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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 21 Documents
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Artificial Intelligence Integration to Improve the Effectiveness of Digital Education Michael Andre Collins; Sarah Elizabeth Thompson
Innovate Inovation Teaching And Learning Vol 1 No 3 (2025): Professionalism and Values in Teaching
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2025.99

Abstract

This study aims to analyze the integration of artificial intelligence (AI) in Indonesia's education system and its impact on learning quality, personalized education, and inclusiveness. Using a mixed-method approach, data were collected from literature reviews, interviews, and surveys of educators, students, and policymakers. The findings indicate that AI implementation can enhance the efficiency of teaching and learning processes, support adaptive learning, and expand access to education across various regions. The success of this integration depends heavily on digital infrastructure readiness, teachers' competencies, and supportive policies for technological innovation. Additionally, ethical considerations and data privacy are critical to ensuring responsible AI deployment. The results emphasize that collaboration among government, educational institutions, and technology developers is essential to accelerate the digital transformation of education. Key recommendations include increasing teacher training, strengthening AI ethical regulations, and developing equitable infrastructure to achieve inclusive and high-quality education in Indonesia
Development of Interactive Learning Media Based on Open Technology Siti Nur Aisyiyah Rahman; Ahmad Fauzi Pratama
Innovate Inovation Teaching And Learning Vol 1 No 3 (2025): Professionalism and Values in Teaching
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2025.100

Abstract

This study developed an interactive learning media based on open technology that is pedagogically effective, increasing motivation, engagement, and accessibility for diverse learners in Indonesia. Using a quasi-experimental approach and statistical analysis, it was found that this media significantly improves learning outcomes with a large effect size (d=1.35) and strengthens mastery of higher-order cognitive skills. The use of open source platforms such as Moodle and H5P allows customization to suit local contexts and reduces development costs by up to 70%. Evaluation results show high levels of satisfaction, sustained engagement, and increased learner motivation. These findings support the role of open technology in realizing inclusive and equitable education and provide important implications for education policy related to the development of open source-based digital media. This study contributes to the literature on educational innovation and offers a scalable and sustainable media development model in Indonesia
Digital Learning Innovation Through an Interdisciplinary Approach Jonathan David Miller; Anna Katharina Schneider
Innovate Inovation Teaching And Learning Vol 1 No 3 (2025): Professionalism and Values in Teaching
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2025.101

Abstract

Digital learning innovation is often hampered by an overly technocentric approach that neglects the human dimension. This study aims to analyze the effectiveness of an interdisciplinary approach in encouraging holistic digital learning innovation in Indonesia. The research method used was a systematic literature review by analyzing 40 articles from Sinta and ISSN-accredited journals for the 2023–2025 period. The results show that integrating cognitive psychology and pedagogical design can increase student learning retention by up to 20%, while an educational economics perspective ensures the efficiency of technology investments in schools. The discussion highlights that without legal protection of personal data and ergonomic principles, digital innovation risks triggering user resistance and physical health problems. The study's conclusions emphasize that synergy across disciplines—pedagogy, technology, sociology, and law—is an absolute prerequisite for the sustainability of digital transformation in education. The research recommendations are directed at strengthening student data governance policies and interdisciplinary teacher training to maximize the impact of technology in the classroom.
Integration of Educational Technology and Artificial Intelligence Daniel Robert Wong; Budi Santoso Wijaya
Innovate Inovation Teaching And Learning Vol 1 No 3 (2025): Professionalism and Values in Teaching
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2025.102

Abstract

This study aims to explore the integration of educational technology and artificial intelligence in improving the quality of learning in the digital era, with a focus on pedagogical effectiveness, user experience, and systemic implications. Using a mixed-methods approach with a sequential explanatory design, the study involved 450 respondents from 25 educational institutions in Indonesia. The results showed that AI-based learning improved academic outcomes by 23.4% with a significant personalization effect for low-ability students (37.8%). Intelligent tutoring systems and learning analytics have proven effective in providing formative feedback and early identification of at-risk students. However, implementation faces infrastructure challenges, the digital divide, and ethical issues related to data privacy and algorithmic bias. Transforming the role of educators from transmitters to facilitators requires comprehensive professional development and organizational support. This study recommends a holistic approach that integrates technological, pedagogical, and ethical aspects in the implementation of educational AI to ensure accessibility, effectiveness, and equity for all learners.
Data-Based Assessment for Improving Learning Quality Rina Marlina Putri; Dedi Kurniawan Hidayat
Innovate Inovation Teaching And Learning Vol 1 No 3 (2025): Professionalism and Values in Teaching
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2025.103

Abstract

This study aims to analyze the implementation of data-driven assessments to improve learning quality, identify factors influencing their effectiveness, and evaluate their impact on pedagogical practices and student academic achievement. The study used a mixed methods approach involving 450 teachers from 75 schools. The findings indicate that integrating learning analytics into pedagogical practices improves student academic achievement by 35% and teachers' learning differentiation by 68%. Data literacy and school leadership support are significant predictors of implementation success (β = 0.43 and β = 0.38, p < 0.001). Data-driven formative feedback was shown to be 3.5 times more specific and reduced feedback time from 4.2 days to 0.3 days. Personalizing learning through adaptive systems increased students' intrinsic motivation by 42%. Challenges include technological infrastructure gaps (45%), limited teacher data literacy (52%), and privacy concerns (38%). The study emphasizes the importance of continuous professional development and a robust governance framework for sustainable educational transformation
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.

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