Indonesian Journal of Educational Innovation
The Indonesian Journal of Educational Innovation (IJEI) specializes in publishing high-quality research articles that focus on critical issues in the field of education, with primary areas of coverage including: Educational Management: Covers the planning, organizing, implementation, and evaluation of educational institutions. This includes leadership, human resource management, financial management, school quality assurance, and organizational culture in education. Curriculum Development: Focuses on the design, implementation, and evaluation of curricula across educational levels. Includes curriculum innovation, competency-based curricula, integration of local and global values, and 21st-century curriculum development. Assessment: Deals with theories and practices of student learning evaluation. Includes formative and summative assessments, performance-based assessments, alternative assessments, instrument validity and reliability, and technology-assisted assessments. Educational Policy: Discusses education policies at local, national, or international levels. Includes policy formulation, analysis, implementation, and the impact on access, equity, and quality of education systems. Educational Technology: Highlights the integration of digital technologies in teaching, learning, and educational management. Covers ICT-based learning, digital platforms, educational apps, learning management systems (LMS), and EdTech innovations. Innovative Learning Design: Explores the design of innovative and adaptive learning experiences to meet student needs and global demands. Includes approaches such as project-based learning, flipped classrooms, STEAM, and problem-based learning (PBL), among others. Learning and Teaching Methodology: Focuses on strategies, approaches, methods, and techniques used in teaching and learning processes. Emphasizes effective instruction, student-centered learning, and pedagogical innovation. Learning Media: Covers the development, use, and evaluation of learning media in various formats: print, digital, audiovisual, interactive, as well as virtual and augmented reality-based tools. Character Education: Focuses on cultivating moral and ethical values in the educational setting. Includes strategies to promote honesty, responsibility, collaboration, tolerance, nationalism, and other character traits in and out of the classroom. Inclusive Education: Explores educational practices that ensure access and participation for all learners, including those with special needs. Covers inclusive pedagogy, policy implementation, curriculum adaptation, and support systems. Other Innovative Educational Issues from Excellent International Educational Practices: Open to studies and innovations inspired by successful international education practices. Includes global trends, comparative education studies, and cross-cultural implementation of effective educational models.
Articles
32 Documents
<![CDATA[Literature Review: The Application of the Borg & Gall Development Model in Science Learning ]]>
<![CDATA[Sri Aprilia Nur Larasati]]>;
<![CDATA[Johana Aulina Rahmatin]]>;
<![CDATA[Rita Alawiyah]]>;
<![CDATA[Satutik Rahayu]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 1 (2025): April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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<![CDATA[The implementation of the Borg & Gall model in science education is highly significant in creating educational products that are adaptive, relevant, and based on real needs in the field. This research aims to analyze the results of a literature review on the application of the Borg & Gall development model in science education. This research uses the literature review method and data processing using descriptive analysis. Three journals related to the title determined by the researcher were obtained. Based on the literature review conducted on 3 journals regarding the development of teaching media using the Borg & Gall development model in Science Learning, it has a positive impact on improving student learning outcomes. The next interesting research to conduct is related to the application of the Borg & Gall model in other fields of study to develop knowledge related to the Borg & Gall development model.]]>
<![CDATA[Analysis Of Science Concepts On Physical And Chemical Changes In The Mamaq Tradition Of The Sasak Ethnic Group ]]>
<![CDATA[Fahmi Firdaus]]>;
<![CDATA[Maulidatin Nanisfi]]>;
<![CDATA[Siti Diniah]]>;
<![CDATA[X Zardht Alex Hidayat]]>;
<![CDATA[Yayuk Andayani]]>;
<![CDATA[Aliefman Hakim]]>;
<![CDATA[Saprizal Hadisaputra]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 1 (2025): April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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<![CDATA[Mamaq is a traditional practice passed down through generations of the Sasak tribe. Analysing the idea of science in relation to the physical and chemical alterations in the Sasak tribe’s mamaq tradition is the goal of this study. This research uses a qualitative approach with a descriptive research type to explore in-depth knowledge about the mamaq tradition of the Sasak tribe. Direct observation and interviews were used to get data from community leaders and cultural figures, as well as secondary data from various relevant written sources. The analysis results found several scientific concepts in the mamaq tradition related to physical and chemical changes, including: 1) The betel nut that is cut, there is a physical change in the structure of the betel nut from a round shape to small pieces. 2) The betel leaves that are folded, there is a change in the shape of the leaves into a square fold. 3) There is a transition from a solid to a liquid texture in the ground mamaq substance. 4) The combination of mamaq components, where the chemicals in the finely ground substances generate a red colour. Thus, it may be said that the physical and chemical changes in the Sasak tribe’s mamaq tradition contain a scientific concept]]>
<![CDATA[Smart Apps Creator-Based Learning Media Training on Reproductive System Material at Junior High School 3 Labuapi ]]>
<![CDATA[Johana Aulina Rahmatin]]>;
<![CDATA[Barinta Nur Respasari]]>;
