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[The Effectiveness of the Project-Based Learning Model to Enhance High School Students’ Problem-Solving Skills in the City of Mataram, West Nusa Tenggara ]]>
<![CDATA[Sri Suci Lestari]]>;
<![CDATA[Widuri Permata Anggarbini Rayis]]>;
<![CDATA[Marjan Marjan]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 3 (2025): December ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v1i3.153
<![CDATA[21st-century physics learning requires problem-solving skills, but school practices often remain teacher-centered and formula-oriented. This study aims to analyze the effect of implementing a project-based learning model on 11th-grade students’ problem-solving skills in linear motion at SMA Negeri 2 Mataram. The research used a one-group pretest-posttest design with a purposively selected sample of 71 students. The results indicated strong validity (17 of 20 items were valid) and high reliability (KR-20 = 0.854). The average score went up from 63.24 on the pretest to 70.12 on the posttest. Normality testing confirmed that the data were normally distributed, and the paired sample t-test showed a significant difference (t-value of 5.527 exceeded the t-table value of 2.000). These findings confirm that project-based learning is efficacious in improving students’ problem-solving skills. The PjBL model is effective in developing these skills and can serve as an innovative learning strategy to enhance physics learning in secondary schools.]]>
<![CDATA[Cultural Integration in Science Education: Teachers’ Perceptions of The Sumbawa Oil (Melala) as Local Wisdom in Chemistry Learning ]]>
<![CDATA[Riska Dia Sapitri]]>;
<![CDATA[Nurlatifah Nurlatifah]]>;
<![CDATA[Yunita Riskayanti]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 3 (2025): December ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v1i3.154
<![CDATA[Integrating local wisdom into chemistry education is crucial for creating a contextual and meaningful learning experience. This study analyses teachers’ perceptions of incorporating Sumbawa Oil (Melala) local wisdom into chemistry lessons in Sumbawa and West Sumbawa Regencies. Using a quantitative descriptive method, a Likert scale questionnaire was distributed via Google Forms. Results show that teachers’ perceptions generally fall within the good-to-excellent range, with the highest scores (90.2%) on relevance to curriculum and chemistry content. The significance test (Sig. 2-tailed) reveals no significant differences in perceptions across indicators or among teachers with different teaching experiences, indicating a consistently positive outlook on teaching with Melala local wisdom. The study emphasizes the importance of developing culture-based teaching tools and training. It encourages collaboration among schools, universities, and local governments to ensure the effective and sustainable integration of local wisdom.]]>
<![CDATA[The Effect of The Project-Based Learning Model on High School Students' Science Process Skills ]]>
<![CDATA[Rizka Sofia Irawan]]>;
<![CDATA[Samsul Sahidi]]>;
<![CDATA[Rifdah Fadhilah]]>;
<![CDATA[Ridha Zulfatun Nafisah]]>;
<![CDATA[Khaerul Anam]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 3 (2025): December ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v1i3.155
<![CDATA[Project-Based Learning is an instructional strategy that improves students' Science Process Skills (SPS) by involving them in hands-on scientific project design and implementation. This study investigates the effect of PjBL on students’ SPS, focusing on skills such as observing, generating hypotheses, planning experiments, using tools and materials, collaborating in groups, and communicating scientifically. The research follows a quasi-experimental design with a pretest-posttest control group, including two XI classes at SMAN 1 Lembar, selected through purposive sampling. One class (XI-1) is assigned to the experimental group, which uses PjBL, while the other (XI-2) is the control group, which follows traditional teaching methods. The study uses a science process skills test as the research instrument. The N-Gain analysis showed a moderate improvement of 0.335 in the experimental group, compared to a minimal improvement of 0.011 in the control group. A t-test (t = 6.84 > t = 1.673 at the 5% significance level) confirmed the significant effect of PjBL. The results indicate that PjBL effectively enhances students’ scientific skills, critical thinking, and creativity, making it a viable and innovative approach for science education. These results suggest that PjBL can be foundational to developing more integrated, context-driven approaches to science learning.]]>
<![CDATA[The Effectiveness of the Problem-Based Learning Model on the Critical Thinking Skills of Grade XI Students at MAN 1 Central Lombok ]]>
<![CDATA[Nisa Hiidayatullah]]>;
<![CDATA[Ziadatul Fatimah]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 3 (2025): December ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v1i3.156
<![CDATA[Critical thinking skills are fundamental cognitive abilities that play a crucial role across many facets of life by enabling people to analyze, assess, and solve problems. The purpose of this study is to examine how students’ critical thinking skills are affected by problem-based learning paradigms. A quasi-experimental design with a non-equivalent control group—also referred to as a pretest-posttest untreated control group design—is used in this quantitative investigation. Purposive sampling was used to get the research sample. This study used a 10-item essay test to assess students’ critical thinking skills. According to the study’s findings, the significance level value was 0.033, which was less than α of 0.050. It suggests that problem-based learning paradigms impact students’ critical thinking skills. These findings suggest that, to accommodate different cognitive styles, learning procedures should be flexible and varied.]]>
<![CDATA[The Elementary School Teachers’ Perceptions of The Implementation of Sasak Culture-Based Learning in West Lombok ]]>
<![CDATA[Ryya Aulia Asirri]]>;
<![CDATA[Nuri Ashrissilmi]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 3 (2025): December ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v1i3.157
