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JINOP (Jurnal Inovasi Pembelajaran)
Published by Universitas Muhammadiyah Malang
ISSN : 24431591     EISSN : 24600873     DOI : 10.2229.
Core Subject : Education,
Education
JINoP acts as medium of publicating the result of research covering the learning innovation theme from the elementary to higher education level. The journal also acts as a medium of disseminating research thought conducted by teachers and lecturers. In substance, the articles published in the journal are projected to inspire circles of education in conducting innovation in teaching and learning process.
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Search results for , issue "vol. 12 no. 1 (2026): mei" : 10 Documents clear
Development of Adobe flash-assisted interactive multimedia to improve sound symbol understanding and language skills Yosepha Kurniawati Deze Say; Kastam Syamsi
JINoP (Jurnal Inovasi Pembelajaran) Vol. 12 No. 1 (2026): Mei
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v12i1.29542

Abstract

Background: The effectiveness of interactive multimedia in language learning is not automatic. It is strongly influenced by pedagogical design, the alignment of content with students’ linguistic development, and integration with the applicable curriculum. Interactive multimedia that is not designed systematically may only increase learning engagement without producing a significant effect on deeper mastery of language skills. Objectives: This study aimed to develop Adobe Flash-assisted interactive multimedia for learning sound symbols and to examine its effectiveness in improving sound symbol understanding and language skills among first-grade elementary school students. Methods: The interactive multimedia was developed using the 4D model, which consists of Define, Design, Develop, and Disseminate. The product was validated by a media expert and a subject-matter expert. The research participants were first-grade students from the Bajawa III elementary school cluster, selected through random sampling and divided into experimental and control groups. Sound-symbol understanding and language skills were measured using validated test instruments. Results: The results show that the developed interactive multimedia was feasible for classroom use based on assessments by the media and subject-matter experts. The average gain score for sound symbol understanding in the experimental group was 0.62, which falls into the moderate category, while the average gain score for language skills was 0.79, which falls into the high category. Conclusions: These findings indicate that Adobe Flash-assisted interactive multimedia was successfully developed and is both feasible and effective for improving students’ sound symbol understanding and language skills.
Development of Mager Lur Lur Mager Media on Gradient Materials for Junior High School Students Rosita Ferdiani; Riski Nur Istiqomah Dinnullah
JINoP (Jurnal Inovasi Pembelajaran) Vol. 12 No. 1 (2026): Mei
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v12i1.33068

Abstract

Background: The low conceptual understanding and student learning outcomes on the topic of gradients of straight-line equations indicate a significant problem in mathematics learning, which may hinder students’ mastery of more advanced mathematical concepts. Objectives: This study aims to develop a valid, practical, and effective learning media called Mager Lur to facilitate students in understanding the basic concepts of gradients in straight-line equations. Methods: This study employed a Research and Development (R&D) method using the 4D development model, consisting of define, design, develop, and disseminate stages. The research involved 36 students from class VIII A and VIII B at MTs Badrussalam, Indonesia. The instruments used included validation questionnaires from media experts, material experts, and practitioners, student response questionnaires, and pretest-posttest assessments to measure learning outcomes. Results: The findings indicate that the developed Mager Lur media achieved a very valid category, with validation scores of 98.50% from media experts, 89% from material experts, and 93% from practitioners. The practicality level of the media reached 80%, categorized as very practical. In terms of effectiveness, the media showed a moderate improvement with an average gain score of 0.57 (57%), indicating that it is quite effective in improving student learning outcomes. Conclusions: The Mager Lur learning media is proven to be valid, practical, and sufficiently effective for use in learning gradient concepts of straight-line equations. Therefore, it can be recommended as an innovative instructional medium to enhance students’ conceptual understanding and learning outcomes in mathematics.
Development of Interactive Teaching Modules as an Effort to Improve Students' Understanding of Plane Shapes Rindy Aiwan; Aan Nurhasanah; Eli Hermawati
JINoP (Jurnal Inovasi Pembelajaran) Vol. 12 No. 1 (2026): Mei
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v12i1.34392

