EduLine: Journal of Education and Learning Innovation
The EduLine: Journal of Education and Learning Innovation is devoted to publish research papers, reviews, case studies and short communications in the field of Education and Learning. The scope of the journal includes: Applications and Integration of Education Assertive and Assistive Educational Technology AV-communication and other media Blended Learning Campus Information Systems Collaborative on-line Learning Computer Aided Assessments Content Repositories Course Design Cross-Cultural Education Data Envelopment Analysis Design and Technologies Design and Technologies Digital Classrooms Education History Education Science Educational Development Educational Theory E-leaning: Academic Participation and Freedom E-Learning Effectiveness and Outcomes E-learning Evaluation and Content E-Learning Platforms E-Learning Strategies E-learning Technologies Emerging and Best Practices Evaluation of e-Learning Knowledge Management Learner Autonomy Learning Content Management Systems Marketing and Promoting e-learning Mobile Learning Multimedia in e-learning Organization Learning Partnerships in e-Learning Philosophies of Education and Educational Approaches Portals and Virtual Learning Practices and Cases in Education Psychology Education Self-learning Integrated Methodology Social Benefits of e-Learning Sociology Education Systems and Technologies in Education Technology Adoption and Diffusion of e-learning Virtual Learning Environments Web-based Learning
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<![CDATA[The Effect of Video Media on Learning Interest and Mathematics Learning Outcomes in Elementary School Students ]]>
<![CDATA[Adriana Senga]]>;
<![CDATA[Marwati Abd. Malik]]>;
<![CDATA[Idha Novianti]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 1 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1490
<![CDATA[Now accessing videos on the internet so easy and today facilitates the learning process carried out by students. but the use of video as a medium for learning mathematics still needs to be analyzed for its effect on interest and learning outcomes obtained by elementary school students when learning is carried out. So, this experimental research aims to prove its effect. Data was collected using a questionnaire for learning interest and a test for learning outcomes which were both given before and after treatment. Data were obtained from 22 samples who were students of class Vc who were part of the fifth grade students of SD Negeri 292 Inpres Karangan which were used as the population. Through a quantitative approach with statistical data, it will be analyzed parametrically using the t test by comparing students' interests and learning outcomes before and after learning using video media. The use of video presents interactive, fun and easy-to-understand visual information for students. This is evidenced by the t-test on learning interest. The average difference is 33.33, with a score of sig.(2-tailed) 0.00 < 0.05. and the average difference in learning outcomes before and after learning is 50.45455, with a score of sig.(2-tailed) 0.00 < 0.05. which shows that there is an effect of using video media on students' interest and learning outcomes in mathematics]]>
<![CDATA[Effectiveness of Inquiry Model with Scientific Approach and Experimental Methods in Science Learning for Elementary School ]]>
<![CDATA[Erny Paembonan]]>;
<![CDATA[Nurdin Arsyad]]>;
<![CDATA[Udan Kusmawan]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 1 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1500
<![CDATA[The purpose of this research is to analyze effectivity of inquiry model with scientific approach and experimental methods to collecting data in learning science for elementary school students. The approach used is a quantitative pre-experimental design that uses one experimental class. Data were collected using tests at the beginning and the end of the treatment, observations during learning and questionnaires at the end of the treatment which were then analyzed descriptively and inferentially. Based on the analysis of learning outcomes data obtained an increase in scores from pretest to posttest in the high category with a gain value of 0.70339. In addition, based on the t test, the sig. (2-tailed) = 0.000 <0.05 which shows that the average posttest meets the KKM score and 92% of students fulfill the classical learning mastery. Based on the observations obtained, 85.3% of students' activity was positive when learning and 84.16% of students gave positive responses regarding learning. Therefore, it can be concluded that the inquiry model with scientific approach and the experimental method to collecting data is effective in elementary school science learning]]>
<![CDATA[Implementation of Discipline Culture in Educational Environment ]]>
<![CDATA[Taufiqurrahman Taufiqurrahman]]>;
<![CDATA[Annisa Nabilah]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 1 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1515
<![CDATA[Discipline is a good culture that every educator always wants. To create a culture of discipline, educators and principals need a special strategy. This article aims to describe how the implementation of a disciplinary culture in the educational environment. The research method used is literature study through a literature review based on documents. The results of the study show that there are 10 discipline cultures that can be implemented in students in the educational environment. First, Giving Appreciation when doing good. Second, use positive cues. Third, use physical proximity. Fourth, use questions to get the child back into focus. Fifth, repeat the directions personally. Sixth, acknowledge and redirect. Seventh, provide a clear reminder of the rules. Eighth, provide a clear choice. Ninth, use agreed consequences. Tenth, Using an exit strategy. Keywords: Implementation, Disciplined Culture, Educational Environment.]]>
