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Innovasi : Jurnal Inovasi Pendidikan
Published by Educational Riset Center
ISSN : 24425923     EISSN : 30903300     DOI : https://doi.org/10.64540/innovasi
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
INNOVASI: Jurnal Inovasi Pendidikan - (P-ISSN: 2442-5923 | E-ISSN: 3090-3300) published by Media Nusantara/ ERC Konsultan Press. INNOVASI: Jurnal Inovasi Pendidikan is a peer-reviewed, open-access academic journal that focuses on publishing high-quality research in the field of education. Our journal provides a platform for researchers, educators, and practitioners to contribute to the advancement of educational practices, policies, and technologies. We welcome manuscripts from diverse methodologies, including surveys, research & development, experimental research, and classroom action research. Our scope covers a wide array of topics aimed at enhancing and evaluating educational practices, such as: Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT INNOVASI is committed to maintaining the highest standards of scholarly integrity. All submitted manuscripts undergo a rigorous double-blind peer review process, ensuring anonymity for both authors and reviewers. This process fosters an objective and unbiased evaluation of the submitted work, promoting academic excellence and the dissemination of innovative research findings.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 11 No. 1 (2025): April" : 5 Documents clear
Implementasi Supervisi Edukatif Kolaboratif Secara Periodik Dalam Meningkatkan Kinerja Guru Suyono
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 11 No. 1 (2025): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/stybq320

Abstract

This study concludes that periodic collaborative educational supervision has a significant impact on improving teachers' performance in various aspects, including lesson planning, teaching execution, and student performance assessment. Through a collaborative approach involving teachers, senior teachers, and supervisors, this research demonstrates that enhancing teachers' performance can be achieved through structured steps and continuous support. The quantitative data obtained supports the findings that teachers have shown improvement in describing learning objectives, managing classrooms, motivating students, and effectively utilizing media and learning resources. The success of this collaborative supervision also lies in the role of the supervisor, who acts not only as an evaluator but also as a colleague who assists and guides teachers in the learning process. This approach creates a more harmonious and supportive relationship, where teachers feel valued and motivated to continue developing their competencies. Through repeated supervision and intensive dialogue, teachers become more confident in implementing modern teaching methods and conducting more varied and in-depth evaluations. The findings of this study align with educational theories that emphasize the importance of a collaborative and supportive supervision approach in developing teacher professionalism. The results are not only relevant to the school studied but also provide practical and theoretical implications that can be adapted by other educational institutions to enhance teaching and learning quality. Therefore, this study recommends the implementation of collaborative educational supervision as an effective strategy for teacher professional development and overall improvement of educational quality. Thus, this study asserts that well-designed and continuous supervision can be a highly effective tool in efforts to improve the quality of education. It is crucial for schools and educational stakeholders to continually strengthen this supervisory approach by providing adequate training, support, and guidance for teachers. This is expected to create a more dynamic, creative, and competitive learning environment, producing graduates who are ready to face the challenges of the modern world
Penerapan Supervisi Akademik Dengan Teknik Individual Dalam Meningkatkan Kedisiplinan Mengajar Guru Jasmin
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 11 No. 1 (2025): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/1m43j656

Abstract

This study aims to improve teachers' teaching discipline through the implementation of academic supervision using an individual technique at SDN Komplek Kenjeran II-506 Surabaya. This individual coaching technique is applied because the issues faced by teachers related to discipline and performance vary greatly, necessitating a personal and specific approach. The method used in this study is School Action Research (SAR), which involves collaboration between the principal and teachers in designing, implementing, and evaluating improvement actions. The results of the study show that academic supervision using individual techniques significantly improves teachers' discipline and performance in preparing Lesson Plans (RPP). This improvement is reflected in the positive changes in the quality of learning documents as well as the implementation of classroom learning. Thus, this supervision technique is effective in addressing the problems of teachers' discipline and performance at SDN Komplek Kenjeran II-506 Surabaya and can be used as a sustainable coaching strategy to enhance the quality of education.
Peningkatan Profesionalisme Guru Dalam Proses Pembelajaran Melalui Supervisi KBM DI SDN Sambikerep II/480 Surabaya Karomah Vidi Astutik
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 11 No. 1 (2025): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/48sm9910

