Indonesian Journal of Innovation Studies
Indonesian Journal of Innovation Studies (IJINS) is a peer-reviewed journal published by Universitas Muhammadiyah Sidoarjo four times a year. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.This journal aims is to provide a place for academics and practitioners to publish original research and review articles. The articles basically contains any topics concerning new innovation on all aspects. IJINS is available in online version. Language used in this journal is Indonesia or English. Accredited "S3" by the Ministry of Research-Technology and Higher Education Republic of Indonesia Abbreviation IJINS (Indonesian Journal Innovation Studies) DOI prefix 10.21070 by Citation Analysis SCOPUS | Web of Science | Dimension Index Services Google Scholar | SINTA | Dimension | Journalstories ISSN (online) 2598-9936 Publisher Universitas Muhammadiyah Sidoarjo Editor in Chief Dr. Hindarto Managing Editor Mochammad Tanzil Multazam Frequency 4 (four) issues per year (January, April, July and October)
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Multifactorial Ergonomic Assessment Identifies Posture as the Dominant MSD Determinant
General Background: Musculoskeletal disorders (MSDs) are among the most prevalent work-related health problems affecting workers in the informal sector worldwide. Specific Background: Tailors are particularly vulnerable to MSDs because prolonged static postures, repetitive movements, and extended working hours substantially increase musculoskeletal strain. Research Gap: However, evidence identifying the dominant determinants of MSDs complaints among informal-sector tailors, particularly in developing-country settings, remains limited. Objective: This study aimed to identify the dominant factors associated with MSDs complaints among informal-sector tailors in Gresik Regency, Indonesia. Methods: A quantitative cross-sectional study was conducted involving 78 tailors using a total sampling approach. MSDs complaints were assessed using the Nordic Body Map (NBM), working posture was evaluated using the Rapid Upper Limb Assessment (RULA), while temperature and lighting conditions were measured using a thermometer and a lux meter. Data were analyzed using Chi-square tests followed by multiple logistic regression. Results: Sex (p = 0.022), working duration (p = 0.001), and working posture (p < 0.001) were significantly associated with MSDs complaints. Multivariable analysis demonstrated that prolonged working duration (OR = 6.491; 95% CI: 1.658–25.410) and poor working posture (OR = 16.941; 95% CI: 4.476–64.123) were factors independently associated with MSDs complaints, with working posture showing the strongest association. Novelty: This study provides evidence on the relative contribution of individual, occupational, and environmental factors in explaining MSDs complaints, highlighting working posture as the factor showing the strongest association among informal-sector tailors. Implications: These findings support the implementation of ergonomic interventions and working-hour management strategies to reduce the risk of MSDs among informal-sector tailors. Highlight: Working posture identified as the dominant MSDs risk factor. Working more than 8 hours increased MSDs complaints. Ergonomic improvements are recommended for informal-sector tailors. Keywords: Musculoskeletal Disorders, Tailor, Informal Workers, Ergonomics, Working Posture
Copyright (c) 2026 Raditya Ayuningtyas, Zufra Inayah https://creativecommons.org/licenses/by/4.0
Intrinsic And Extrinsic Motivation Drives Madrasah Teacher Work Innovation
General Background Digital era educational changes necessitate educators to adapt and demonstrate creative behavior to support pedagogical quality. Specific Background Self-determination theory posits that internal desires and external rewards determine how much energy professionals invest in generating creative ideas. Knowledge Gap While educational creativity is widely explored, testing internal and external drivers simultaneously as direct predictors within state Islamic schools remains limited. Aims This study investigates the partial and simultaneous predictive value of internal and external motivation on educators' innovative work behavior at MTs Negeri 1 Merangin Regency. Results Multiple linear regression analysis of simulated survey data reveals that internal drive (β = 0.457; p < 0.001) and external rewards (β = 0.377; p = 0.002) significantly predict creative actions. Concurrently, these variables account for 49.7% of the behavioral variance (F = 22.245; p < 0.001), with internal factors exhibiting stronger predictive strength. Novelty This research provides a comprehensive motivational framework by evaluating the combined contribution of self-determination and organizational support toward educational creativity in a religious school setting. Implications School management must cultivate a professional environment prioritizing autonomy and competence development alongside targeted external recognition to foster sustainable pedagogical creativity. Highlights Internal drive strongly forecasts pedagogical creativity and idea implementation among educators. External recognition and professional development opportunities significantly support educational advancements. Combined internal desires and organizational rewards account for nearly half of the behavioral variance. Keywords Intrinsic Motivation; Extrinsic Motivation; Innovative Work Behavior; Educational Innovation; Self-Determination Theory
Copyright (c) 2026 Renny Yuliarti, Mardalena Mardalena, Sarinah Sarinah, Yusrizal Yusrizal https://creativecommons.org/licenses/by/4.0
Innovation of a Cognitive Diagnostic Test Instrument in Geography to Identify High School Students' Misconceptions
General Background The implementation of differentiated educational paradigms necessitates comprehensive formative assessment strategies to accurately accommodate diverse student learning needs. Specific Background Senior high school geography entails complex spatial comprehension and geospatial data interpretation, yet educators frequently struggle to identify students' prior knowledge and fundamental errors due to the absence of targeted evaluation instruments. Knowledge Gap Previous developmental research predominantly focuses on creating assessments for exact sciences and languages, leaving a significant void regarding spatial conceptualization evaluation at the secondary education level. Aims This research develops, implements, and evaluates a specialized evaluation instrument designed for tenth-grade students in Denpasar public educational institutions. Results Utilizing the ADDIE framework involving 472 respondents, the study produced 37 validated assessment items with a Content Validity Ratio of 1.00 and a very high reliability coefficient of 0.8762. Analysis of discrimination power revealed 34 high-performing items, while difficulty indices categorized 29 items as easy, seven as moderate, and one as difficult, alongside a comprehensive distractor efficiency evaluation. Novelty This study constructs a uniquely tailored geographic assessment framework that specifically addresses spatial competencies and theoretical interconnections, distinguishing it from conventional exact-science evaluations. Implications The resulting valid and reliable instrument provides educators with a practical tool to accurately identify individual learning obstacles, facilitating targeted and differentiated instructional strategies within modern curricula. Highlights The ADDIE framework successfully yielded thirty-seven reliable assessment items for spatial comprehension evaluation. Statistical analysis demonstrated a very strong reliability coefficient of 0.8762 among the surveyed respondents. Item evaluation revealed functional distractor efficiency and distinct discrimination power across various difficulty levels. Keywords Formative Assessment; Spatial Comprehension; Item Reliability; Distractor Efficiency; Differentiated Instruction
