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
49 Documents
<![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): 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): 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.]]>
<![CDATA[The Use of Mind Maps and Educational Snakes and Ladders to Overcome Learning Difficulties in Acids and Bases ]]>
<![CDATA[Sari, Naya Mahdiyya]]>;
<![CDATA[Mahrus, Mahrus]]>;
<![CDATA[M. Rata]]>;
<![CDATA[Nugroho, Fadlurrahman Hadi]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.254
<![CDATA[Low level of students’ conceptual understanding and engagement in learning chemistry, particularly on acid-base topics. The purpose of this study is to analyze the effectiveness of ethnoscience-based mind map wall displays and an educational Snakes and Ladders game in improving students’ conceptual understanding and motivation to learn. The study employed a qualitative classroom action research design conducted in two cycles, involving 67 eleventh-grade students at SMAN 4 Mataram, with data collected through observations, student worksheets, and learning evaluations. The results indicate a significant improvement in students’ conceptual understanding, active participation, and learning outcomes, as evidenced by more than 80 percent of students achieving scores above the minimum competency criteria and an increase in the average score from 62 to 81, along with positive student responses toward a more interactive and contextual learning process. In conclusion, the integration of visual, ethnoscience-based, and gamification-oriented learning media is effective in enhancing the quality of chemistry learning, particularly on acid-base material. This study suggests that innovative, contextual, and game-based learning strategies can serve as effective alternatives for improving the quality of science education.]]>
<![CDATA[Problem Analysis and Evaluation of Science Instruction in the Implementation of the Merdeka Curriculum at the Senior High School Level ]]>
<![CDATA[Mustofa, Nurmala]]>;
<![CDATA[Mahrus, Mahrus]]>;
<![CDATA[Mustofa, Syahrizal]]>;
<![CDATA[Zulmizan, Zulmizan]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.255
<![CDATA[Implementing the Independent Curriculum in science learning requires a shift towards student-centered learning, but it still faces various obstacles in the field. This study aims to analyze the implementation and problems of science learning within the Independent Curriculum at SMAN 1 Kediri, including the planning, implementation, and evaluation of learning. This study used a qualitative case study design, employing semi-structured interviews and documentation with science teachers and the Vice Principal for curriculum. The results show that learning has led to collaborative activities and discussions, but has not been optimal in developing innovative teaching modules, implementing practicums due to limited laboratory facilities, and applying authentic assessments, which remain limited to formative and summative forms. In addition, low student motivation to learn and uneven teacher competence pose challenges to curriculum implementation. The conclusion of this study indicates that the implementation of science learning within the Independent Curriculum has not been optimal and still requires improvements in various aspects. The implications of this research emphasize the importance of improving teacher competence, optimizing authentic assessments, and revitalizing laboratory facilities to create more meaningful, contextual science learning that aligns with the principles of the Independent Curriculum.]]>
<![CDATA[The Effect of Problem-Based Learning Assisted by Interactive PowerPoint on High School Students’ Creativity: A Quasi-Experimental Study ]]>
<![CDATA[Nabila, Elya Suci]]>;
<![CDATA[Mahrus, Mahrus]]>;
<![CDATA[Cahyani, Anggi Fadila]]>;
<![CDATA[Mustafa, Aiman]]>;
<![CDATA[Arrahman, Arbi]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.257
<![CDATA[Science learning at the senior high school level, which remains teacher-centered, has resulted in suboptimal development of students’ creativity. This study aims to examine the effect of Problem-Based Learning (PBL) assisted by interactive PowerPoint on the creativity of tenth-grade students at SMAN 1 Labuapi in science learning. This study employed a quantitative quasi-experimental design with a nonequivalent control group. The sample consisted of 40 students, divided into an experimental class (XA) and a control class (XB), using a saturated sampling technique. Creativity data were collected using essay test instruments covering indicators of fluency, flexibility, and originality, and were analyzed using ANCOVA with pretest scores as the covariate. The results showed F = 5.577 with a significance value of 0.024 < 0.05, and the adjusted mean of the experimental class, 81.265, was higher than that of the control class, 77.472. Therefore, it can be concluded that PBL assisted by interactive PowerPoint significantly affects the creativity of tenth-grade students in science learning. These findings suggest that integrating PBL with interactive media can be an innovative alternative for science teachers to design more authentic, contextual learning experiences that foster students’ creativity in alignment with the Merdeka Curriculum.]]>
<![CDATA[An Analysis of Planning, Implementation, and Evaluation of TPACK-Based Chemistry Instruction in Grade X at SMAN 5 Mataram ]]>
<![CDATA[Kamila, Nasywa Dwi]]>;
<![CDATA[Mahrus, Mahrus]]>;
<![CDATA[Pratama, Fathoni Arif]]>;
<![CDATA[Arrahman, Imam Arbi]]>;
<![CDATA[Lutfiatussholihah, Muliana]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.259
