cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Irfan Azim
Contact Email
Irfan15azim@gmail.com
Phone
+6287863389921
Journal Mail Official
jurnalipes@gmail.ac.id
Editorial Address
Jl. Raya Janaparia - Kopang No. 11 RT 01/RW 01 Desa/Kelurahan Janapria, Kecamatan Janapria Kota/Kabupaten Lombok Tengah, NTB
Location
Kab. lombok tengah,
Nusa tenggara barat
INDONESIA
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
 1   2   3 
Constructive Strategies of Speaking Skill Using Smart Thinking, Searching Online, Practicing Solution (3S) Implementation Model to be Spoken Fluently At SMA NW Anjani, East Lombok Lukman Jayadi
Innovative Pedagogy and Education Studies Vol. 3 No. 01 (2026): (March) Innovative Pedagogy and Education Studies (IPES)
Publisher : ICM Research (Yayasan Insan Cendekia Mandalika)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

  This research aims to develop effective strategies for enhancing speaking skills through the applying 3S (Smart Thinking, Online Searching, and Solution Practice) model, with the goal of improving students' English-speaking fluency. The primary challenge on speaking learning process is students' limited ability to convey ideas systematically, confidently, and effectively due to a lack of mastery of basic vocabulary and material. Therefore, the 3S model presents an innovative approach that integrates critical thinking skills, the use of digital technology, and direct practice in real-life communication situations. This research method uses a descriptive qualitative approach and quantitative with the application of a practice-based, active, and more communicative learning model. The stages of implementing the 3S model include: (1) Smart Thinking, or intelligent thinking to construct ideas and arguments logically and rationally, and easily understood by listeners or conversation partners; (2) Online Searching, which involves seeking references and information through digital media to enrich speaking material and expand basic vocabulary; and (3) Solution Practice, which involves active speaking practice through discussions, presentations, and more active communication simulations while their imagine words that will be spoken. Data were obtained through observation, interviews, recordings, and evaluation of students' speaking skills. The research results show that the implementation of the 3S model can improve students' English fluency, ability to organize ideas effectively, communication skills, creativity in expressing opinions, and explore their knowledge through 3S by spoken fluently.  Furthermore, the use of digital media is quite proficient and has a positive impact on students' learning motivation and ability to access information independently. Therefore, a constructive strategy based on the 3S model is considered effective as an alternative method for teaching speaking skills that is adaptive, interactive, creative, and relevant to current developments in modern educational technology.
The Relationship Between Family Economic Conditions and Children's Educational Interest in Pringgasela District, East Lombok Regency Bq. Elok Nirwana
Innovative Pedagogy and Education Studies Vol. 3 No. 01 (2026): (March) Innovative Pedagogy and Education Studies (IPES)
Publisher : ICM Research (Yayasan Insan Cendekia Mandalika)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study examines the relationship between family economic conditions and children's educational interest in Pringgasela District, East Lombok Regency, with particular attention to the role of Islamic economic values in sustaining children's motivation to pursue education. Employing a qualitative descriptive approach, data were gathered through in-depth interviews, observations, and documentation involving families, children, and school stakeholders. Analysis followed the stages of data reduction, presentation, and conclusion drawing. Findings reveal that family economic conditions significantly influence children's educational interest: economically stable families are better positioned to provide learning facilities, cover educational expenses, and offer moral support, whereas families with limited resources frequently struggle to meet their children's educational needs, leading to declining motivation to continue schooling. Notably, the study found that the internalization of Islamic economic values within the family particularly trustworthiness (amanah), justice, and responsibility can meaningfully strengthen children's commitment to education despite economic constraints. The study concludes that family economic conditions and children's educational interest are closely interrelated, and that integrating Islamic economic principles into family management offers a viable strategy for sustaining children's enthusiasm for learning, thereby nurturing a generation that is educated, morally grounded, and prepared for future challenges.
Hybrid Leadership in the Implementation of a Love-Based Curriculum: Transformational Integration and Servant Leadership Nur Faizah
Innovative Pedagogy and Education Studies Vol. 3 No. 01 (2026): (March) Innovative Pedagogy and Education Studies (IPES)