<![CDATA[Culture-based learning is an approach designed to embrace students’ cultural diversity. This study aimed to explore elementary school teachers’ perceptions in West Lombok Regency regarding the integration of culture into science education. A quantitative survey method was employed, with data collected via questionnaires using a Likert scale. The analysis involved both descriptive and quantitative techniques, calculating the percentage of responses in each category for every indicator. Findings revealed that teachers’ understanding of Sasak culture and culture-based learning was excellent, with 82% recognition. Their attitudes toward Sasak cultural integration were also highly positive, at 85%. The implementation of Sasak culture-based learning was successful at a 75% (good), while the perceived benefits scored 85% (very good). Obstacles encountered during implementation scored 68%, indicating a good level. These results aim to provide insight into teachers’ comprehension, acceptance, and application of local culture in education, and to inform curriculum development, teacher training, and the creation of culturally relevant teaching materials.]]>
<![CDATA[Analysis of Creative Thinking Test Items in Problem-Based Learning Integrated with Ethnoscience ]]>
<![CDATA[Nurul Hidayah]]>;
<![CDATA[Wahyuni Arafani]]>;
<![CDATA[Agil Al Idrus]]>;
<![CDATA[Agus Abhi Purwoko]]>;
<![CDATA[Muntari Muntari]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 3 (2025): December ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v1i3.158
<![CDATA[The need for culturally responsive science learning highlights the importance of assessment instruments that can capture students’ creative thinking skills. This study aims to analyze the validity and alignment of creative-thinking test items developed within a Problem-Based Learning (PBL) framework integrated with ethnoscience. The research used a Research and Development (R&D) design based on the ADDIE model, covering analysis, design, development, implementation, and evaluation. Essay-type questions were constructed to measure four indicators of creative thinking: fluency, flexibility, originality, and elaboration. Content validity was assessed by material and assessment experts using Aiken’s V. In contrast, qualitative descriptive techniques were used to examine the suitability of the items with creative-thinking indicators and ethnoscience contexts. The results show that all test items achieved very high content validity, with Aiken’s V values ranging from 0.86 to 0.92. Each creative-thinking indicator was represented proportionally, and all items were judged relevant to local cultural practices, particularly the salt-making process in Pejot Village and keris-making traditions in Sakra Village, East Lombok. The study concludes that the developed instrument is valid and feasible for assessing creative thinking skills in PBL-based science learning integrated with ethnoscience. These findings suggest that culturally grounded assessment instruments can enhance science education by fostering deeper, more creative student engagement with scientific concepts.]]>
<![CDATA[An Analysis of the Impact of Child-Friendly School Culture Implementation on Students’ Collaboration Skills at West Nusa Tenggara, Indonesia ]]>
<![CDATA[Ni Wayan Asri Udayani]]>;
<![CDATA[Vira Sasmita]]>;
<![CDATA[Baiq Chunafa Diza Farhana]]>;
<![CDATA[Lalu Sumardi]]>;
<![CDATA[Dadi Setiadi]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 3 (2025): December ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v1i3.163
<![CDATA[Schools are increasingly expected to create learning environments that support not only academic achievement but also students’ social and collaborative skills. This study analyzes the impact of implementing the Child-Friendly School (CFS) culture on elementary students’ collaboration skills at SDN 5 Cakranegara, Mataram City, West Nusa Tenggara, Indonesia. The study employed a qualitative case-study design. Data were collected through in-depth interviews, observations, and documentation involving the principal, teachers, students, and parents. The data were analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. The findings indicate that implementing the CFS culture positively impacts students’ collaboration skills by fostering an inclusive, safe, and participatory school environment. Routine activities, positive discipline practices, differentiated instruction, inclusive play settings, and parental involvement enhance students’ cooperation, communication, empathy, and mutual respect. However, several challenges remain, including limitations in school facilities and the persistence of competitive learning norms. In conclusion, the implementation of a Child-Friendly School culture effectively supports the development of students’ collaboration skills and social-emotional competencies. This study implies that child-friendly education should be strengthened through continuous evaluation, collaborative learning strategies, and sustainable school–parent partnerships to maintain inclusive and collaborative learning environments in elementary schools]]>
<![CDATA[Digital Transformation in School Administration and the Implementation of School Management Information Systems at Madrasah Aliyah Negeri 1 Mataram ]]>
<![CDATA[Baiq Trisni Yuliantari]]>;
<![CDATA[Mohamad Mustari]]>;
<![CDATA[Syarifuddin Syarifuddin]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 1 No. 3 (2025): December ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v1i3.164
<![CDATA[Digital transformation has become a primary demand in improving the quality of educational governance in the modern era. This study aims to analyze the management of digital transformation in school administration at MAN 1 Mataram, focusing on the implementation process of the School Management Information System (SIMS), the benefits gained, and the challenges encountered. The research employed a qualitative descriptive method with a case study design, involving the principal, teachers, and administrative staff as research subjects. Data were collected through interviews, observations, and documentation, then analyzed through data reduction, data presentation, and conclusion drawing. The findings reveal that MAN 1 Mataram possesses strong digital infrastructure readiness, supported by adequate ICT facilities and competent human resources. The implementation of SIMS has improved administrative efficiency and data transparency; however, it still faces challenges such as power outages, limited internet quotas, and network disruptions. The study concludes that the success of digital transformation depends on infrastructure readiness, digital literacy, and policy support. The implication is that digitalizing school administration can strengthen governance and enhance the effectiveness of educational services. It is recommended that schools and the government continue to improve infrastructure stability, provide digital training, and offer ongoing support for digital-based madrasahs.]]>
