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[Implementation of The Balanced Scorecard Method in Determining Performance Measures in Higher Education Institutions (Case Study: ITB Swadharma) ]]>
<![CDATA[R. Supyan Sauri]]>;
<![CDATA[Usanto S]]>;
<![CDATA[Nur Sucahyo]]>;
<![CDATA[Adi Sopian]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 3 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1867
<![CDATA[To compete in higher education, ITB Swadharma needs to enhance its competence by designing and implementing effective strategies in managing higher education that align with its vision and mission. The success of management strategy can be achieved through a comprehensive evaluation of ITB Swadharma's management effectiveness. The Balanced Scorecard method and the interaction between ITB Swadharma's management and the PMB entity's management can be used to create a Balanced Scorecard strategy map. This map involves three strategic objectives from the perspective of development and advancement of learning, three strategic objectives from the perspective of internal business process efficiency, four strategic objectives from a customer satisfaction perspective, and two strategic objectives from the perspective of financial stability. To achieve these two strategic objectives in terms of financial aspects, a lagging indicator is required. Each strategic objective from the customer perspective requires actions. Strategic Objective 1 from the internal business process perspective requires 5 measurements, Strategic Objective 2 requires 3 measurements, and Strategic Objective 3 requires 3 measurements. Meanwhile, from the perspective of learning and growth, Strategic Objective 1 requires 1 measurement, Strategic Objective 2 requires 3 measurements, and Strategic Objective 3 requires 1 lagging indicator measurement and 1 leading indicator measurement.]]>
<![CDATA[Policy Study of Local Content Curriculum in Madrasah ]]>
<![CDATA[Abdullah Muwaffaq]]>;
<![CDATA[Iksan Iksan]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 3 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1882
<![CDATA[The local curriculum that is part of the national curriculum has educational programs. One of the elements that must be maintained and maintained through educational activities is the values, traditions, culture, skills, and concepts prevailing in society. In recent years, the government implemented curriculum changes by adding local subjects. Through learning local subjects, it is expected that students will not only have academic knowledge that is global as expected but also have concern for social and cultural values that surround students. Researchers use the literature study method, which is a method of collecting data by understanding and studying theories from various literature related to the research. There are four stages of literature study in this research, namely preparing the necessary equipment, compiling a bibliography, managing time, and reading or recording research material. Conceptually, the locally-based curriculum consists of two forms. The first form is inherent in all subjects, and the second form is a separate activity that is not related to the subject. This paper tries to explain the model and implementation of a locally-based curriculum in Madrasah]]>
<![CDATA[Flaws in the Authenticated Lesson Plans in the Department of Literature and Languages through the Lens of Trainee Teachers in Zambian Secondary Schools ]]>
<![CDATA[Pethias Siame]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 3 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1604
<![CDATA[The paper presents common flaws in the lesson plans which were authenticated by Heads of Department (HoDs) in the Department of Literature and Languages across Zambia for student teachers from Kwame Nkrumah University who underwent their teaching experience in 2020 and 2022. A flaw is synonymous to defect, fault and pitfall which should be viewed as a challenge or problem which requires immediate attention and possible solutions. Teaching experience allows trainee teachers to apply theoretical knowledge and skills gained during their course of training. The study employed Critical Discourse Analysis framing to account for flaws in the authenticated lesson plans. Qualitative approach, observation and document analysis methods were adopted. Thematic and descriptive concepts were used to analyse the data. The study shows that some mentors of students on teaching experience did not guide the trainee teachers well. In addition, some HoDs did not take keen interest to check the nature of lesson plans before authenticating them. Lesson plans lacked brainstorming during introductions, had disoriented developments which lacked class and individual activities. It is recommended that HoDs conduct thorough discourse analysis of what they authenticate.]]>
<![CDATA[Effectiveness of Blended Learning Method Through Google Classroom on Learning Independence and Improving Concepts Understanding of Class V Students on Human Digestive System Materials ]]>
<![CDATA[Rukmi Tri Wahyuni]]>;
<![CDATA[RM. Teguh Supriyanto]]>;
<![CDATA[Rif’at Shafwatul Anam]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 3 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1801