Copyright (c) 2026 Caroline Caroline, Desak Putu Parmiti, Nyoman Trisna Herawati https://creativecommons.org/licenses/by/4.0
Expressive Movement-Based Malay Dance Medley Video Innovation to Train Emotion Regulation
General Background Adolescence represents a critical developmental transition requiring robust emotional control to navigate complex psychological and social changes. Specific Background Junior high school students frequently exhibit emotional instability, while existing guidance and counseling services remain dominated by conventional verbal methods lacking interactive engagement tools. Knowledge Gap Although expressive arts demonstrate therapeutic potential, the specific integration of traditional movements into structured digital media for school-based group counseling remains underexplored. Aims This study develops and evaluates an expressive movement-based Malay Medley Dance video designed for group guidance to support students' emotional management capacities. Results Utilizing the ADDIE framework, the resulting digital platform achieved high feasibility ratings from material experts (82%) and media experts (75%). Practicality assessments yielded 95% from educators and 80% from students. Field implementation revealed substantial behavioral transformations; students transitioned from initial hesitation to active participation, directing negative feelings such as anger and sadness into calmness and relaxation. Novelty This research pioneers the fusion of local cultural heritage, specifically dynamic and calming traditional routines, with structured psychological intervention tools. Implications Providing a valid and practical digital asset, this intervention equips educators with an active, participatory methodology to guide adolescents in managing psychological stress and expressing positive emotions. Highlights Highlights The ADDIE model yielded a highly validated digital platform for group counseling services. Integrating traditional cultural routines supported learners' psychological stability and behavioral adaptation. Active participation in targeted kinetic activities transformed negative feelings into calmness and relaxation. Keywords Emotion Regulation; Expressive Movement; Malay Medley Dance; Group Guidance; ADDIE Model
Copyright (c) 2026 Ismira Chofillah, Abdul Aziz Rusman https://creativecommons.org/licenses/by/4.0
Innovation in RME-Based Interactive Media to Support Understanding of 2D Shapes and Critical Thinking
General Background Mathematics education necessitates students building deep conceptual knowledge to solve real-world problems. Specific Background Plane geometry is fundamental for elementary students, yet conventional instruction often fails to transition learners from visual recognition to deeper analytical reasoning. Knowledge Gap While the Realistic Mathematics Education (RME) approach demonstrates pedagogical value, research specifically integrating interactive digital media with RME to foster plane geometry comprehension and critical thinking remains highly limited. Aims This research develops and evaluates interactive digital media grounded in RME principles for fourth-grade elementary students. Results Utilizing the ADDIE framework, the developed platform achieved exceptional validation from media and material experts, scoring between 94% and 100%. Field implementation at SD Negeri 56 Kota Ternate demonstrated high practicality, with teacher and student responses reaching 95% and 93%, respectively. Furthermore, paired-sample t-test analysis revealed a significant positive difference in student performance (t = -38.9, p < 0.001), indicating substantial conceptual and analytical growth. Novelty This study pioneers a structured, digital RME environment that seamlessly merges contextual problem-solving with interactive visualization explicitly tailored for elementary plane geometry. Implications The validated platform offers educators a practical, student-centered tool to contextualize abstract mathematical concepts, thereby supporting meaningful learning and higher-order cognitive skill development in primary education. Highlights The ADDIE framework successfully yielded a highly valid digital platform for elementary school learners. Integrating contextual problem-solving significantly supported students' analytical skills alongside conceptual mastery. Utilizing technology minimizes conventional pedagogical barriers, facilitating student-centered instructional methodologies. Keywords Interactive Learning; Realistic Mathematics Education; Plane Geometry; Critical Thinking Skills; Conceptual Understanding
Copyright (c) 2026 Suratmi Dahlan, Agustan Agustan, Nasrun Nasrun https://creativecommons.org/licenses/by/4.0
Teaching Literacy Innovation In Outcomes Oriented Curriculum Execution Within Madrasahs
General Background Successful policy translation relies heavily on educators converting conceptual documents into planned, relevant, and measurable learning experiences. Specific Background Within private Islamic educational institutions at the district level, educators face the complex necessity of integrating competency targets, local contexts, and religious values, which demands robust instructional comprehension. Knowledge Gap Although previous empirical literature consistently links instructional comprehension to teacher performance, studies explicitly addressing this dynamic within the specific institutional context of private madrasahs remain relatively limited. Aims This simulated explanatory quantitative study evaluates the relationship between teachers' pedagogical comprehension and the delivery of an outcomes-oriented educational framework at MTs Al-Khoiriyah. Results Data collected from 24 participants demonstrated high categories for both instructional comprehension (M = 81.12) and delivery quality (M = 83.71), with simple linear regression indicating that educator knowledge significantly accounts for 59.6% of the variance in successful classroom translation. Novelty This investigation distinctly identifies formative evaluation and diagnostic follow-up as the lowest-performing dimensions despite overall high competency, offering a nuanced diagnostic mapping of local institutional readiness. Implications Institutional leaders must shift professional development from general policy socialization toward collaborative, evidence-based practices and strengthen academic supervision to ensure consistent alignment between learning objectives and assessments. Highlights Instructional comprehension significantly explains nearly sixty percent of successful policy translation within classrooms. Formative evaluation and diagnostic follow-up emerge as critical areas requiring targeted institutional support. Shifting professional development toward collaborative practices ensures consistent alignment between learning objectives and assessments. Keywords Instructional Comprehension; Policy Translation; Learning Outcomes; Formative Evaluation; Academic Supervision
