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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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Pemetaan Tren Penelitian Etnomatematika Berbasis Budaya Melayu Riau dalam Pembelajaran Matematika: Sebuah Systematic Literature Review Istiqomah; Afiah Syausan; Hilvi Lubabil; Kuni Reza; M. Hasan Asnawi
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

Ethnomathematics has developed rapidly as a bridge between local cultural knowledge and formal mathematics learning in Indonesia; however, a systematic mapping of ethnomathematics research rooted in Riau Malay culture remains limited, even though Riau possesses rich cultural artifacts traditional houses, carvings, tabak, songket, cuisine, and traditional numeration systems that hold considerable potential as sources of contextual mathematics learning. This study aims to map the trends, characteristics, and thematic tendencies of ethnomathematics research based on Riau Malay culture in mathematics learning during the 2016–2026 period. A Systematic Literature Review (SLR) was conducted using a simplified PRISMA-based protocol, searching Google Scholar, DOAJ, and SINTA-indexed journal portals with the keywords “etnomatematika Melayu Riau,” “Riau culture mathematics,” and their English equivalents. After identification, screening, and eligibility assessment, 16 articles explicitly addressing Riau Malay ethnomathematics were obtained. The mapping results show that publications increased significantly after 2020 and peaked in 2024–2025; the objects of study were dominated by traditional house architecture (37.5%), followed by traditional cuisine and other cultural artifacts; the most targeted educational levels were elementary and junior secondary schools; and qualitative exploratory-ethnographic approaches still dominate over research and development (R&D) and quasi-experimental designs. This study also identifies a research gap in the limited integration of digital technology and the scarcity of studies at the senior secondary and higher education levels. In conclusion, Riau Malay ethnomathematics research shows a positive trend but remains thematically, methodologically, and geographically fragmented, necessitating a more integrated research agenda to strengthen its contribution to culturally grounded mathematical literacy.
Pengaruh Model Project Based Learning (PjBL) terhadap Hasil Belajar Siswa  Kelas 2 Sekolah Dasar pada Materi Operasi Hitung Perkalian dan Pembagian Amalia Khoirun Nisa; Maulida Zulfa Faradilla; Rizki Yulia Nanda; Nur Wiji Sholikin
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

This study aimed to examine the effect of implementing the Project Based Learning (PjBL) model on the mathematics learning outcomes of second-grade students at SD Integral Hidayatullah Probolinggo in the topic of multiplication and division operations. The study employed a quantitative approach using a one-group pre-test–post-test experimental design. Data were collected through pre-test and post-test instruments to measure students' learning outcomes before and after the implementation of the PjBL model. Data analysis was conducted using IBM SPSS Statistics, including descriptive statistical analysis, the Kolmogorov–Smirnov and Shapiro–Wilk normality tests, and the Mann–Whitney U non-parametric test because the data did not meet the assumption of normality. The analysis yielded an Asymp. Sig. (2-tailed) value of 0.000 (p < 0.05), indicating a statistically significant difference between the pre-test and post-test results. The findings suggest that the implementation of the Project Based Learning model had an effect on students' mathematics learning outcomes in multiplication and division operations. Therefore, the PjBL model can serve as an alternative instructional approach to promote active, contextual, and student-centered learning through project-based activities.
Penerapan Model Problem Based Learning (PBL) untuk Meningkatkan Pemahaman Konsep Bilangan Pecahan Siswa Kelas VII Sekolah Menengah Pertama Ramadan Kristian Novianto; Ubaidillah Aisy Kodir; Finufal Ahmad Faurudi; Nur Wiji Sholikin
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

Fractions are one of the mathematics topics that most frequently pose obstacles for seventh-grade junior high school students, largely because instruction remains teacher-centered, leaving students passive and without the opportunity to construct their own understanding. This study aims to determine the effect of implementing the Problem Based Learning (PBL) model on improving students' conceptual understanding of fractions in class VII at SMP NU Bantaran. This research employed a quantitative approach with a pre-test post-test design, involving 28 students selected through purposive sampling technique, using a written test instrument developed based on ten indicators of conceptual understanding of fractions and validated prior to use. Learning was implemented through five systematic PBL stages, and the data were analyzed using descriptive statistics and the nonparametric Mann-Whitney test, as the data were not normally distributed. The results showed a significant increase in the mean score, from 27.32 in the pre-test to 62.85 in the post-test, with the Mann-Whitney test yielding a significance value of 0.000, which is smaller than the 0.05 significance level, so H0 was rejected and H1 was accepted, indicating a significant difference in student learning outcomes before and after the implementation of the Problem Based Learning (PBL) model.
Eksplorasi Etnomatematika pada Tradisi Bandongan dan Sorogan di Pondok Pesantren: Kajian Konsep Barisan dan Pola Bilangan Najwa Layali Tama; Faiz Fauziyah; Rismatus Sholikhah; Sofi al -hakim; Muhammad Hasan Asnawi
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

