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.
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<![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.]]>
<![CDATA[Applying the PhET Simulation and Problem-Based Learning to Enhance Students' Problem-Solving Ability ]]>
<![CDATA[Jaswadi Jaswadi]]>;
<![CDATA[Windy Zaerani]]>;
<![CDATA[Solihin Rohmat]]>;
<![CDATA[Aeruni]]>;
<![CDATA[Fahmi Ilham]]>
<![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 primary focus of physics instruction in schools is to improve students' problem-solving skills. This study aims to determine whether employing problem-based learning can enhance students' problem-solving skills. This study employs a quasi-experimental design with a non-equivalent control group. It was discovered that students' problem-solving skills remained deficient due to less collaborative and active learning. The study was carried out in classes XI A through XI D at MAN 1 Mataram. The researchers used purposive sampling, which resulted in XI C and XI D being designated as the experimental and control classes, respectively. The test used in the research data collection method consisted of ten questions. Pretest and posttest results are research data. NGain is used to evaluate the effectiveness of the learning process. According to the N-Gain results, the N-Gain of the experimental class was 0,66, whereas the control class was 0,48. Therefore, it can be said that using PhET simulations to facilitate problem-based learning is a good way to enhance problem-solving abilities. Compared to traditional learning, the use of the problem-based learning paradigm with PhET simulation is more successful.]]>
<![CDATA[Design and Development of a Free-Fall Experiment Apparatus Based on a Photodiode Sensor ]]>
<![CDATA[Bayu Septiawan]]>;
<![CDATA[Naufal Rizky Akbar]]>;
<![CDATA[Fauzan Najib Habibi]]>
<![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 technology in education, particularly through sensor- and microcontroller-based experimental tools, has proven effective in enhancing the accuracy and efficiency of science learning. This study aims to design a free-fall motion experiment apparatus utilizing a photodiode sensor and Arduino Nano to improve time and gravitational acceleration measurements. The design includes hardware components (electromagnetic ball release, laser, photodiode sensor, and LCD) and software using the Arduino IDE. Experiments at heights of 0.2 m, 0.4 m, and 0.6 m yielded average gravitational acceleration values of 9.715 m/s², 9.787 m/s², and 9.819 m/s², respectively, close to the theoretical value of 9.8 m/s² with low standard deviations (0.351, 0.323, 0.311) m/s². The sensor’s fast response (0.001 milliseconds) demonstrates the tool’s effectiveness in minimizing manual error. These findings suggest that integrating a photodiode sensor with an Arduino Nano can produce an accurate and efficient tool for physics experiments. Further development, such as automated height adjustment, is recommended to enhance measurement precision.]]>
<![CDATA[The Impact of Problem-Based Learning on The Biology Achievement of Grade XI Students at SMAN 1 Sikur, East Lombok ]]>
<![CDATA[M. Alhafizin]]>;
<![CDATA[Supratman Supratman]]>;
<![CDATA[Mirzan Asri]]>;
<![CDATA[Intan Lestari Shelvyandira]]>
<![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 increasing demand for 21st-century education requires innovative learning models that enhance students’ critical thinking and problem-solving skills. This study aims to analyse the effect of the Problem-Based Learning (PBL) model on Biology learning outcomes among Grade XI students at SMAN 1 Sikur, East Lombok. A quantitative approach was employed using a quasiexperimental design with a pretest–posttest control group. The sample consisted of two classes, XI IPA 1 (control group) and XI IPA 3 (experimental group), each comprising 30 students. Data were collected through pretests and post-tests and analysed using an independent samples t-test. The results showed a significant difference in post-test scores between the experimental group (81.2) and the control group (73.3), with a p-value of 0.0006 (p < 0.05). It can be concluded that the PBL model has a significant positive impact on students’ biology learning outcomes. These findings imply that PBL can be a practical instructional approach to foster meaningful and skilloriented learning in secondary education.]]>
<![CDATA[Development of Interactive Media Integrated with Local Wisdom to Enhance Students’ Concept Mastery and Creative Thinking ]]>
<![CDATA[Dunia Purnama]]>;
<![CDATA[Dini Annisha]]>;
<![CDATA[Berti Yolida]]>;
<![CDATA[Hermansyah Hermansyah]]>
<![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 local wisdom into learning media is considered to make science lessons more contextual, engaging, and meaningful for students. This study aims to develop and assess an interactive learning medium that integrates local wisdom, based on the traditional game begasingan, to enhance students’ conceptual understanding and creative thinking in science learning, particularly in the context of force and motion. The research used a 4D development model (Define, Design, Develop, Disseminate) involving expert validation, practicality testing with teachers and students, and effectiveness evaluation through a quasi-experimental design. The sample consisted of 60 junior high school students, divided into an experimental and a control group. The media was validated with high results (Aiken’s V = 0.83–0.92), considered highly practical by teachers (92.6%) and students (89.4%). The experimental group achieved higher NGain scores (0.68) than the control group (0.44), indicating better concept mastery. Creative thinking skills, including fluency, flexibility, and originality, also improved significantly in the experimental group. The results suggest that integrating cultural elements into interactive media effectively supports contextual science learning while preserving local identity.]]>
<![CDATA[The Effectiveness of Problem-Based Learning Models in Improving Students’ Critical Thinking Skills ]]>
<![CDATA[Abelia Berliana Casandra]]>;
<![CDATA[Haikal Novendra Alfanzani]]>;
<![CDATA[Vera Hamidah]]>
<![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[In the 21st century, enhancing students’ critical thinking skills is crucial for developing highquality human resources. In physics education, students often struggle to analyze problems, apply concepts, and draw logical conclusions, indicating a limited ability to think critically. This issue is often associated with teacher-centered learning methods. This study investigates the effectiveness of the Problem-Based Learning (PBL) model in enhancing students’ critical thinking skills in the context of static fluids. Using a quasi-experimental design, 72 grade XI science students were divided into control and experimental groups. The experimental group received PBL instruction, while the control group followed traditional methods. Data from pre-tests and posttests were analyzed using independent sample t-tests. Results showed that the experimental group had significantly higher critical thinking scores. This finding suggests that PBL effectively fosters students’ critical thinking by encouraging inquiry, collaboration, and real-world problem solving]]>
<![CDATA[Implementation of an IoT-based Temperature and Humidity Monitoring System in the Physics Education Laboratory ]]>
<![CDATA[Holis Angga Saputra]]>;
<![CDATA[Ahmad Hardyan Isnaini]]>;
<![CDATA[Rifki Rifaldy]]>;
<![CDATA[Joni Wijaya Fathoni]]>
<![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[Physics laboratories require stable environments for accurate experiments, as temperature and humidity fluctuations can affect results and damage equipment. This research aimed to implement an Internet of Things (IoT)-based system to monitor these conditions in the FKIP UNRAM Physics Education Laboratory. The experimental method involved designing a system using an ESP8266 microcontroller and a DHT 11 sensor, which was programmed with the Arduino IDE to send data to the ThingSpeak platform via Wi-Fi for analysis. Over three days of testing, the system recorded an average temperature of 30.78°C and an average relative humidity of 82.76%, successfully revealing clear diurnal patterns and documenting inter-day environmental variability. Implementing this IoT system proved effective for acquiring detailed and relevant ecological data, which is crucial for ensuring the quality and validity. Future developments are suggested, including the integration of real-time notifications, interactive dashboards, and automated trend analysis, to further enhance laboratory management.]]>