<![CDATA[The Effectiveness of Powerpoint Multimedia in Learning Motivation and Cognitive Science Learning Outcomes of Elementary School Students ]]>
<![CDATA[Serly Serly]]>;
<![CDATA[Rusli Rusli]]>;
<![CDATA[Rifat Shafwatul Anam]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 1 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1501
<![CDATA[This study focuses to the analyze effectiveness of using multimedia powerpoint in learning science for elementary school students. The purposes of this study are to knowing the effectiveness of Multimedia Powerpoint as a learning media on the motivation and science learning outcomes of fifth grade elementary school students. With quantitative approach and Pre-Experimental Design One Group Pretest-Posttest Design model. The population in this study were all fifth grade students at SD Gugus Salubarani for the academic year 2022/2023 with a total of 93 students. To get sample used cluster random sampling type with which was carried out through class randomization and obtained class V SDN 292 Inpres Karangan as the sample. Based on the results of statistical data analysis using a one sample t test with a 95% confidence level, the t value is 4.043 where the value is t¬table = 1.72074 (4.043 > 1.72074) so it can be concluded that H1 is accepted, the student's motivation is as expected, which is more than 36 or in general the motivation to learn science. The fifth grade elementary school students in the Salubarani group are in the medium category after learning using powerpoint media. In addition, based on the results of the calculation obtained a normalized gain value = 0.43972 which states that the increase in learning motivation of grade V elementary school students in the Salubarani cluster is in the medium category.Based on the results of hypothesis testing with a test value of 75 and a 95% confidence level, the value of tcount = 3.699, which is more than the value of t¬table = 1.72074 (3.699>1.72074) this shows that the average science learning outcomes of Grade V elementary school students the salubarani group is more than or equal to 75 after being taught using Multimedia Powerpoint.]]>
<![CDATA[Analysis of Higher Order Thinking Skills (HOTS) Content on Students’ Textbook of Natural and Social Sciences Subject for grade V Elementary School ]]>
<![CDATA[Nurhayati Nurhayati]]>;
<![CDATA[Tariza Fairuz]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 1 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1536
<![CDATA[One of the learning outcomes in the merdeka curriculum is that students have higher order thinking skills (HOTS) according to their respective phases, including phase C (for grades V and VI Elementary School). To achieve learning outcomes, it is necessary to have the role of textbooks as learning resources and media. This study aims to analyze the content of higher order thinking skills in the students’ textbooks of Natural and Social Sciences for grade V. This type of research is a descriptive quantitative study. Research data was collected through literature and documentation. The instrument used in this study is a checklist. The results of the research showed that the students' textbooks of Natural and Social Sciences for grade V is contained higher order thinking skills content in context and questions component.]]>
<![CDATA[Lecturer Eye Contact on the Students’ English Learning Motivation: Motivated or Demotivated ]]>
<![CDATA[Maemuna Muhayyang]]>;
<![CDATA[Geminastiti Sakkir]]>;
<![CDATA[Amra Ariyani]]>;
<![CDATA[Syamsiarna Nappu]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 1 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1695
<![CDATA[This study aims to describe the effect of lecturer eye contact on student learning motivation and the students’ perception on it during their interaction in EFL classroom. It employs a descriptive method in cluster random sampling taking 30 students of English Education class. The data sources of this study were observation, questionnaire, and interview and analyzed descriptively. The observation results that students are more likely to pay attention to the material, more enthusiastic in learning and more respectful to the lecturers having and keeping an eye contact in the teaching and learning process. The result of the questionnaire shows that the lecturer eye contact significantly affects the students’ learning motivation indicated by the mean score of the questionnaire, that is 3.71 falling into high category. These two findings are supported by the data gained from the interview in which most students argued that lecturer eye contact has many positive impacts on their learning. An excessive eye contact of the lecturer to the students, however, can become a hindrance to draw students’ focus on the materials presented. Therefore, the lecturer eye contact to nurture students’ learning motivation should be considerably sufficient and not excessive.]]>
<![CDATA[Turn-Taking Strategy During Video Conference Learning to Boost Student’s Confidence to Speak English: What Are High School Students’ Voices? ]]>
<![CDATA[Ahmad Amin Dalimunte]]>;
<![CDATA[Ilham Harahap]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 1 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1696
