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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 47 Documents
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Debat Lintas Agama di YouTube sebagai Ruang Pembelajaran Agama Informal: Transformasi Otoritas Pendidikan Agama Islam di Era Digital Ona Yulita; Rizki Hariandi; Diana Sari; Amir Syarifuddin; Supriadi; Umar Manshur; Mona Novita
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

This study examines interfaith debate on YouTube as a form of informal religious learning and its implications for the transformation of Islamic religious education authority in the digital era. While Islamic religious education has traditionally been situated in formal institutions such as schools, madrasahs, and pesantren, digital platforms increasingly shape religious learning beyond formal pedagogical structures. This study analyzes how Muslim audiences engage with interfaith debate content, how learning experiences emerge, and how religious authority is negotiated in platform-mediated environments. This research employed an exploratory qualitative design combining digital observation, qualitative content analysis, and semi-structured interviews. Data were collected from 50 interfaith debate videos on YouTube, approximately 420 purposively selected audience comments, and interviews with 20 active Muslim viewers. Data were analyzed thematically using NVivo 14. The findings indicate that YouTube functions not only as a space for religious polemics but also as a potential informal learning environment where audiences compare arguments, seek clarification, reflect on beliefs, and independently explore religious issues. Perceptions of religious authority are increasingly negotiated through scholarly legitimacy, communicative performance, digital social validation, and algorithmic visibility. However, this pedagogical potential is ambivalent, as opportunities for reflective learning coexist with risks of confirmation bias, polarization, and performative religious consumption. The study concludes that Islamic religious education should expand its pedagogical orientation by strengthening digital religious literacy, ethical dialogue, and critical evaluation of religious authority in digital environments.
Echo Chamber Keagamaan di Media Sosial: Tantangan Baru bagi Pendidikan Agama Islam yang Moderat Miftahur Rizik; Rizki Hariandi; Supriadi; Nur Achmadi; Mona Novita
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

This study examines the pedagogical implications of religious echo chambers in social media for moderate Islamic Religious Education (Pendidikan Agama Islam). While research on echo chambers has been widely developed in digital communication studies, limited attention has been given to how algorithmically curated religious content shapes religious learning experiences, epistemic openness, and moderation orientation within Islamic education contexts. This study aims to analyze the relationships among algorithmic religious exposure, religious echo chamber formation, epistemic openness, and religious moderation orientation, while exploring how digital environments shape users’ religious learning experiences. A sequential explanatory mixed methods design was employed. Quantitative data were collected through a survey of 386 Muslim social media users and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Qualitative data were obtained through in-depth interviews with 20 participants and analyzed thematically to explain findings. The results show that algorithmic religious exposure significantly increases religious echo chamber formation (β = 0.574; p < 0.001), religious echo chambers significantly reduce epistemic openness (β = –0.431; p < 0.001), and epistemic openness significantly strengthens religious moderation orientation (β = 0.466; p < 0.001). Qualitative findings reveal repeated exposure to homogeneous religious content, reinforcement of familiar authorities, avoidance of alternative perspectives, and ambivalence toward moderation. Conceptually, this study proposes Algorithmic Exclusivism in Religious Learning (AERL) as an interpretive framework to explain algorithm-driven exclusivist religious learning patterns. Findings suggest that Islamic Religious Education in the digital era must move beyond technology adoption toward strengthening critical digital religious literacy and digital epistemic resilience.
Micro-Learning Keagamaan di Media Sosial: Tantangan Kedalaman Materi dalam Pendidikan Agama Islam Digital Supriadi; Miftahur Rizik; Nur Achmadi; Muhammad Munif; Mona Novita
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

