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Irfan Azim
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Innovative Pedagogy and Education Studies
Published by Yayasan Insan Cendekia Mandalika
ISSN : -     EISSN : 31090133     DOI : -
Core Subject :
Innovative Pedagogy and Education Studies (IPES) adalah portal jurnal akademik yang didedikasikan untuk memajukan penelitian dan publikasi tentang pendekatan inovatif dalam pedagogi dan pendidikan. Ini berfungsi shttps://e-journal.icmandalika.or.id/index.php/IPESebagai platform global untuk menyebarkan temuan mutakhir dalam metodologi pengajaran modern, teknologi pendidikan, pengembangan kurikulum, pendidikan inklusif, dan evaluasi kebijakan. Menekankan akses terbuka dan menggunakan proses tinjauan sejawat buta ganda yang ketat, IPES mendorong kolaborasi akademik global dan penyebaran pengetahuan yang adil. Diterbitkan dua kali setahun, jurnal ini mencakup artikel penelitian, tinjauan literatur, dan studi kasus, yang bertujuan untuk mendorong kemajuan transformatif dalam pendidikan dalam konteks era digital dan globalisasi. Jurnal ini menerbitkan satu volume setiap tahun dengan tiga edisi, Maret, Juli dan November.
Arjuna Subject : -
Articles 25 Documents
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Teachers’ Pedagogical Strategies in English Instruction at MAS NW Senyir, Lombok Timur Academic Year 2023/2024 Rianda Wijaya
Innovative Pedagogy and Education Studies Vol. 1 No. 03 (2024): Vol. 1 No. 03 November (2024): Innovative Pedagogy and Education Studies (IPES
Publisher : ICM Research (Yayasan Insan Cendekia Mandalika)

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Abstract

This study aims to explore teachers’ pedagogical strategies in English instruction at MAS NW Senyir, Lombok Timur, during the academic year 2023/2024. A qualitative research approach with a descriptive case study design was employed. The participants of this study consisted of English teachers and selected students at the school. Data were collected through classroom observations, semi-structured interviews, and document analysis, including lesson plans and teaching materials. The data were analyzed using qualitative data analysis procedures involving data reduction, data display, and conclusion drawing. The findings reveal that English teachers at MAS NW Senyir applied various pedagogical strategies, such as communicative language teaching, cooperative learning, and contextual teaching approaches, to enhance students’ engagement and language skills. However, the implementation of these strategies faced several challenges, including limited instructional time, students’ diverse proficiency levels, and restricted exposure to English outside the classroom. The study concludes that the effective use of pedagogical strategies requires adaptive teaching practices that align with students’ needs and the school context. These findings provide practical implications for improving English instruction and teacher professional development in Islamic senior high schools.
THE QIROATI METOD:AN EFFECTIVE APPROACH TO STRENGTHEN QUR'ANIC LITERACY IN ISLAMICELEMENTARY nur faizah
Innovative Pedagogy and Education Studies Vol. 1 No. 03 (2024): Vol. 1 No. 03 November (2024): Innovative Pedagogy and Education Studies (IPES
Publisher : ICM Research (Yayasan Insan Cendekia Mandalika)

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This study explores the effectiveness of the Qiroati Method as an instructional approach to strengthening Qur’anic literacy in Islamic elementary schools. Qur’anic literacy is a fundamental aspect of Islamic education, encompassing students’ ability to read the Qur’an correctly in accordance with tajwid rules, fluency, and accuracy. The Qiroati Method emphasizes systematic learning, direct practice, and continuous evaluation, enabling students to develop strong foundational skills in Qur’anic reading from an early age. This research employs a qualitative descriptive approach, with data collected through classroom observations, interviews with teachers, and analysis of learning documents. The findings indicate that the implementation of the Qiroati Method significantly improves students’ reading accuracy, fluency, and confidence in reading the Qur’an. Additionally, the method encourages active student participation and disciplined learning habits. Despite challenges such as varying student abilities and limited instructional time, the Qiroati Method proves to be an effective approach to enhancing Qur’anic literacy in Islamic elementary education.
Students' Perceptions toward the Utilization of Web-Based AI Technology for English Language Learning in Higher Education: A Case Study at Institut Elkatarie: Students' Perceptions toward the Utilization of Web-Based AI Technology for English Language Learning in Higher Education: A Case Study at Institut Elkatarie Kusuma Hadi; Rosliana Rosliana; Rekna Eka Purnamasari
Innovative Pedagogy and Education Studies Vol. 2 No. 01 (2025): (March)Innovative Pedagogy and Education Studies (IPES)
Publisher : ICM Research (Yayasan Insan Cendekia Mandalika)