Abstract

Background: The problem with this research is that the teaching materials used are only worksheets. At the elementary and secondary school level, only 15% of teachers develop their own teaching modules. Objectives: The objectives of this research were to determine how to develop an interactive teaching module for phase B of geometry elements on plane shapes, to determine the feasibility of the interactive teaching module, and to determine the effectiveness of students using the interactive teaching module for phase B of geometry elements on plane shapes. Methods: This research method is Research and Development, a modification of Borg & Gall's method, which divides it into three stages: preliminary study, development, testing, and dissemination. Data collection techniques in this study included interviews, expert product assessment, effectiveness testing, and student response questionnaires. Data analysis techniques used were interactive qualitative data and quantitative data (validity testing, effectiveness testing, and student response questionnaire analysis). Results: The validation results obtained an average of 0.89, which can be interpreted as a high coefficient. Based on the student response questionnaire, 98.6% obtained, meaning it is "very suitable" for use. Based on the main trial, the average student score before using the interactive learning module was 54.54, while after using the interactive learning module, it was 73.86. The results of the Paired Sample T-test showed a calculated t value > t table, with a value of 3.272 > 2.080, indicating a significant difference in student learning outcomes after using the interactive learning module. Conclusions: This research resulted in a valid, feasible, and effective interactive learning module phase B for geometry elements in plane shapes. Its implementation significantly improved learning outcomes and received a very positive student response.
Students' Mathematical Communication Skills in the Ethnomathematics PBL Model Assisted by Wordwall Fitrotun Nisa; Yus M. Cholily; Siti Khoiruli Ummah
JINoP (Jurnal Inovasi Pembelajaran) Vol. 12 No. 1 (2026): Mei
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v12i1.37105

Abstract

Background: Mathematical communication skills are positively correlated with students' problem-solving skills, so the development of these skills needs to be carried out in the learning process. Skill development can be successful through the implementation of a suitable learning model. Objectives: This study aims to analyze students' mathematical communication skills and problem-solving skills in learning math problems in the Problem Based Learning (PBL) model assisted by wordwall. Methods: This research is a qualitative study using descriptive methods. The subjects were 17 eighth-grade junior high school students in Malang, Indonesia. Results: Based on the results of data analysis through research instruments in the form of data collected from student response questionnaires to the use of learning media, the transformation geometry discussion test related to students' mathematical communication skills and problem-solving skills. From the results of the study, it was concluded that the use of their Problem Based Learning (PBL) model and wordwall media for students' mathematical communication skills with an average percentage of 82.82%, and students' problem-solving skills were in the high category with a rate of 84.88%. Conclusions: The PBL model, supported by wordwall recommendations, is an innovative alternative to improve students' mathematical communication in geometry and can be further developed in other topics and digital learning platforms curriculum in an effort to build student competency.
The use of artificial intelligence technology in learning and its impact on the role of teachers in the future: Systematic review Dherkha Mursal
JINoP (Jurnal Inovasi Pembelajaran) Vol. 12 No. 1 (2026): Mei
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v12i1.41117

Abstract

Background: The integration of Artificial Intelligence (AI) in education is revolutionizing educational workflows and reshaping the role of educators. AI technologies offer significant potential to enhance personalized learning, streamline administrative tasks, and support curriculum design. However, their adoption raises critical challenges and implications for daily instruction. Objectives: This study aims to explore the impact of AI on learning outcomes and the evolving role of teachers, focusing on how AI can complement educational practices without undermining the human aspects of teaching. Methods: A systematic review of literature was conducted, analyzing 5 selected articles published between 2017 and 2024 to evaluate AI applications in education, emphasizing both its advantages and potential drawbacks. Results: The findings reveal that AI enhances personalized learning by tailoring educational content to individual student needs, automating routine tasks, and providing actionable insights through data analytics. However, challenges such as ethical concerns, technological dependency, and the necessity of professional development for educators persist. Conclusions: While AI offers transformative opportunities, it cannot replace the unique human capabilities of teachers in fostering critical thinking, creativity, and emotional intelligence. As a systematic literature review, this study concludes by recommending targeted training programs and strategic policies to ensure AI serves as a collaborative tool, enhancing rather than replacing traditional teaching roles.
Improving Beginning Text Writing Skills through the Montessori Method in Early Childhood in the Pasar Baru Environment of Bima City Noor Leha; Ulfa Widayati; Akhmad Syakir; Jamiatul Hamidah; Susan Susan
JINoP (Jurnal Inovasi Pembelajaran) Vol. 12 No. 1 (2026): Mei
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v12i1.41999