The rapid expansion of social media has transformed the landscape of informal religious learning, making short-form religious microlearning increasingly accessible to Muslim digital audiences. While existing studies have widely emphasized the communicative reach, accessibility, and engagement potential of digital religious content, limited attention has been given to its pedagogical adequacy within the framework of Islamic Religious Education. This study examines the extent to which short-form religious microlearning content on social media provides sufficient pedagogical depth to support meaningful Islamic learning. Using a qualitative evaluative content analysis design, this study analyzed 180 publicly accessible short-form Islamic religious videos on TikTok, selected through purposive sampling from content published between January and June 2026. Data were evaluated using the Pedagogical Depth Deficit Framework developed in this study, integrating microlearning theory, deep learning pedagogy, and Islamic Religious Education perspectives. The analysis focused on conceptual depth, contextual integrity, scriptural integrity, reflective potential, ethical complexity, dialogic openness, and overall pedagogical sufficiency. The findings indicate that while religious microlearning demonstrates strong accessibility and rapid message delivery, most content exhibits limited pedagogical depth, particularly in conceptual elaboration, reflective engagement, contextual explanation, and dialogic openness. These patterns suggest that short-form religious content functions more effectively as religious informational exposure than as substantive Islamic learning. This study contributes conceptually by introducing the notions of pedagogical compression and pedagogical depth deficit as analytical lenses for evaluating digital religious learning. Practically, the findings underscore the need for more pedagogically responsible design in digital Islamic education, particularly when integrating social media-based microlearning into Islamic Religious Education contexts.
Analisis Kualitatif Miskonsepsi Siswa pada Materi Transformasi Geometri menggunakan Media Komik Interaktif Berbasis HTML sebagai Alat Diagnosis Aghna Ikhtiara Hendra R; Nuryami
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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This study aims to qualitatively analyze the misconceptions of 10th-grade students in distinguishing between translation, rotation, reflection, and dilation using an HTML-based interactive comic as a diagnostic tool, rather than merely as a learning medium. The study employed a phenomenological case study design involving 30 students from SMAIT Kyai Sekar Al-Amri who took a comic-based pretest-posttest; subsequently, 6 students representing high, moderate, and low performance categories were selected for interviews and questionnaires. Data were triangulated through qualitative content analysis. The results showed an increase in the average class score from 44.0 to 72.7. A tiered pattern of misconceptions was identified: low-ability students exhibited fundamental conceptual misconceptions, moderate-ability students exhibited procedural misconceptions, while high-ability students only made minor errors due to overconfidence. Interactive comics proved effective in revealing patterns of misconceptions in a more authentic and emotionally comfortable manner; therefore, they are recommended as an alternative diagnostic tool with different remediation strategies for each student ability category.  
Implementasi Kebijakan Penerimaan Peserta Didik Baru (PPDB) Jalur Zonasi dalam Mewujudkan Pemerataan Akses Pendidikan: Studi Kasus di SDN Jagakarsa 12 Jakarta Selatan Marur Chamim; Estika Sari; Achmad Ardiansyah; Luthfi Fadilah
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

