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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 25 Documents
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Enhancing critical thinking skills through the integration of problem-based learning and flipped learning Muhammad Yani
Jurnal Inovasi Guru Indonesia Vol. 3 No. 1 (2026): January - June
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v3i1.153

Abstract

Background: The rapid integration of digital technology in education has intensified the need for instructional models that effectively foster higher-order thinking skills. Critical thinking has emerged as a fundamental competency in contemporary curricula; however, conventional teacher-centered approaches often provide limited opportunities for structured inquiry and analytical reasoning. The integration of Problem-Based Learning (PBL) and Flipped Learning offers a promising framework that aligns pre-class digital preparation with in-class collaborative problem solving. Objective: This study aimed to examine the effectiveness of integrating Problem-Based Learning and Flipped Learning in enhancing students’ critical thinking skills in secondary education. Methods: A quasi-experimental design with a non-equivalent control group pretest–posttest structure was employed. Sixty-four students were assigned to experimental and control groups. The experimental group received instruction through an integrated PBL–Flipped Learning model for eight sessions, while the control group received conventional instruction. Critical thinking skills were measured using a validated test covering analysis, interpretation, inference, explanation, and evaluation indicators. Data were analyzed using paired and independent samples t-tests, and effect size was calculated using Cohen’s d. Results: The findings revealed a statistically significant improvement in critical thinking skills in both groups; however, the experimental group demonstrated substantially higher posttest scores and a large effect size compared to the control group. The integration model effectively enhanced analytical reasoning, collaborative argumentation, and reflective evaluation during structured problem-solving activities. Conclusion: The integration of Problem-Based Learning and Flipped Learning significantly enhances students’ critical thinking skills by providing systematic pre-class preparation and inquiry-based in-class engagement. The model offers a robust instructional framework for promoting higher-order cognitive development in secondary education.
Exploring the meaningfulness of literacy programs among junior high school students: A phenomenological study Zhia Malika; Sandi Putra
Jurnal Inovasi Guru Indonesia Vol. 3 No. 1 (2026): January - June
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v3i1.154

Abstract

Background: Literacy programs have become central to educational reform initiatives aimed at strengthening students’ reading habits, critical thinking skills, and academic engagement. While numerous studies have evaluated the effectiveness of literacy movements in schools, limited research has explored how students themselves interpret and experience the meaningfulness of such programs. Understanding students’ lived experiences is essential for developing literacy initiatives that are both sustainable and contextually relevant. Objective: This study aimed to explore the meaningfulness of literacy programs among junior high school students through a phenomenological approach, focusing on how students interpret, internalize, and construct meaning from structured literacy activities in their school environment. Methods: This study employed a qualitative phenomenological design. Participants were 12 junior high school students who had actively participated in school literacy programs, including classroom reading corners and structured daily reading sessions. Data were collected through in-depth semi-structured interviews, non-participant observations, and document analysis. Data analysis followed phenomenological procedures, including identification of significant statements, thematic clustering, and development of composite textual and structural descriptions to capture the essence of students’ lived experiences. Results: The findings revealed five major themes: literacy as enjoyment, literacy as self-development, literacy as social interaction, literacy as academic support, and literacy as identity formation. Students perceived literacy programs as emotionally engaging, intellectually enriching, and socially meaningful. Accessible reading spaces, structured reading schedules, teacher facilitation, and multimodal resources were identified as key factors that strengthened students’ engagement and sustained reading habits.   Conclusion: Literacy programs in junior high schools function not only as instructional strategies but also as experiential spaces that shape students’ cognitive, social, and identity development. A phenomenological perspective provides deeper insight into how literacy initiatives become meaningful for students.
Examining the impact of problem-based learning on students’ motivation and social studies learning outcomes in junior high schools Iis Widayati
Jurnal Inovasi Guru Indonesia Vol. 3 No. 1 (2026): January - June
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v3i1.155

