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Journal of Loomingulisus ja Innovatsioon
Published by Yayasan Adra Karima Hubbi
ISSN : 30479452     EISSN : 30481007     DOI : 10.70177/innovatsioon
Core Subject : Religion, Science, Education, Social,
Religion Computer Science & IT Environmental Science Law, Crime, Criminology & Criminal Justice Other
Journal of Loomingulisus ja Innovatsioon is an international peer-reviewed open-access journal dedicated to interchange for the results of high-quality research in all aspect of creativity and innovation. The scope of Journal of Loomingulisus ja Innovatsioon is not only in the form of study, research, or development, but also book review. But also focused on: developing creativity, innovation and leadership in various fields. The journal publishes state-of-art papers in fundamental theory, experiments, and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion, and concise conclusion. As our commitment to the advancement of science and technology, the Journal of Loomingulisus ja Innovatsioon follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two international reviewers.
Arjuna Subject : Umum - Umum
Articles 7 Documents
 1 
Search results for , issue "vol. 3 no. 2 (2026)" : 7 Documents clear
The Influence of Principals' Managerial Competence, Academic Supervision and Teachers' Education Level on The Performance of Public Junior High School Teachers in Kuala Kampar Sub-District Hamdan Hamdan; Lia Yuliana; Khaled Youssouf
Journal of Loomingulisus ja Innovatsioon Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v3i2.2252

Abstract

The success of education is highly dependent on the interconnectedness of supporting factors that contribute to improving the quality of education. One of the main factors is optimal teacher performance in achieving student learning outcomes. This study aims to analyze the effect of the principal's managerial competence, academic supervision, and education level on the performance of public junior high school teachers in Kuala Kampar District. This study used a descriptive quantitative approach with a population of all public junior high school teachers in Kuala Kampar District, Riau Province, totaling 78 people. The saturated sample method was applied, so that the entire population was used as a research sample. Data collection was done through a questionnaire (survey), and data analysis using descriptive analysis techniques and multiple linear regression. The results showed that: (1) principals' managerial competence has a positive and significant effect on teacher performance, (2) academic supervision has a positive and significant effect on teacher performance, (3) teachers' education level has a positive and significant effect on teacher performance, and (4) simultaneously, the three independent variables have a positive and significant effect on teacher performance with the regression equation Y = 2.672 + 0.832X? + 0.618X? + 0.713X?. The constant value of 2.672 indicates that if all independent variables are zero, then teacher performance is still worth 2.672. The regression coefficients indicate that each one-unit increase in principals' managerial competence, academic supervision, and education level will increase teacher performance by 0.832; 0.618; and 0.713 respectively, assuming other variables remain constant. This finding confirms that efforts to improve teacher performance need to consider improving principals' managerial competence, the effectiveness of academic supervision, and improving teachers' education levels. Thus, the results of this study can serve as a reference for stakeholders in designing more effective policies to improve the quality of education.
Institutional Inertia and Pedagogical Disruption: How Teachers Negotiate Curriculum Innovation Under Mandated Reform Conditions Isabel López; Ricardo Sánchez; Patricia Ramírez
Journal of Loomingulisus ja Innovatsioon Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v3i2.4128

Abstract

Curriculum reforms have become a central strategy for improving educational quality, yet their implementation frequently encounters institutional resistance and inconsistent classroom enactment. Existing research has predominantly examined curriculum change from policy or leadership perspectives, providing limited understanding of how teachers actively negotiate innovation within organizational environments characterized by institutional inertia. This study aimed to investigate the interactions among teacher agency, institutional inertia, instructional leadership, professional collaboration, and pedagogical adaptation during the implementation of mandated curriculum reform. A mixed-methods sequential explanatory research design was employed involving 540 secondary school teachers from thirty public schools implementing a nationally mandated curriculum. Quantitative data were collected using standardized measures of teacher agency, organizational climate, leadership support, professional collaboration, instructional innovation, curriculum implementation, and professional self-efficacy, complemented by school documentation and classroom supervision records. Qualitative evidence was obtained through semi-structured interviews, focus group discussions, classroom observations, reflective teaching journals, leadership interviews, and policy document analysis. Findings revealed that teacher agency, instructional leadership, and collaborative professional learning significantly strengthened pedagogical innovation, whereas institutional inertia exerted a negative but manageable influence through supportive organizational conditions. Teachers consistently interpreted curriculum reform as an adaptive professional process rather than a procedural policy obligation. Results suggest that sustainable curriculum innovation depends on dynamic interaction among organizational culture, professional autonomy, collaborative learning, and instructional leadership, providing an integrated framework for strengthening educational reform implementation across diverse institutional contexts.
Innovation for Whom? A Critical Examination of Equity Gaps in Social Innovation Ecosystems Across Low- and Middle-Income Countries Suman Thapa; Bina Magar; Anil Bhattarai
Journal of Loomingulisus ja Innovatsioon Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v3i2.4145