Abstract

This study aimed to enhance the competence of teachers in developing teaching documents, particularly the Lesson Plans (RPP), through structured and continuous academic supervision at SDN Sambikerep II/480 Surabaya. The research was conducted using School Action Research (PTS) methodology in two cycles due to time constraints, which were deemed sufficient to observe improvements in teachers' ability to prepare teaching documents. The study involved classroom supervision to assess the alignment between the lesson plans and actual teaching practices, as well as an analysis of the originality of the syllabus and RPP developed by the teachers. The findings from the first cycle showed that only 44% of the teachers had completed their teaching documents adequately. However, after implementing a more interactive and media-supported supervision approach in the second cycle, there was a significant increase, with 95% of teachers successfully preparing comprehensive teaching documents. This increase indicates that targeted academic supervision, effective use of teaching media, and clear feedback can significantly enhance teachers' understanding and skills in creating effective and high-quality lesson plans. Further analysis confirmed that the syllabi and RPPs submitted by the teachers were genuinely their own work, as evidenced by the consistency between the planned and actual teaching scenarios observed in the classroom. The study also highlighted the importance of sustained guidance, practical examples, and feedback to motivate teachers to develop more complete and aligned lesson plans. This research contributes to the field of education by demonstrating the effectiveness of structured academic supervision in improving teaching quality at the primary school level. It recommends the continuation of ongoing training and guidance, the integration of diverse teaching media, and periodic evaluations to ensure that standards for RPP preparation are maintained and adapted to evolving curricula and student needs. This model of supervision could be adopted and further developed in other schools to foster professionalism and enhance the overall quality of education.
Penerapan Media Gambar Suku Kata  Dalam Meningkatkan Kemampuan Membaca Permulaan Siswa Kelas I Tinny Mery Jones Walangare
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 11 No. 1 (2025): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/v5gfk951

Abstract

  This study aims to enhance the initial reading ability of first-grade students at SDN Sawunggaling I/382 Surabaya through the implementation of the syllable approach. The research method used is Classroom Action Research (CAR), conducted over three cycles. Each cycle consists of planning, action implementation, observation, and reflection stages. The syllable approach is utilized as a teaching method to help students recognize and read syllables, then combine them into words and sentences. Data were collected through observations, learning outcome tests, and field notes. The results indicate a significant improvement in students' initial reading abilities across all cycles. The average test scores increased from 63.5 in Cycle I to 67.75 in Cycle II, and reached 73.25 in Cycle III. In addition to improved scores, there was also an increase in students' activeness, motivation, and participation in the learning process. The application of the syllable approach proved effective in gradually training students to read and strengthening their understanding of language structure. This study highlights the importance of appropriate teaching strategies in enhancing students' literacy skills from an early age. The syllable approach, supported by diverse media and activities, not only helps students master reading skills but also boosts their confidence and interest in learning. This research is expected to serve as a reference for teachers and education practitioners in developing more innovative and effective reading instruction methods
Meningkatkan Kemandirian Anak Kelompok B Melalui Metode Sosiodrama Sri Narni
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 11 No. 1 (2025): APRIL (JURNAL INOVASI PENDIDIKAN)
Publisher : Education Reserach Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/bg13k045

Abstract

This study aims to improve the independence of children in Group B at TK Negeri Pembina Surabaya through the implementation of the Sociodrama method. The initial observation revealed that most children were still at the Not Yet Developed (BB) level of independence, indicating a high dependency on adults for daily activities. The research was conducted using the Classroom Action Research (CAR) approach in two cycles, each consisting of planning, action, observation, and reflection. The focus was on increasing children's independence through role-playing activities that allow them to experience various roles and develop their confidence, emotional regulation, and social skills. The results of this study showed a significant improvement in children's independence after the implementation of the Sociodrama method. In the initial phase, none of the 18 children reached the Very Well Developed (BSB) criterion. After the first cycle, although there was a positive shift, no children had yet achieved the BSB criterion. However, following the second cycle, all 18 children, or 100%, reached the Very Well Developed (BSB) level. This indicates that children have successfully developed independent behaviors such as speaking up in class, choosing activities independently, interacting positively with peers, sharing, helping each other, taking turns, and following class rules. The success of this study is attributed to the effective collaboration between researchers and teachers, the use of varied media relevant to children's interests, and the consistent provision of motivation and rewards. The findings suggest that the Sociodrama method not only effectively enhances children's independence but also creates a stimulating and engaging learning environment. This study concludes that innovative and structured approaches like Sociodrama can significantly impact the development of independence and social skills in early childhood education. The results of this research are expected to serve as a valuable reference for educators, researchers, and practitioners in the field of early childhood education to continue innovating and fostering children's potential

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