<![CDATA[This study aims to analyze the effectiveness of applying the blended learning method in increasing students' conceptual understanding of the human digestive system material and to analyze the effectiveness of science learning using the blended learning method in student independence in the human digestive system material. This research method used a Quasi Experimental Design. The research design consisted of two groups, each of which was randomly selected (R). The first group was given treatment (X) and the other group was not. In research, the group that was given treatment was called the experimental group and the group that was not given treatment was called the control group. The number of respondents in this study amounted to 27 children. This study used the SPSS 21 program with paired sample t-test and independent sample t-test. The results of this study are that the application of the blended learning method in increasing students' conceptual understanding of the material on the human digestive system has been effective, this is evidenced by a significance value of 0.00 <0.05. Science learning with the blended learning method in the independent learning of students in the human digestive system material is very effective, this is evidenced by a significance value of 0.00 <0.05.]]>
<![CDATA[EFL Students' Entrepreneurial Tendencies: Is It a Misdirected Issue? ]]>
<![CDATA[Isna Humaera]]>;
<![CDATA[Ahmed Sardi]]>;
<![CDATA[Fitri Amaliah Akbal]]>;
<![CDATA[Ali Syahban Amir]]>;
<![CDATA[Ruslan Hasyim]]>;
<![CDATA[Nurdin Noni]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 3 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1822
<![CDATA[This paper examines the EFL students' tendencies toward entrepreneurship and whether this phenomenon is misdirected or not. It was investigated by using descriptive qualitative through thematic analysis. The findings showed that the EFL students had run some businesses and planned to run self-employed businesses shortly. This resulted in most students having run businesses that support their field of knowledge. These businesses are English language courses, translation or editing services, and private classes. This tendency made them have challenges in business competitiveness. Whether it was misdirected or not, that depended on the EFL students’ career opportunities. Thus, some of them tended to choose to open culinary businesses, online shops, and clothing stores that are more likely.]]>
<![CDATA[EFL Student Perceptions of the International Internship Program based on the Edupreneur Perspective ]]>
<![CDATA[Reskyani Reskyani]]>;
<![CDATA[Uswatun Hasanah]]>;
<![CDATA[Saiful Gaffar]]>;
<![CDATA[Abdul Rahman]]>;
<![CDATA[Nurdin Noni]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 3 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1823
<![CDATA[This study aims to identify EFL students’ perceptions of international internship programs based on an edupreneur’s perspective. This study employs descriptive qualitative methods. There were five students involved in this study who were selected purposefully. They are EFL students who have attended international internships in Thailand. Data collection was carried out by conducting interviews. The results of this study show that the majority of students stated that this program was very useful. Both academically and non-academically. From the entrepreneur perspective, it was found that students who were involved in the internship program received a salary, facilities, and experience that could train their independence. Even though there are several problems, this is only a technical aspect that can be improved.]]>
<![CDATA[The Impact of Career Systems, Motivation, and Work Discipline on The Performance of Foundation Lecturers at Private Higher Education in Bali Province through Job-Insecurity ]]>
<![CDATA[I Nengah Sudja]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 3 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1847
<![CDATA[This study attempts to explain the influence of the career system, motivation, and discipline on the performance of foundation lecturers at private tertiary institutions in the Province of Bali through job-insecurity. The objects of observation were four large private tertiary institutions in Denpasar, namely: Warmadewa University, National Education University, Mahasaraswati University, Ngurah Rai University, and Mahendradatta University. From the five universities, 40 foundation lecturers were selected, so the number of respondents = 200 foundation lecturers. The analytical method used is the structural equation model (SEM), with exogenous variables: career system, motivation and work discipline; endogenous variables: lecturer performance; and the intervening variable: job-insecurity. Research findings and results show that: (1) a good career system has a significant positive effect on the performance of PTS foundation lecturers; (2) motivation to become lecturers with higher quality has a significant positive effect on the performance of PTS foundation lecturers; (3) work discipline has no significant effect on the performance of PTS foundation lecturers; (4) the career system has a significant negative effect on job-insecurity; (5) motivation has a significant negative effect on job-insecurity; (6) work discipline has no significant effect on job-insecurity; and (7) job-insecurity has a significant negative effect on the performance of PTS foundation lecturers in Bali Province. (3) work discipline has no significant effect on the performance of PTS foundation lecturers; (4) the career system has a significant negative effect on job-insecurity; (5) motivation has a significant negative effect on job-insecurity; (6) work discipline has no significant effect on job-insecurity; and (7) job-insecurity has a significant negative effect on the performance of PTS foundation lecturers in Bali Province. (3) work discipline has no significant effect on the performance of PTS foundation lecturers; (4) the career system has a significant negative effect on job-insecurity; (5) motivation has a significant negative effect on job-insecurity; (6) work discipline has no significant effect on job-insecurity; and (7) job-insecurity has a significant negative effect on the performance of PTS foundation lecturers in Bali Province.]]>