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This study aims to investigate students' perceptions toward the utilization of web-based Artificial Intelligence (AI) technology in English language learning in higher education, with a case study conducted at Institut Elkatarie. The research employed a descriptive qualitative approach supported by quantitative data. Data were collected through questionnaires and interviews involving undergraduate students who actively used web-based AI tools in their English learning activities. The findings reveal that most students have positive perceptions of web-based AI technology, particularly in enhancing learning flexibility, improving language skills (such as vocabulary, grammar, and writing), and providing immediate feedback. Students also perceive AI-based platforms as motivating, interactive, and helpful for independent learning. However, several challenges were identified, including limited digital literacy, overreliance on AI tools, and concerns about academic integrity. Despite these challenges, the study concludes that web-based AI technology has significant potential to support English language learning in higher education when integrated appropriately and accompanied by proper guidance from lecturers. The results of this study are expected to provide insights for educators and institutions in optimizing the use of AI technology to improve the quality of English language instruction.
The Influence of School Leadership, Teacher Competence, and Work Discipline on Teacher Performance at SMA Walisongo Semarang Sri Murtini
Innovative Pedagogy and Education Studies Vol. 1 No. 03 (2024): Vol. 1 No. 03 November (2024): Innovative Pedagogy and Education Studies (IPES
Publisher : ICM Research (Yayasan Insan Cendekia Mandalika)

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Abstract

This study aims to examine the influence of school leadership, teacher competence, and work discipline on teacher performance at SMA Walisongo Semarang. A quantitative research approach with a correlational design was employed in this study. The population consisted of all teachers at SMA Walisongo Semarang, with the sample determined using a total sampling technique. Data were collected through structured questionnaires using a Likert scale to measure school leadership, teacher competence, work discipline, and teacher performance. Prior to hypothesis testing, the data were analyzed using validity, reliability, and classical assumption tests. Multiple linear regression analysis was applied to examine both partial and simultaneous effects of the independent variables on teacher performance. The results indicate that school leadership, teacher competence, and work discipline each have a significant positive effect on teacher performance. Furthermore, the simultaneous test shows that these three variables collectively contribute significantly to improving teacher performance. These findings highlight the importance of effective school leadership, continuous development of teacher competence, and the enforcement of work discipline to enhance teacher performance and overall educational quality.
Contestation of Boarding School Leaders on Transformation of Islamic Education: A Study of Nahdlatul Wathan Education Institution in Lombok Nur Hamiyetun; Nila Purwati; Meysin Karinap
Innovative Pedagogy and Education Studies Vol. 1 No. 03 (2024): Vol. 1 No. 03 November (2024): Innovative Pedagogy and Education Studies (IPES
Publisher : ICM Research (Yayasan Insan Cendekia Mandalika)

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Abstract

This study aims to analyze the dynamics of leadership contestation in Islamic boarding schools and its role in the transformation of Islamic education within Nahdlatul Wathan educational institutions in Lombok. A qualitative approach with a case study design was employed. The participants consisted of boarding school leaders, teachers, and institutional stakeholders selected through purposive sampling. Data were collected through in-depth interviews, participant observation, and institutional document analysis, and were analyzed using thematic analysis. The findings reveal that leadership contestation arises from differences in ideological orientation, educational vision, and authority patterns between traditional charismatic leadership and Islamic transformational leadership that is more adaptive to change. This contestation significantly influences curriculum transformation, institutional governance, and the integration of traditional Islamic education with modern educational systems. The study concludes that leadership contestation, from an Islamic leadership perspective, functions not merely as a source of conflict but as a dialectical mechanism that stimulates dynamic change and renewal in Islamic boarding school education.
Strengthening Character Education through Student-Centered Learning in Secondary Schools Vol 2 no 1 ahmad
Innovative Pedagogy and Education Studies Vol. 2 No. 01 (2025): (March)Innovative Pedagogy and Education Studies (IPES)
Publisher : ICM Research (Yayasan Insan Cendekia Mandalika)

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This study examines the role of student-centered learning in strengthening character education in secondary schools. Character education is a crucial component in developing students’ moral values, responsibility, and social awareness. Student-centered learning emphasizes active participation, critical thinking, collaboration, and learner autonomy, which provide opportunities for students to internalize positive character values through meaningful learning experiences. This research employs a qualitative descriptive approach, with data collected through classroom observations, interviews with teachers and students, and documentation analysis. The findings reveal that student-centered learning effectively promotes character development, particularly in aspects of responsibility, discipline, cooperation, and respect for others. However, challenges such as limited teacher readiness and classroom management constraints remain obstacles to optimal implementation. Overall, student-centered learning contributes positively to the strengthening of character education in secondary schools.
The Impact of Virtual Reality Technology on Spatial Intelligence Development in Elementary School Students_VOL 2. No1 Rahmat Yasin
Innovative Pedagogy and Education Studies Vol. 2 No. 01 (2025): (March)Innovative Pedagogy and Education Studies (IPES)
Publisher : ICM Research (Yayasan Insan Cendekia Mandalika)

