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Adam Mudinillah
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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 74 Documents
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The Effect of Counselor Training Programs on the Quality of Interventions in Schools Omar Ahmad; Maria Clara Reyes; Usman Tariq
Journal of Loomingulisus ja Innovatsioon Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v3i1.2364

Abstract

Entrepreneurial ecosystems have become critical drivers of the creative economy by fostering collaboration, innovation, and sustainable business models. In the context of the Global South, these ecosystems face structural challenges such as limited access to finance, infrastructure gaps, and unequal opportunities, yet they also present unique opportunities for inclusive growth. This study aims to examine how entrepreneurial ecosystems shape and influence the development of the creative economy in a Global South context, with a focus on the mechanisms that enable creative entrepreneurs to thrive despite these constraints. A qualitative case study design was employed, drawing on data collected from 45 semi-structured interviews with entrepreneurs, policy makers, and cultural actors, as well as document analysis and participant observation in three creative industry clusters. The findings reveal that local networks, informal mentoring, and culturally embedded innovation serve as the backbone of these ecosystems. Results highlight that while systemic limitations persist, adaptive strategies, collaborative practices, and policy interventions can strengthen ecosystem performance and contribute to creative sector resilience. This study concludes that fostering inclusive entrepreneurial ecosystems in the Global South has a transformative potential for advancing the creative economy and addressing socio-economic disparities.
Technology-based learning innovation to enhance Student creativity: a literature review Nilam Cahya Munandar; Tasya Humairo; Fatima Al-Sheikh
Journal of Loomingulisus ja Innovatsioon Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v3i1.2881

Abstract

Rapid advancements in the 21st-century education landscape necessitate the integration of digital tools to foster higher-order thinking skills, particularly in the complex domain of science. This study aims to analyze the effectiveness of technology-based learning innovations in enhancing student creativity within physics education through a comprehensive literature review. Data were collected from reputable international journals published between 2019 and 2024, utilizing a systematic screening process to identify relevant empirical studies regarding digital interventions. The analysis reveals that specific innovations, such as augmented reality, virtual laboratories, and interactive simulations, significantly improve students' creative thinking abilities by visualizing abstract physical phenomena and allowing for open-ended experimentation without physical constraints. Unlike previous reviews that focus primarily on cognitive learning outcomes or conceptual mastery, this research uniquely synthesizes how digital platforms specifically target indicators of creativity, including fluency, flexibility, and elaboration in solving physics problems. These findings offer critical theoretical and practical implications for curriculum developers and physics educators to design technology-integrated learning environments that not only transfer knowledge but also cultivate the inventive scientific mindset required for the future development of physics.
Preserving the Digital Record: Challenges in Archiving Born-Digital Content and Big Data Bayu Hartono; Ahmed Al-Mohannadi; Ana María Rodríguez
Journal of Loomingulisus ja Innovatsioon Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v3i1.3519

Abstract

The rapid expansion of digital technologies has led to an unprecedented growth in born-digital content and big data, presenting new challenges for long-term preservation. Born-digital content, including emails, websites, and social media posts, requires specialized strategies for archiving due to its format volatility and ephemeral nature. Similarly, the vast and complex nature of big data poses significant difficulties in ensuring data integrity, security, and accessibility over time. This study aims to explore the challenges in archiving born-digital content and big data and to evaluate the current practices and frameworks employed by organizations in managing these digital records. A mixed-methods approach was used, combining qualitative interviews with digital archivists and quantitative surveys from organizations across sectors like government, academia, and technology. The results reveal a widespread reliance on cloud storage, with limited use of specialized archival systems for big data. Additionally, 15% of organizations lack a formal digital preservation strategy. The study concludes that while cloud storage offers scalability, specialized archival solutions are essential for long-term preservation, especially for big data. The research highlights the need for standardized frameworks and advanced technologies to address the growing complexities of digital preservation.
The Role of Transformational Leadership in Driving Digital Transformation Meilani Hartono
Journal of Loomingulisus ja Innovatsioon Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v3i1.3521

