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
59 Documents
<![CDATA[A Comparative Narrative Literature Review of Four Instructional Models for Learning Quality and Student Outcomes ]]>
<![CDATA[Nurul Hidayah]]>;
<![CDATA[Lalu Muhammad Rispan Sugi Saputra]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 2 (2026): May - August ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i2.292
<![CDATA[Student-centred instructional models are widely used to support learning quality and student outcomes. This study synthesized findings on Problem-Based Learning (PBL), Project-Based Learning (PjBL), Discovery Learning, and Cooperative Learning at the school level. A comparative narrative literature review with descriptive synthesis was conducted. Articles were identified through Google Scholar, ERIC, and Science Direct using keywords related to instructional models, learning outcomes, and school education. Eligible studies were empirical journal articles published in Indonesian or English, available in full text, published between 2019 and 2025, implemented at the school level, and reporting measurable learning outcomes. Of 64 records, 12 duplicates were removed, 52 titles and abstracts were screened, 31 full texts were assessed, and 18 articles were included. No meta-analysis or formal quality appraisal was performed. PBL was frequently associated with critical thinking and problem-solving, although comparisons with Discovery Learning were inconsistent. PjBL was reported to support academic outcomes, motivation, process skills, and collaboration, while Cooperative Learning was linked to participation, interaction, and achievement. However, most studies used classroom action research or quasi-experimental designs with limited effect-size reporting and comparison conditions. These findings indicate reported associations rather than universal superiority; model selection should consider objectives, content, learner characteristics, and implementation context.]]>
<![CDATA[Needs Analysis for Developing a Local Wisdom–Based Science Module to Foster Students’ Scientific Literacy and Critical-Thinking Skills through Problem-Based Learning ]]>
<![CDATA[Adisan adisan]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 2 (2026): May - August ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i2.365
<![CDATA[Low scientific literacy and limited critical-thinking engagement remain important challenges in contextual science learning. This study analyzed the need for a local-wisdom-based science module organized through Problem-Based Learning (PBL) for Grade VIII students. A convergent descriptive mixed-methods design was employed at SMPN 4 Narmada, West Nusa Tenggara, involving 30 students and one science teacher selected purposively. Quantitative data were collected through a six-item dichotomous student needs questionnaire, while qualitative data were obtained from classroom observation, a semi-structured teacher interview, and document review. Student responses were summarized as frequencies and percentages, whereas qualitative evidence was reduced, coded, displayed in a thematic matrix, and triangulated across sources. The results showed that 25 of 30 students (83.3%) perceived lecture-based instruction as dominant, 23 students (76.7%) reported strong dependence on conventional textbooks, and 21 students (70.0%) had difficulty connecting science concepts with everyday situations. A total of 27 students (90.0%) indicated a need for an interactive contextual module, 22 students (73.3%) reported difficulty with investigation-based problem solving, and 26 students (86.7%) preferred learning through local phenomena. The teacher interview confirmed limited locally contextualized materials and the need for practical guidance on implementing PBL. The study therefore specifies empirical design requirements for a module that integrates local-wisdom cases, explicit PBL phases, scientific-literacy tasks, critical-thinking prompts, and teacher guidance. These findings provide a context-specific basis for subsequent module development and validation.]]>
<![CDATA[An Empirical Analysis of the Factors Influencing the Rise of Single-Parent Households in Anambra State ]]>
<![CDATA[Chiamaka Pamela Uchendu]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 2 (2026): May - August ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i2.375
