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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 37 Documents
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Beyond Screen Time: Peran Keluarga dalam Penggunaan Smartphone dan Regulasi Diri Emosional Anak Usia Dini Fitri Irawijayanti; Fajar Indarsih; Fatqurhohman Fatqurhohman; Nur Chalim Wachidah
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 3: OCTOBER 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i3.696

Abstract

Regulasi diri emosional anak usia dini tidak memadai untuk dipahami hanya melalui durasi screen time, karena pendekatan tersebut mengabaikan bagaimana praktik keluarga membentuk pengalaman penggunaan smartphone. Penelitian ini bertujuan memahami bagaimana praktik keluarga membentuk penggunaan smartphone dan bagaimana pengalaman tersebut berkelindan dengan regulasi diri emosional anak. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus, melibatkan 2 orang tua/pengasuh dan 5 anak berusia 3–7 tahun. Data dikumpulkan melalui wawancara semi-terstruktur, observasi naturalistik, dan dokumentasi, kemudian dianalisis secara tematik dengan triangulasi teknik dan sumber. Hasil menunjukkan bahwa akses, tujuan penggunaan, aturan, pendampingan, respons terhadap permintaan, serta strategi pembatasan dan penghentian membentuk pengalaman anak dalam menghadapi keinginan, penundaan, negosiasi, dan kehilangan akses smartphone. Regulasi diri emosional paling tampak pada situasi menunggu, menerima pembatasan, dan beralih setelah penghentian, dengan variasi antarkasus terkait konsistensi aturan dan strategi transisi, terutama pemberian peringatan sebelum penghentian. Temuan menegaskan bahwa durasi screen time semata tidak menjelaskan pengalaman regulasi emosional anak. Kontribusi penelitian terletak pada pergeseran fokus dari “berapa lama” menuju “bagaimana praktik keluarga membentuk pengalaman smartphone dan situasi regulasi diri emosional”, dengan smartphone dipahami sebagai arena interaksi keluarga tempat anak mengalami dan mengelola emosinya.
Pedagogical Foundations of Active Learning: Rethinking Teaching Approaches for the Next Generation of Educators Liam D Johnson; Miyejav Ramos
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 3: OCTOBER 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i3.701

Abstract

Active learning is widely promoted to enhance learner participation and meaningful learning, yet its conceptualization remains fragmented across instructional techniques, engagement processes, teacher roles, and emerging technological contexts. This conceptual article reconsiders active learning as a coherent pedagogical orientation and develops an integrative account of its pedagogical foundations for the next generation of educators. Drawing on a thematic synthesis of relevant literature, the article identifies interconnected dimensions comprising pedagogical purpose, meaningful learning activity, cognitive engagement, teacher facilitation, learner agency, feedback, relational conditions, and digital/AI environments. The synthesis positions cognitive engagement as a central mechanism through which purposeful activities contribute to meaningful learning, while teacher facilitation and learning conditions sustain this process. The resulting framework conceptualizes active learning as a dynamic, interdependent, and recursive pedagogical system, rather than a linear sequence or collection of techniques. Digital and AI technologies are positioned as contextual pedagogical affordances whose value depends on purposeful integration and critical use. The framework repositions teachers as pedagogical designers and facilitators who orchestrate learning conditions while sustaining learner agency. This conceptualization provides a coherent foundation for understanding active learning and preparing educators to design meaningful, learner-centered environments responsive to contemporary educational demands.
Trends in 21st-Century Learning Technology Research: Digital Transformation, AI, and Adaptive Learning Lucie Nicole Addison; Lynn Elizabeth; Fatqurhohman Fatqurhohman
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 3: OCTOBER 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i3.712

Abstract

The rapid evolution of digital technologies, artificial intelligence (AI), and adaptive learning is reshaping 21st-century education, yet their interrelationships and research trajectories remain fragmented. This study systematically reviews research published from 2020 to 2026 to examine the evolution, dominant and emerging themes, and conceptual relationships across digital transformation, AI, and adaptive learning. Using a systematic literature review with thematic synthesis, relevant studies were analyzed temporally and thematically to identify shifts in research orientation and emerging directions. The findings reveal a progressive transition from technology integration and digital learning environments toward intelligent tutoring, personalization, adaptive learning, and, more recently, generative AI and human–AI collaboration. Conceptually, digital transformation functions as the enabling ecosystem, AI as an intelligent capability, and adaptive learning as a learner-responsive application. Importantly, AI-enabled personalization does not necessarily constitute adaptive learning; meaningful adaptation requires continuous responsiveness to learner performance, needs, feedback, and learning trajectories. The synthesis further indicates that technological advancement alone is insufficient, highlighting teacher agency, learner autonomy, organizational readiness, data governance, and ethical accountability. The study proposes a human-centered and responsible orientation in which AI augments pedagogical judgment rather than displacing it.
Evaluasi Gamifikasi Berbasis Educandy untuk Meningkatkan Keterampilan Membaca dan Menulis Siswa Sekolah Dasar Moh Fatih Zahroni; Yuslina Sihombing
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 3: OCTOBER 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i3.713