Copyright (c) 2026 Andri Ani Suryawijaya, Mardalena Mardalena https://creativecommons.org/licenses/by/4.0
Systematic Instructional Innovation Accommodates Slow Learners In Mainstream Elementary Schools
General Background Inclusive education mandates that all children receive meaningful academic opportunities within mainstream classroom environments. Specific Background However, slow learners frequently experience persistent academic struggles because conventional instructional practices fail to accommodate their unique need for extended processing time and concrete instructional representation. Knowledge Gap Although current educational policies support inclusivity, practical operational frameworks that guide mainstream elementary teachers in systematically modifying curricula specifically for slow learners remain scarce. Aims This study investigates the implementation of an adaptive learning service model designed to support the academic and social participation of slow learners in regular elementary schools located in Muara Wahau District. Results Utilizing a qualitative case study approach across six schools, findings reveal that teachers pragmatically adapted instruction through simplified language, repeated explanations, individualized assistance, and concrete learning experiences. Although these accommodations significantly supported students’ academic comprehension and social confidence, the interventions were primarily informal, lacking standardized diagnostic tools, structured individual learning programs, and specialized special education support staff. Novelty This research distinctly highlights the disparity between individual teacher commitment and the absence of systemic institutional frameworks for slow learner identification and support within Indonesian plantation area schools. Implications Educational authorities must implement structured diagnostic procedures, provide adaptive learning materials, and deploy specialized support personnel to transition inclusive practices from informal teacher initiatives to sustainable institutional systems. Highlights Conventional teaching practices fail to provide the extended processing time required by students with special needs. Simplified language and concrete representations successfully support academic comprehension and social confidence. Sustainable inclusive education requires transitioning from informal teacher initiatives to structured institutional support systems. Keywords Learning Services; Inclusive Education; Curriculum Modification; Adaptive Pedagogy; Special Needs
Copyright (c) 2026 Moh. Arifin. A, Pujaningsih Pujaningsih https://creativecommons.org/licenses/by/4.0
Gamified Interactive Quiz Innovation Fosters Behavioral Student Attention In Inclusive Schools
General Background Inclusive education strives to provide all learners equal access to meaningful academic opportunities within regular classroom settings. Specific Background Traditional teacher-centered instruction frequently fails to sustain the attention of students with behavioral disorders, causing classroom disruptions and diminished academic participation. Knowledge Gap Although digital tools offer motivational benefits, empirical evidence regarding the application of gamified platforms specifically tailored to accommodate the neuropsychological traits of special educational needs students in Indonesian inclusive elementary classrooms remains limited. Aims This study investigates how a gamification-based interactive quiz innovation accommodates learning needs, channels excess energy, and stimulates intrinsic motivation among fifth-grade students with behavioral disorders at Muara Wahau Elementary School. Results Utilizing a qualitative case study and classroom action research design, findings demonstrate that gamified interactive quizzes successfully shifted average learning interest from 42 percent to 88 percent across two cycles. Specifically, rule-based features minimized impulsive interruptions, visual dynamics sustained hyperactive focus, redirected digital competition reduced aggressive interpersonal tension, and instant reward systems stimulated inattentive students to participate actively. Novelty This research distinctly maps specific digital game mechanics directly to the remediation of distinct disruptive behavioral profiles within a regular educational setting. Implications Inclusive educators must integrate cooperative gamified platforms into regular instruction to seamlessly unite the learning needs of students with behavioral disorders and their regular peers into a supportive educational ecosystem. Highlights Wayground digital tools successfully shift academic participation averages from 42 percent to 88 percent across action cycles. Rule-based game mechanics directly minimize impulsive interruptions and redirect aggressive tension into structured competition. Cooperative digital play seamlessly unites regular peers with special needs children within a supportive ecosystem. Keywords Gamification; Interactive Quizzes; Learning Interest; Behavioral Disorders; Inclusive Education
Copyright (c) 2026 Siti Rauhimidah, Siti Rohmah Nurhayati https://creativecommons.org/licenses/by/4.0
Digital Literacy Innovation for Student Readiness in Kurikulum Merdeka Learning
General Background Educational transformations necessitate robust technological competencies to support active and meaningful learning environments. Specific Background The Merdeka Curriculum demands independence, differentiated instruction, collaborative projects, and technological assessment adaptation, presenting unique participation challenges for rural institutions like SMPN 44 Merangin. Knowledge Gap Although existing literature extensively covers online learning, there remains limited quantitative research directly correlating specific DigComp dimensions with learner preparation for this precise curriculum within rural contexts. Aims This study investigates the relationship between technological proficiency and the capacity of junior high schoolers to participate in newly mandated instructional models. Results Analysis of simulated data from 72 participants revealed high technological proficiency (68.43%) and moderate-to-high preparation levels (67.48%), demonstrating a strong positive correlation (r = 0.713, p < 0.001) where technological skills explain 50.9% of the variance in learning capacity. Novelty This research distinctly maps the DigComp 2.2 framework against exact curriculum demands, uncovering critical participant weaknesses specifically regarding online content creation and self-regulated study habits. Implications Educational institutions must systematically integrate safety and content creation training into daily instruction to equip learners for independent and collaborative academic demands. Highlights Statistical analysis confirms that technological proficiency significantly dictates student readiness for independent study. Participants exhibit strong problem-solving capabilities but require targeted support generating multimedia content. Integrating the DigComp framework reveals critical gaps in self-regulated study habits and online safety. Keywords Digital Literacy; Student Readiness; Merdeka Curriculum; Educational Technology; Junior High School
Copyright (c) 2026 Disa Sri Ilma Adhitya, Mardalena Mardalena https://creativecommons.org/licenses/by/4.0