The New Student Admission (PPDB) policy through zoning is the government's effort to realize equitable access to education. However, its implementation still faces various challenges, such as inequality in the distribution of students, public perception of favorite schools, and administrative constraints. This study aims to analyze the implementation of the zoning policy in SPMB at SDN Jagakarsa 12, identify supporting and inhibiting factors, and examine its impact on equal access to education. The research uses a qualitative approach with a descriptive method. Data was collected through observation, interviews, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The results of the study show that the implementation of the zoning path policy at SDN Jagakarsa 12 has been carried out according to the provisions and is supported by regulations, human resources, and adequate facilities and infrastructure. However, obstacles are still found in the form of public perception of favorite schools, delays in self-reporting, disruptions of the online registration system, and attempts to manipulate domicile. This policy has a positive impact on the ease of access and efficiency of education costs, but also limits school choice for some people. Therefore, it is necessary to strengthen socialization, improve the quality of services between schools, and administrative supervision to support equal distribution of education.
Implementasi Metode Game Based Learning pada Materi Pecahan Sederhana untuk Meningkatkan Hasil Belajar Siswa Kelas IV SD Negeri Pohsangit Lor 1 Fifi; Anandita Salsabila; Abdul Malik Gusairi; Sullamuz Zainul Muttakin; Nur Wiji Sholikin
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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This study aimed to determine the effect of implementing the Game-Based Learning method on students’ learning outcomes in the topic of Simple Fractions for fourth-grade elementary school students. The background of this study was based on students’ low understanding of fraction concepts, as indicated by classroom observations and initial test scores that were below the minimum mastery criteria. To address this issue, the Game Based Learning method was applied by integrating game elements into the learning process, thereby enhancing students’ motivation, participation, and comprehension. This research employed a quantitative approach using a One-Group Pretest–Posttest Design. The participants consisted of 25 fourth-grade students. The research instruments were pretest and posttest questions used to measure students’ learning outcomes before and after the implementation of the learning method. The data were analyzed using IBM SPSS Statistics through normality testing and the Paired Sample t-Test. The results showed that the mean pretest score of 58.00 increased to 79.52 in the posttest. Furthermore, the Paired Sample t-Test revealed a significance value of 0.000 < 0.05, indicating that H₀ was rejected and H₁ was accepted. Therefore, it can be concluded that the Game-Based Learning method had a significant positive effect on improving students’ learning outcomes in the topic of Simple Fractions among fourth-grade elementary school students.
Implementasi Metode Problem Solving Pada Materi Pengukuran Panjang dan Berat di SD Kelas 3 Bebun Sayati; Nur silawati; Fahrenza Dyan Nabilah; Muh Royyan Ramadani; Nur Wiji Sholikin
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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This study aims to describe the implementation of the problem-solving method in learning measurement of length and weight for third-grade elementary school students and to determine ist effect on students’ learning outcomes and participation. The background of this study is based on the low understanding of students regarding measurement concepts due to teacher-centered learning and the lack of student involvement in solving real-life problems. The problem-solving method was chosen because it can train students to think critically, actively participate, and develop skills in solving problems related to daily life. This study used a descriptive qualitative approach with third-grade elementary school students as the research subjects. Data collection techniques included observation, interviews, documentation, and learning outcome tests. The results showed that the implementation of the problem-solving method improved students’ understanding of length and weight measurement concepts. Students became more active in discussions, were able to cooperate effectively in groups, and showed greater confidence in expressing opinions and providing solutions to the given problems. In addition, students’ learning outcomes increased after the implementation of the method. Therefore, the problem-solving method is considered effective for mathematics learning, especially in the topic of measuring length and weight for third-grade elementary school students.  
Strategi Transformasi Pembelajaran Akidah dan Akhlak dalam Pembentukan Karakter Islami di Era Society 5.0 Halimah; Mayasari; Ali Maulida
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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This study is motivated by the paradigm shift in Islamic education in the era of Society 5.0, which requires the integration of digital technology and spiritual values in Akidah Akhlak learning. The rapid development of information technology has significantly influenced students’ learning patterns, necessitating learning strategies that balance technological competence and Islamic character formation. The aim of this study is to analyze the transformation strategies of Akidah Akhlak learning, examine the integration of digital technology in shaping Islamic character, and identify supporting factors, barriers, and implementation solutions in the Society 5.0 era. This research employs a Systematic Literature Review (SLR) with a qualitative-descriptive approach using thematic analysis of various reputable academic sources. The findings indicate that the transformation of Akidah Akhlak learning leads to adaptive, human-centered, and technology-based learning models such as blended learning and project-based learning. The integration of digital technologies such as Learning Management Systems, interactive media, and artificial intelligence enhances the internalization of Islamic character values. The main supporting factors include digital infrastructure, teacher competence, and educational policies, while the main barriers are gaps in digital literacy, limited facilities, and resistance to conventional pedagogy. Proposed solutions include teacher training, strengthening the Society 5.0 curriculum, and developing hybrid learning models. The novelty of this study lies in the development of a holistic transformation strategy for Akidah Akhlak learning that integrates Islamic pedagogy, digital technology, and Islamic character within the framework of Society 5.0. The implication of this study is the need for educational reform based on digital transformation while maintaining Islamic spiritual values.
Penggunaan Strategi Problem Based Learning dalam Meningkatkan Kemampuan Pemecahan Masalah Matematika Siswa Kelas 2 SD Kamilatus Sakinah; Deviana Ramadhani; Moh. Dany Marta; Nur Wiji Sholikin
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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Mathematical problem solving skills are one of the key competencies that need to be developed starting in elementary school, as they play a role in enhancing students’ logical, critical, and creative thinking abilities. However, in reality, many students still struggle with solving math problems, particularly those involving contextual problems. This situation highlights the need to implement learning strategies that actively engage students in the learning process. This study aims to determine the effect of using the Problem Based Learning (PBL) strategy on improving the mathematical problem solving skills of second grade elementary school students. The research method used is quantitative research with a pre-experimental design employing a one-group pretest posttest design. The research subjects were second grade elementary school students selected using purposive sampling. Data collection was conducted through mathematics problem-solving ability tests administered before and after the implementation of the PBL strategy. The data were analyzed using descriptive statistics and hypothesis testing to determine the differences in students’ abilities before and after the intervention. The results of the study indicate that the implementation of the Problem Based Learning strategy significantly improved students’ mathematics problem-solving abilities. Thus, the Problem Based Learning strategy can serve as an effective alternative learning method to improv.
Analisis Penggunaan Notebooklm  dalam Mendukung Pemahaman Konsep SPLTV Siswa Kelas X  SMAIT Kyai Sekar Al-Amri Afrilina Raudhotul Jannah; Nuryami
IEC: Journal of Educational Innovation Vol 2 No 3 (2026): Juni
Publisher : PT Cendekia Education Center

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The Three-Variable Linear Equation System (SPLTV) is an essential topic in the Grade X senior high school mathematics curriculum that requires deep conceptual understanding; however, preliminary observations revealed that 60% of students scored below the Minimum Completeness Criteria (KKM), attributed to conventional teacher-centered instruction that had not optimally facilitated conceptual understanding. This study aims to analyze the use of NotebookLM in supporting students' conceptual understanding of SPLTV in Grade X. The research employed a descriptive qualitative approach with instruments consisting of test questions, questionnaires, and interview guidelines, analyzed using the interactive model of Miles, Huberman, and Saldaña. The research subjects were 30 female students of Grade X at SMAIT Kyai Sekar Al-Amri, Probolinggo. The results showed that all students obtained test scores ranging from 80–100 with an average of 91.33, along with positive responses from the questionnaires and interviews regarding the ease of use and benefits of NotebookLM, although some students still experienced difficulties in determining the appropriate solving method and therefore still required teacher guidance.

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