This study aims to explore the mathematical concepts embedded in the Bandongan and Sorogan traditions of Islamic boarding schools (pondok pesantren), particularly the concepts of number sequences and patterns, as well as to examine their potential as a contextual and meaningful source of mathematics learning for santri (students of Islamic boarding schools) and students in general. The research employed a descriptive qualitative approach with an ethnographic design, in which the researcher was directly involved in observing the Bandongan and Sorogan activities carried out within the pesantren environment. Data were collected through participatory observation, semi-structured interviews with kiai (Islamic scholars/leaders), ustadz (teachers), and santri, as well as documentation of learning activities. Data analysis was carried out through the stages of data reduction, data display, and conclusion drawing, referring to the Miles and Huberman model. The results show that the Bandongan tradition contains the concept of number patterns in the sequential order of delivering kitab (religious text) material, which is arranged in a tiered manner, while the Sorogan tradition reflects the concept of sequences in the santri turn-taking system, which follows a particular order based on the level of material mastery. These findings contribute an alternative source of local culture-based mathematics learning that can enrich the teaching of sequence and number pattern concepts in schools, while also reinforcing the understanding that religious practices and pesantren traditions are closely connected to formal mathematical concepts.  
Analisis Kesenjangan (Research Gap) Tren Publikasi dan Topik Materi Riset Etnomatematika di Indonesia: Studi Systematic Literature Review Arju Nabihal Fikri; Nabilatun Nazihah; Jazilatul Hasanah; Shovi Azizy
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

This study aims to identify research gaps in ethnomathematics publications in Indonesia regarding annual trends, geographical distribution, school levels, and mathematical topics. The method used is a Systematic Literature Review (SLR) with a qualitative-descriptive approach using content analysis techniques on 10 accredited articles published over the last five years. The results reveal a strong publication bias: the material focus is heavily dominated by geometry (>65%), the cultural locus is saturated within Java Island, and most studies are implemented at the elementary school (SD) level. Conversely, non-geometric topics and Eastern Indonesian cultures remain under-explored. In conclusion, ethnomathematics research in Indonesia suffers from imbalances in theme and regional distribution. Consequently, future researchers need to diversify mathematical topics and expand cultural exploration outside Java to support the equitable implementation of the Independent Curriculum.
Kebijakan Sekolah Digital di Kota Makassar: Telaah Konseptual terhadap Pemerataan dan Kualitas Pendidikan Asmansyah; Muh. Herisman
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

Penelitian ini mengevaluasi kebijakan sekolah digital di Kota Makassar dengan fokus pada tata kelola program pemerintah dan akuntabilitas anggaran. Orisinalitas penelitian ini terletak pada analisis integrasi sinkron antara platform ARKAS, SIPLah, dan Rapor Pendidikan sebagai sistem "tata kelola digital jalur tertutup" untuk mencegah penyimpangan anggaran, sebuah aspek yang masih jarang dieksplorasi dalam literatur manajemen pendidikan nasional. Tujuan penelitian adalah untuk mengkaji secara konseptual bagaimana intervensi teknologi dapat memperkuat fungsi pengawasan keuangan sekaligus mendorong pemerataan kualitas pendidikan melalui pengambilan keputusan berbasis data. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan pendekatan studi kepustakaan (library research) yang unik melalui teknik analisis data spiral Creswell terhadap jurnal ilmiah dan dokumen regulasi. Objek kajian difokuskan pada kebijakan transformasi digital di Kota Makassar selama periode pascapandemi (2022–2024). Hasil empiris menunjukkan bahwa integrasi platform digital berhasil meningkatkan transparansi belanja sekolah dan menghemat waktu administratif hingga lima jam per bulan, namun efektivitasnya masih terhambat oleh "kesenjangan digital lapis kedua" terkait literasi data pendidik. Selain itu, ditemukan adanya disparitas capaian literasi-numerasi yang signifikan antarwilayah akibat perbedaan status sosial ekonomi sekolah. Implikasi penelitian ini secara praktis menyarankan perlunya kebijakan afirmatif bagi sekolah di pinggiran kota dan secara ilmiah mendorong pergeseran paradigma kepala sekolah menjadi pemimpin instruksional yang adaptif teknologi.
Implementasi Metode Storytelling pada Materi Pengalaman Pribadi untuk Meningkatkan Hasil Belajar Bahasa Indonesia Siswa Kelas III SD Samsul Arifin; Merryn Istiqommah Putri Hidayat; Reta Novita Sari; Agustina Devita; Nur Wiji Sholikin
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

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Abstract

This study aims to determine the effect of the storytelling method on students' Indonesian language learning outcomes in the topic of personal experiences among third-grade elementary school students. The topic of personal experiences is an essential component of Indonesian language learning because it helps students develop language skills, express ideas, and improve their speaking and writing abilities. However, based on classroom observations, many students still experienced difficulties in understanding and recounting their personal experiences in a coherent and engaging manner. Therefore, an instructional method that actively engages students in the learning process is needed. The storytelling method was selected because it enables students to understand the learning material through meaningful, engaging, and contextualized stories. This study employed a quantitative approach using a pre-test and post-test research design. The participants consisted of 26 third-grade elementary school students. The research instruments included pre-test and post-test questions. The data were analyzed using IBM SPSS Statistics through normality testing and the Mann–Whitney test. The results indicated that the students' mean score increased from 48.65 on the pre-test to 56.35 on the post-test. However, the Mann–Whitney test revealed a significance value of 0.110 (p > 0.05), indicating that the improvement was not statistically significant. Nevertheless, the storytelling method demonstrated a positive tendency to improve students' learning outcomes in the topic of personal experiences.  

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