Transforming Evaluation into Action: An Integrative Strategy Innovation for Quality Improvement Based on the Education Report Card at Muhammadiyah Boarding School Merangin Junior High School
General Background In the era of educational accountability, school quality management requires rigorous data-driven decision-making mechanisms. Specific Background The Indonesian educational system provides comprehensive quality profiles through the Education Report Card, encompassing literacy, numeracy, character, and learning climate indicators. Knowledge Gap Despite widespread data availability, schools predominantly treat these reports as administrative compliance tools rather than actionable diagnostic instruments for structural transformation. Aims This research analyzes the 2025 Education Report Card indicators to formulate the Integrative Quality Improvement Strategy (SIPM-RP) model at Muhammadiyah Boarding School Merangin. Results The document analysis revealed a performance decline in literacy, numeracy, learning quality, and diversity, contrasting with positive growth in character development and school safety. To resolve this stagnation, the proposed SIPM-RP model introduces a cyclical six-phase framework: priority identification, root cause analysis, strategic program formulation, distributed implementation, real-time monitoring, and continuous quality iterations. Novelty Unlike previous macro-policy evaluations, this study uniquely bridges macro-level statistical evaluations with micro-level pedagogical interventions through a localized data-transformation mechanism tailored for boarding school ecosystems. Implications Adopting this structured cyclical model provides educational leaders with an evidence-based framework to integrate academic and socio-cultural determinants, shifting school management from reactive compliance to proactive, systemic quality advancement. Highlights Educational evaluation data frequently functions as administrative compliance rather than an actionable diagnostic instrument for institutional transformation. Institutional analysis revealed regressions in cognitive domains alongside simultaneous progressions in character and safety metrics. The proposed six-phase cyclical framework systematically translates macro-level statistics into targeted micro-level pedagogical interventions. Keywords Data Driven Decisions; Educational Report Cards; Quality Management; Pedagogical Interventions; School Leadership
Copyright (c) 2026 Wahyu Arohman Hidayatullah, Mardalena Mardalena, Iwan Aprianto https://creativecommons.org/licenses/by/4.0
Innovative Principal Leadership Strategies for Optimizing Teacher Collaboration and Internal Resources for Inclusive Education Services in Remote Areas
General Background Inclusive education demands systematic collaborative professional support to provide equitable learning opportunities for all students. Specific Background However, educational institutions in geographically remote areas, such as SMP Negeri 2 Sandaran, face severe shortages of specialized personnel and adaptive learning materials, causing fragmented and individualized responses to student needs. Knowledge Gap Existing literature lacks comprehensive exploration regarding how administrators cultivate sustainable teamwork practices to support equitable education specifically within isolated environments. Aims This study investigates the administrative approaches used to develop educator teamwork for sustaining educational services in a remote junior high setting. Results Findings from this qualitative case study indicate that teamwork was cultivated through internal professional development, shared case discussions, open communication, and developmental academic supervision. Furthermore, specialized support was maintained by optimizing locally available instructional materials rather than depending on advanced facilities. Novelty This research demonstrates that adaptive leadership and a robust collegial culture serve as vital compensatory mechanisms for sustaining equitable education in geographically isolated areas lacking formal specialized personnel. Implications To ensure long-term sustainability, institutions operating in limited contexts must transition from informal interpersonal cooperation to formally structured professional learning communities with systematic documentation for differentiated instructional planning and student progress monitoring. Highlights Internal capacity development and shared case discussions successfully compensate for specialized staff shortages. Developmental academic supervision transforms standard performance evaluation into continuous professional mentoring for educators. Sustainable equitable learning requires institutionalizing informal collegiality into formally structured professional learning communities. Keywords Inclusive Education; School Leadership; Professional Learning Communities; Teacher Competence; Special Educational Needs
Copyright (c) 2026 Perdianto Perdianto, Latip Diat Prasojo https://creativecommons.org/licenses/by/4.0
Structured Professional Learning Community Innovation to Enhance Teacher Collaboration in Inclusive Elementary Schools.
General Background The transition toward student-centered pedagogical paradigms necessitates continuous professional development and robust cooperation among educators. Specific Background Inclusive primary institutions require educators to address highly diverse learner needs, yet heavy administrative duties and standardized planning often restrict cooperative instructional design. Knowledge Gap Current literature rarely explores how specific administrative practices facilitate cooperative professional networks to support differentiated instruction at the primary level. Aims This study investigates the mechanisms through which administrators facilitate cooperative networks to support diverse educational environments. Results Findings from a qualitative case study at SDN 002 Kombeng reveal that while administrators act as facilitators through routine coordination meetings, implementation remains suboptimal. Severe time constraints, excessive regulatory duties, and a lack of structured programmatic design prevent these interactions from maturing into sustainable professional networks. Novelty This research specifically identifies the operational disconnect between theoretical administrative roles and the practical execution of cooperative pedagogical planning in remote educational settings. Implications Institutional managers must transition from compliance-based supervision toward structured instructional guidance by institutionalizing scheduled cooperative planning sessions and data-driven reflective dialogues. Highlights Excessive regulatory duties and severe time constraints restrict cooperative pedagogical planning among educators. Routine coordination meetings currently prioritize administrative compliance over sustainable professional development strategies. Transforming institutional culture requires structured reflective dialogues and data-driven instructional decision-making frameworks. Keywords Instructional Administration; Cooperative Pedagogy; Differentiated Instruction; Professional Development; Case Study
Copyright (c) 2026 Marni Prihartini, Cepi Safruddin Abdul Jabar https://creativecommons.org/licenses/by/4.0
The "Digital Literacy Journal & Monthly Clinical Consultation" Innovation to Enhance Teacher-Parent Synergy in Literacy Development for Children with Special Needs.