<![CDATA[Single parenthood may follow union dissolution, non-marital childbearing, widowhood, safety-related separation, or migration; a cross-sectional perception survey cannot establish a temporal rise or causal determinants. This study described endorsement of 14 possible contributors among 358 registry-recruited single parents in Anambra State, Nigeria, and explored a gender difference in overall endorsement. Participants (97 men and 261 women) were recruited from 15 communities in Anambra East, Awka South, and Nnewi North LGAs and completed a four-point online questionnaire. Items were analyzed separately as a formative checklist using means, SDs, and 95% CIs. An exploratory respondent-level 14-item mean was compared using Welch's t test. The highest endorsements concerned unplanned pregnancies (M = 3.24, 95% CI [3.13, 3.35]), educational-attainment disparities (M = 3.13, 95% CI [3.04, 3.22]), and extramarital affairs (M = 3.00, 95% CI [2.92, 3.08]); incompatibility with a partner's family was lowest (M = 2.44, 95% CI [2.32, 2.56]). Women reported higher overall endorsement than men (difference = 0.375, 95% CI [0.130, 0.620]), Welch's t (175.73) = 3.03, p = .003, Hedges' g = 0.36. The registry frame, online recruitment, unavailable pathway and covariate data, and undocumented contact/nonresponse counts limit generalizability. The findings describe beliefs among participants rather than event prevalence, causal pathways, or a rise in single parenthood. They can inform pathway-specific research and inclusive support planning.]]>
<![CDATA[Development of Project-Based Digital Worksheets on Traditional Herbal Beverages for Vocational Pharmacy Education ]]>
<![CDATA[Devy Zulfa Utariningrum]]>;
<![CDATA[Aliefman Hakim]]>;
<![CDATA[Rangga Alif Faresta]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 2 (2026): May - August ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i2.376
<![CDATA[Vocational pharmacy education requires students to connect pharmacognosy concepts with safe, context-sensitive product development, yet digital materials that combine local herbal knowledge with authentic project work remain limited. This study developed and preliminarily evaluated a project-based digital worksheet on traditional herbal-beverage production. The 4D model guided the define, design, develop, and limited-dissemination stages. Expert review addressed content, local-knowledge integration, project-based-learning alignment, presentation, visualization, and language; practicality was examined through ratings from the implementing teacher and 20 students. A six-session one-group pretest-posttest pilot involved 20 Grade 11 pharmacy students at one Indonesian vocational school. The worksheet obtained an overall Aiken's V of 0.70 and 89% percentage agreement; the conceptual-understanding and creative-thinking measures each obtained an overall V of 0.91. Student and teacher practicality ratings were 86% and 77%, respectively. Conceptual-understanding scores increased from M = 58.20 to M = 78.60 (mean change = 20.40, 95% CI [15.16, 25.64], dz = 1.82), while creative-thinking scores increased from M = 43.45 to M = 78.35 (mean change = 34.90, 95% CI [29.91, 39.89], dz = 3.27); both p < 0.001. Because the pilot lacked a comparison group, the findings indicate feasibility and preliminary within-group change rather than causal effectiveness. The principal design contribution is the use of local herbal knowledge as an evidence-oriented substrate for inquiry, formulation, production, evaluation, and reflection.]]>
<![CDATA[Place-Based Project Learning through Mangrove Ecosystems: Development and Preliminary Effectiveness of Student Worksheets for Junior High School Environmental Literacy ]]>
<![CDATA[Husniatul Ummi]]>;
<![CDATA[Abdul Syukur]]>;
<![CDATA[Lalu Zulkifli]]>;
<![CDATA[Ana Restu Nirwana]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 2 (2026): May - August ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i2.377