Publisher : ICM Research (Yayasan Insan Cendekia Mandalika)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Islamic educational institutions today face significant challenges in responding to relational crises and value fragmentation amid the unstoppable wave of modernization. The Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) offers a humanistic educational approach that positions compassion, respect for human dignity, and dialogic relationships as the cornerstone of the learning process. Yet, its successful implementation depends critically on a leadership model capable of fostering organizational culture change while sustaining the depth of human relationships. This study employed a qualitative approach using a single case study design and phenomenological lens. Data were gathered through semi-structured in-depth interviews with ten informants, ten days of participatory observation, and document analysis. Data analysis followed the Miles, Huberman, and Saldaña interactive model encompassing data condensation, data display, and conclusion drawing and verification. The findings reveal that the principal of MA Al-Jauhariyah simultaneously and organically enacts hybrid leadership. The transformational dimension manifests in building a collective vision, stimulating pedagogical innovation, and demonstrating moral exemplification; while the servant leadership dimension is evident in listening leadership, empathetic mentoring, meaningful teacher empowerment, and the cultivation of a values-based community. The integration of both approaches forms a leadership model that is not only visionary, but also deeply humanistic and rooted in rahmah values within Islamic education. The hybrid model characterized by visionary-relational synchrony, a change-value preservation dialectic, trust-based leadership distribution, and leadership reflexivity contributes theoretically to hybrid leadership scholarship in the madrasah context, while offering a practical guide for the systematic and sustainable implementation of value-based curricula.
Clinical Supervision and Teacher Teaching Performance: A Mediation Model for Work Motivation in Educational Institutions Mutmainnah
Innovative Pedagogy and Education Studies Vol. 3 No. 01 (2026): (March) Innovative Pedagogy and Education Studies (IPES)
Publisher : ICM Research (Yayasan Insan Cendekia Mandalika)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze the influence of clinical supervision on teacher performance by considering work motivation as a mediating variable. The background of this research is based on the importance of teacher professional development in improving the quality of education, where clinical supervision is seen as an effective and humanistic approach. The research was conducted at the State Junior High School in Sampang Regency, East Java, involving 159 teachers as respondents. The research method uses an explanatory research type quantitative approach, with data processing using PLS-SEM through the SmartPLS 4.0 application. The results showed that clinical supervision had a positive and significant effect on teacher performance (β = 0.212; p < 0.05), and had a very significant effect on work motivation (β = 0.581; p < 0.001). In addition, work motivation also had a significant influence on teacher performance (β = 0.614; p < 0.001), and was proven to fully mediate the effect of clinical supervision on teacher performance with a mediating effect value of 0.357 (p < 0.001). These findings show that work motivation is an important key link between coaching through supervision and improving teacher performance. The practical implications of this study emphasize the importance of the role of the principal in carrying out supervision that supports the psychological needs of teachers, in order to create a reflective, collaborative, and sustainable work environment.
Risk-Based Administrative Governance Model Through Compliance Management Integration in Mitigation of Audit Findings in Education Units Amar Ma&#039;rup Nahi Munkar
Innovative Pedagogy and Education Studies Vol. 3 No. 01 (2026): (March) Innovative Pedagogy and Education Studies (IPES)
Publisher : ICM Research (Yayasan Insan Cendekia Mandalika)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to develop and analyze a risk-based administrative governance model through the integration of compliance management in mitigating audit findings in education units. The research focus is directed at the relationship between administrative governance, risk management, and compliance management and their implications for the decline in audit findings. This study uses a mixed method approach with an explanatory sequential design, where quantitative data is collected through questionnaires analyzed using inferential statistical techniques, while qualitative data is obtained through in-depth interviews, observations, and documentation studies to strengthen and explain quantitative findings. The results of the study show that risk-based administrative governance integrated with compliance management has a significant influence on lowering audit findings. Educational units that systematically implement risk identification and mitigation and integrate compliance in administrative processes tend to have lower levels of administrative errors. In contrast, a procedural administrative approach without risk analysis has been shown to increase the potential for repetitive audit findings Integration between risk management and compliance has also been shown to improve the accountability and effectiveness of administrative management. The implications of this study show the importance of strengthening the risk-based administrative governance system as a preventive strategy in improving the quality of education management. The results of this study can be a reference for education unit managers and policy makers in formulating a governance model that is more adaptive, systematic, and prevention-oriented.

Page 3 of 3 | Total Record : 25

 1   2   3 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 01 (2026): (March) Innovative Pedagogy and Education Studies (IPES) Vol. 2 No. 01 (2025): (March)Innovative Pedagogy and Education Studies (IPES) Vol. 1 No. 03 (2024): Vol. 1 No. 03 November (2024): Innovative Pedagogy and Education Studies (IPES Vol. 1 No. 02 (2024): Vol. 1 No. 02 July (2024): Innovative Pedagogy and Education Studies (IPES) Vol. 1 No. 01 (2024): Vol. 1 No. 01 March (2024): Innovative Pedagogy and Education Studies