<![CDATA[X. Zardht Alex Hidayat]]>;
<![CDATA[Aris Doyan]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 1 (2025): April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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<![CDATA[This training activity aims to introduce more effective and interactive learning to students at SMPN 3 Labuapi, West Lombok, in understanding biology concepts, especially in the reproductive system. The activity is carried out through two stages, namely training and mentoring. Training at Public Junior High School 3 Labuapi introducing learning media based on the Smart Apps Creator application on reproductive system material with interactive content went well. It is hoped that a positive response to the application of this media can increase understanding and motivation in science education. This innovative approach is in line with the need for creative teaching methods in today's world of education.]]>
<![CDATA[Development of Interactive Student Worksheets Based on Worksheets as Student Learning Media ]]>
<![CDATA[Abdurrahman Badri]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 1 (2025): April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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<![CDATA[This research is a developmental study focused on creating interactive Student Worksheets utilising Liveworksheet as a pedagogical aid for learners. The employed development paradigm is the 4D model by Thiagarajaran (1974), comprising four stages: define, design, develop, and disseminate. This study used a learning media validation sheet and a readability questionnaire for students as its tools. The interactive LKPD product received validation from three experts: a material expert, a media expert, and a biology teacher from SMA NW Lendang Kekah. The readability of the interactive Student worksheets was evaluated on Grade X students throughout the deployment phase. According to the research findings, the material expert assigned a score of 72%, signifying the product's suitability; the media expert assigned a score of 97%, denoting the product's high suitability; and the biology instructor assigned a score of 95%, showing the product's high suitability. The readability assessment yielded a score of 82%, signifying the product's good suitability. This study concludes that the interactive Student worksheets with Liveworksheet are exceptionally effective as a learning aid to enhance the educational process.]]>
<![CDATA[An Analysis of Students’ Difficulties in Solving Matrix Problems in Mathematics Learning ]]>
<![CDATA[Baiq Dwi Aini Safitri]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 1 (2025): April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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<![CDATA[This study was motivated by students’ low mathematical problem-solving abilities, particularly in matrix material that demands complex conceptual and procedural understanding. The purpose of this research is to analyze the types of difficulties students face in solving matrix problems and to identify their underlying causes. This qualitative research used a case study design, with data collected through observation, interviews, and document analysis involving eleventh-grade students at MA Nurul Qur’an Lendang Simbe. The results indicate three main types of learning obstacles: conceptual, psychological, and epistemological. Conceptual difficulties include misunderstandings of negative number operations and fundamental matrix concepts such as determinants and inverses. Psychological barriers arise from low learning motivation, such as reluctance to write out solution steps. Epistemological difficulties are shown by students’ inability to apply basic knowledge to complete problem-solving processes. The study concludes that difficulties in solving matrix problems are not merely due to weak formula mastery but are influenced by interconnected internal and external factors. Future research should involve more diverse participants, broader problem types, and teacher input to enhance instructional strategies.]]>
<![CDATA[Implementation of Character Education from the Perspective of Philosophy of Science: Science, Ethics, and Morals as the Foundation of Holistic Education Value ]]>
<![CDATA[Muhammad Isro' Hidayatullah]]>;
<![CDATA[Retna Ayu Rachmawati]]>;
<![CDATA[A Farmozi Zain]]>;
<![CDATA[Muslehudin Muslehudin]]>;
<![CDATA[Rusnan Hadi]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 1 (2025): April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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<![CDATA[The understanding of ethics and morality in education is an inseparable element in the application of knowledge. On the other hand, the philosophy of science serves as a discipline that fosters essential life values such as ethics and morality, examining the nature and purpose of knowledge as well as its practical applications. The aim of this article is to analyze how the value of knowledge utility can contribute to character development among students in educational settings. This study employs a qualitative research method with a literature review design. The findings of this study indicate that the integration of ethics, morality, and the utilitarian value of knowledge, along with their implementation in character education and a holistic approach, constitutes a fundamental foundation in shaping well-rounded, knowledgeable, and dignified individuals. Therefore, the synergy between ethics, morality, and knowledge stands as a key pillar in achieving transformative and sustainable education. ]]>
<![CDATA[Comparison of Student Learning Outcomes Using Digital and Conventional Learning Media in Senior High School ]]>
<![CDATA[Yunita Putri Ramdani]]>;
<![CDATA[Omy Aulia Syabiani]]>;
<![CDATA[Nur Marsha Ivandy]]>;
