Jurnal Inovasi Pendidikan IPA


rumah inovasi, pengembangan profesionalisme guru, guru pengembang, guru reflektor, learning-log

Document Type



The Innovation House program has been developed with the validation criteria of 'Very Good' based on expert judgment. The Innovation House was developed using the ADDIE method (Analysis, Design, Develop, Implement and Evaluate). The vision of the Innovation House is to prepare teacher developers as reflectors, problem solvers, and decision-makers in science learning. The Innovation House aims to improve science teachers' competence in developing curriculum, especially lesson planning (objectives, steps, and assessments). On average, 80% of the lesson plans made by teachers were by the content and constructs of the lesson plans, while at the beginning of the program, the average suitability of new content and constructs was about 56%, with an N-gain score of 0.5 or a moderate increase category. Based on the average assessment of RPP content and constructs, the Rumah Innovation Program effectively improves teacher competence in making Innovative RPP by increasing the aspects of reflection, problem-solving and decision making. The teacher participants' response during the programs was 'imposing' and gave a 'positive response' based on the attitude scale instrument.

First Page


Last Page


Page Range






Digital Object Identifier (DOI)





Bizami, N. A., Tasir, Z., & Kew, S. N. (2022). Innovative pedagogical principles and technological tools capabilities for immersive, blended learning: a systematic literature review. Education and Information Technologies, 1-53. https://doi.org/10.3402/rlt.v24.29369

Branch, R.M. (2009). Instructional Design: The ADDIE Approach. Springer.

Caena, F., & Vuorikari, R. (2021). Teacher learning and innovative professional development through the lens of the Personal, Social and Learning to Learn European key competence. European Journal of Teacher Education, 1-20. https://doi.org/10.1080/02619768.2021.1951699

Creswell, J. W., & Clark, V. L. P. (2008). Educational Research Planning, Conducting and Evaluating Quantitative and Qualitative Research. Third Edition. Pearson Prentice Hall.

Davis, K.S. (2003). Change is hard: What science teachers are telling us about reform and teacher learning of innovative practices. Science and Education, 87(1): 3"30. https://doi.org/10.1002/sce.10037

Furuhagen, B., Holmén, J., & Säntti, J. (2019). The ideal teacher: orientations of teacher education in Sweden and Finland after the Second World War. History of Education, 48(6), 784-805. https://doi.org/10.1080/0046760X.2019.1606945

Hammond, D.L., Wei, R.C., & Adamson, F. (2013). Professional development in the United States: Trends and challenges. National Staff Development Council.

Hammond, D.L., Wei, R.C., Andree, A., Richardson, N., & Orphanos, S. (2015). Professional learning in the learning profession. National Staff Development Council.

Haney, J.J., & McArthur. (2012). Four case studies of prospective science teachers' beliefs concerning constructivist teaching practices. Science and Education 86, 783"802. doi: https://doi.org/10.1002/sce.10038

Hart, S.L., & Milstein, M.B. (2013). Creating Sustainable Value. Academy of Management Executive 17(2), 56-67. http://doi.org/10.5465/ame.2003.10025194

Kaye, S., George, S. (2009). Using the ADDIE Model for Teaching Online. International Journal of Information and Comunication Technology Education 2(3), 14-26. http://doi.org/10.4018/jicte.2006070102

Kononets, N., Baliuk, V., Zhamardiy, V., Petrenko, L., Pomaz, Y., Kravtsova, N., & Shkola, O. (2021). Didactic model of information and communication competence formation of future specialists of economic profile. Journal for Educators, Teachers and Trainers, 12(4), 170-181.

Lafleur, A., Babin, M. J., Michaud"Couture, C., Lacasse, M., Giguère, Y., Cantat, A., ... & Gingras, N. (2021). Implementing competency"based education in multiple programs: A workshop on structuring and monitoring programs' priorities using ADDIE. The Journal of Competency"Based Education, 6(3), e1257. https://doi.org/10.1002/cbe2.1257

Laurillard, D. (2016). The educational problem that MOOCs could solve: professional development for teachers of disadvantaged students. Research in Learning Technology, 24. https://doi.org/10.3402/rlt.v24.29369

Hewson, P.W., Tabachnick, B.R., Zeichner, K.M., & Lemberger, J. (1999). Educating prospective teachers of biology: Findings, limitations, and recommendations. Science Education 83(3): 373"384. https://doi.org/10.1002/(SICI)1098-237X(199905)83:3%3C373::AID-SCE6%3E3.0.CO;2-3

National Staff Development Council, (2015). Standards for staff development. The Council.

Nurtanto, M., Kholifah, N., Masek, A., Sudira, P., & Samsudin, A. (2021). Crucial Problems in Arranged the Lesson Plan of Vocational Teacher. International Journal of Evaluation and Research in Education, 10(1), 345-354. http://doi.org/ 10.11591/ijere.v10i1.20604

Ostendorf, A., & Thoma, M. (2022). Demands and design principles of a "heterodox" didactics for promoting critical thinking in higher education. Higher Education, 84(1), 33-50. https://doi.org/10.1007/s10734-021-00752-1

Pintrich, P.R., Marx, R.W., & Boyle, R.A. (2011). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2): 167"199. https://doi.org/10.3102/00346543063002167

Rapanta, C., Botturi, L., Goodyear, P., Guà rdia, L., & Koole, M. (2021). Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education. Postdigital Science and Education, 3(3), 715-742. https://doi.org/10.1007/s42438-021-00249-1

Redman, A., & Redman, E. (2018). Is subjective knowledge the key to fostering sustainable behaviour? Mixed evidence from an education intervention in Mexico. Education Sciences 7(1) 4. http://doi.org/10.3390/educsci7010004

Rusilowati, A. (2014). Pengembangan Instrumen Penilaian. Unnes Press.

Seo, E., Ryu, J., & Hwang, S. (2020). Building key competencies into an environmental education curriculum using a modified Delphi approach in South Korea. Environmental Education Research, 26(6), 890-914. https://doi.org/10.1080/13504622.2020.1733493

Stieler"Hunt, C., & Jones, C. (2019). A professional development model to facilitate teacher adoption of interactive, immersive digital games for classroom learning. British Journal of Educational Technology, 50(1), 264-279. https://doi.org/10.1111/bjet.12679

Yuan, R. (2019). A comparative study on language teacher educators' ideal identities in China: More than just finding a middle ground. Journal of Education for Teaching, 45(2), 186-199. https://doi.org/10.1080/02607476.2018.1548173

Zazkis, R., Liljedahl, P., & Sinclair, N. (2009). Lesson plays: Planning teaching versus teaching planning. For the learning of mathematics, 29(1), 40-47.