Abstract

Background: Social Studies education at the junior high school level requires instructional strategies that enhance students’ motivation and improve academic achievement in alignment with student-centered learning principles. Problem-Based Learning (PBL) has been widely recognized as an active learning model that promotes engagement, critical thinking, and meaningful knowledge construction. However, empirical evidence examining its simultaneous impact on students’ motivation and Social Studies learning outcomes at the junior secondary level remains limited. Objective: This study aimed to examine the impact of Problem-Based Learning on students’ learning motivation and Social Studies learning outcomes in junior high schools. Methods: The study employed a quantitative quasi-experimental design with a non-equivalent control group pretest–posttest format. A total of 64 eighth-grade students were divided into an experimental group receiving PBL instruction and a control group receiving conventional teaching. Data were collected using a validated learning motivation questionnaire and a Social Studies achievement test. Data analysis included descriptive statistics, paired samples t-tests, independent samples t-tests, and effect size calculations. Results: The findings revealed a significant increase in students’ motivation and learning outcomes in the experimental group compared to the control group (p < 0.05). The experimental group demonstrated a higher posttest mean score in both motivation and academic achievement. The calculated effect size indicated a large practical impact of PBL on Social Studies learning outcomes. Conclusion: Problem-Based Learning significantly enhances students’ motivation and academic performance in junior high school Social Studies classrooms. The implementation of PBL provides meaningful, student-centered learning experiences that foster engagement and deeper conceptual understanding.
Integrating project-based learning and digital flipbook media to improve students’ learning motivation in Pancasila education Anton Rio Hasan
Jurnal Inovasi Guru Indonesia Vol. 3 No. 1 (2026): January - June
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v3i1.156

Abstract

Background: Learning motivation plays a crucial role in achieving meaningful outcomes in Pancasila Education, which emphasizes active participation and value internalization. However, conventional teacher-centered instruction often limits students’ engagement and intrinsic interest. Integrating Project-Based Learning (PjBL) with digital flipbook media offers a potential strategy to create interactive, contextual, and student-centered learning experiences. Objective: This study aimed to examine the effect of integrating Project-Based Learning and digital flipbook media on students’ learning motivation in Pancasila Education at the junior high school level. Methods: A quasi-experimental design with a non-equivalent control group pretest–posttest approach was employed. The participants consisted of 64 Grade VIII students divided into an experimental group (n = 32) and a control group (n = 32). The experimental group received instruction through Project-Based Learning integrated with digital flipbook media, while the control group received conventional instruction. Learning motivation was measured using a validated Likert-scale questionnaire administered before and after the intervention. Data were analyzed using descriptive statistics and independent and paired samples t-tests at a significance level of 0.05. Results: The findings revealed a significant increase in learning motivation in the experimental group compared to the control group. The experimental group demonstrated a higher mean gain score, indicating that the integration of Project-Based Learning and digital flipbook media effectively enhanced students’ engagement, confidence, and interest in learning Pancasila Education. Conclusion: The integration of Project-Based Learning and digital flipbook media significantly improves students’ learning motivation in Pancasila Education. This combined approach provides a meaningful and interactive learning environment that supports active participation and value internalization.
The effect of the project citizen model on students’ critical thinking skills and communication competence Ranti Ranti
Jurnal Inovasi Guru Indonesia Vol. 3 No. 1 (2026): January - June
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v3i1.157

Abstract

Background: Civic education requires instructional approaches that foster students’ critical thinking skills and communication competence in order to prepare them for active democratic participation. The Project Citizen model offers a structured civic inquiry framework that integrates problem identification, policy analysis, and public presentation within classroom practice. Objective: This study aimed to examine the effect of the Project Citizen model on students’ critical thinking skills and communication competence in Pancasila Education at the secondary school level. Methods: A quasi-experimental design with a non-equivalent control group pretest–posttest format was employed. Sixty-four students were divided into an experimental group receiving Project Citizen instruction and a control group receiving conventional instruction. Data were collected using an essay-based critical thinking test and a performance-based communication rubric. Descriptive and inferential statistical analyses, including paired and independent samples t-tests, were conducted to determine differences within and between groups. Results: The findings revealed significant improvements in both critical thinking skills and communication competence among students in the experimental group compared to those in the control group. The experimental group demonstrated substantially higher mean gain scores in analytical reasoning, argument development, and presentation performance. The results indicate that structured civic project activities positively influence higher-order cognitive and communicative outcomes. Conclusion: The Project Citizen model effectively enhances students’ critical thinking skills and communication competence in Pancasila Education. The integration of civic inquiry, collaborative investigation, and public presentation provides a meaningful pedagogical framework aligned with contemporary curriculum demands and democratic education objectives.

Page 3 of 3 | Total Record : 25

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