<![CDATA[Environmental education is most consequential when students can connect scientific ideas with visible socio-ecological problems in their own communities. This study developed and conducted a preliminary evaluation of project-based learning (PjBL) student worksheets grounded in the mangrove ecosystem surrounding Lembar, Lombok, Indonesia. The study combined the four-stage 4D instructional-development model—define, design, develop, and disseminate—with a non-equivalent pretest–posttest control-group evaluation. Three experts reviewed the learning objectives, teaching module, worksheet package, and two literacy assessments. A limited classroom trial examined implementation and user practicality, followed by a wide-scale trial involving two intact Grade 7 classes (experimental n = 29; control n = 29). Content validity was acceptable across all products (overall Aiken’s V = 0.71–0.73), while inter-rater agreement ranged from 97.12% to 99.45%. Across four meetings, mean implementation fidelity reached 97.73%; teacher and student practicality ratings were 97.81% and 92.64%, respectively. The experimental class achieved moderate normalized gains in mangrove ecosystem literacy (g = 0.65; 65.16%) and environmental literacy (g = 0.64; 64.33%). Because at least one distribution in each outcome was non-normal, between-group comparisons used the Mann–Whitney U test. The experimental condition was favoured for both mangrove ecosystem literacy (U = 3.50, Z = −6.527, p < .001, r = .86) and environmental literacy (U = 24.50, Z = −6.178, p < .001, r = .81). The findings indicate that locally grounded PjBL worksheets are valid, feasible, and promising for connecting ecosystem knowledge, evidence-based reasoning, and conservation-oriented action. However, the single-school, non-randomized design and the absence of long-term follow-up require the effectiveness findings to be interpreted as preliminary.]]>
<![CDATA[Development and Preliminary Evaluation of an Ethnoscience Project-Based Learning Module on Virgin Coconut Oil Production and Creative Thinking ]]>
<![CDATA[lalu Syukran Muhsin]]>;
<![CDATA[Karnan Karnan]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 3 (2026): September - December: In Progress (Continuous Publication) ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i3.381
<![CDATA[Locally grounded science projects may support creative thinking by connecting scientific inquiry with familiar cultural practices. This study developed a module integrating ethnoscience and project-based learning through virgin coconut oil production and examined preliminary changes in Grade VII students’ creative thinking. Development followed the Four-D model, with three experts reviewing the instructional materials and assessment. Feasibility was examined through teacher and student responses and lesson observations. A nonequivalent pretest–posttest comparison involved an experimental class (n = 32) and a control class (n = 30) at SMPN 1 Pujut, Central Lombok, Indonesia, over three meetings. Product-review scores ranged from 68% to 77%, teacher response scores from 74% to 84%, and student response scores from 68% to 77%; observed implementation increased from 80.0% to 87.5%. Mean creative-thinking scores increased from 63 to 85 in the experimental class and from 62 to 70 in the control class. Reported overall normalized gains were 0.61 (moderate) and 0.21 (low), respectively. The findings suggest the module’s potential to support creative thinking. However, these outcomes remain descriptive because individual-level scores and dispersion estimates were unavailable; stronger conclusions require auditable individual-level data and baseline-adjusted analyses.]]>
<![CDATA[Eco Comics in Environmental Education: Bibliometric Mapping and Review of Elementary School Studies ]]>
<![CDATA[Rita Kurnia]]>;
<![CDATA[Daviq Chairilsyah]]>;
<![CDATA[Desi Yusnita Mailinda]]>;
<![CDATA[R. Lulu Sri Maifonika]]>;
<![CDATA[Asmadi]]>;
<![CDATA[Ria Indrawati]]>;
<![CDATA[Rini Auliani]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 3 (2026): September - December: In Progress (Continuous Publication) ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i3.388
<![CDATA[Eco-comics provide visual narratives for environmental learning, but the scope of the literature and the outcomes assessed in elementary schools remain unclear. This review combines bibliometric mapping of the broader literature with a descriptive synthesis of elementary school studies. Scopus records retrieved on 1 September 2026 were screened with reference to PRISMA 2020; 135 articles were mapped bibliometrically, and six empirical elementary school studies were synthesized descriptively. Annual publication counts were higher in recent years, including 23 articles in 2025. The United States (27) and Indonesia (16) had the highest affiliation-based counts. In the six-study subset, five studies were coded as assessing cognitive outcomes, two as assessing affective outcomes, and one as assessing interest or motivation; these categories overlapped. No included report clearly documented sustained, directly observed pro-environmental action. Differences in comic formats, study designs, and outcome measures precluded a pooled effect estimate and conclusions about format superiority. The analyses provide complementary evidence on research activity and measurement coverage. Future elementary school studies should distinguish attitudes, intentions, and observable action, report their instruments transparently, and assess outcomes over time.]]>