<![CDATA[Business Education Curriculum Content and Entrepreneurial Skills Development of Business Education Students in Public Universities in Lagos State, Nigeria ]]>
<![CDATA[Elizabeth Remilekun Ore]]>;
<![CDATA[Abosede Mariam Hassan]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 3 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1878
<![CDATA[This study examined the effectiveness of Business Education curriculum content and the entrepreneurial skills development of Business Education students in public universities in Lagos State, Nigeria. The study examined the extent to which Business Education curriculum content has helped to build students entrepreneurial skills. One hypothesis was formulated and tested at 0.05 level of significance. Descriptive survey research design method was adopted for the study. The population of the study was 100 to 400 level Business Education students from two public universities in Lagos State and purposive sampling technique was used to draw the sample size of 200 participants from the population. A four rating structured questionnaire titled “Effectiveness of Business Education Curriculum Content and Entrepreneurial Skills Development of Students’” (EBECESDS) was employed to gather data for the study. Regression statistics was used to test the hypothesis. Results from the findings revealed that Business Education curriculum content does not equip students with the required entrepreneurial skills needed to be self-reliant. Based on the findings, the study recommended that the curriculum content should be enriched and updated on a regular basis.]]>
<![CDATA[A Literature Review of Indonesian Students' Mathematical Communication Ability in Geometry Materials ]]>
<![CDATA[Rayinda Khaerul Wiladah Bahrun]]>;
<![CDATA[Dadan Dasari]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 3 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1880
<![CDATA[The purpose of this study is to identify and examine students' written mathematical communication skills in geometry subject over the last five years. This study is a literature review that was conducted by looking for and assessing similar previous studies. Several stages were completed in this research: (1) identifying articles that discussed communication skills in geometry material, (2) analyzing student mathematical communication abilities in working geometry questions, and (3) identifying similarities in mathematical communication inhibiting factors. According to the findings of the study's six articles, pupils had difficulties articulating ideas, mathematical circumstances in writing with visuals, and algebra, expressing ideas or mathematical situations in everyday life in algebraic form. Students' mathematical communication abilities have not achieved their full potential. Of course, there are numerous elements that influence this, including pupils' lack of desire to describe or comprehend the challenges or problems they confront. Students do not understand the fundamental principles involved in answering these questions. Some pupils also do not understand the context of the questions, resulting in carelessness factor in communicating it mathematically.]]>
<![CDATA[The Effect of Inquiry Social Complexity (ISC) Learning Models to Improve Students' Critical Thinking Ability on Temperature and Heat ]]>
<![CDATA[Febryna Rachmadani]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 3 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline1897
<![CDATA[The main problem in this study is the low ability to think critically because students have not been trained to solve a problem in critical learning. Researchers try to solve the problem by applying the Inquiry Social Complexity (ISC) model to determine the effect of this model on students' critical thinking skills in the subject of temperature and heat. This study used a quasi-experimental method with a nonequivalent control group design. This research was conducted at MAN 3 Tangerang in February 2023. The research sample consisted of 64 students consisting of 32 students in class XI IPA 3 (experimental class) and 32 students in class XI IPA 1 (control class) using a purposive sampling technique. The instrument used was a problem solving ability test instrument consisting of 15 description questions. Based on the results of hypotehsis testing using the independent sample test at a significance level of 5%, the Sig. (2-tailed) of 0.000 so that Sig. (2-fish) < 0.05. The results showed that the Inquiry Social Complexity (ISC)model had an effect on students' problem solving abilities on sound wave material. In addition, the average N-gain result for the experimental class was 0.77 (high category) while the control class was 0.45 (moderate).]]>