General Background Foundational reading and writing skills constitute a critical competence for educational success, requiring comprehensive stakeholder support within inclusive educational settings. Specific Background Children with intellectual disabilities require repeated practice and consistent instructional reinforcement across environments, yet poor institutional communication frequently obstructs their academic progression. Knowledge Gap Collaborative communication frameworks designed to synchronize home and classroom support for upper elementary learners remain relatively unexplored in mainstream inclusive contexts. Aims This study examines the application of a digital reporting and monthly clinical consultation strategy to align intervention partnerships for a fifth-grade learner. Results While initial incidental interactions created support gaps, the integration of structured digital documentation and face-to-face clinical consultations successfully established a shared assessment forum. This strategic alignment fostered positive academic progress in reading comprehension, reading fluency, narrative writing coherence, and independent learning motivation. Novelty This intervention uniquely combines real-time digital progress tracking with reciprocal evaluation meetings to synchronize microsystem educational interventions in a rural inclusive setting. Implications Deploying structured, evidence-based communication protocols provides inclusive educational institutions with a sustainable model to maximize learning continuity and academic achievement. Highlights Digital journals and clinical consultations transformed incidental interactions into systematic instructional partnerships. Synchronized pedagogical interventions across educational environments significantly advanced reading comprehension and fluency. Consistent communication frameworks successfully fostered narrative writing coherence and learning independence. Keywords Inclusive Education; Digital Journals; Clinical Consultation; Academic Achievement; Instructional Alignment
Copyright (c) 2026 Kurniasih Kurniasih, Iis Prasetyo https://creativecommons.org/licenses/by/4.0
Innovation of Integrated Pedagogical Interventions to Enhance Adaptive Skills of Grade VI Students with Intellectual Disabilities in Inclusive Schools
General Background Inclusive education aims to provide equitable, responsive instructional environments for all learners, which requires flexible strategies to manage classroom diversity. Specific Background Upper elementary students with intellectual disabilities often struggle to meet abstract cognitive demands and demonstrate poor adaptive autonomy without continuous structured support. Knowledge Gap Current literature predominantly focuses on early elementary interventions, leaving a critical gap regarding how integrated pedagogical supports function for older students transitioning to more complex instructional expectations in rural inclusive settings. Aims This study investigates the application and adaptive outcomes of an integrated pedagogical intervention for a sixth-grade student with intellectual disabilities. Results Through a qualitative case study utilizing observational and interview data, the findings demonstrated that combining concrete media, individualized scaffolding, repeated instruction, and active parental partnerships generated significant behavioral improvements. The student progressed from heavy reliance on teacher prompting to demonstrating enhanced attentional stability, independent task completion, and active peer interactions. Novelty This research uniquely operationalizes a holistic intervention framework that merges classroom-based cognitive scaffolding with continuous family synchronization to target both academic and adaptive skill deficits simultaneously in older children. Implications Deploying comprehensive, data-driven interventions provides educators with a sustainable strategy to decrease learner dependency and cultivate functional autonomy within diverse general education classrooms. Highlights Combining concrete manipulatives with repeated instruction successfully bypassed cognitive processing delays in an upper elementary learner. The integrated intervention significantly advanced the student's attentional stability and independent task completion capabilities. Consistent strategic partnerships with parents ensured the successful transfer and reinforcement of adaptive skills across learning environments. Keywords Integrated Pedagogy; Intellectual Disabilities; Adaptive Independence; Inclusive Classrooms; Special Education
Copyright (c) 2026 Jainudin Jainudin, Cepi Safruddin Abdul Jabar https://creativecommons.org/licenses/by/4.0
Multisensory Phonics Method Innovation to Improve Beginning Reading Ability in Intellectually Impaired Students.
General Background Early reading establishes a critical literacy foundation necessary for future academic achievement and broad knowledge acquisition. Specific Background Students with intellectual disabilities frequently encounter persistent difficulties in letter recognition, phonological decoding, and syllable blending due to slower cognitive processing and working memory limitations. Knowledge Gap Traditional verbal and visual reading instructions often fail to accommodate the concrete, repetitive, and varied sensory needs required to establish stable grapheme-phoneme correspondences in these learners. Aims This study investigates the application of a multisensory phonics approach to build the beginning reading competence of third-grade students with intellectual disabilities in an inclusive setting. Results Following a two-cycle classroom action research methodology, the participants' reading mastery scores progressed significantly from a pre-intervention maximum of 58% to post-intervention achievements of 81%, 94%, and 88%. Furthermore, classroom observations demonstrated notable increases in student attention, learning independence, and confidence during phonological decoding tasks. Novelty This intervention uniquely combines tactile, kinesthetic, visual, and auditory stimuli—such as modeling clay and finger tracing—to specifically bypass single-modality cognitive deficits during early decoding. Implications Integrating structured, multiple-sensory pathways offers inclusive educators a proven pedagogical strategy to accommodate diverse learning profiles and foster foundational literacy in special education environments. Highlights The multisensory phonological intervention raised participant reading scores from a 58% maximum to up to 94% across two action cycles. Integrating tactile and kinesthetic activities successfully bypassed single-modality cognitive limitations in students with intellectual disabilities. Participants demonstrated significant behavioral transitions toward independent decoding, higher attention spans, and increased oral reading confidence. Keywords Beginning Reading; Multisensory Phonics; Intellectual Disabilities; Inclusive Education; Action Research
Copyright (c) 2026 I Komang Widarmika, Suyantiningsih Suyantiningsih https://creativecommons.org/licenses/by/4.0
Innovation in Adaptive Physical Education Teaching Strategies for Students with Special Needs
