Garuda - Garba Rujukan Digital

Entrepreneurship Learning as a Driver of Entrepreneurial Interest among Senior High School Students Serli Razak; Muhammad Yany; Emmi Azis
EduLine: Journal of Education and Learning Innovation Vol. 6 No. 1 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline5164

students at a public senior high school in Bone Regency, Indonesia. The study was motivated by the observation that classroom instruction in entrepreneurship has remained largely theoretical, with limited opportunity for direct practice, which is presumed to constrain students' interest in starting a business. A quantitative ex post facto design was employed. Data were collected through a five-point Likert-scale questionnaire distributed to 40 students selected by simple random sampling from a population of 159 eleventh-grade social science students, and were analysed using simple linear regression with the assistance of SPSS version 26. Prior to hypothesis testing, the instrument was confirmed to be valid and reliable, and the classical assumption tests indicated that the data were normally distributed, linearly related, and free from heteroscedasticity. The results show that entrepreneurship learning exerts a positive and significant influence on students' entrepreneurial interest, as reflected in the regression equation Y = 2.004 + 1.026X and a calculated t-value that substantially exceeds the critical t-value at the 0.05 level. The coefficient of determination indicates that entrepreneurship learning accounts for the great majority of the variance in entrepreneurial interest, while the remaining variance is attributable to factors outside the scope of this study. These findings suggest that strengthening the quality of entrepreneurship instruction, particularly through more practice-based and contextual approaches, is an effective strategy for cultivating entrepreneurial interest among senior high school students.

Canva-Supported Economics Instruction and the Development of Learning Interest among Senior High School Students Jurana Ambo Asse; Sahiruddin; Muhammad Yany
EduLine: Journal of Education and Learning Innovation Vol. 6 No. 1 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline5165

This study aimed to analyze the effect of using the Canva application as a learning medium on the learning interest of tenth-grade students in Economics at SMA Negeri 15 Bone. The study employed a quantitative approach using an ex post facto research design. The population consisted of 373 tenth-grade students, while a sample of 50 students was selected through simple random sampling. Data were collected using questionnaires and documentation and analyzed through descriptive statistics and simple linear regression with the assistance of IBM SPSS Statistics Version 26 after fulfilling the prerequisite tests, including normality, linearity, and heteroscedasticity tests. The findings revealed that the use of the Canva application significantly influenced students' learning interest. The regression equation obtained was Y = 15.640 + 0.781X, indicating that every one-unit increase in the use of Canva was followed by a 0.781-unit increase in students' learning interest. The results suggest that the use of Canva as a learning medium contributes to creating a more engaging learning environment, facilitates the presentation of learning materials, and enhances students' interest in participating in Economics learning. Therefore, Canva can serve as an effective digital learning medium to support the improvement of students' learning interest.

Ice-Breaking Activities and Student Learning Interest in Economics Classrooms: Evidence from Secondary Education Nur Eti; Muhammad Yany; Sandi
EduLine: Journal of Education and Learning Innovation Vol. 6 No. 2 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline5166

Learning interest is one of the key factors influencing the effectiveness of the learning process. Low learning interest may reduce students' attention, participation, and engagement in classroom activities, particularly in Economics learning. One instructional strategy that can be implemented to address this issue is ice breaking, which aims to create a more enjoyable learning environment, improve students' concentration, and enhance their enthusiasm during the learning process. This study aimed to analyze the effectiveness of implementing ice breaking in improving students' learning interest in Economics at SMAN 14 Bone. The study employed a quantitative approach using an ex post facto research design. The population consisted of 259 tenth-grade students, while the sample comprised 32 students from Class X.5 selected through purposive sampling. Data were collected using observation, documentation, and questionnaires that had met the validity and reliability requirements. The data were analyzed using descriptive statistics through frequency distribution and percentage analysis. The findings revealed that the implementation of ice breaking was categorized as high to very high across all measured indicators, while students' learning interest ranged from moderate to very high. These findings indicate that the implementation of ice breaking is effective in creating a more conducive learning environment, enhancing students' enthusiasm, maintaining their concentration, and fostering their learning interest. Therefore, ice breaking can serve as an alternative instructional strategy for teachers to improve the quality of Economics learning.

