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[How Do Teachers Promote Honesty and Responsibility at the Elementary Education Level? A Narrative Inquiry ]]>
<![CDATA[Hidayatullah, Muhammad Isro']]>;
<![CDATA[Rachmawati, Retna Ayu]]>;
<![CDATA[Hamdiana, Hamdiana]]>;
<![CDATA[Sumardi, Lalu]]>;
<![CDATA[Elbekovna, Zokhidova Rano]]>;
<![CDATA[Luthfi, Lalu Mochamad Ridho]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): January - April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.223
<![CDATA[In Indonesia, a crisis in moral and values education is emerging among elementary school students, posing a serious threat to the development of a superior generation if these values are not firmly instilled. The purpose of this study is to examine how teachers promote honesty and responsibility in their students. Using a narrative inquiry approach, the research explored teachers’ lived experiences to deepen understanding of how moral values are cultivated in elementary schools. The findings reveal that fostering honesty and responsibility is a long-term, ongoing process underpinned by consistent role modeling, empathy, and daily practice. Teachers emphasized that values are best instilled through example rather than instruction alone. Challenges include inconsistent implementation among educators, the influence of social media, and limited parental understanding. Nevertheless, teachers’ experiences highlight strategies such as culturally responsive practices, Classroom agreements, and restorative approaches that support more effective value formation. This study suggests expanding pedagogy toward moral pedagogy, positioning teachers as moral agents whose reflective experiences contribute to the development of contextual theory and practice. It is recommended that future research and curriculum design emphasize integrating honesty and responsibility through modeling, reflection, and collaboration among schools, families, and communities.]]>
<![CDATA[Key Factors Influencing the Increased Use of Artificial Intelligence Tools Among Students at Albukhary International University ]]>
<![CDATA[Riadah]]>;
<![CDATA[Hirosi, Amalia Hikmatul]]>;
<![CDATA[Meqdam, Mohammed]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): January - April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.238
<![CDATA[The rapid integration of Artificial Intelligence (AI) technologies in higher education has significantly influenced students’ learning practices, prompting increased reliance on AI-based academic tools. This study aims to analyze the key factors contributing to the growing use of AI tools among students at Albukhary International University. The research employed a qualitative, literature-based approach, using descriptive and content analysis methods to review relevant scholarly publications on AI adoption in higher education. The findings indicate that three major factors drive students’ use of AI tools: intensified academic workload and performance pressure, widespread digital accessibility and institutional technological integration, and the need for linguistic and cognitive support within an international academic environment. These factors collectively create structural conditions that encourage students to integrate AI technologies into their academic activities, particularly for writing assistance, information processing, and problem-solving tasks. The study concludes that the increasing use of AI tools among university students is not merely a technological trend but a response to academic, institutional, and learner-related demands in contemporary higher education. The findings imply that universities need to develop clear academic policies and support systems to ensure the responsible and ethical use of AI technologies while maintaining academic integrity and meaningful learning outcomes.]]>
<![CDATA[Practicality of Local Wisdom-Based Science E-Modules Using Problem-Based Learning for Critical Thinking and Digital Literacy ]]>
<![CDATA[Putri, Windiarti Pratiwi]]>;
<![CDATA[Muntari, Muntari]]>;
<![CDATA[Lalu Rudyat Telly Savalas]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): January - April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.241
<![CDATA[The integration of technology and local wisdom in science learning has become increasingly important to enhance student engagement and understanding. This study aimed to develop and evaluate the practicality of a Science E-Module based on Problem-Based Learning (PBL) and a local-wisdom approach for high school students. The study employed a development research design with limited trials, involving Classroom implementation observations, teacher and student response questionnaires, and data analyzed using descriptive quantitative techniques. The results showed that the Classroom implementation reached 92% (very well implemented), teacher responses averaged 93% (very practical), and student responses averaged 87% (very practical), indicating high engagement and usability. It can be concluded that the developed E-Module is practical and supports effective learning by promoting independent learning, critical thinking, and digital literacy. These findings suggest that integrating PBL and local wisdom through digital modules can be an innovative strategy to improve science learning and is recommended for broader implementation in similar educational contexts.]]>
<![CDATA[Science Reading Habits, Learning Interest, and Their Effect on Students’ Academic Achievement ]]>
<![CDATA[Halimatussoleha, Siti]]>;
<![CDATA[Jihad, Badrul]]>;
<![CDATA[Hadi, Muhamad Samsul]]>;
<![CDATA[Prianto, Dede]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): January - April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.242