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Abstract

This study investigated the impact of Virtual Reality (VR) technology on spatial intelligence development among elementary school students. A quasi-experimental pretest-posttest control group design was employed involving 120 fifth-grade students from two public schools in Jakarta, Indonesia. The experimental group (n=60) received VR-based spatial learning interventions for eight weeks, while the control group (n=60) received conventional instruction. Spatial intelligence was measured using adapted Spatial Ability Tests and Mental Rotation Tests. Data were analyzed using independent sample t-tests and ANCOVA (p<0.05). Results revealed that the VR experimental group demonstrated significantly higher spatial intelligence scores (M=78.45, SD=8.32) compared to the control group (M=65.23, SD=9.17) with t(118)=8.47, p<0.001, d=1.52. VR intervention showed substantial improvements in mental rotation ability (41.3% increase), spatial visualization (38.7% increase), and spatial orientation (35.2% increase). ANCOVA analysis confirmed significant VR effects on spatial intelligence (F(1,117)=72.34, p<0.001, partial η²=0.38). Additionally, 87% of experimental group students reported higher engagement levels. Virtual Reality technology significantly enhances spatial intelligence development in elementary students, offering superior outcomes compared to traditional methods. Integrating VR into elementary curricula represents an effective pedagogical strategy for developing spatial cognitive abilities.
The Role of Innovative Teaching Methods in Improving Learning Outcomes in Islamic Education Vol 2 no 1 bayu
Innovative Pedagogy and Education Studies Vol. 2 No. 01 (2025): (March)Innovative Pedagogy and Education Studies (IPES)
Publisher : ICM Research (Yayasan Insan Cendekia Mandalika)

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This study aims to analyze the role of innovative teaching methods in improving learning outcomes in Islamic education. Innovative teaching methods, including interactive learning, problem-based learning, and the integration of digital media, are essential in creating engaging and effective learning environments. This research uses a qualitative descriptive approach, with data collected through observations, interviews, and analysis of instructional documents. The results indicate that the application of innovative teaching methods enhances students’ understanding, motivation, and active participation in Islamic education classes. These methods also support the development of cognitive, affective, and psychomotor learning outcomes. Despite challenges such as limited facilities and teachers’ technological skills, innovative teaching methods have a significant positive impact on improving learning outcomes in Islamic education.
Differentiated Learning Strategies to Accommodate Diversity of Learning Styles in Inclusive Classrooms_VOL 2. No 1 Abdul Ghani
Innovative Pedagogy and Education Studies Vol. 1 No. 03 (2024): Vol. 1 No. 03 November (2024): Innovative Pedagogy and Education Studies (IPES
Publisher : ICM Research (Yayasan Insan Cendekia Mandalika)

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This study examined the effectiveness of differentiated learning strategies in accommodating diverse learning styles within inclusive classroom settings. A mixed-methods research design was implemented involving 90 fourth-grade students from three inclusive elementary schools in Surabaya, Indonesia. Participants were categorized based on VARK learning style assessments (Visual, Auditory, Reading/Writing, Kinesthetic). The experimental group (n=45) received differentiated instruction tailored to individual learning styles for twelve weeks, while the control group (n=45) received standard instruction. Academic achievement was measured through pre and post-tests, and student engagement was assessed using observation protocols. Data analysis employed paired sample t-tests and thematic analysis (p<0.05). Results indicated that students receiving differentiated instruction achieved significantly higher academic scores (M=82.67, SD=7.45) compared to the control group (M=71.34, SD=8.92) with t(88)=6.89, p<0.001, d=1.35. Specifically, kinesthetic learners showed the greatest improvement (47.3% increase), followed by visual learners (39.8% increase). Qualitative findings revealed enhanced student participation, self-confidence, and classroom inclusivity. Teachers reported increased satisfaction with differentiated approaches despite initial implementation challenges. Differentiated learning strategies effectively accommodate learning style diversity in inclusive classrooms, promoting equitable educational opportunities and improved academic outcomes for all students.
Innovation in Learning as a Strategy to Improve the Quality of Education. VOL 1: Innovation in Learning as a Strategy to Improve the Quality of Education. VOL 1 abdul hakimin
Innovative Pedagogy and Education Studies Vol. 2 No. 01 (2025): (March)Innovative Pedagogy and Education Studies (IPES)
Publisher : ICM Research (Yayasan Insan Cendekia Mandalika)

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Abstract

Innovation in learning has become a strategic necessity in improving the quality of education in response to rapid developments in science, technology, and societal demands. This study aims to examine the role of learning innovation as an effective strategy to enhance educational quality through the implementation of student-centered approaches, the integration of technology, and the development of creative and adaptive teaching methods. Using a qualitative descriptive approach, this study analyzes various learning innovation practices applied in educational institutions, including project-based learning, collaborative learning, and digital-based instruction. The findings indicate that learning innovation contributes significantly to improving students’ learning motivation, critical thinking skills, and learning outcomes. In addition, innovative learning practices encourage teachers to continuously improve their pedagogical competencies and adapt to diverse student needs. Therefore, innovation in learning is not only a pedagogical approach but also a strategic effort to ensure sustainable improvement in the quality of education.

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