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Hesti Herliantari
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hestiherliantari01@gmail.com
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+6281377994124
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sciencecentergroup@gmail.com
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alan Ir. Ibrahim, Sukajadi, Kecamatan Baturaja Timur Ogan Komering Ulu, Sumatera Selatan, Indonesia
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INDONESIA
Jurnal Inovasi Guru Indonesia
Published by Science Center Group
ISSN : -     EISSN : 3089011X     DOI : https://doi.org/10.63202/jigi
Core Subject : Education,
Education
Jurnal Inovasi Guru Indonesia adalah jurnal peer-review double-blind dan akses terbuka di bidang Pendidikan. Ruang lingkup Jurnal Inovasi Guru Indonesia meliputi Pendidikan Agama Islam, Ilmu Pendidikan Sosial, Ilmu Pendidikan Ilmu Pengetahuan Alam, Pendidikan Matematika, Pendidikan Lingkungan Hidup, Pendidikan Bahasa, Manajemen Pendidikan, Pengajaran dan Pembelajaran, Kualitas Pendidikan, Pendidikan Guru, Teknologi Pendidikan, Pendidikan Anak Usia Dini, Pendidikan Luar Biasa, Pendidikan Bimbingan dan Konseling, dan bidang pendidikan lainnya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2024): July - December" : 5 Documents clear
Effectiveness of STEM integration in science learning to improve problem solving skills of junior high school students Herliantari, Hesti
Jurnal Inovasi Guru Indonesia Vol. 1 No. 2 (2024): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v1i2.33

Abstract

Education at the junior high school level plays a crucial role in developing problem-solving skills needed by students to face challenges in the 21st century. The STEM (Science, Technology, Engineering, and Mathematics) approach, applied through the Project-Based Learning (PjBL) model, is considered effective in enhancing students' critical and creative thinking skills, which are integral parts of problem-solving skills. This article aims to examine the effectiveness of integrating STEM in science learning at junior high schools to improve students' problem-solving skills. The results of the study show that the implementation of the PjBL-STEM model not only enhances students' understanding of science concepts but also develops their problem-solving skills through project-based learning experiences that involve collaboration and the application of concepts in real-world contexts. Despite challenges in its implementation, especially related to teacher readiness and limited resources, the application of this model has proven to have a positive impact in preparing students for real-life challenges. This study suggests the need for ongoing training for teachers and the improvement of STEM-based learning facilities in junior high schools.
Overview of social media utilization as learning resources by junior high school students Rahma Yanthi
Jurnal Inovasi Guru Indonesia Vol. 1 No. 2 (2024): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v1i2.34

Abstract

Background: The rapid advancement of information and communication technology has transformed students’ access to learning resources. Social media platforms, as part of digital technology ecosystems, are increasingly utilized by adolescents not only for social interaction but also as informal learning resources. However, empirical evidence regarding how junior high school students utilize social media for academic purposes remains limited. Objective: This study aimed to describe the utilization of social media as learning resources among junior high school students and to identify factors influencing its use. Methods: A descriptive quantitative approach was employed. Data were collected through structured questionnaires distributed to purposively selected junior high school students who actively used social media for learning activities. The instrument examined types of platforms used, frequency of use, learning purposes, and influencing factors. Data were analyzed using descriptive statistics, including frequencies and percentages. Instrument validity and reliability were tested prior to data collection to ensure measurement accuracy. Results: The findings revealed that the majority of students (75%) utilized social media as a learning resource, with YouTube being the most frequently accessed platform (60%), followed by Instagram (20%) and TikTok (15%). Approximately half of the respondents reported daily use for academic purposes. Students indicated that ease of access, availability of visual explanations, and interactive content enhanced their understanding of complex materials. Nevertheless, challenges were identified, including limited digital literacy, difficulty verifying information validity, and distractions from non-academic content. Conclusion: Social media demonstrates substantial potential as an alternative learning resource for junior high school students. However, its effective utilization requires strengthened digital literacy skills, guided supervision from educators and parents, and strategic integration within educational frameworks to minimize misinformation and distraction risks.
Profile of parent participation in supporting learning activities at elementary school Maulinah, Maulinah
Jurnal Inovasi Guru Indonesia Vol. 1 No. 2 (2024): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v1i2.35