General Background Physical education functions as a fundamental component in national educational systems for motor and character development. Specific Background Within special education institutions, physical education delivery is highly complex due to the diverse physical, intellectual, social, and emotional characteristics of the students. Knowledge Gap Despite these pedagogical demands, educators frequently encounter severe facility limitations and lack specialized adaptive training, with limited in-depth research addressing these instructional constraints in specific regional special schools. Aims This study investigates the adaptive learning approaches, instructional constraints, and practical solutions applied by physical education teachers at Muara Bungo State Elementary School for Special Needs. Results Qualitative analysis reveals that teachers implemented instructional modifications involving tailored materials, simplified directions, movement demonstrations, and process-oriented evaluations. To navigate the significant lack of specialized sports infrastructure and formal training, educators utilized environmental objects, such as plastic balls and used bottles, alongside peer teaching and positive reinforcement. Novelty This research demonstrates that teacher creativity and strategic environmental resource utilization successfully compensate for institutional resource deficits in adaptive physical education. Implications Educational authorities and policymakers must urgently provide specialized adaptive physical education training and appropriate instructional infrastructure to support the motor and social independence of students with special needs. Highlights Educators modify teaching materials and evaluation systems to accommodate varying student abilities. Utilizing simple environmental objects successfully mitigates severe shortages regarding specialized sports infrastructure. Peer collaboration alongside continuous positive reinforcement maintains active participation during athletic activities. Keywords Special Education; Motor Development; Inclusive Pedagogy; Process Oriented Assessment; Teaching Modifications
Copyright (c) 2026 Rohan Rahmat Wisudawan, Raja Bani Pilitan, Khairul Saleh https://creativecommons.org/licenses/by/4.0
PLS-SEM Modelling of 7P Marketing Mix, Satisfaction and Shopee Repurchase Decision
General Background Intensifying marketplace competition requires digital platforms to sustain customer satisfaction and repeat purchasing through appropriate marketing strategies. Specific Background Shopee remains widely accessed in Indonesia, yet users report concerns involving service fees, delivery, and promotional intensity, making the 7P marketing mix relevant to platform evaluation. Knowledge Gap Prior studies often examine satisfaction or repurchase decisions separately, focus on particular stores or brands rather than marketplace platforms, and report inconsistent findings for promotion, place, and physical evidence. Aims This study tests the relationships of the 7P marketing mix with customer satisfaction and repurchase decisions, together with the relationship between satisfaction and repurchase decisions among Shopee users in Surabaya. Data from 109 respondents were analyzed using PLS-SEM with SmartPLS 4.0. Results Product, price, place, people, and process were significantly related to satisfaction, whereas promotion and physical evidence were not. Product, price, people, and process were significantly related to repurchase decisions, while place, promotion, and physical evidence were not. Satisfaction was significantly related to repurchase decisions. The model explained 46.5% of satisfaction variance and 51.3% of repurchase variance. Novelty The study integrates all 7P elements, satisfaction, and repurchase decisions simultaneously within one structural model for Shopee users in Surabaya. Implications Shopee should prioritize product reliability, price suitability, service quality, and transaction efficiency while simplifying advertisements and personalizing promotions based on transaction history. Highlights: Product, price, people, plus process showed significant relationships with both modeled outcomes. Place reached significance only for evaluative appraisal; the satisfaction-to-repeat-buying path was also significant. Explained variance reached 46.5% in satisfaction versus 51.3% in repeat buying. Keywords: 7P Marketing Mix, Customer Satisfaction, PLS-SEM, Repurchase Decision, Shopee
Copyright (c) 2026 Cheryl Yuan Clarissa, Iriani Iriani https://creativecommons.org/licenses/by/4.0
Hospital Outpatient Service Reliability Gaps Identified by Servqual and IPA
General Background Outpatient service quality depends on the alignment between patient expectations and actual service performance. Specific Background At BCD Hospital in Surabaya, service complaints concern parking, doctor availability and punctuality, queue administration, communication responsiveness, and staff interactions. Knowledge Gap The study addresses the need to determine not only the magnitude of perception-expectation discrepancies but also which outpatient service attributes should receive priority attention. Aims This study evaluates outpatient service quality using Servqual to measure perception-expectation gaps across 12 attributes and Importance Performance Analysis to identify improvement priorities. An online questionnaire was completed by 120 patients who had used outpatient services at least once. Results Eight of 12 attributes had negative gaps. Doctor punctuality recorded the largest negative attribute gap at -1.67, while Reliability had the largest dimensional gap at -1.47. Five attributes entered Quadrant I: parking availability, service punctuality, doctor availability according to schedule, information response speed, and staff courtesy. Average service conformity was 85%, leaving a 15% gap between performance and expectations. Novelty The study operationally combines Servqual gap analysis with IPA priority mapping in the specific context of BCD Hospital outpatient services. Implications Recommended actions include occupancy-based parking management, systematic delay evaluation, doctor schedule-change notifications, communication workload management, and standardized staff communication. Highlights: Eight of 12 attributes recorded negative perception-expectation scores; doctor punctuality was lowest at -1.67. Five Quadrant I priorities involved parking, schedule adherence, doctor availability, response speed, plus staff courtesy. Average conformity reached 85%, leaving a 15% shortfall against patient expectations. Keywords: Healthcare Service Quality, Importance Performance Analysis, Outpatient Services, Servqual
Copyright (c) 2026 Ramadhani Elsya Narventina S, Minto Waluyo https://creativecommons.org/licenses/by/4.0
Pengaruh Live Streaming Selling, Flash Sale, Dan Gratis Ongkir Terhadap Keputusan Pembelian Implusif (Studi Pada Mahasiswa Semester Vii Pengguna Aplikasi Shopee Di Universitas Labuhanbatu Rantau Prapat)
General Background Digital marketing strategies actively utilize psychological triggers to accelerate consumer decision processes. Specific Background Among university students navigating online applications, time-limited sales, direct interactive broadcasts, and cost-reduction incentives present a complex combination of stimuli that circumvent deliberate purchasing. Knowledge Gap Although separate studies have explored these features individually, existing consumer behavior literature lacks a comprehensive quantitative model evaluating their simultaneous application on spontaneous purchasing habits among late-stage university demographics. Aims This explanatory quantitative study investigates the concurrent and individual roles of interactive broadcast selling, time-limited discounts, and subsidized shipping on the spontaneous transactions of seventh-semester students. Results Multiple linear regression analysis of 92 purposively sampled respondents revealed that interactive broadcast selling acts as the strongest individual predictor, followed by subsidized shipping and time-limited discounts. Collectively, these three digital marketing mechanisms account for 49.8% of the variance in spontaneous transaction behavior. Novelty This research demonstrates that real-time interactive product demonstrations during broadcasts generate stronger spontaneous behavioral triggers than purely economic incentives like subsidized shipping or time-limited discounts. Implications Digital marketers should prioritize interactive engagement features to maximize immediate sales conversions, while consumers must exercise increased financial restraint when facing highly engaging promotional environments. Highlights Interactive broadcast innovations exert the strongest psychological pressure for immediate transaction completion. Simultaneous digital marketing stimuli account for nearly half of all spontaneous transaction occurrences. Real-time product demonstrations consistently bypass deliberate consumer planning and evaluation phases. Keywords Live Streaming; Flash Sale; Impulsive Buying; Digital Marketing; Electronic Commerce