<![CDATA[Academic achievement in elementary science is influenced by multiple cognitive and motivational factors that interact within the learning process. This study aims to examine the relationships and predictive roles of reading frequency and students’ interest in science learning on academic achievement in the topic of animal reproduction among sixth-grade students. The study employed a quantitative survey design involving 37 students, with data collected through questionnaires and achievement tests and analyzed using correlational and regression approaches. The findings indicate that reading frequency and learning interest do not show significant relationships with academic achievement when examined individually; however, both variables demonstrate a significant combined predictive association when analyzed simultaneously. This suggests that academic achievement is shaped by the interaction of cognitive engagement and motivational factors rather than by isolated variables. These results highlight the importance of integrating reading activities with strategies that foster meaningful learning interest. It is recommended that future research explore additional mediating variables and apply more comprehensive analytical models to better understand the mechanisms underlying students’ academic achievement in science education.]]>
<![CDATA[Exploring the Nyorong Tradition as a Source of Contextual Science Learning in Secondary Education ]]>
<![CDATA[Afrilianti, Siska]]>;
<![CDATA[Mahrus, Mahrus]]>;
<![CDATA[Adianata, Rangga]]>;
<![CDATA[Tenggara, Deyan Eka]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): January - April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.243
<![CDATA[Contextual science learning is essential for enhancing students’ understanding by linking scientific concepts to real-life experiences. This study aims to explore the Nyorong tradition of the Samawa community as a contextual learning resource for science education through an ethnoscience approach. A qualitative descriptive method was employed, with data collected through observations, semi-structured interviews with four community members, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The results show that the Nyorong tradition comprises stages such as preparation, the delivery procession, and the symbolic handover, which embody educational values, including responsibility, cooperation, mutual assistance, social solidarity, and respect for cultural norms. In addition, these activities are closely related to scientific concepts such as force, work and energy, motion, energy transformation, and simple machines. It can be concluded that the Nyorong tradition has strong potential as a culturally relevant resource for contextual science learning. The findings imply that integrating local cultural practices into science instruction can support meaningful learning, strengthen conceptual understanding, and promote students’ character development.]]>
<![CDATA[The Effect of the Jigsaw Type Cooperative Learning Model on Students’ Conceptual Understanding of Collisions Material ]]>
<![CDATA[Amrullah, Lalu Azikri]]>;
<![CDATA[Mahrus, Mahrus]]>;
<![CDATA[Gunawan]]>;
<![CDATA[Kosim]]>;
<![CDATA[Anugraheni, Audy Sintia]]>;
<![CDATA[Lestari, Erika]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): January - April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.244
<![CDATA[Low understanding of physics concepts is often caused by learning models that do not facilitate active student interaction in the dissection of abstract phenomena. This study aims to analyze the effect of implementing the Jigsaw-type cooperative learning model on students’ conceptual understanding of collision material at MA Nurul Iman. The method used was a quasi-experimental design with a Nonequivalent Control Group Design, involving the experimental class of 21 students and the control class of 20 students. The results of the data analysis using the Independent Samples T-Test showed a significance value of 0.000, indicating a significant difference in achievement between the two groups. The increase in conceptual understanding in the experimental class reached an N-gain score of 0.76 (High category), surpassing that of the control class, which achieved 0.56 (Medium category). The Jigsaw model is significantly more effective at improving students’ cognitive quality than the conventional model, thanks to individual responsibility mechanisms and peer tutoring. These findings contribute to the development of active learning strategies in secondary schools. Recommendations for educators to integrate cooperative models to overcome visualization barriers in complex mechanical concepts.]]>
<![CDATA[The Effect of Problem-Based Learning Assisted by Animated Video on Biology Students’ Creativity ]]>
<![CDATA[Herawadini, Fitria]]>;
<![CDATA[Mahrus, Mahrus]]>;
<![CDATA[Apriani, Rizkia]]>;
<![CDATA[Anam, Khaerul]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): January - April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.245