Abstract

Reading and writing literacy in primary education requires instruction that is not only interactive but also explicitly aligned with literacy competencies. This study evaluates Educandy-based gamification as a digital medium for supporting reading and writing skills, addressing the limited evidence on Educandy beyond language practice and general learning outcomes. A quantitative approach with a pre-experimental one-group pretest-posttest design was employed. Participants were 20 fifth-grade students at SD Janjimanaon, South Tapanuli, who received two 60-minute intervention sessions. Data were collected through pretests and posttests and analyzed using the Shapiro-Wilk test, paired-samples t-test, Cohen’s d, and N-gain. Mean reading scores increased from 62.05 to 70.95, while writing scores increased from 61.90 to 69.85. The changes were significant for reading, t(19) = 4.541, p < .001, d = 1.02, and writing, t(19) = 3.910, p < .001, d = 0.87. However, N-gain values of 0.23 and 0.21 indicated low gains. The study provides initial evidence of simultaneous changes in reading and writing through Educandy-based gamification, while demonstrating that statistical significance does not necessarily indicate substantial improvement. The findings underscore the importance of aligning game design with literacy objectives. The absence of a control group limits causal attribution and warrants further testing with larger samples and longer interventions.
Efektivitas Problem-Based Learning Berbantuan Digital Question Cards untuk Penguatan Berpikir Kritis Peserta Didik Putri Amalina Azahra; Robiatul Maimunah; Anggun Sri Lestari
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 3: OCTOBER 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i3.716

Abstract

Critical thinking in mathematics learning does not always develop optimally through Problem-Based Learning (PBL), particularly when students lack sufficient structure to guide their reasoning. This study examined the effectiveness of PBL supported by digital question cards as cognitive scaffolding for enhancing students’ critical thinking skills. A quasi-experimental design involved 30 students assigned to experimental and control groups. Both groups received PBL with equivalent content and instructional time, while the experimental group additionally used digital question cards containing structured thinking prompts embedded throughout the problem-solving process. Data were collected through pretests and posttests and analyzed using Analysis of Covariance (ANCOVA), with initial ability controlled as a covariate. The experimental group showed a mean gain of 23.00 points, compared with 13.33 points in the control group, and achieved a mean posttest score of 79.33. ANCOVA revealed a significant between-group difference after controlling for initial ability. The findings indicate that digital question cards add value to PBL by directing students toward information identification, evidence analysis, alternative exploration, justification, and solution evaluation. The study highlights the importance of cognitively designed digital tools in strengthening critical thinking within problem-based mathematics learning.
Islamisasi Ilmu Pengetahuan: Analisis Konseptual Pemikiran Syed Muhammad Naquib Al-Attas dan Implikasinya terhadap Pendidikan Kontemporer Helyati Helyati; Siswanto Siswanto; Atiqullah Atiqullah
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 3: OCTOBER 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i3.742

Abstract

Kajian ini bertujuan menganalisis secara filosofis-konseptual gagasan Islamisasi ilmu pengetahuan dalam perspektif Syed Muhammad Naquib al-Attas serta relevansinya terhadap pendidikan kontemporer. Kajian dilatarbelakangi krisis epistemologis pendidikan modern yang ditandai sekularisasi ilmu, dikotomi pendidikan, degradasi moral, dan lemahnya orientasi transendental. Penelitian menggunakan pendekatan kualitatif melalui studi kepustakaan (library research) dengan analisis filosofis-kritis terhadap karya primer al-Attas dan artikel ilmiah relevan. Hasil kajian menunjukkan bahwa Islamisasi ilmu merupakan proses dewesternisasi ilmu modern melalui eliminasi unsur sekularisme, dualisme, relativisme, dan humanisme antroposentris, kemudian mereintegrasikannya dalam worldview Islam berbasis tauhid. Worldview Islam dan adab menjadi fondasi ontologis, epistemologis, dan aksiologis pendidikan. Pemikiran al-Attas relevan bagi pendidikan kontemporer melalui pengembangan kurikulum integratif, penguatan karakter berbasis adab, rekonstruksi epistemologi pendidikan Islam, serta reposisi guru sebagai agen transformasi intelektual dan spiritual. Dengan demikian, Islamisasi ilmu dapat diposisikan sebagai paradigma alternatif dalam merespons krisis pendidikan kontemporer.
Irfani Epistemology in Classical Sufism: A Study of Junayd al-Baghdadi’s Thought on Ma‘rifah Misnawi Misnawi; Roychan Yasin; Moh. Fausi
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 3: OCTOBER 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i3.743

Abstract

This study examines Junayd al-Baghdadi’s concept of ma‘rifah to explain how spiritual experience, self-discipline, and the justification of knowledge claims are related. This library-based study adopts historical hermeneutics and philosophical analysis. Its main source is Junayd’s Rasā’il in Abdel-Kader’s edition, with al-Risālah al-Qushayriyyah as a comparative source. Source criticism, thematic coding, and cross-textual comparison draw on Gadamer’s hermeneutics, Alston’s epistemology of religious experience, and Zagzebski’s virtue epistemology. The findings show that Baghdad’s scholarly and Sufi milieu connects ma‘rifah closely with divine unity and servanthood. Mīthāq establishes the orientation of knowledge, while fanā’, baqā’, and ṣaḥw explain changes in awareness and responsibility after spiritual experience. Ethical discipline and adherence to the Qur’an and Sunna help assess spiritual claims but do not establish the truth of every interpretation. The study distinguishes the ideal of certainty in ma‘rifah from reasons for accepting claims of its attainment, avoiding a direct application of modern fallibilism to Junayd. Its contribution lies in explaining the relationship between experience, self-formation, and epistemic responsibility. For religious education and digital Sufism, these findings clarify the distinction between access to instruction, spiritual formation, and the authority to guide others. The conclusions are limited to the corpus examined.

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