Copyright (c) 2026 Umi Kalsum, Elvina Elvina, Junita Lubis https://creativecommons.org/licenses/by/4.0
Educational and Financial Technology Innovations for Coffee Farmers' Financial Literacy
General Background Indonesia's agricultural sector, particularly coffee production, significantly supports the national economy and rural livelihoods. Specific Background Agricultural workers in Sapit Village experience seasonal income instability and predominantly rely on traditional, short-term monetary management alongside informal loans. Knowledge Gap While previous literature links economic knowledge, digital tools, and budgeting to economic well-being, the specific integration of these variables among rural agricultural communities remains underexplored. Aims This quantitative study investigates the relationship between economic education, digital technology, budgeting, and the fiscal comprehension of 46 agricultural workers. Results Utilizing PLS-SEM analysis, the findings reveal that educational interventions (p = 0.117), digital technology (p = 0.612), and budgeting (p = 0.233) do not significantly determine fiscal comprehension, explaining only 15.1% of the total variance. Novelty This research provides a contextual diagnostic showing that standard interventions fail when applied to rural communities with seasonal revenue patterns and limited digital infrastructure. Implications Stakeholders must pivot from sporadic socialization to continuous, integrated assistance and accessible formal services tailored to seasonal agricultural cycles. Highlights Educational interventions and digital tools do not significantly shape rural fiscal comprehension. Traditional short-term budgeting persists due to seasonal revenue cycles and limited infrastructure. Continuous stakeholder assistance remains necessary over sporadic socialization programs to build economic resilience. Keywords Financial Education; Financial Technology; Financial Planning; Financial Literacy; Coffee Farmers
Copyright (c) 2026 Ota Piani, Ikhwan Wadi https://creativecommons.org/licenses/by/4.0
Accountable Corporate Social Responsibility Drives Nutritional Innovation For Toddler Stunting Recovery
General Background Corporate social responsibility functions as a fundamental mechanism for corporate entities to support public health interventions. Specific Background In Indonesia, the Denting Nusantara Program systematically addresses child malnutrition by utilizing corporate funding to supply fortified supplementary food. Knowledge Gap However, comprehensive evaluations examining the financial accountability and vertical versus horizontal transparency of these specific nutritional interventions remain scarce. Aims This study analyzes the accountability and transparency frameworks governing corporate fund management within the Denting Nusantara Program in Pluit. Results Qualitative analysis reveals that collaborative fund management successfully supported local resource innovations, specifically fish bone fortification, shifting the focus from high-cost medical formulas. Consequently, the underweight cure rate climbed from 58.3% to 72.7%, while the stunting cure rate increased from 28.6% to 32.6% between 2024 and 2025. Despite high vertical accountability to central management, grassroots horizontal financial transparency remained limited. Novelty This research distinctly demonstrates that integrating local technical innovations with corporate funding creates sustainable nutritional recovery, while exposing critical gaps in community-level financial transparency. Implications Corporations must implement accessible horizontal reporting mechanisms for local healthcare cadres to maintain community trust and ensure the long-term sustainability of public health interventions. Highlights Corporate funding efficiently supports nutritional interventions utilizing local resources like fortified fish bone waste. Underweight and stunting cure rates systematically climbed following targeted local technical innovations. Vertical corporate reporting mechanisms require horizontal grassroots transparency to maintain community health participation. Keywords Corporate Social Responsibility; Financial Accountability; Toddler Nutrition; Stunting Recovery; Social Accounting
Copyright (c) 2026 Trie Dinda Putri, Gusti Ayu Diah Dhyanasaridewi, Mungky Hendriyani https://creativecommons.org/licenses/by/4.0
Integrated Water Capitalization Governance Underpins Village Autonomy
General Background: Village autonomy depends on the capacity of local governments to convert natural assets into sustainable economic, social, and institutional value. Specific Background: Despite abundant springs, Ponggok previously experienced high poverty because its water resources were primarily used for domestic and agricultural purposes without organized productive management. Knowledge Gap: Limited research integrates governing perspectives, common-pool resource theory, and water capitalization to explain how collective natural assets support multidimensional village autonomy. Aims: This study analyzes the governance process of water resource capitalization and its contribution to economic, social, and administrative independence. Results: A descriptive qualitative design employed in-depth interviews, participatory observation, documentary analysis, and source, technique, and time triangulation. Capitalization began with a leadership-driven paradigm shift and the establishment of BUMDes Tirta Mandiri, supported by Pokdarwis Wanua Tirta, academic collaboration, private-sector partnerships, and active community participation. Water resources were diversified into tourism, agriculture, fisheries, and commercial partnerships. In 2025, Umbul Besuki generated Rp2.80 billion and Umbul Sigedang-Kapilaler generated Rp3.335 billion, while PT Tirta Investama contributed Rp1.196 billion to Village Original Revenue. These activities created employment, expanded local enterprises, reduced outward labor migration, and strengthened professional village institutions. Novelty: The study integrates collective-resource governance, institutional capitalization, and three dimensions of autonomy within one village-based framework. Implications: Sustainable local development requires visionary leadership, responsive institutions, equitable benefit distribution, inclusive participation, strategic partnerships, and continuous ecological protection. Highlights: BUMDes, tourism groups, universities, businesses, and residents formed a coordinated management structure. Two tourism units generated combined revenue exceeding Rp6.13 billion during 2025. Product diversification created local employment, supported household enterprises, and reduced labor migration. Keywords: Governing, Water Resource Capitalization, Village Autonomy, Common-Pool Resources
Copyright (c) 2026 Rosaria Oktaviani, Gregorius Sahdan https://creativecommons.org/licenses/by/4.0
Instagram and TikTok Promotion Performance for Food MSMEs Using EPIC Model
General Background: Social media provides food MSMEs with broad and interactive opportunities for digital promotion. Specific Background: Bumbu Wilona actively uses Instagram and TikTok, generating substantial content exposure, yet high reach, impressions, and views do not necessarily indicate favorable consumer responses or successful marketing communication. Knowledge Gap: Exposure metrics cannot determine whether consumers like promotional content, understand product information, develop purchase interest, or respond positively, while differences between the two platforms require consumer-based evaluation. Aims: This quantitative descriptive study evaluated Instagram and TikTok as promotional media for Bumbu Wilona using the EPIC Model among 120 respondents who had viewed content on both platforms. Results: Instagram recorded scores of 4.18 for Empathy, 4.19 for Persuasion, 4.15 for Impact, and 4.20 for Communication, producing an EPIC Rate of 4.18. TikTok recorded 4.14, 4.14, 4.11, and 4.29, respectively, producing an EPIC Rate of 4.17. Both overall scores were classified as effective, while TikTok Communication was classified as very effective. Novelty: The study evaluates both social media channels using the same four-dimensional consumer-response framework within a food MSME context. Implications: Both channels can be used complementarily, with structured consumer interaction supported through Instagram and broader content reach supported through TikTok. Highlights: The two platforms recorded overall scores of 4.18 and 4.17. Communication reached 4.20 on one channel and 4.29 on the other. All four-dimensional scores fell within favorable classification ranges. Keywords: Promotional Effectiveness, Instagram, TikTok, EPIC Model, Food MSMEs
