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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 26 Documents
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Differentiated Instruction Approach to Overcoming Heterogeneity in Initial Nahwu Ability of New Students in Arabic Language Education Study Program Joni Kawijaya; 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.
Character Value Negotiation in Artificial Intelligence-Based Learning: Study of Madrasah Aliyah Teachers Michael Wong; M. Rizki Pratama
Innovate Inovation Teaching And Learning Vol 2 No 2 (2026): Strategies, Reflection, and Evaluation of Teaching
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2026.205

Abstract

The integration of artificial intelligence (AI) in Islamic education presents new challenges in the negotiation of character values in Madrasah Aliyah. This study aims to analyze how Madrasah Aliyah teachers negotiate Islamic character values amid the increasingly massive wave of AI-based learning. The study employs a phenomenological qualitative approach involving 12 teachers from 4 State Madrasah Aliyah in Central Java Province. Data were collected through in-depth interviews, classroom observations, and documentation analysis. The results reveal that teachers serve as active value mediators, integrating Islamic ethics into AI utilization through three primary strategies: value contextualization, reflective supervision, and technology-based spiritual reinforcement. The study concludes that character value negotiation in the AI era requires adaptive and collaborative pedagogical-theological competencies. Madrasah Aliyah teachers can serve as effective character transformation agents when supported by institutional policies responsive to technological development.
Construction of Student Learning Engagement in Short Video-Based Learning in the Digital Culture Era Daniel Tan Wei Jun; Rina Wulandari; Dimas Saputra
Innovate Inovation Teaching And Learning Vol 2 No 2 (2026): Strategies, Reflection, and Evaluation of Teaching
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2026.206

Abstract

This research is motivated by the shift in digital culture that has massively changed student learning behavior, particularly through the consumption of short videos on various digital platforms. The study aims to construct student learning engagement in short video-based learning in terms of cognitive, emotional, and behavioral dimensions. The method used is a systematic literature review with a qualitative-descriptive approach through document analysis from various recent scientific sources. The results show that pedagogically designed short videos can significantly increase student learning engagement, especially when integrated with active learning strategies and formative feedback. The construction of engagement is formed through the interaction between relevant content, attractive visual design, and the activation of students' cognitive schemas. It is concluded that short videos have the potential to be an effective learning medium if developed according to pedagogical principles and the characteristics of the current generation's digital culture.
Practice Of Utilizing Open Educational Resources In Building Islamic Education Students' Learning Independence Lilis Handayani; M.Fauzan; Sarah Lim Mei Ling
Innovate Inovation Teaching And Learning Vol 2 No 2 (2026): Strategies, Reflection, and Evaluation of Teaching
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2026.207

Abstract

This study examines the practice of using Open Educational Resources (OER) in fostering self-regulated learning among Islamic Education students. The growing need for open and flexible digital learning resources has encouraged higher education institutions to integrate OER into their learning systems. This study aims to describe OER utilization patterns, supporting factors, and their influence on student learning independence. A qualitative descriptive method with a case study approach was applied across three Islamic higher education institutions in Indonesia. Data were collected through in-depth interviews, observation, and documentation. Findings reveal that students who actively use OER demonstrate higher levels of self-regulated learning, characterized by their ability to set learning goals, select resources, and evaluate achievements independently. The study concludes that OER holds significant potential in supporting self-regulated learning when accompanied by adequate digital literacy and appropriate faculty guidance.
Dynamics Of Culturally Responsive Learning Based On Piil Pesenggiri In Madrasah In Lampung Kevin Ong Jia Hao; Andi Saputra; Dewi Anggraini
Innovate Inovation Teaching And Learning Vol 2 No 2 (2026): Strategies, Reflection, and Evaluation of Teaching
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2026.208

Abstract

This study examines the dynamics of culturally responsive learning based on Piil Pesenggiri values in Madrasahs in Lampung Province. The background of this study is based on concerns about the lack of integration of local cultural values in the learning process in formal Islamic educational institutions. The objectives of the study are to analyze the implementation of Piil Pesenggiri values as a foundation for culturally responsive learning, identify the dynamics that occur in the integration process, and formulate a learning model that is appropriate to the Lampung cultural context. The method used is qualitative research with a case study approach in three Madrasahs Ibtidaiyah and Madrasah Tsanawiyah in Central Lampung. The results show that the integration of Piil Pesenggiri strengthens students' cultural identity, increases learning motivation, and strengthens the relationship between the madrasah and the local community. The conclusion of this study confirms that culturally responsive learning based on Piil Pesenggiri has the potential to become a relevant and meaningful contextual education model for students in Lampung.
The Meaning of Digital Feedback in Authentic Assessment: Teacher and Student Perspectives Jason Lee Kian Seng; Yusuf Ramadhan; Nina Kartika
Innovate Inovation Teaching And Learning Vol 2 No 2 (2026): Strategies, Reflection, and Evaluation of Teaching
Publisher : CV JK Riset Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55983/innovate.2026.209

Abstract

Digital feedback in authentic assessment has become an increasingly relevant evaluation strategy in the 21st-century learning era. This study aims to explore the meaning of digital feedback in authentic assessment from the perspectives of teachers and students in secondary education. The research method used was qualitative phenomenological, involving 12 teachers and 40 students as informants. Data were collected through in-depth interviews, classroom observations, and documentation. The results showed that teachers interpreted digital feedback as a professional reflection tool as well as an efficient evaluative communication medium. Students interpreted it as a source of learning motivation and guidance for performance improvement. The conclusion of this study confirms that digital feedback in authentic assessment contributes significantly to improving the quality of learning when designed systematically, personally, and timely.

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