Abstract

Digital transformation has become essential for organizations seeking to stay competitive in an increasingly technology-driven world. As organizations strive to implement new technologies and business models, effective leadership plays a critical role in ensuring the success of these initiatives. This study explores the role of transformational leadership in driving digital transformation, focusing on how transformational leaders influence the adoption of digital technologies and the organizational changes required for successful transformation. The objective of this research is to examine the impact of transformational leadership on digital transformation outcomes, such as employee engagement, technology adoption, and operational efficiency. A mixed-methods approach was used, combining quantitative surveys and qualitative interviews with 200 employees and managers from various sectors, including technology, manufacturing, and finance. The findings reveal a strong positive correlation between transformational leadership and the success of digital transformation, with transformational leaders fostering a culture of innovation, engagement, and adaptability. Employees working under transformational leaders reported higher levels of motivation and willingness to embrace digital tools, leading to improved organizational performance. The study concludes that transformational leadership is crucial for driving digital transformation, and organizations should prioritize developing transformational leaders to navigate the challenges of digital change successfully.
The Role of Play in Early Childhood Education for Developing Creative Problem-Solving Skills: A Longitudinal Study Sisilia Prima Yanuaria Buka; Bruna Costa; Pedro Silva; Saiful Fallah
Journal of Loomingulisus ja Innovatsioon Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v2i5.2579

Abstract

Play is increasingly recognized as a crucial foundation for fostering creativity and problem-solving abilities in early childhood education. In a rapidly changing world that demands flexible thinking and innovation, understanding how different forms of play contribute to cognitive development has become a central concern for educators and researchers. This study aims to examine the longitudinal relationship between structured and unstructured play activities and the development of creative problem-solving skills among children aged 4 to 7 years. A mixed-method longitudinal design was employed over a three-year period, involving 120 children from five early childhood education centers. Quantitative data were collected through standardized creativity and problem-solving assessments, while qualitative observations and teacher interviews provided contextual insights into behavioral and cognitive changes. Results revealed that children consistently engaged in imaginative and cooperative play demonstrated significantly higher gains in fluency, flexibility, and originality in problem-solving tasks. The findings also indicate that teacher-facilitated play environments amplify these developmental effects by promoting autonomy and social interaction. The study concludes that play is not merely a recreational activity but a critical pedagogical tool that nurtures creative cognition and adaptive problem-solving in early learning contexts.
Transformational Leadership and its Influence on Building a Culture of Innovation within Technology Firms Wijaya Wijaya; Shazia Akhtar; Jamil Khan; Saut Gracer Sijabat
Journal of Loomingulisus ja Innovatsioon Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v2i5.2580

Abstract

Innovation has become a defining factor for organizational survival and competitiveness in the technology sector, where dynamic markets demand continuous adaptation and creativity. This study aims to examine the relationship between transformational leadership practices and the development of a culture of innovation within technology firms. A quantitative research design was employed using a cross-sectional survey distributed to 320 employees across ten leading technology companies in Southeast Asia. The Transformational Leadership Inventory (TLI) and Innovation Climate Scale (ICS) were utilized to assess leadership behavior and organizational culture, respectively. Statistical analyses, including structural equation modeling (SEM), revealed a strong positive correlation (r = 0.74, p < 0.01) between transformational leadership dimensions particularly intellectual stimulation and inspirational motivation and innovation culture indices. The findings indicate that leaders who encourage risk-taking, empower employees, and communicate a shared vision significantly enhance creativity and collective learning. The study concludes that transformational leadership serves as a critical driver in shaping an organizational climate conducive to innovation, underscoring the need for leadership development strategies centered on creativity and adaptability.  
The Link Between Multicultural Experiences and Creative Performance: A Meta-Analysis Khoiriyah Khoiriyah; Ethan Tan; Ryan Teo
Journal of Loomingulisus ja Innovatsioon Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v2i5.2607

Abstract

Multicultural experiences have increasingly been recognized as a catalyst for creativity by expanding cognitive flexibility, perspective-taking, and integrative thinking. However, empirical findings on the strength and consistency of this relationship remain fragmented across studies. This research aims to synthesize existing evidence through a meta-analysis examining the link between multicultural exposure and creative performance. A total of 68 peer-reviewed studies (N = 12,457 participants) were systematically selected from major academic databases, including Scopus, Web of Science, and PsycINFO. Effect sizes were computed using a random-effects model to account for cross-study heterogeneity. Moderator analyses explored contextual factors such as type of multicultural experience (living abroad, cross-cultural training, or diversity interaction), creativity domain (divergent thinking, creative problem-solving, and innovation), and cultural distance. The meta-analytic results revealed a moderate positive effect size (r = 0.34, p < 0.001), indicating that individuals with higher levels of multicultural exposure consistently demonstrate enhanced creative performance. Living abroad showed the strongest effect among all experience types, particularly in tasks involving divergent and integrative thinking. The findings confirm that multicultural engagement fosters creativity by broadening cognitive schemas and enhancing openness to novelty.
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.

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