Think Pair Share Cooperative Learning and Changes in Student Learning Motivation in Secondary Education Amalia Ramadani; Muhammad Yany; Sandi
EduLine: Journal of Education and Learning Innovation Vol. 6 No. 2 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline5169

This study investigates the effect of applying the Think Pair Share (TPS) type of cooperative learning model on students' learning motivation. This study employs a quantitative approach with a pre-experimental design using the One Group Pretest-Posttest Design. The sample consisted of 46 eighth-grade students of SMP Al-Islam Wellulang, determined through a saturated sampling technique. Data were collected using a learning motivation questionnaire and analyzed through descriptive and inferential statistics, including the Shapiro-Wilk normality test and the Wilcoxon Signed Rank Test. The results show that students' learning motivation before treatment was in the moderate category with a mean score of 43.60, while after the implementation of the Think Pair Share model the mean score increased to 81.55, which falls into the high category. The Wilcoxon Signed Rank Test produced a significance value below 0.05, indicating a significant difference between the pretest and posttest scores. The findings of this study suggest that the cooperative learning model of the Think Pair Share type effectively enhances students' learning motivation by encouraging independent thinking, paired discussion, and whole-class sharing, thereby creating a more active, interactive, and student-centered learning atmosphere.

Teacher Teaching Styles and Student Learning Motivation in Economics Education: Evidence from Senior High School Classrooms Lutfia Adelia; Muhammad Yany; Sahiruddin
EduLine: Journal of Education and Learning Innovation Vol. 6 No. 1 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline5180

This study aimed to examine the influence of teachers’ teaching style on students’ learning motivation in Economics among Grade X students at SMA Negeri 20 Bone. This research employed a quantitative approach using an ex post facto design. The sample consisted of 32 students selected through purposive sampling. Data were collected using questionnaires and documentation. The collected data were analyzed using descriptive statistics and simple linear regression analysis with the assistance of SPSS version 26. The findings revealed that teachers’ teaching style had a significant positive influence on students’ learning motivation in Economics. The simple linear regression analysis produced the equation Y = 19.145 + 0.550X, indicating that every one-unit increase in teachers’ teaching style score increased students’ learning motivation by 0.550 units. The significance value of 0.001, which was lower than the 0.05 significance level, confirmed that the effect was statistically significant. These findings indicate that improving teachers’ teaching style can enhance students’ learning motivation in Economics among Grade X students at SMA Negeri 20 Bone.

WhatsApp-Mediated Economics Learning and Student Learning Interest in Senior High School Education A. Alyana; Muhammad Yany; Sandi
EduLine: Journal of Education and Learning Innovation Vol. 6 No. 1 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline5192

The integration of digital communication technology in education has become an effective approach to enhance student engagement and learning interest. WhatsApp, as a widely used application, offers various features that support interaction, material delivery, and communication between teachers and students; however, its effectiveness in influencing students’ learning interest requires empirical investigation. This study aims to examine the effect of WhatsApp usage on students’ learning interest in Economics among tenth-grade students at SMA Negeri 18 Bone. The research employed a quantitative approach with an ex post facto design, involving 32 students selected through simple random sampling. Data were collected using a Likert-scale questionnaire and analyzed through simple linear regression. The results indicate that WhatsApp usage has a positive effect on students’ learning interest (sig. 0.022 < 0.05), with a moderate relationship (R = 0.402) and a contribution of 16.2% (R² = 0.162). In conclusion, WhatsApp can be utilized as a supportive learning medium to enhance students’ learning interest, although its influence is not dominant and is affected by other factors beyond this study.

Picture and Picture Visual Learning for Improving Economics Achievement: Evidence from a Pre-Experimental Classroom Study Nur Haliza; Muhammad Yany; Sandi
EduLine: Journal of Education and Learning Innovation Vol. 6 No. 3 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline5196

The low level of student engagement in Economics learning, which remains predominantly teacher-centered, may negatively affect learning outcomes. One alternative to improve students' participation and academic achievement is the implementation of the Picture and Picture learning model, which utilizes visual media to facilitate the learning process. This study aimed to examine the effect of the Picture and Picture learning model on students' learning outcomes in Economics at the tenth grade of SMA Negeri 15 Bone. This research employed a quantitative approach using a pre-experimental design with a One-Group Pretest–Posttest Design. The sample consisted of 34 students from class X.G selected through random sampling. Data were collected using a learning achievement test and a student response questionnaire and were analyzed using descriptive statistics and the Wilcoxon Signed Rank Test because the data were not normally distributed. The results indicated that the implementation of the Picture and Picture learning model improved students' learning outcomes, as reflected in the increase in the mean score from 49.81 on the pretest to 87.84 on the Posttest. Furthermore, the Wilcoxon Signed Rank Test revealed a significance value of p < 0.05, indicating a statistically significant effect of the Picture and Picture learning model on students' learning outcomes. In addition, most students expressed positive responses toward the implementation of the learning model. Therefore, the Picture and Picture learning model can be considered an effective instructional alternative for improving students' learning outcomes in Economics.

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