<![CDATA[Turn-taking strategy is considered as an important strategy in online learning, especially when the learning is utilizing zoom application. The main objective of this study was to explore students’ perceptions of using turn-taking strategy using during the video conferencing to boost students’ confidence in speaking English. The study involved ten Islamic high school students in Medan. They were selected purposively to be interviewed. Following Miles and Huberman (2014), the data analysis procedure involved data reduction, data display, and drawing conclusions. The results of the study showed that teacher regarded his students’ confidence increased during the learning through video conference. The results also revealed that the students also feel the same way as the teacher does. This happened because of lack of anxiety which can be seen by the way students behave when they were in zoom video conference. The findings implied that turn-taking strategy can be regarded as one appropriate strategy to be used during online learning through video conference application to help students’ confidence in speaking English.]]>
<![CDATA[Teachers' Candidates’ Perceptions and Their Knowledge of 21st-Century Skills ]]>
<![CDATA[Dewi Satria Ahmar]]>;
<![CDATA[Muhammad Fath Azzajjad]]>;
<![CDATA[Lilies Tangge]]>;
<![CDATA[Mohammad Jamhari]]>;
<![CDATA[Ratman]]>;
<![CDATA[Afadil]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 1 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1698
<![CDATA[The purpose of this study was to analyze the perceptions of teachers' candidates’ facing 21st-century skills. This research is a survey research, survey research activities carried out on students of Universitas Sembilanbelas November Kolaka from the Chemistry Education S-1 in 3 different batches. Data collection and collection were carried out from January to June 2021. The instrument is in the form of student perceptions in the form of 12 statements and 10 questions. The number of respondents who filled out the questionnaire was 40 people. The data analysis process was carried out by measuring the percentage of each statement and question. obtained information on 4C (communication, collaboration, critical thinking, and creativity) still obtained weaknesses in the level of understanding of the Knowledge of creative and innovative thinking, namely 15 respondents (37.5%) and the concept of understanding the knowledge of the teacher's social competence, namely 14 respondents (35%). The results of the study are taken into consideration for the learning process in courses related to the knowledge base of becoming a teacher, which is important to be carried out contextually in the process of direct practice in a formal environment in a measurable and sustainable manner.]]>
<![CDATA[The Implementation of Home Visit Learning to Improve Mathematics Learning Outcomes during the COVID-19 Pandemic for Students at SDN 239 Inpres Rembon, Tana Toraja ]]>
<![CDATA[Oktavia Mangalik]]>;
<![CDATA[Mas'ud Badolo]]>;
<![CDATA[Idha Novianti]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 1 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1411
<![CDATA[This research is to describing the implementation of home visit learning to improve mathematics learning outcomes for students at SDN 239 Inpres Rembon, Tana Toraja Regency during the covid-19 pandemic. This study uses a descriptive approach with the type of case study research. The research subjects were selected using a purposive technique, namely grade 4 teachers and students. Data collection in the field was done by interview, observation, and documentation. While the validity of the data using triangulation techniques. The results of the study show that student learning outcomes during the Covid-19 pandemic with limited face-to-face learning are still lacking. Home visit learning planning is based on the problems faced by students in learning mathematics during the Covid-19 pandemic. The implementation of home visit learning begins with careful preparation, then the implementation of learning is carried out in accordance with the lesson plans prepared by the previous teacher. Home visit evaluation learning is carried out according to the assessment in the lesson plan, namely through the assessment of attitudes, knowledge and skills. There are obstacles faced by teachers in learning home visits. The weather factor is the main obstacle in the implementation of home visit learning at SDN 239 Inpres Rembon.]]>
<![CDATA[The Correlation Between Metacognitive and Problem Solving Skills among Science Students ]]>
<![CDATA[Deka Dyah Utami]]>;
<![CDATA[Punaji Setyosari]]>;
<![CDATA[Otto Fajarianto]]>;
<![CDATA[Waras Kamdi]]>;
<![CDATA[Saida Ulfa]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 1 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1702
<![CDATA[This study aims to investigate the correlation between metacognitive and problem-solving skills among science students. The sample consisted of 32 students from departement of science education in Indonesia. This type of research is quantitative with the Pearson Product Moment Correlation method. The data were collected using a problem-solving test and a metacognitive awareness inventory (MAI). Technique of analyzing data uses the Pearson’correlation test by using IBM SPSS Statistics 26. Result of this research is there is a significant linear relationship between metacognitive and problem solving skills as the value of deviation from linearity is 0.225, which is greater than 0.05. The obtained Pearson correlation value of 0.382* also indicates a strong positive correlation (+0.382*) and a significant correlation (0.031<0.05) between the two variables. As a conclussion, there is a correlation between metacognitive and problem solving skills among science students. Further analysis revealed that students with higher metacognitive skills tended to perform better in problem-solving tasks, indicating the importance of metacognitive skills in science problem-solving. These findings suggest that promoting metacognitive awareness could enhance students' problem-solving abilities, and support the integration of metacognitive strategies in science education. These findings highlight the importance of promoting metacognitive awareness in learning process to enhance problem-solving skills by using innovative learning strategies.]]>