Abstract

Social innovation has become an increasingly important strategy for addressing complex development challenges across low- and middle-income countries. Despite substantial investments in collaborative innovation ecosystems, growing evidence suggests that innovation benefits are not distributed equitably among social groups, raising important questions regarding participation, governance, and distributive justice. This study aimed to examine how inclusive governance, stakeholder participation, institutional trust, collaborative networks, organizational learning, and resource accessibility influence distributive equity and social innovation performance across diverse innovation ecosystems. A mixed-methods sequential explanatory research design was employed involving 840 participants from twelve low- and middle-income countries representing governments, universities, civil society organizations, social enterprises, donor agencies, and community organizations. Quantitative data were analyzed using Structural Equation Modeling, while qualitative evidence was collected through semi-structured interviews, focus group discussions, policy analysis, organizational observations, and comparative case studies. Findings revealed that inclusive governance significantly improved distributive equity through enhanced stakeholder participation, collaborative learning, and institutional trust. Collaborative networks strengthened innovation performance; however, unequal access to resources and decision-making opportunities continued to limit meaningful participation among marginalized communities. Results indicate that innovation ecosystems achieve sustainable social impact only when equity is positioned as a fundamental governance principle rather than a secondary policy objective. The study proposes an integrated framework that reframes innovation success through the combined lenses of institutional inclusiveness, distributive justice, and collaborative governance, providing practical guidance for policymakers, development agencies, and innovation practitioners seeking more equitable and sustainable development outcomes.
Generative AI as a Co-Creator: Reframing Human–Machine Collaboration in Innovation Processes Phyu Phyu Khin; Nay Lin Aung; Khin Myo Aye
Journal of Loomingulisus ja Innovatsioon Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v3i2.4146

Abstract

Generative artificial intelligence is transforming organizational innovation by extending its role beyond automation toward collaborative knowledge creation and creative problem-solving. Despite rapid adoption across knowledge-intensive industries, limited evidence explains how generative AI functions as a co-creator that complements human creativity, organizational learning, and strategic decision-making during innovation processes. This study aimed to examine the relationships among generative AI utilization, collaborative intelligence, AI literacy, trust in AI, knowledge integration, organizational learning, and organizational innovation performance through a human-centered collaboration framework. A mixed-methods sequential explanatory research design was employed involving 760 professionals from thirty-eight technology-intensive organizations that had implemented generative AI in research, product development, engineering, and innovation management. Quantitative data were collected using validated measurement instruments and analyzed through Structural Equation Modeling, while qualitative evidence was obtained from semi-structured interviews, innovation project documentation, organizational observations, and AI governance records. Findings revealed that collaborative intelligence significantly mediated the relationship between generative AI utilization and organizational innovation performance. AI literacy, organizational learning, and trust in AI strengthened knowledge integration and enabled professionals to transform AI-generated outputs into contextually meaningful innovations without diminishing human judgment or ethical responsibility. Results suggest that sustainable innovation emerges from complementary human–machine collaboration in which generative AI operates as a co-creator, while human expertise remains essential for strategic interpretation, ethical governance, contextual reasoning, and organizational value creation.
Failure as a Learning Asset: Entrepreneurial Cognition, Adaptive Sensemaking, and Innovation Outcomes After Business Failure Hale Y?lmaz; Tolga Koc; Aylin Erdo?an
Journal of Loomingulisus ja Innovatsioon Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v3i2.4147

