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Dr Purniadi Putra, M.Pd.I
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Journal Innovative Practices in Education (JIPE)
Published by CV putra publisher
ISSN : -     EISSN : 31234585     DOI : https://doi.org/10.58540/jipe.v1i2.1381
Core Subject : Education,
Education
Innovative Practices in Education (IPE) Journal is an international journal that focuses on innovative practices, new approaches, and breakthroughs in education. The journal aims to publish research, theoretical studies, and evidence-based practices that offer innovative solutions to educational challenges at local and global levels. This journal is designed to be a global platform for academics, educators, and education practitioners to share their ideas, experiments, and research that drive innovation in education. JIPE pays special attention to creative approaches that are able to answer the challenges arising from globalization, technology, and socio-cultural dynamics. The objectives are to: Inspire educators to apply relevant and engaging learning methods, provide research-based guidance for education policy makers and open a space for academic discussion on how education can continue to develop according to the needs of the times. With a focus on innovative practices, IPE is expected to be an important reference for researchers and practitioners who want to integrate innovation into education systems in various contexts.
Arjuna Subject : -
Articles 44 Documents
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Combining Professionalism and Academic Ethics: A Four-Pillar Model for Teachers of Islamic Religious Education at the Madrasah Tsanawiyah Level Rida Nurfarida; Taofiq Rahman Ahmad; Yudha Al Farisi
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 3 (2026): August
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i3.2369

Abstract

Teachers who excel technically yet fall short ethically, and those who hold strong values yet lack pedagogical skill, each pose distinct challenges to educational quality. Addressing this imbalance, the present study sets out to construct a conceptual framework that operationally integrates professionalism and academic ethics for PAI teachers serving at the junior secondary (Madrasah Tsanawiyah) level. A review of prior research shows that discussions of adab and academic integrity in Islamic education have largely centered on higher education and digital related issues, while the context of junior secondary teachers and foundational, non digital concerns remain relatively underexplored conceptually. Using a library research method, this study examines the theological foundation of qawiyy and amin as expressed in QS. Al Qashash verse 26, then translates it into a four pillar instructional model encompassing input, process, output, and relation, each accompanied by measurable success indicators. The findings show that the four pillars function as a mutually reinforcing cycle and can be implemented through five concrete classroom strategies, including academic learning contracts, character based authentic assessment, higher order thinking examinations, teacher modeling of scholarly conduct, and habitual source citation. This study contributes an operational model that can be directly adopted by teachers and educational institutions, while opening space for further empirical research to test its effectiveness in practice.
Digital Leadership Transformation In Quality Management Of Islamic Education In The Society 5.0 Era Deden Heri
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 3 (2026): August
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i3.2376

Abstract

Digital transformation in Islamic educational institutions often faces a dilemma between technological modernization and the preservation of Islamic values. This study aims to analyze the concept of digital leadership in Islamic education, map the challenges of its transformation, describe best practices, and formulate reinforcement strategies to enhance quality management. Utilizing a library research method, this study examines and synthesizes relevant literature. The findings reveal that digital leadership in Islamic education is an integrative approach combining four core digital competencies (digital vision, behavior, expertise, and mindset) with Islamic leadership principles (amanah, shura, and uswah hasanah). In practice, digital transformation confronts four interconnected systemic challenges: infrastructure limitations, low human resource digital literacy, organizational culture resistance, and policy gaps. Nevertheless, best practices across several madrasahs demonstrate that an incremental approach through LMS utilization, administrative digitalization (EMIS/RDM), and peer mentoring effectively drives change. This study concludes that strengthening quality management requires an Islamic value-based transformational-digital leadership that continuously integrates HR capacity building with quality assurance systems.
Evaluation Of The Qur’anic Learning Program At SD Muhammadiyah 2 Karangpawitan From Parents’ Perspectives Asep Muslim Nurdin
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 3 (2026): August
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i3.2377

Abstract

This study aims to evaluate the implementation of the Qur’anic Learning Program (Iqra, Tahsin, and Tahfidz) at SD Muhammadiyah 2 Karangpawitan from the perspectives of parents, focusing on program implementation, its benefits for children’s Qur’anic reading and memorization skills, discipline, perseverance, and learning motivation, as well as supporting and inhibiting factors. The study employed a descriptive qualitative approach. The primary data were collected through an online survey (Google Forms) involving 18 parents and consisting of nine open-ended questions, which were analyzed thematically. The findings indicate that parents generally perceived the program positively, as reflected in comprehensive program socialization (100%), appropriate grouping of reading and memorization levels according to children’s abilities (89%), and a comfortable learning atmosphere (83%). However, the reporting system for students’ learning progress from teachers to parents was considered not fully effective (56%). The program was also perceived as providing substantial benefits in improving children’s Qur’anic reading and memorization skills (94%) and their daily worship habits at home (94%), although children’s perseverance and learning motivation varied. The main supporting factors included adaptive learning methods and family support, whereas the inhibiting factors included difficulties with tajwid and makhraj al-huruf, distractions from digital devices, limited time, and weaknesses in the reporting system. This study recommends strengthening the periodic reporting system, providing a dedicated learning space for Tahfidz activities, and improving teacher–parent communication as a means of strengthening school–family partnerships in Qur’anic learning.
Development Of A Sustainability-Based Science KIT To Enhance Science Inquiry and Science Motivation Aili Liila
Journal Innovative Practices in Education (JIPE) Vol. 1 No. 2 (2026): April
Publisher : CV PUTRA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/jipe.v1i2.2462

Abstract

This study aims to develop a sustainability-based science kit centered on the activity of making scented candles that is valid, feasible, and practical for enhancing the scientific inquiry skills and science motivation of junior high school students. The research was motivated by students' limited ability to engage in scientific inquiry processes and their low motivation to learn science, issues stemming from the prevalence of teacher-centered instruction and a lack of contextual experimental activities. The study employed the Research and Development (R&D) method based on the Borg & Gall model, modified into five stages: preliminary study, planning, initial product development, expert validation, and product revision. The developed products include a Lesson Plan (RPP), Student Worksheet (LKPD), science module, and the sustainability-based science kit. Validity testing was conducted by subject matter and media experts, while practicality testing was carried out by science teachers acting as educational practitioners. Expert validation results showed an average score of 84.28% (categorized as highly feasible) for subject matter and 81.99% (highly feasible) for media. The practicality test conducted by educators yielded an average score of 98.39%, placing it in the highly practical category. The findings indicate that the sustainability-based science kit is of high quality, meets feasibility criteria, and is easily implemented in science instruction. Integrating the scented candle-making activity provides a contextual, active, and meaningful learning experience, thereby potentially fostering students' scientific inquiry skills and motivation. Thus, the sustainability-based science kit is suitable as an instructional innovation that supports the implementation of education for sustainability at the junior high school level.

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