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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 25 Documents
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Eksplorasi Dinamika Pembelajaran Matematika melalui Aplikasi AI dalam Metode Teams Game Tournament: Studi Kasus di SMA Negeri 1 Bangorejo Aditia Ilham Imas Samporno; Muhammad Hasan Asnawi
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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Abstract

This study explores the dynamics of mathematics learning through the integration of Artificial Intelligence (AI) applications within the Teams Game Tournament (TGT) method at SMA Negeri 1 Bangorejo. Using a qualitative case study approach, data were collected through in-depth interviews with two mathematics teachers and five students, supplemented by classroom and environmental observations. The findings reveal four specific learning dynamics: (1) a structured five-stage learning sequence that systematically operationalizes constructivist knowledge construction; (2) a categorical shift in the teacher's role from sole instructor to multi-layer facilitator; (3) student activeness driven by collective accountability to the team rather than individual obligation; and (4) differential AI functions adapted to each student's learning needs. Students' responses demonstrated five distinct profiles ranging from affective transformation and collaborative satisfaction to reflective independence and increased self-confidence. Four benefit dimensions were identified — pedagogical, cognitive, social, and metacognitive — accompanied by four categories of challenges and three adaptive strategy groups developed organically in the field. This research contributes four grounded concepts: Multi-Source ZPD, Collective Accountability, AI Psychological Safe Zone, and Organic Peer Scaffolding (OPS).
Pengaruh Self-Directed Learning dalam Pembelajaran Problem Based Learning Berbasis Deep Learning terhadap Kemampuan Pemecahan Masalah Matematis Siswa Anissa Ika Nurrohmah; Moh. Abdul Qohar
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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Abstract

Mathematical problem-solving ability is one of the essential competencies that students need to master in mathematics learning. However, many students still experience difficulties in understanding mathematical concepts and applying appropriate strategies to solve problems. This study aimed to determine the effect of Self-Directed Learning in Deep Learning-based Problem Based Learning on students' mathematical problem-solving abilities. This research employed a quantitative approach with a causal associative design. The sample consisted of 36 students of class X-5 at SMAN 1 Muncar selected through purposive sampling. Data were collected using Self-Directed Learning questionnaires, Deep Learning-based Problem Based Learning questionnaires, and mathematical problem-solving tests. The data were analyzed using descriptive statistics and multiple linear regression analysis with the assistance of IBM SPSS Statistics 26. The results showed that Self-Directed Learning significantly affected students' mathematical problem-solving abilities with a significance value of 0.005 < 0.05. Deep Learning-based Problem Based Learning also significantly affected students' mathematical problem-solving abilities with a significance value of 0.032 < 0.05. Simultaneously, both variables significantly influenced students' mathematical problem-solving abilities with a significance value of 0.000 < 0.05 and an F value of 966.260. Therefore, Self-Directed Learning and Deep Learning-based Problem Based Learning can be used as effective learning strategies to improve students' mathematical problem-solving abilities.
Implementasi Metode Discovery Learning Berbantuan Alat Peraga Bangun Ruang pada Materi Bangun Ruang SD Kelas VI Ana Nur Rohima; Imam Tirmidzi; Karina Andarista; Nur Wiji Sholikin
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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Abstract

This study aimed to determine the effect of implementing the Discovery Learning method assisted by three-dimensional geometric shape teaching aids on the learning outcomes of sixth-grade student in the topic of solid geometry. The study employed a quantitative approach. The research subject consisted of 28 student from SDI Ainur Rahmah, SD Islam Riyadhus Sholihin, and SDN Kedawung 1. The research instruments were pre-test and post-test essay questions used to maasure students' understanding of the elements of solid geometry and the classification of object based on geometric shapes. The data were analyzed using IBM SPSS Statistic through descriptive statistics, Kolmogorov-Smirnov and shapiro-Wilk normality test, and the nonparametic Mann-Whitney test. The results showed that the mean pre-test score of 38.21 increased to 83.61 in the post-test. The normality the results indicated that the data were not normality distributed. Therefore, the analysis was cotinued using Mann-Whitney test. Tha Mann Whitneg test yielyed an Asymp. Sig. (2-tailed) value of 0.000< 0.05, indicating a significant difference between the pre-test and post-test score. The improvement in learning outcomes demonstrates that the Discovery Learning method assisted by solid geometry teaching aids is effective in helping students understand geometric concepts through observation, eksploration, and independent concept discovery activities. Therefore, the Discovery Learning method assisted by solid geometry teaching aids can serve as an effective alternative learning strategy to improve elementary school students' mathematics learning outcomes.
Efektivitas Model Pembelajaran Numbered Heads Together (NHT) Berbasis Gamifikasi Roda Putar dalam Meningkatkan Hasil Belajar Trigonometri Siswa Siti Maysaroh; Moh. Abdul Qohar
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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Abstract

This study aims to determine the effectiveness of the Numbered Heads Together (NHT) learning model based on spinning wheel gamification in improving trigonometry learning outcomes of class X students of MA Al-Amiriyyah Blokagung Banyuwangi. This study uses a quantitative approach with a quasi-experimental research type and a pretest-posttest control group design. The research sample consists of two classes, namely the experimental class that received learning using the NHT model based on spinning wheel gamification and the control class that received conventional learning. The data collection technique used learning outcome tests in the form of pretest and posttest. Data analysis was carried out through normality tests, hypothesis tests using the Wilcoxon Signed-Rank Test and Mann-Whitney U Test, and N-Gain analysis to determine the improvement in student learning outcomes. The results showed that the average pretest and posttest scores of the experimental class increased from 64.67 to 88.67, while the control class increased from 63.26 to 75.43. The Wilcoxon test results showed a significance value of 0.000 < 0.05 and the Mann-Whitney test results showed a significance value of 0.000 < 0.05, which means there is a significant difference in learning outcomes between the experimental class and the control class. In addition, the average N-Gain value of the experimental class was 65.54%, which is included in the fairly effective category, while the control class was 30.90%, which is included in the ineffective category. Thus, the Numbered Heads Together (NHT) learning model based on spinning wheel gamification is effective in improving students' trigonometry learning outcomes.
Peran Guru dalam Meningkatkan Minat Belajar Matematika di SD/MI Kenes Dian Maharyati; Noor Thania; Nofita Lusiana; Dian Mustika Anggraini
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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Abstract

This study aims to analyze the role of teachers in increasing students' interest in learning mathematics in elementary/middle school through a literature review. The method used is a literature study by examining various scientific articles, books, and relevant sources related to the role of teachers and the interest in learning mathematics of elementary school students. The results of the study show that teachers have an important role as facilitators, motivators, and evaluators in the learning process. As facilitators, teachers provide a conducive learning environment and interesting learning media. As motivators, teachers provide encouragement, rewards, and guidance that can increase students' enthusiasm for learning. As an evaluator, teachers conduct assessments to find out the progress of student learning, as well as improve the learning strategies used. Therefore, optimizing the role of teachers is an important factor in increasing students' interest in learning mathematics in elementary/middle school. The results of this study show that the role of teachers as motivators in increasing students' learning interest is to provide motivation in the form of advice, reprimands, and haidah. The role of teachers is to support students in improving their way of learning. Teachers also provide facilities such as comfortable, safe, and clean classrooms. 

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