High School Teachers’ Perceptions of Learning Innovation in the Indonesia–Timor-Leste Border Region
DOI:
https://doi.org/10.59944/postaxial.v4i3.1520Keywords:
Border region, High school, Learning innovation, Teacher perceptionsAbstract
Learning innovation is an effort that needs to be undertaken by teachers. This study was conducted to describe high school teachers’ perceptions of learning innovation in the Indonesia–Timor-Leste border region. This study employed a quantitative descriptive approach involving 90 high school teachers in Timor Tengah Utara Regency. Data were collected using a questionnaire on teachers’ perceptions of learning innovation. The collected data were analyzed using descriptive statistics. The results showed that high school teachers’ perceptions of learning innovation in the Indonesia–Timor-Leste border region were in the Fair category, with a mean score of 70.73. Most teachers, namely 83.33%, had perceptions in the Poor and Fair categories, while only 14.44% of teachers had perceptions in the Good and Excellent categories. These findings indicate the need to strengthen teachers’ perceptions of learning innovation and provide an empirical basis for developing contextual learning innovation guidelines to help teachers create learning that is creative, adaptive, and appropriate to local conditions.
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