<![CDATA[Collective Recreation Experiences among Teachers and School Staff in an Intrinsic Qualitative Case Study ]]>
<![CDATA[Daviq Chairilsyah]]>;
<![CDATA[Rita Kurnia]]>;
<![CDATA[Siti Alfathia]]>;
<![CDATA[Chindy Anjeli]]>;
<![CDATA[Nuratikah Nuratikah]]>;
<![CDATA[Selly Pratiwi]]>;
<![CDATA[Rahma Luthfiyyah AD]]>;
<![CDATA[Farra Addina Islami]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 3 (2026): September - December: In Progress (Continuous Publication) ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i3.389
<![CDATA[The sustained demands of teaching highlight the importance of exploring school-organized collective recreation as a context for recovery and social connection among teachers and school staff. This study explored how teachers and school staff experienced and interpreted school-organized collective recreation, including their intentions for life after returning to work. An intrinsic qualitative case study examined the 2026 IRGT Teachers and Staff Gathering organized by SD Islam Riau Global Terpadu, Pekanbaru, on August 13–16, 2026. Data comprised pre-activity interviews with five purposively selected participants and their post-activity written reflections, selected from the reflections completed by all 63 gathering participants. Reflections followed the 4F framework: Feeling, Finding, Future, and Faith. Data were analyzed using reflexive thematic analysis. Four interrelated patterns were reported within these domains: respite from routine and positive emotions; discoveries about togetherness, communication, and relational learning; intentions to carry calmness and collegial connection into everyday life; and spiritual meaning through gratitude, prayer, dhikr, contemplation, and appreciation of nature. Participants interpreted recreation through psychological, social, reflective, and spiritual dimensions. Work-life balance and psychological well-being informed interpretation but were not measured as outcomes. The findings offer a contextual account of shared recreation and do not establish causal effects or lasting improvements in well-being.]]>
<![CDATA[Teacher Mediation of AI Use and Learning Autonomy at SMP Negeri 4 Pekanbaru ]]>
<![CDATA[Daviq Chairilsyah]]>;
<![CDATA[Rita Kurnia]]>;
<![CDATA[Tetty Siska]]>;
<![CDATA[Reni Rama Yenni]]>;
<![CDATA[Ruth Devi Elisa Putri]]>;
<![CDATA[Widya Sary]]>;
<![CDATA[M. Ikrom Ihlasul]]>
<![CDATA[ Indonesian Journal of Educational Innovation Vol. 2 No. 3 (2026): September - December: In Progress (Continuous Publication) ]]>
Publisher : <![CDATA[Yayasan Siti Widhatul Faeha Salahudin Syawal ]]>
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DOI: 10.65622/ijei.v2i3.390
<![CDATA[Generative artificial intelligence (AI) expands access to information and instructional support while raising concerns about information accuracy, cognitive dependence, and learning autonomy. This study examines how teachers mediate AI use while strengthening students’ independent learning at SMP Negeri 4 Pekanbaru. A qualitative case study was conducted in August 2026 with five purposively selected informants: one school principal, three subject teachers, and one Grade VIII student. Data were collected through semi-structured interviews and supporting documentation and analyzed using thematic analysis. The findings reveal several interconnected patterns: AI functions as a learning assistant; teachers validate AI-generated information; structured tasks maintain students’ cognitive engagement; digital-device use is regulated according to instructional purposes; and teachers increasingly act as facilitators, mentors, validators, learning designers, and technology regulators. The study proposes a teacher-mediated AI balance in which access to AI is followed by teacher guidance, verification, independent processing, and learner accountability. This pattern offers a practical framework for integrating AI while sustaining reasoning, responsibility, and self-regulated learning in junior secondary education.]]>