Abstract

Business failure is an inherent aspect of entrepreneurial activity, yet it is increasingly recognized as a potential source of experiential learning and strategic renewal rather than merely an indicator of poor performance. Existing studies have primarily emphasized psychological recovery or entrepreneurial resilience, providing limited understanding of how entrepreneurial cognition and adaptive sensemaking transform failure into subsequent innovation outcomes. This study aimed to examine the relationships among entrepreneurial cognition, adaptive sensemaking, organizational learning, opportunity recognition, entrepreneurial resilience, and post-failure innovation performance. A mixed-methods sequential explanatory research design was employed involving 620 entrepreneurs who had experienced at least one business failure and subsequently re-engaged in entrepreneurial activities across multiple industrial sectors. Quantitative data were collected using validated measures of entrepreneurial cognition, adaptive sensemaking, organizational learning, innovation capability, and entrepreneurial resilience and analyzed through Structural Equation Modeling. Qualitative evidence was obtained from semi-structured interviews, entrepreneurial life-history narratives, venture documentation, mentor interviews, and organizational records. Findings revealed that entrepreneurial cognition significantly enhanced innovation capability through adaptive sensemaking and organizational learning, while entrepreneurial resilience strengthened the positive relationship between failure experience and post-failure venture performance. Entrepreneurs who systematically reconstructed meaning from unsuccessful ventures demonstrated stronger opportunity recognition, strategic flexibility, and innovation outcomes. Results suggest that business failure becomes a valuable learning asset when supported by adaptive cognitive processes, continuous organizational learning, and enabling entrepreneurial ecosystems that encourage reflection, experimentation, and strategic renewal.
Beyond Divergent Thinking: A Longitudinal Study of Creativity Development Trajectories in Adolescents Across Formal and Informal Learning Environments Zarina Juraeva; Umed Akhmedov; Suhrob Shamsiev
Journal of Loomingulisus ja Innovatsioon Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v3i2.4148

Abstract

Creativity has become a fundamental competency for adolescents navigating increasingly complex educational, technological, and social environments. Conventional research has predominantly conceptualized creativity through divergent thinking, providing limited understanding of how creativity develops over time across multiple learning contexts. This study aimed to examine longitudinal creativity development trajectories among adolescents by investigating the interactions among formal schooling, informal learning experiences, creative self-efficacy, intrinsic motivation, creative identity, and collaborative engagement. A mixed-methods longitudinal sequential explanatory research design was employed involving 720 secondary school students observed across four measurement waves over three years. Quantitative data were collected using standardized creativity, motivation, self-regulated learning, and creative identity instruments, complemented by academic records, extracurricular participation logs, and digital portfolio analytics. Qualitative evidence was obtained through semi-structured interviews, focus group discussions, classroom observations, family interviews, reflective journals, and portfolio analysis. Findings revealed significant longitudinal improvements in creative thinking, creative self-efficacy, intrinsic motivation, self-regulated learning, collaborative competence, creative identity, and academic achievement. Adolescents who consistently participated in both formal and informal learning environments demonstrated stronger creativity trajectories than peers relying primarily on classroom instruction. Qualitative findings further indicated that sustained creativity development emerged through continuous interaction among supportive educational relationships, authentic learning experiences, learner autonomy, and reflective practice. Results suggest that creativity should be understood as a multidimensional developmental process extending beyond divergent thinking, providing an integrated framework for designing educational ecosystems that cultivate lifelong creativity among adolescents.
Architecting agility: transforming human capital Capability into organizational resilience through talent mobility frameworks Isma Budiawan; Mukhlis Mukhlis
Journal of Loomingulisus ja Innovatsioon Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v3i3.4153

Abstract

Organizations increasingly operate in environments characterized by technological disruption, workforce transformation, and persistent uncertainty, making organizational resilience a strategic priority. Conventional human resource practices frequently emphasize talent acquisition and retention while giving insufficient attention to internal talent mobility as a mechanism for developing adaptive organizational capability. This study aimed to examine how talent mobility frameworks transform human capital capability into organizational resilience through organizational learning, workforce flexibility, leadership development, and digital workforce readiness. A mixed-methods sequential explanatory design was employed involving 2,850 employees from thirty-six organizations across multiple industries. Quantitative data were analyzed using multilevel modeling, structural equation modeling, mediation and moderation analyses, and hierarchical regression, while qualitative evidence from executive interviews, focus group discussions, organizational documents, and case studies was examined through thematic analysis. Findings revealed that talent mobility exerted the strongest direct effect on organizational resilience, whereas organizational learning partially mediated this relationship by strengthening knowledge transfer, capability renewal, and adaptive performance. Leadership capability, learning agility, workforce flexibility, and employee engagement further enhanced resilience when supported by competency-based mobility systems and digital workforce platforms. Results indicate that organizational resilience emerges from strategically integrated human capital systems rather than isolated human resource practices. The proposed framework provides evidence-based guidance for organizational leaders seeking to align workforce capability, internal mobility, and organizational learning to strengthen long-term adaptability, innovation, and sustainable competitive advantage in dynamic business environments.

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