<![CDATA[Nurul Inayah]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 2 (2025): August ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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<![CDATA[The integration of digital technology in education has become a strategic necessity to improve student learning outcomes in the digital era. This study aimed to compare the effectiveness of digital and conventional learning media in enhancing student achievement among seventh-grade junior high school students. A quasi-experimental research design with a pretest-posttest control group approach was employed. Sixty students were purposively selected and divided equally into two groups: an experimental group and a control group. Data were collected using a multiplechoice test to measure learning outcomes and analyzed using paired sample t-tests and independent sample t-tests to determine within-group and between-group differences. The results showed that the group taught using digital learning media achieved significantly higher posttest scores (M = 84.7) compared to the group taught using conventional methods (M = 70.2). In contrast, pretest scores between the two groups were nearly equal. The statistical analysis confirmed that digital media had a more substantial effect on improving learning outcomes than conventional media. These findings support multimedia learning theories and highlight the importance of interactive and student-centred digital environments. In conclusion, digital learning media offer significant advantages in promoting students’ academic achievement and should be increasingly integrated into classroom instruction. Future research should explore its long-term effectiveness and adaptability in different contexts. Educational institutions are encouraged to invest in teacher training and infrastructure to support technology-based learning.]]>
<![CDATA[The Effectiveness of the Guided Discovery Learning Model Assisted by PhET Virtual Laboratory Simulations on Students’ Physics Learning Outcomes ]]>
<![CDATA[Indah Maryani]]>;
<![CDATA[Supratman]]>;
<![CDATA[Aulia Mursida]]>;
<![CDATA[Akmal Nadya]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 2 (2025): August ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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<![CDATA[One of the challenges in physics education is the low level of conceptual understanding due to teaching methods that do not actively engage students. This study examines the effectiveness of the Guided Discovery learning model, assisted by PhET Simulation, in improving physics learning outcomes related to sound waves for grade XI MIPA students at SMAN 10 Mataram. A quasi-experimental method with a Static Group Pretest-Posttest Design was employed. Purposive sampling was used to select experimental and control groups. Data were collected through a 30-item multiple-choice test and analyzed using mean scores, normalized gain (N-Gain), normality and homogeneity tests, and an independent t-test. The results showed a significant improvement in the experimental class with an N-Gain of 0.49 (moderate), compared to 0.35 (mild) in the control class. The indicators of understanding and applying showed high gains. The independent t-test confirmed a significant difference (p < 0.05) between the groups. In conclusion, the Guided Discovery model supported by PhET Simulation effectively enhances physics learning outcomes. This study suggests integrating interactive technology-based learning to improve the quality of science education.]]>
<![CDATA[The Effectiveness of the Problem-Based Learning Model Assisted by the PhET Simulation in Improving Students’ Learning Outcomes ]]>
<![CDATA[Qothrunnada Qothrunnada]]>;
<![CDATA[Hardiyanti Pratiwi]]>;
<![CDATA[Atika Suryani]]>;
<![CDATA[Fitri Rochana]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 2 (2025): August ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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<![CDATA[Improving students’ physics learning outcomes remains a challenge, especially with static fluid materials, which are abstract and difficult to visualize. The purpose of this research is to investigate the impact of integrating the Problem-Based Learning (PBL) approach with PhET simulations on students’ achievement in learning static fluid concepts. The research employed a quasi-experimental method using a one-group pretest-posttest design, involving 30 students from class XI science. A multiple-choice test was utilized as the research instrument and analyzed through the N-gain formula to assess learning improvement. The findings revealed an increase in the average score from 52 in the pretest to 81.5 in the posttest, yielding an N-gain value of 0.51, which falls into the moderate category. Implementing the Problem-Based Learning (PBL) model supported by PhET Simulations proved effective in helping students visualize abstract concepts, enhancing their engagement during the learning process, and deepening their understanding of static fluid topics. These results suggest that combining problem-based learning approaches with interactive simulation tools can serve as an innovative method to enhance physics learning outcomes, particularly in conceptually challenging topics.]]>
<![CDATA[Effectiveness of The Cooperative Learning Model Assisted by The PhET Simulation to Improve Students’ Learning Outcomes ]]>
<![CDATA[Muh. Asri Ilham]]>;
<![CDATA[Muh. Amri Ilham]]>;
<![CDATA[Melinda]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 2 (2025): August ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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<![CDATA[Low student learning outcomes in static fluid topics highlight the need for innovative physics learning strategies. This study evaluates the effectiveness. of a cooperative learning model assisted by PhET simulations in improving outcomes. Using a one-group pretest-posttest design with a quantitative approach, the study involved 31 students from class XI A3 who were purposively selected. A multiple-choice test covering hydrostatic pressure, Pascal’s law, and Archimedes’ principle served as the primary instrument. Data were analyzed using the N-Gain test to measure improvement. Results showed an average score increase from 49.87 to 73.94, with an N-Gain of 0.48 (moderate category). The findings suggest that cooperative learning supported by PhET simulations is pretty effective in enhancing student learning outcomes. This study implies that integrating collaborative learning with interactive simulations can be a promising innovation in physics education.]]>
