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[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.]]>
<![CDATA[The Influence of The Project-Based Learning Model on Students' Creativity and Understanding of Science Concepts ]]>
<![CDATA[Zaena Sultona Osi]]>;
<![CDATA[Alauddin Shahih]]>;
<![CDATA[Egi Gerhanandi]]>;
<![CDATA[Kholid Khairul Umam]]>
<![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 importance of Project-Based Learning (PjBL) in learning lies in its ability to increase student engagement, develop various important skills, and make learning more meaningful. This study aims to investigate the effect of the Project-Based Learning (PjBL) model on the creativity and understanding of physics concepts among grade XI students. Involving 35 students studying Temperature and Heat material, this study used a one-group pretest-posttest design. Data were collected through a concept understanding test and a creativity questionnaire covering indicators of fluency, originality, flexibility, and elaboration. The results showed that the average value of concept understanding increased from 65 in the pretest to 82 in the posttest. Additionally, the creativity questionnaire revealed a significant increase in all aspects, with the average total creativity score rising from 70.5 to 85.5. These findings indicate that the implementation of the PjBL model not only improves students' concept understanding but also encourages their creativity. Therefore, the PjBL model is recommended as an effective method for enhancing student engagement and improving learning outcomes in physics education.]]>
<![CDATA[The Effectiveness of the Project-Based Learning (PjBL) Model on Students’ Creativity ]]>
<![CDATA[Rina Martiana]]>;
<![CDATA[Lalu Muh Rudi Susanto]]>;
<![CDATA[Khaerul Anam]]>;
<![CDATA[Heri Rismawan]]>
<![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 use of teacher-centred learning in schools has become a common issue in education. This study aims to analyze the effectiveness of the Project-Based Learning (PjBL) model on students' creativity. The objective of this study is to examine and analyze the effectiveness of the ProjectBased Learning (PjBL) model in enhancing students' creativity. The research method employed a quantitative descriptive approach with a one-group pretest-posttest design, involving 18 students from class XI at MA Pondok Pesantren Darul Muhsinin as the sample. Data was collected through tests. The analysis results showed that the implementation of PjBL in class XI increased student scores, improving learning outcomes from a pretest score of 38.6 to a posttest score of 67.7. There was a significant difference between the pretest and posttest scores, indicating that Project-Based Learning is an effective method for enhancing students' creativity in learning.]]>
<![CDATA[Effectiveness of PhET Simulation Creative Problem-Solving Learning Model On Students' Problem-Solving Abilities ]]>
<![CDATA[Bintang Maharani]]>;
<![CDATA[Indri Hertika]]>;
<![CDATA[Alifah Miftahul Jannah]]>
<![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 development of educational technology encourages the use of innovative methods in learning. Therefore, this study aims to measure the effectiveness of the Creative Problem Solving (CPS) learning model, assisted by PhET Simulation, on students' problem-solving abilities. The purpose of this study was to determine how the application of the CPS model can improve students' problem-solving abilities. The method employed was a quasi-experimental design with a Nonequivalent Control Group Design, involving two groups: an experimental class that implemented CPS with PhET and a control class that followed conventional learning methods. The data analysis technique involved comparing the initial and final test scores of the two groups. The results showed that the experimental class experienced a significant increase in problem-solving abilities, with a final average score of 79.55, whereas the control class achieved a score of 71.83. This study concludes that the CPS model, when supplemented by PhET, is capable of enhancing students' critical thinking skills and creativity, while also fostering a more engaging learning process. Suggestions for further research include exploring the use of technology in education to enhance the effectiveness of learning across various disciplines.]]>
<![CDATA[The Efficiency of the Educaplay-Assisted PBL in Improving Student Learning Outcomes in Physics ]]>
<![CDATA[Ni Putu Anindita Dara Maheswari]]>;
<![CDATA[Marshanda V. Menajang]]>;
<![CDATA[Dyta Puspita Ningrum]]>;
<![CDATA[Riziqul Ikram]]>
<![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 low physics learning outcomes at SMAN 2 Mataram encourage the need to apply innovative technology-based learning models. The purpose of this study is to evaluate the efficacy of Problem-Based Learning (PBL) assisted by the Educaplay platform in enhancing physics learning outcomes for the Dynamic Fluids material. Using a quasi-experimental design with purposive sampling of 54 students (33 in the experimental class and 21 in the control class), this study analyzed data through N-Gain tests and observations of the affective-psychomotor domain. The results showed significant improvements in the experimental class, with high N-Gain scores in the cognitive domains C1 (0.92) and C3 (0.70), as well as superior improvements in the affective (97%) and psychomotor (95%) domains compared to the control class. These findings demonstrate that integrating PBL and Educaplay can create an interactive and holistic learning environment. The study recommends implementing this model as an alternative approach to physics education, emphasizing the importance of technical support for students, while also contributing empirical evidence to the development of digital-based learning theories in the educational context.]]>