Abstract

Background: Parental participation constitutes a critical component of primary education, contributing significantly to children’s academic achievement, motivation, and socio-emotional development. Although previous studies have established a positive association between parental involvement and student performance, variations in the forms and intensity of participation remain influenced by demographic and contextual factors. Objective: This study aimed to describe the profile of parental participation in supporting learning activities at the elementary school level and to identify demographic factors associated with variations in involvement. Methods: A descriptive quantitative design was employed. Data were collected from 150 parents of students in Grades 4–6 using structured questionnaires with Likert-scale items measuring home-based involvement, school-based participation, emotional support, and academic assistance. Demographic variables included parents’ educational level and employment status. Descriptive statistics (frequencies and percentages) were used to summarize participation patterns, while chi-square analysis was conducted to examine associations between demographic characteristics and levels of involvement. Results: The findings indicated that the majority of parents demonstrated moderate to high levels of participation. Approximately 60% frequently supported their children’s learning at home, and 55% attended school meetings or activities. Emotional support was reported by 70% of respondents, while 65% provided academic assistance. Parental participation was significantly associated with educational background and work flexibility, with higher involvement observed among parents with higher educational attainment and flexible working schedules. Time constraints due to employment emerged as the primary barrier to school-based participation. Conclusion: Parental participation in elementary education is generally positive but varies according to demographic factors, particularly educational level and occupational demands. Strengthening school–parent communication and providing flexible engagement opportunities are essential to enhancing sustained parental involvement in supporting children’s learning.
Overview of the teacher's role in instilling student discipline values Lora, Haditya Aprita
Jurnal Inovasi Guru Indonesia Vol. 1 No. 2 (2024): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v1i2.36

Abstract

Background: Discipline constitutes a fundamental component of character education and plays a critical role in shaping students’ responsibility, consistency, and adherence to social norms. In secondary education, teachers serve as primary agents in fostering discipline; however, the effectiveness of this role is often influenced by contextual, familial, and socio-environmental factors. Objective: This study aimed to describe teachers’ roles in instilling discipline values among junior secondary school students and to analyze the challenges encountered in implementing character education related to discipline. Methods: A qualitative descriptive design was employed. Ten teachers with a minimum of three years of teaching experience were selected through purposive sampling, along with school principals as key informants. Data were collected through semi-structured interviews and direct classroom observations over a four-month period. Thematic analysis was conducted to identify recurring patterns related to instructional strategies, reinforcement approaches, and contextual barriers. Data credibility was strengthened through triangulation of sources and methods. Results: The findings indicate that teachers primarily instill discipline through role modeling, positive reinforcement, classroom rule establishment, and collaborative discussion. Teachers who consistently demonstrated punctuality, responsibility, and adherence to school regulations were more effective in promoting disciplined behavior among students. However, significant challenges were identified, including inconsistent student responses, limited parental support, peer influence, and reliance on punitive approaches that may not ensure long-term internalization of discipline values. Collaborative and reflective strategies were found to foster deeper student commitment to classroom norms. Conclusion: Teachers play a pivotal role in cultivating student discipline through consistent modeling, reinforcement, and participatory classroom management. Nevertheless, effective discipline education requires sustained collaboration between schools and families, as well as the adoption of more humanistic and reflective pedagogical approaches to ensure long-term character development.
Description of the obstacles faced by teachers in carrying out student attitude assessment Purwaningsih, Kadek Dwi
Jurnal Inovasi Guru Indonesia Vol. 1 No. 2 (2024): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v1i2.37

Abstract

Background: Student attitude assessment constitutes an essential component of holistic education, reflecting learners’ character development, social behavior, and moral values beyond academic achievement. Despite its importance, teachers frequently encounter substantial challenges in implementing attitude assessment due to its subjective and dynamic nature, as well as contextual and systemic constraints. Objective: This study aimed to describe the obstacles faced by teachers in carrying out student attitude assessment in elementary education settings. Methods: A qualitative descriptive design with a case study approach was employed. Fifteen teachers with a minimum of three years of teaching experience were selected through purposive sampling, along with school principals as key informants. Data were collected through in-depth interviews and classroom observations. The data were analyzed using thematic analysis involving data reduction, data display, and conclusion drawing. Triangulation was applied to enhance credibility and trustworthiness. Results: The findings revealed multiple interconnected obstacles. Teachers reported difficulties in ensuring objectivity and consistency due to the abstract and context-dependent nature of attitudes. Limited professional training on attitude assessment, inadequate standardized instruments, and insufficient digital literacy hindered effective implementation. Additional challenges included restricted time for systematic observation, limited technological support, and minimal parental involvement in reinforcing students’ character development. The imbalance between academic and non-academic assessment priorities further reduced the emphasis placed on attitude evaluation. Conclusion: The implementation of student attitude assessment is constrained by pedagogical, technological, institutional, and socio-cultural factors. Strengthening teacher professional development, enhancing digital literacy, improving institutional support, and fostering parent–teacher collaboration are critical to improving the effectiveness and objectivity of attitude assessment practices

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