<![CDATA[Creativity is a key competency that needs to be developed through Biology learning to meet the demands of twenty-first-century education. This study aims to determine the effect of Problem-Based Learning (PBL) assisted by animated video on students’ creativity in Biology learning. The study employed a quantitative quasi-experimental design with a nonequivalent control group design, involving 50 Grade XI students divided into experimental and control classes. Data were collected using pretest and posttest instruments based on four creativity indicators, fluency, flexibility, originality, and elaboration, and analyzed using ANCOVA with pretest scores as covariates. The results show that students’ creativity in the experimental class increased significantly compared to the control class, with ANCOVA indicating a significant treatment effect (p < 0.05) and a large effect size. It can be concluded that PBL, assisted by animated video, is more effective than conventional learning at enhancing students’ creativity. These findings suggest that integrating problem-based learning with interactive digital media can be an effective strategy for fostering creativity and supporting the implementation of innovative, student-centered Biology learning.]]>
<![CDATA[Mapping the Trends and Development of Ethnoscience Research in Science Education: A Bibliometric Analysis (2015–2025) ]]>
<![CDATA[Isnaini, Ahmad Hardyan]]>;
<![CDATA[Mahrus, Mahrus]]>;
<![CDATA[Pramudya, Muhamad Rizqi Duha]]>;
<![CDATA[Putri, Rahma Adinda]]>;
<![CDATA[Toofani, Naveed]]>;
<![CDATA[Faresta, Rangga Alif]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): January - April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.246
<![CDATA[The integration of local wisdom into science education is increasingly recognized for fostering contextual learning; however, a comprehensive mapping of its global development remains limited. This study aims to map the publication trends, knowledge structures, and future trajectories of ethnoscience research over the past decade. A bibliometric analysis was conducted on 849 articles published between 2015 and 2025, sourced from the Dimensions.ai database, and visualized using VOSviewer. The findings reveal a significant publication surge peaking in 2025 (29.1%), with Indonesia driving the research output primarily through teacher education institutions. Co-occurrence analysis identifies four distinct thematic clusters: macro-level curriculum policy, instructional material development, experimental Classroom implementation, and student performance evaluation. The structural evolution of these clusters suggests that ethnoscience is increasingly being adopted as a viable instructional approach. Nevertheless, significant research gaps remain, particularly at the intersection of climate change adaptation and emerging technologies. The implications of this study provide a concrete roadmap for future researchers, highlighting the critical need to integrate ethnoscience with artificial intelligence and global environmental challenges to ensure the sustained relevance of culturally responsive science education.]]>
<![CDATA[An Ethnoscience Study of the Tempe-Making Process as a Source of Contextual Science Learning: A Case Study of The Aikmual Village ]]>
<![CDATA[Iqlima, Shelliana]]>;
<![CDATA[Mahrus, Mahrus]]>;
<![CDATA[Pratama, Fathoni Arif]]>;
<![CDATA[Riyanto, Elvina]]>;
<![CDATA[Laily, Asma Nadia]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): January - April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.250
<![CDATA[Contextual learning in science education (IPA) demands integration of real-world phenomena familiar to students. This study examines the ethnoscientific aspects embedded in the tempeh-making process as a contextual resource for science learning. A qualitative descriptive case study was conducted in Aikmual Village, Central Lombok, involving participatory observation, in-depth interviews with three experienced producers, and documentation. The findings reveal that the tempeh production process integrates key scientific concepts across biology, chemistry, and physics, particularly in fermentation, biochemical transformations, and heat transfer mechanisms. Eight production stages were systematically mapped to relevant science competencies at the junior and senior high school levels. The study concludes that traditional tempeh-making practices have strong potential as ethnoscience-based learning resources to enhance students’ scientific literacy and contextual understanding, in line with the Merdeka Belajar curriculum.]]>
<![CDATA[Integration of Ethnoscience in the Development of a Problem-Based Learning–Based Science E-Module as a Contextual Learning Medium ]]>
<![CDATA[Salwa, Salwa]]>;
<![CDATA[Mahrus, Mahrus]]>;
<![CDATA[Febiyanti, Masayu]]>;
<![CDATA[Al-Fadhilah, Kanaya Hasnah]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): January - April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.251
<![CDATA[This study developed a Problem-Based Learning (PBL)-based science e-module integrating local ethnoscience from Lombok, Indonesia, and examined its validity, practicality, and effectiveness in improving students’ problem-solving skills and cognitive outcomes. Using the ADDIE model within a Research and Development (R&D) framework combined with a quasi-experimental design, four ethnoscience contexts of the Sasak community, traditional weaving dye techniques, Rinjani terraced irrigation, coastal salt production, and clay stove cooking, were systematically embedded as authentic problem scenarios across five PBL phases. Expert validation yielded a mean score of 90.1% (very valid). Student response surveys indicated 88.4% practicality. Pre-test and post-test analysis using N-gain showed a score of 0.63 (moderate-high) for the experimental group versus 0.35 for the control group, with a statistically significant difference (p < 0.001). Problem-solving skills improved across all four Polya indicators (N-gain 0.52–0.61). The ethnoscience-PBL e-module constitutes a contextually grounded digital learning medium that enhances scientific competence while valorizing indigenous cultural knowledge within the Merdeka Belajar curriculum.]]>