Copyright (c) 2026 Aisyah Nur Jannah Putri Hariyono, Taufik Setyadi, Nisa Hafi Idhoh Fitriana https://creativecommons.org/licenses/by/4.0
Brand Loyalty Drives Organic Vegetable Repurchase Through Digital Service Quality
General Background: The expansion of organic food commerce and e-commerce has intensified competition among digitally operated agribusinesses, but market growth does not automatically secure repeat purchasing. Specific Background: Twelve’s Organic relies on Instagram, Facebook, and WhatsApp, while 40.2% of 199 recorded customers purchased only once during 2024–2025, indicating unresolved retention problems. Knowledge Gap: Evidence integrating content marketing, online service quality, brand loyalty, and repurchase behavior within the fresh organic vegetable sector remains limited. Aims: This study examines the direct relationships among these constructs and tests brand loyalty as a mediating mechanism. Results: A quantitative survey was conducted with 90 purposively selected customers and analyzed using PLS-SEM in SmartPLS 4.0. Content marketing was positively associated with brand loyalty (β = 0.469, p < 0.001) and repurchase behavior (β = 0.342, p < 0.001). Online service quality was positively associated with brand loyalty (β = 0.475, p < 0.001) and repurchase behavior (β = 0.291, p < 0.001). Brand loyalty was positively associated with repurchase behavior (β = 0.385, p < 0.001) and significantly mediated content marketing (β = 0.181, p = 0.001) and online service quality (β = 0.183, p < 0.001). The model explained 76.8% of brand loyalty and 88.9% of repurchase behavior. Novelty: The study integrates four constructs within one predictive model for a digitally operated fresh organic vegetable business. Implications: Twelve’s Organic should sustain relevant, accurate, accessible, and consistent content while providing responsive, reliable, secure, and customer-oriented online services to reinforce customer commitment and repeated purchasing. Highlights: Content strategy recorded direct coefficients of 0.469 for customer commitment and 0.342 for repeat buying. Online service quality recorded coefficients of 0.475 and 0.291 across the two outcomes. Customer commitment transmitted both indirect pathways, while the model explained 76.8% and 88.9% of outcome variance. Keywords: Brand Loyalty, Digital Marketing, E-Service Quality, Repurchase
Copyright (c) 2026 Nur Komariyah, Wahyu Santoso, Gyska Indah Harya https://creativecommons.org/licenses/by/4.0
Innovative Multidisciplinary Approach to Gender Awareness Among University Students
General Background Understanding socially determined differences between men and women requires recognizing both internal and external developmental factors. Specific Background Within higher education institutions, fostering a zero-tolerance environment for inequality necessitates comprehensive gender-responsive policies and student socialization. Knowledge Gap Previous literature has isolated either domestic communication or religious experiences, leaving a theoretical void regarding their simultaneous contribution to equality perception across multidisciplinary perspectives. Aims This quantitative study tests how Family Communication Patterns and spirituality jointly determine the gender awareness of second-year students at UIN Jakarta. Results Multiple regression analysis of 110 respondents reveals that domestic communication and spirituality positively and significantly predict gender awareness, jointly accounting for 20.3% of the variance. Notably, spirituality demonstrated a higher dominant categorization (77.3%) compared to domestic communication frameworks (59.1%). Novelty This research pioneers an integrated model that merges critical-feminist, domestic communication, and spiritual theories to evaluate equality comprehension among youth. Implications University stakeholders and families must collaboratively cultivate balanced domestic dialogues and emphasize profound spiritual meaning over rigid religious dogma to sustainably advance campus equality. Highlights Family communication structures and internal spiritual depth positively predict student gender awareness. Spiritual experiences display a higher dominant categorization than domestic communication in shaping equality perception. Stakeholders must emphasize profound spiritual meaning over rigid religious dogma to advance campus equality. Keywords Family Communication Patterns; Gender Awareness; Spirituality; University Students; Equality Perception
Copyright (c) 2026 Suhendra Suhendra, Nadya Kharima, Elvira Winna Permono https://creativecommons.org/licenses/by/4.0
Administrative Law Innovation in Preventing Land Mafia Practices: Strengthening Public Governance in Indonesia
General Background: Systemic land-related crime in Indonesia undermines legal certainty, public trust, and the state’s constitutional responsibility to protect property rights through accountable agrarian administration. Specific Background: Organized networks exploit paper-based records, fragmented historical data, document falsification, bureaucratic collusion, overlapping certificates, and weaknesses within Indonesia’s negative publication system with positive tendencies. Knowledge Gap: Technological modernization alone does not explain how doctrinal reform, administrative safeguards, professional responsibility, and coordinated enforcement can collectively prevent state capture in agrarian governance. Aims: This study analyzes administrative law innovation for preventing organized property appropriation through digital transformation, registration doctrine reform, good governance principles, institutional restructuring, and interagency enforcement. Results: Using normative legal research enriched by socio-legal review, statutory, conceptual, comparative, and analytical case-study approaches, the study identifies cryptographically protected Electronic Land Certificates and Electronic Land Books as essential mechanisms for reducing physical document manipulation and preserving auditable ownership records. Their legal value, however, requires transition toward an absolute positive publication system based on indefeasible title, accompanied by a state indemnity fund for maladministration victims. Prevention also requires strict adherence to the General Principles of Good Governance, heightened due diligence by Land Deed Officials, proactive administrative revocation through contrarius actus, internal bureaucratic cleansing, and coordinated repressive enforcement. Novelty: The study integrates cryptographic administration, doctrinal reconstruction, professional gatekeeping, corrective discretion, and zero-tolerance institutional reform within a unified public governance framework. Implications: Sustainable prevention requires secure digital infrastructure, inclusive access, independent forensic audits, uncompromising bureaucratic integrity, and continuous cross-ministerial coordination. Highlights: Cryptographic certificates reduce document forgery and preserve traceable ownership records. AUPB compliance, heightened PPAT diligence, and contrarius actus enable rapid administrative correction. Zero-tolerance internal cleansing and cross-ministerial enforcement address state capture in agrarian governance. Keywords: Land Mafia, Administrative Law, Electronic Land Titles, Public Governance, Legal Certainty
Copyright (c) 2026 Etis Cahyaning Putri, Rudi Mulyanto https://creativecommons.org/licenses/by/4.0