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IEC: Journal of Educational Innovation
Published by PT Cendekia Education Center
ISSN : 31239021     EISSN : 31237029     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
IEC: Journal of Educational Innovation (E-ISSN 3123-7029) | (P-ISSN 3123-9021) Innovation Education Center (IEC): Journal of Educational Innovation bertujuan untuk menjadi wadah publikasi ilmiah bagi peneliti, pendidik, dan praktisi pendidikan dalam menyebarluaskan hasil penelitian, kajian konseptual, dan praktik inovatif di bidang pendidikan. Jurnal ini mempublikasikan artikel yang berkontribusi pada pengembangan inovasi pembelajaran, kebijakan pendidikan, teknologi pendidikan, pengembangan profesional pendidik, asesmen dan evaluasi pembelajaran, pendidikan inklusif, pendidikan karakter, serta pemberdayaan pendidikan berbasis masyarakat. IEC: Journal of Educational Innovation diterbitkan oleh PT Cendekia Education Center. Fokus dan Ruang Lingkup Ruang lingkup IEC: Journal of Educational Innovation mencakup seluruh bidang dan disiplin ilmu pendidikan yang berorientasi pada inovasi, pengembangan, dan peningkatan mutu pendidikan. Jurnal ini terbuka bagi kajian pendidikan umum, kejuruan, maupun keagamaan, serta menerima artikel dari berbagai latar belakang keilmuan pendidikan, dengan cakupan sebagai berikut: 1. Inovasi model, metode, dan strategi pembelajaran; 2. Pengembangan kurikulum dan kebijakan pendidikan; 3. Teknologi pendidikan, pembelajaran digital, dan media pembelajaran; 4. Pengembangan profesional guru dan kepemimpinan pendidikan; 5. Asesmen, evaluasi, dan hasil belajar; 6. Pendidikan inklusif dan pemerataan akses pendidikan; 7. Pengembangan peserta didik dan pendidikan karakter.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "vol 2 no 2 (2026): april" : 5 Documents clear
Pengaruh Self-Efficacy Terhadap Kemampuan Pemecahan  Masalah Matematis Siswa Berdasarkan Gender Lia Himmatul Ulya; Ahmad Sofi Yullah
IEC: Journal of Educational Innovation Vol 2 No 2 (2026): April
Publisher : PT Cendekia Education Center

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Abstract

Problem-solving ability is the core of mathematics learning, involving analysis, reasoning, and the integration of experience. One internal factor that influences this ability is self-efficacy, which is an individual's belief in their capability to complete tasks. This study aims to: (1) examine the significant influence of self-efficacy on students' mathematical problem-solving ability at SPM Ulya Al-Amiriyyah, and (2) determine the differences in mathematical problem-solving ability between male and female students in terms of their self-efficacy. This study employs a non-experimental quantitative approach with ex-post facto and correlational research types. The research sample consisted of 56 students (42 males and 14 females) drawn from a population of 63 Grade 1 Ulya students using the Proportionate Stratified Random Sampling technique. Data collection instruments included a self-efficacy questionnaire and a mathematical problem-solving essay test based on Polya's stages. Data analysis was performed using simple linear regression and the Independent Sample t-test assisted by SPSS 26 software. Descriptive statistical results showed that the majority of students (78.6%) had self-efficacy in the moderate category, while their mathematical problem-solving ability was generally in the high category (94.64%). Hypothesis testing results indicated a significant influence of self-efficacy on students' mathematical problem-solving ability. Furthermore, the analysis showed that there was no significant difference in problem-solving ability between male and female students. These findings are expected to serve as a consideration for teachers in designing appropriate learning strategies and motivating students to enhance their self-confidence in learning mathematics
Etnomatematika pada Pola Lantai Tari Jathilan Reog Gembong Bawono Luthfi Qothrun Nada; Muhammad Hasan Asnawi
IEC: Journal of Educational Innovation Vol 2 No 2 (2026): April
Publisher : PT Cendekia Education Center

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Abstract

This study aims to describe the ethnomathematics concept found in the floor pattern of the Jathilan Dance in the Reog Gembong Bawono art form. The study uses a qualitative approach with an ethnographic research type. Data collection techniques were carried out through observation, interviews, and documentation of Reog Gembong Bawono artists in Banyuwangi. Data analysis was carried out through data reduction, data presentation, and drawing conclusions. The results of the study indicate that the floor pattern of the Jathilan Dance contains various mathematical concepts, especially transformation geometry and pattern regularity. These concepts include horizontal lines, diagonal lines, translations, rotations, and reflections that are visible in the movement of the dancers and group formations during the performance. In addition, there is regularity and symmetry in the arrangement of movements that reflect aesthetic values ​​and group cohesiveness. This study shows that mathematics is not only present in formal learning, but also lives in community culture through traditional arts. Thus, the floor pattern of the Jathilan Dance can be used as a contextual and innovative source of mathematics learning based on local culture.
Efektivitas Gamifikasi Wordwall dalam Meningkatkan Keterampilan Communication Siswa Abad 21 Azijatul Fitria; Muhammad Hasan Asnawi
IEC: Journal of Educational Innovation Vol 2 No 2 (2026): April
Publisher : PT Cendekia Education Center

