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Innovate, Inovation Teaching And Learning
Published by CV JK Riset Publishing Group
ISSN : -     EISSN : 31236898     DOI : https://doi.org/10.55983
Core Subject : Education, Social,
Education Social Sciences
Innovate: Innovation in Teaching and Learning aims to publish high-quality scholarly works that explore the design, implementation, and evaluation of innovative teaching and learning practices across various educational contexts. The journal covers research on instructional design, learning strategies, digital and technology-enhanced learning, assessment and evaluation, teacher professional development, value-based and culturally responsive education, and other interdisciplinary studies that contribute to the advancement of teaching and learning innovation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol 2 No 1 (2026): Innovation and Teaching Technology" : 6 Documents clear
Ful-Ful Approach: Becoming a Mindful, Meaningful, and Joyful Learner Through Deep Learning Saputra, Hardika; Nur Aisyah Zainal
Innovate Inovation Teaching And Learning Vol 2 No 1 (2026): Innovation and Teaching Technology
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2026.124

Abstract

This research explores the concept of the Ful-Ful approach in deep learning, which integrates three key elements: Mindful Learning, Meaningful Learning, and Joyful Learning. The study aims to systematically review existing literature from the past five years to understand the contribution of these elements in enhancing deep learning processes. The Systematic Literature Review methodology is employed to identify, evaluate, and synthesize relevant studies. The findings highlight that Mindful Learning promotes focused attention and emotional regulation, while Meaningful Learning fosters deeper engagement by linking new knowledge to real-life contexts. Joyful Learning creates a positive and motivating learning environment that boosts intrinsic motivation. The integration of these three elements contributes significantly to a more effective and engaging learning experience. The research underscores the importance of incorporating these elements in educational practices to foster holistic and deep learning outcomes.
Orchestrating Participatory Learning within Contemporary Educational Ecosystems Kurniawan, M. Agus; Rina Kobayashi
Innovate Inovation Teaching And Learning Vol 2 No 1 (2026): Innovation and Teaching Technology
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2026.142

Abstract

This study examines the orchestration of participatory learning within increasingly complex and diverse contemporary educational ecosystems. The research background is grounded in the paradigmatic shift from knowledge transmission models toward co-constructive approaches that actively engage learners. The study employed a qualitative methodology with a case study design across three educational institutions in Indonesia, using in-depth interviews, participatory observation, and document analysis. Findings indicate that structured participatory learning significantly enhances learner engagement, develops critical thinking capacities, and strengthens collaborative competencies. The study concludes that successful implementation of participatory learning depends upon facilitator capacity, institutional support, and the design of conducive learning environments. Practical implications encompass recommendations for sustained professional development of educators and curriculum policy reforms responsive to twenty-first-century competency demands.
Reconstructing Didactic Paradigms through Collaborative Knowledge Practices Zainuddin, Ahmad; Nur Aisyah Zainal
Innovate Inovation Teaching And Learning Vol 2 No 1 (2026): Innovation and Teaching Technology
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2026.143

Abstract

This study investigates the reconstruction of didactic paradigms through collaborative knowledge practices in Indonesian higher education institutions undergoing pedagogical transformation. The research background centers on the inadequacy of transmission-oriented didactics in preparing graduates for collaborative and knowledge-intensive professional environments. Employing a qualitative phenomenological approach, data were collected from 28 participants across four universities through in-depth interviews, classroom observations, and reflective journals over ten months. Findings reveal three principal dimensions of paradigm reconstruction: the emergence of dialogic authority, the co-construction of disciplinary knowledge, and the development of epistemic agency among learners. The study concludes that meaningful reconstruction of didactic paradigms requires simultaneous shifts in educator identity, institutional culture, and assessment philosophy. These findings contribute theoretical and practical insights for curriculum designers, educational policymakers, and teacher educators committed to advancing collaborative and transformative learning cultures.
Transformative Pedagogy in Dynamic Digital Learning Environments Wilson, Andrew Peter; Emma Charlotte
Innovate Inovation Teaching And Learning Vol 2 No 1 (2026): Innovation and Teaching Technology
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2026.144

Abstract

This study examines the enactment of transformative pedagogy within dynamic digital learning environments at Indonesian universities facing rapid technological disruption. The research addresses a critical gap in understanding how educators conceptualize and implement pedagogical transformation when digital tools continuously redefine the possibilities and constraints of teaching and learning. Employing a qualitative multi-site case study design, data were gathered from 32 participants across five higher education institutions through semi-structured interviews, digital artifact analysis, and synchronous and asynchronous learning session observations over twelve months. Findings identify three interconnected dimensions of transformative digital pedagogy: the cultivation of critical digital literacy, the redesign of assessment ecologies for digitally mediated learning, and the emergence of hybrid teacher identities. The study concludes that transformative pedagogy in digital environments requires sustained institutional scaffolding, collaborative professional communities, and a critical stance toward technological determinism. Recommendations address curriculum reform, educator development, and policy frameworks for the digital transformation of Indonesian higher education.
Humanistic Learning Ecology in Global Digital Classrooms Bennett, Oliver James; Lucas Andrew Foster
Innovate Inovation Teaching And Learning Vol 2 No 1 (2026): Innovation and Teaching Technology
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2026.145

Abstract

This study examines the enactment of humanistic learning ecology within global digital classrooms, exploring how Indonesian higher education institutions nurture whole-person development amid accelerating digital globalisation. The research background is grounded in the tension between efficiency-driven technological integration and the humanistic imperative to foster empathy, dignity, and meaningful interpersonal connections in learning. Employing a qualitative grounded-theory design, data were collected over eleven months from 30 participants across four universities through in-depth interviews, ecological mapping exercises, reflective diaries, and digital classroom observations. Findings reveal three constitutive dimensions of humanistic digital learning ecology: the cultivation of empathic digital presence, the co-creation of culturally resonant learning spaces, and the integration of contemplative practices in digitally mediated instruction. The study concludes that humanistic learning ecology flourishes only when institutions balance technological affordance with relational intentionality and cultural sensitivity. Recommendations are provided for curriculum designers, institutional leaders, and policymakers committed to humane digital education futures.
Differentiated Instruction Approach to Overcoming Heterogeneity in Initial Nahwu Ability of New Students in Arabic Language Education Study Program Kawijaya, Joni; Yusuf Mustofa; Khabibul Khoiri
Innovate Inovation Teaching And Learning Vol 2 No 1 (2026): Innovation and Teaching Technology
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2026.162

Abstract

Nahwu instruction in Islamic higher education faces challenges from heterogeneous student abilities and conventional teaching methods. This study analyzes Differentiated Instruction in addressing diverse initial nahwu skills among Arabic Education students at IAI Darul A'mal Lampung and measures its effectiveness. Using a qualitative case study with 32 participants, data were collected via diagnostic tests, observations, and interviews, then analyzed using the Miles and Huberman model. Findings indicate significant improvement, with average scores rising from 62.3 to 78.6. Approximately 84% of students showed significant progress, particularly those with low initial abilities, highlighting the effectiveness of content differentiation. Furthermore, process and product differentiation enhanced student engagement and motivation. The study concludes that Differentiated Instruction effectively creates adaptive, inclusive learning environments. Consequently, developing differentiated strategies and materials is essential for improving Arabic language learning quality in higher education.

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