson planning processes, and facilitates more accurate and consistent student assessment. However, some teachers highlighted challenges, such as ethical concerns regarding data use, student privacy protection, and the risk of over-reliance on technology. Overall, AI serves as a supportive tool that enhances teachers’ work efficiency without replacing their professional roles. This study emphasizes the importance of improving digital literacy, adaptive skills, and teacher readiness in the technology-based learning era to ensure that AI implementation is effective and sustainable.
The Role of Artificial Intelligence in Enhancing Digital and Data Literacy among Secondary School Students: A Systematic Literature Review Sidik, Duwi Purnama; Irawijayanti, Fitri; Fatqurhohman, Fatqurhohman
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 3 (2025): OCTOBER 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.132025.38

Abstract

The advancement of artificial intelligence (AI) has brought significant changes to the learning paradigm in secondary schools, particularly in the development of digital literacy, data literacy, and 21st-century skills. This study aims to systematically review the role of AI in enhancing these competencies through a Systematic Literature Review (SLR), analyzing scholarly articles published between 2020 and 2025 from various international databases. The findings indicate that AI implementation can foster adaptive and personalized learning, while also improving students’ critical thinking, collaboration, and creativity skills. However, several challenges remain, including limited technological infrastructure, teacher readiness to utilize AI, and ethical and data privacy concerns that need careful consideration. Overall, AI has great potential as a catalyst for inclusive, effective, and sustainable educational transformation, provided it is supported by appropriate policies and enhanced educator competencies to optimize the use of technology.
Analisis Pembelajaran IPA Berbasis STEM Pada Materi Zat Dan Perubahannya Di Kelas VII Kladit, Yohana; Nidiasari, Yannika; Irianti, Mustika
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 1 (2026): FEBRUARY 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i1.152

Abstract

Pendekatan Science, Technology, Engineering, and Mathematics (STEM) merupakan pendekatan pembelajaran terintegrasi yang mengaitkan berbagai disiplin ilmu untuk membantu peserta didik memahami konsep secara kontekstual. Pembelajaran Ilmu Pengetahuan Alam (IPA) tidak hanya menekankan penguasaan konsep, tetapi juga proses penemuan melalui kegiatan ilmiah. Penelitian ini bertujuan untuk menganalisis pelaksanaan pembelajaran IPA berbasis STEM pada materi zat dan perubahannya di kelas VII SMP Muhammadiyah 2 Kabupaten Sorong. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri atas guru IPA dan peserta didik kelas VII, sedangkan objek penelitian adalah pelaksanaan pembelajaran IPA berbasis STEM yang meliputi tahap perencanaan, pelaksanaan, dan evaluasi pembelajaran. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan secara deskriptif kualitatif dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa unsur STEM telah diterapkan dalam pembelajaran IPA, meliputi unsur sains melalui pemahaman konsep zat dan perubahannya, unsur teknologi melalui pemanfaatan media pembelajaran, unsur engineering melalui pemberian tugas proyek sederhana, serta unsur matematika melalui kegiatan pengukuran dan pengolahan data. Namun, penerapan pembelajaran berbasis STEM belum sepenuhnya terintegrasi secara optimal pada seluruh tahapan pembelajaran.
The Effect of Artificial Intelligence–Based Learning on Students’ Mathematical Thinking in Secondary Education Haguchi, Monoko; Wachidah, Nur Chalim; Adi, Gandha Satria; Irawijayanti, Fitri; Fatqurhohman, Fatqurhohman
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 1 (2026): FEBRUARY 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i1.160

Abstract

The rapid integration of artificial intelligence (AI) in secondary education has transformed mathematics learning through adaptive and personalized instructional support. This study investigates the effect of AI-based learning on students’ mathematical thinking by comparing AI performance with student performance across different mathematical problem types. A quantitative experimental–comparative design with a pretest–posttest control group approach was employed, involving 120 secondary school students assigned to experimental and control groups. The experimental group engaged in AI-assisted learning using ChatGPT, while the control group received conventional instruction. Mathematical thinking was assessed using accuracy, response time, and consistency across multiple-choice, short-answer, and essay tasks, with digital literacy examined as a mediating variable. The results reveal significant performance differences, with AI demonstrating higher accuracy, faster response times, and greater consistency, particularly on essay-based problems requiring higher-order reasoning. Mediation analysis further indicates that digital literacy significantly influences students’ mathematical thinking and partially mediates the relationship between AI interaction and learning outcomes. These findings suggest that AI-based learning can effectively enhance mathematical thinking when integrated with strong digital literacy development, highlighting implications for adaptive pedagogy and future longitudinal research.
Evaluating Design Thinking in Mathematics Students: The Impact of AI Utilization and Digital Literacy Wijaya, Tommy; Chen, Xiaoli; Purnama, Sidik
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 1 (2026): FEBRUARY 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i1.161

Abstract

The accelerated expansion of artificial intelligence (AI) in mathematics education has transformed instructional practices; however, its effectiveness in fostering higher-order cognitive skills remains inconclusive. Although AI-enabled learning environments provide adaptive feedback and personalized support, limited student digital literacy often restricts meaningful and critical engagement with these technologies. This suggests that AI integration alone is insufficient to develop design thinking skills without adequate learner readiness. Accordingly, this study investigates the structural relationships among AI utilization, digital literacy, and design thinking in mathematics education, with particular emphasis on the mediating role of digital literacy. A quantitative research design was adopted, drawing on survey data collected from undergraduate students and analyzed using structural equation modeling. The results indicate that AI utilization explains 35% of the variance in digital literacy, while the combined effects of AI utilization and digital literacy account for 48% of the variance in students’ design thinking skills. Furthermore, digital literacy exhibits a statistically significant mediating effect, strengthening the influence of AI utilization on design thinking outcomes. These findings demonstrate that the pedagogical effectiveness of AI in mathematics education depends on the development of students’ digital competencies and provides a conceptual framework to guide future instructional design and research.
Digital Distraction in University Students: A Critical Analysis for Higher Education Instructional Design Muhamed, Harun; Syuhada, Ihwana Noor; Noor, Rahaimah; Fatqurhohman, Fatqurhohman
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 1 (2026): FEBRUARY 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v21i.162

Abstract

Digital technologies have transformed higher education learning environments, providing unprecedented access to information, communication tools, and online platforms. However, this transformation has introduced digital distractions, including off-task device use, habitual multitasking, and social media engagement, which can fragment attention and reduce learning effectiveness. This study critically analyzes the phenomenon of digital distraction among university students and its implications for instructional design. Through a synthesis of empirical and conceptual studies, digital distraction is shown to be multidimensional, arising from the interaction of learner characteristics, technology features, and learning environment factors. Evidence indicates that distraction can undermine engagement, perceived learning, and satisfaction, while self-regulation and attention management strategies can mitigate these effects. Instructional design that anticipates distraction, fosters structured interaction, and ensures equitable access to learning tools is essential for optimizing student focus and outcomes. Beyond immediate classroom strategies, the findings highlight the importance of ongoing reflection on how digital environments shape attention, engagement, and educational quality. Future research should explore adaptive pedagogical approaches, technology-supported scaffolds, and systemic interventions to sustain attention and enhance learning experiences in increasingly digital and hybrid higher education contexts.

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