<![CDATA[Technology integration in 21st-century learning is essential to enhance the quality of chemistry education, which is often perceived as abstract and complex. This study aims to analyze the planning, implementation, and evaluation of TPACK-based chemistry learning in Grade X at SMAN 5 Mataram. This research employed a descriptive qualitative approach using a case study design, with data collected through observation, interviews, and documentation. The results show that teachers have integrated technology across all stages of learning through PowerPoint, instructional videos, Google Classroom, and Quizizz. However, the use of technology remains predominantly as a tool for content delivery rather than as a means to facilitate higher-order thinking skills. It indicates that the implementation of TPACK has not yet reached a transformative level of learning. In conclusion, although TPACK has been implemented across the planning, implementation, and evaluation stages, its effectiveness in supporting instructional processes remains limited. This study underscores the need to strengthen teachers’ competencies in designing technology-integrated learning that promotes critical and meaningful learning experiences. Practically, these findings can guide chemistry teachers in optimizing the use of digital tools to support more interactive and student-centered learning]]>
<![CDATA[Scientific Literacy and Critical Thinking Skills: A Constructivist Theory–Based Analysis in Science Learning ]]>
<![CDATA[Arifah, Asyil]]>;
<![CDATA[Mahrus, Mahrus]]>;
<![CDATA[Yuninursasih, Diva]]>;
<![CDATA[Maefia, Syahriza]]>;
<![CDATA[Asari, Arina Ulya]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.260
<![CDATA[Motivated by the low level of students’ scientific literacy and critical thinking skills in science learning, which is still dominated by lecture-based methods. The study aimed to analyze the implementation of constructivist-based learning in improving students’ scientific literacy and critical thinking skills. The method used was descriptive qualitative research, with data collected through interviews, documentation, and a literature review. The research subjects consisted of science teachers from SMPN 1 Taliwang, MTsN 1 Sumbawa Barat, and SMPN 3 Taliwang. The results showed that the use of discussions, practicums, worksheets, and problem-solving activities could increase student participation, help students understand science concepts, and develop critical thinking skills through questioning, analysis, and drawing conclusions. Learning activities that relate science concepts to everyday life were also found to improve students’ scientific literacy. However, the implementation of constructivist learning still faces several challenges, such as limited instructional time, low participation among some students, and a lack of practicum tools and materials. This study contributes to the development of more active, contextual, and student-centered science learning.]]>
<![CDATA[The Effect of a Problem-Based Learning Model Assisted by Augmented Reality on the Computational Thinking Skills of Grade XI Students at SMAN 1 Labuapi ]]>
<![CDATA[Diyah Nurmayanti]]>;
<![CDATA[Mahrus, Mahrus]]>;
<![CDATA[Akram, Sambrean]]>;
<![CDATA[Hilyatiy, Roshiya]]>;
<![CDATA[Ervantira, Wilia Lara]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.262
<![CDATA[The rapid development of science and technology requires students to possess computational thinking skills as part of 21st-century competencies. This study aims to determine the effect of the Problem-Based Learning model assisted by Augmented Reality on the computational thinking abilities of grade XI students. This research employed a quasi-experimental design with a nonequivalent control group, involving experimental and control classes at SMAN 1 Labuapi. The results showed that the average pretest scores of the experimental and control classes were relatively similar (45.20 and 46.80), while the posttest results indicated a significant improvement in the experimental class (74.50) compared to the control class (58.30). Hypothesis testing confirmed that the implementation of Problem-Based Learning, assisted by Augmented Reality, had a significant effect on students’ computational thinking skills, as evidenced by higher corrected mean scores in the experimental class (67.620) than in the control class (46.130). In conclusion, integrating Problem-Based Learning with Augmented Reality effectively enhances students’ computational thinking abilities. This study suggests that innovative learning models integrated with technology can be used to improve higher-order thinking skills in biology.]]>
<![CDATA[The Effect of Ethnoscience-Integrated Science Teaching Materials on Junior High School Students’ Scientific Literacy ]]>
<![CDATA[Isnaeni, Rizka]]>;
<![CDATA[Mahrus, Mahrus]]>;
<![CDATA[Shahih, Alauddin]]>;
<![CDATA[Osi, Zaena Sultona]]>;
<![CDATA[Prihatini, Fana Tri]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 1 (2026): April ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i1.263
<![CDATA[Scientific literacy is an essential competency in twenty-first-century science education, yet Indonesian students’ achievement in this area remains relatively low. One possible contributing factor is the limited availability of contextual teaching materials that connect formal science concepts with students’ sociocultural environment. This study aimed to analyze the effect of ethnoscience-integrated science teaching materials on eighth-grade students’ scientific literacy at MTs. Birrul Walidaini NW Bertong. The study employed a quantitative pre-experimental method with a one-group pretest-posttest design involving 20 students selected through saturated sampling. Data were collected using a scientific literacy test and analyzed descriptively and inferentially through normalized gain (N-gain), the Shapiro-Wilk normality test, and a paired-sample t-test. The results showed a statistically significant increase in students’ scientific literacy (p < 0.05), with the mean score rising from 54.95 on the pretest to 78.60 on the posttest, and an average N-gain of 0.575, placing it in the medium category. These findings suggest that ethnoscience-integrated teaching materials are highly effective in improving scientific literacy, particularly when implemented through guided inquiry with adequate teacher scaffolding, by bridging abstract scientific concepts with students’ everyday cultural realities. The study provides empirical support for culturally responsive, context-based science learning and offers practical implications for the development of science teaching materials in madrasah settings.]]>