Abstract

Background: Children living in socially and economically vulnerable environments often experience limited access to literacy support, which may affect the development of their early writing skills. In the Pasar Baru area of Kota Bima, many elementary school-aged children demonstrated low confidence, inconsistent learning behaviors, and limited writing abilities during preliminary observations. Objectives: This study aimed to analyze the effectiveness of the Montessori approach in improving early writing skills among elementary school-aged children in the Pasar Baru area of Kota Bima. Methods: This study employed a mixed-methods approach integrating quantitative and qualitative data. The participants consisted of 12 children aged 6–9 years selected using purposive sampling techniques. Data were collected through observations, interviews, documentation, and pretest–posttest writing assessments. The intervention was conducted through Montessori-based literacy activities emphasizing sensory learning, tracing exercises, concrete educational materials, and guided writing practice. Results: The findings revealed significant improvement in children’s writing performance after the intervention. The average writing score increased from 8.25 in the pretest assessment to 13.83 in the posttest assessment. Children also demonstrated improved learning engagement, confidence, motivation, and independence during literacy activities. The use of multisensory learning materials such as sandpaper letters, movable alphabets, and tracing activities positively contributed to children’s visual-motor coordination and grapheme recognition. Conclusions: The Montessori approach can function as an effective and contextual literacy intervention for improving early writing skills among children living in nonformal and socially vulnerable learning environments.
University Students’ Perceptions of AI-Generated, Human, and Hybrid Feedback in Academic Writing Anta Alaka; Rahmatiya Husain; Tiya Dirmayani; Habiburrahman Habiburrahman; Eka Widayanti
JINoP (Jurnal Inovasi Pembelajaran) Vol. 12 No. 1 (2026): Mei
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v12i1.42215

Abstract

Background: The increasing use of artificial intelligence (AI) tools in higher education has transformed the way students receive feedback on academic writing. While previous studies have compared AI-generated feedback and human feedback, limited attention has been given to students’ perceptions of the effectiveness of different feedback sources, the writing aspects influenced by each type of feedback, and preferences for hybrid feedback approaches. Objectives: This study aimed to investigate university students’ perceptions, preferences, and experiences regarding AI-generated feedback and human feedback in academic writing. Methods: This study employed a descriptive survey design involving 123 university students with experience using AI-assisted writing tools and receiving human feedback in academic writing. Data were collected through a structured questionnaire and analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations. Results: The findings revealed that both AI-generated feedback and human feedback were perceived as beneficial for academic writing development. However, human feedback received a higher effectiveness rating (M = 4.19, SD = 0.86) than AI-generated feedback (M = 3.65, SD = 0.92). AI-generated feedback was primarily associated with improvements in grammar, spelling, sentence structure, and language accuracy, whereas human feedback was perceived as more beneficial for argument development, coherence, and higher-order writing skills. The results also showed that hybrid feedback was the most preferred approach (43.1%), followed by AI-only feedback (36.6%) and human-only feedback (20.3%). Participants identified speed, accessibility, and consistency as the main advantages of AI-generated feedback, while limitations included difficulties in understanding academic context, interpreting nuanced arguments, and supporting critical thinking. Conclusions: The findings suggest that AI-generated feedback and human feedback serve complementary roles in academic writing development. While AI-generated feedback effectively supports lower-order writing concerns, human feedback remains essential for higher-order writing skills. Therefore, integrating AI-generated feedback with human feedback may provide a more balanced and effective approach to academic writing instruction in higher education.
Development of Disaster Mitigation Learning Media for Individuals with Intellectual Disabilities Mohamad Defrizal Fadhlan; Alwin Alwin
JINoP (Jurnal Inovasi Pembelajaran) Vol. 12 No. 1 (2026): Mei
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v12i1.42276