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Abstract

This study aims to measure the effectiveness of Wordwall gamification in improving students’ 21st-century communication skills in the Clinometer Tower project. The study employed a quantitative approach using a pre-experimental One-Group Pretest-Posttest Design. The sample consisted of 35 students from class X6 at Gambiran State High School 1, selected through purposive sampling. The instrument, a communication skills questionnaire (indicators: expressing opinions, asking questions, discussing, presenting work results), has been proven to be valid (calculated r for pre-test: 0.823–0.935; post-test: 0.797–0.918) and reliable (Cronbach’s Alpha pre-test: 0.968; post-test: 0.937; very high category). Data analysis included the Shapiro-Wilk normality test, the Wilcoxon Signed-Rank Test, the N-Gain test, and Rosenthal’s effect size. The research results showed a significant difference in communication skills before and after the intervention (Asymp. Sig. (2-tailed) < 0.001; Z = -4.870). Learning observations showed an average communication skills percentage of 72.9% (in the communicative category). However, the N-Gain test yielded an average value of 0.0704 (7.04%; low category), and Rosenthal’s effect size was 0.0651 (very small effect category). It was concluded that the use of Wordwall gamification in the Menara Klinometer project had a statistically significant effect on improving students’ 21st-century communication skills. Still, the results were not yet optimal in practice. Continued learning and intensive practice are needed to achieve maximum improvement.
Eksplorasi Dampak Strategi Pembelajaran Multimodal Terhadap Pemerolehan Bahasa Bagi Pelajar EFL A Kamariah; Citra Dwi Safitri; Nurul Ilmi Sudirman; Muhammad Fahri Jaya Sudding; Musdalifah
IEC: Journal of Educational Innovation Vol 2 No 2 (2026): April
Publisher : PT Cendekia Education Center

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Abstract

This article investigates how multimodal learning strategies shape language acquisition among second-semester EFL students in an Applied English Study Program at a public university in Indonesia. Using a qualitative exploratory design, the study examines students’ experiences, responses, and language development during English lessons that systematically integrate texts, images, audio, videos, slides, classroom discussions, gestures, and digital platforms. Data were gathered through classroom observations, semi-structured interviews, documentation, and analysis of students’ learning tasks, then analyzed thematically to identify patterns of change in comprehension and production. The results show that multimodal learning strategies enhance input comprehension, vocabulary growth, oral and written production, learning engagement, communicative interaction, and students’ capacity for meaning-making across modes. Multiple, complementary modes of representation help learners process English materials more easily, retain new vocabulary, express ideas with greater confidence, and take a more active role in classroom interaction, provided that media selection and task design are carefully aligned with learning goals and proficiency levels. Overall, the study positions multimodal learning not merely as media variation, but as a pedagogical strategy that supports more comprehensive and context-sensitive language acquisition in EFL settings.
Peran Permainan Tradisional Engklek dalam Mengembangkan Konsep Bilangan di Madrasah Ibtidaiyah Mudrik Ro’isul Mahbub; Nabila Luthfiana; Fikrotus Sikhah; Dian Mustika Anggraini
IEC: Journal of Educational Innovation Vol 2 No 2 (2026): April
Publisher : PT Cendekia Education Center

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Abstract

This research aims to describe the contribution of the traditional engklek game in developing students' understanding of numbers and counting skills at MI NU Maslakhul Huda. The method used is a descriptive qualitative approach, with data collection through interviews, observation and documentation. Respondents in this study consisted of teachers and class II students at MI NU Maslakhul Huda. Findings from the research revealed that the use of the engklek game in teaching mathematics succeeded in increasing students' enthusiasm, motivation and active participation in calculating activities. The teachers introduced the game by providing an explanation of the rules and linking counting activities to each phase of the game. Students are directed to calculate numbers, solve simple problems, and increase concentration when jumping on one leg. The learning process becomes more interesting, because students can learn while playing, which reduces the fear of making mistakes. Apart from helping students understand the concept of numbers in a real way, the engklek game also trains balance, accuracy and cooperation among students. Thus, the traditional game of engklek can be an effective, interesting, and rooted in local culture mathematics teaching tool to improve students' numeracy skills at the elementary school level.

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