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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 12 Documents
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Pembelajaran IPA Berbasis Lingkungan untuk Meningkatkan Kesadaran Ekologis Siswa SMP Sulistyowati
IEC: Journal of Educational Innovation Vol 2 No 1 (2026): Februari
Publisher : PT Cendekia Education Center

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Abstract

This study aims to examine the effectiveness of environment-based science learning in improving junior high school students’ ecological awareness. The research employed a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The participants were eighth-grade students divided into an experimental class and a control class. The experimental group received environment-based science instruction integrating local environmental issues, observation activities, and project-based tasks, while the control group received conventional instruction. Data were collected through ecological awareness questionnaires, science achievement tests, and observation sheets. The results showed that the experimental class achieved a higher mean posttest score and N-Gain (0.54, moderate–high category) compared to the control class (0.24, low–moderate category). Statistical analysis using an independent sample t-test indicated a significant difference between the two groups (p < 0.05). The findings suggest that environment-based science learning effectively enhances students’ environmental knowledge, attitudes, and pro-environmental behaviors. Therefore, it can be recommended as an innovative and contextual strategy in science education.
Efektivitas Model Project Based Learning dalam Kurikulum Merdeka terhadap Literasi Sains Siswa MTs Arif Sholehudin
IEC: Journal of Educational Innovation Vol 2 No 1 (2026): Februari
Publisher : PT Cendekia Education Center

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Abstract

This study aims to examine the effectiveness of the Project Based Learning (PjBL) model within the Merdeka Curriculum in improving students’ scientific literacy at the Islamic junior high school (MTs) level. The research employed a quasi-experimental design with a non-equivalent control group. The sample consisted of two classes: an experimental class taught using PjBL and a control class taught using conventional methods. Data were collected through pretest and posttest instruments measuring scientific literacy, including content knowledge, scientific competencies, and application in real-life contexts. The results indicated a significant improvement in the experimental class, as reflected by higher posttest scores and a moderate to high N-Gain compared to the control class. Students engaged in project activities demonstrated better critical thinking, problem-solving skills, and conceptual understanding. The findings suggest that PjBL is an effective and relevant instructional model to support the implementation of the Merdeka Curriculum and to enhance scientific literacy comprehensively among MTs students.

Page 2 of 2 | Total Record : 12

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