Abstract

Background: People with disabilities are vulnerable to natural disasters primarily due to their marginalization, lack of disaster preparedness knowledge, and the absence of adequate evacuation facilities during emergencies also the lack of disability-friendly educational media on disaster mitigation results in their inadequate preparedness to face disasters. Objectives: This study aims to develop a disaster mitigation learning application that can help people with intellectual disabilities in learning about disaster mitigation. Methods: The application named Edubencana developed using ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model and built with React Native Framework. Content validity is conducted to assess the suitability of the content within the application. The data obtained is calculated using the Aiken v-index to assess the suitability of the application content. Subsequently, trials were conducted on students with intellectual disabilities twice utilizing a pre-test and post-test approach, where changes in their comprehension levels were then measured using Hake's normalized gain. Results: The developed media achieved a valid category with an Aiken’s V score of 0.72. The field trial revealed a significant improvement in students' learning outcomes, with the majority of students achieving a Normalized Gain score in the high category. Conclusions: The Edubencana application, featuring a simple interface and engaging visual illustrations, is highly effective and worthy of recommendation as an inclusive alternative learning medium to improve disaster mitigation competencies for students with intellectual disabilities.
Development of Interactive Teaching Materials Based on Local Wisdom of Bojonegoro in Indonesian Language Subject for Grade IV at MI Bahrul Ulum Balen Durrotun Nafisah; Jauharoti Alfin
JINoP (Jurnal Inovasi Pembelajaran) Vol. 12 No. 1 (2026): Mei
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v12i1.43420

Abstract

Background: in the real context of MI Bahrul Ulum Balen Bojonegoro, the availability of interactive teaching materials that incorporate Bojonegoro local wisdom is still very limited. Most Grade IV Indonesian language materials are still in the form of general printed textbooks without enrichment of local cultural contexts such as folklore, local traditions, or the distinctive language of the Bojonegoro area. This condition potentially causes students to experience difficulties in relating lessons to their local cultural experiences and results in low motivation to learn Indonesian contextually. Objectives: Accordingly, the purpose of this study is to develop and implement interactive teaching materials based on Bojonegoro local wisdom to improve students’ understanding and engagement in Indonesian language learning for Grade IV at MI Bahrul Ulum Balen Bojonegoro. Methods: The method used in this study is Research and Development (R&D) with the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). This study involved 20 students at the Elementary School level. The instruments used were a validation questionnaire by media experts and material experts, student response questionnaires, and learning outcome tests. Results: Validation by three experts indicated the module was feasible (average score 81.57%), and trial results showed significant improvement in student learning outcomes, with pre-test and post-test averages of 59% and 87%, respectively. Student response questionnaires indicated a 95.3% positive approval rate. Conclusions: The findings suggest that integrating local wisdom into interactive teaching materials enhances student engagement, comprehension, and contextual understanding while providing teachers with effective instructional support. The module is thus a valid, practical, and effective tool for improving Indonesian language learning in primary education.
Si Comind: An Innovative Web-Based Learning Platform to Enhance Students’ Learning Interest Devy Yuliana Putri; Neni Wahyuningtyas; Ravinesh Rohit Prasad
JINoP (Jurnal Inovasi Pembelajaran) Vol. 12 No. 1 (2026): Mei
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v12i1.44657

Abstract

Background: The phenomenon of digital education highlights a gap in web-based learning, where many learning platforms are still unable to optimally foster student engagement and interest, particularly in social studies, which requires interaction, collaboration, and the presentation of contextual material. This issue highlights the importance of developing digital learning platforms that not only provide content but also foster student participation and enhance interest in the learning process. Objectives: This study aims to analyze the results of the development of the Si Comind (System Collaboration of Mind) website for social dynamics content. Methods: The method used in this study is Research & Development (R&D), adopting the Rapid Application Development (RAD) model. The research subjects consisted of 31 eighth-grade students at a junior high school in Indonesia. Results: The results of the research and development of the Si Comind (System Collaboration of Mind) website received a feasibility score of 100% from subject matter experts and 96.25% from media experts. Meanwhile, the results of the pilot test with the students yielded a score of 88%. The Si Comind Website (System Collaboration of Mind) received a positive response and is highly acceptable as a social studies learning medium for eighth-grade junior high school students. Conclusions: This medium excels in presenting learning materials through various. Suggestions for future research include innovating the product in terms of media or other materials by providing interactive animations tailored to the characteristics of junior high school students and testing their effectiveness through classroom experiments.

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