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[Experiences of Math Pre-service Teacher in Microteaching ]]>
<![CDATA[Baluyos, Genelyn R.]]>;
<![CDATA[Insong, Ralph Joseph G.]]>;
<![CDATA[Jumawan Jr., Nelson A.]]>;
<![CDATA[Lumayag, Junjie B.]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 4 No. 4 (2024) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline2135
<![CDATA[In the rise of the digital age, microteaching is an excellent factor in education. Education usually uses microteaching as their teaching method because this study described the experiences encountered by Math preservice teachers in microteaching. This study utilized the qualitative approach using phenomenological design. The study participants included ten math preservice teachers who underwent microteaching for the school year 2021-2022 and were selected through purposive sampling. The researcher used a researcher-made interview guide to elicit data from the participants using Moustakas' structured method of data analysis. Results revealed four themes: 1.) Mixed Emotions in Preparing for Microteaching; 2.) Efficiency of Learning Materials for Microteaching; 3.) Technical Difficulties in Actual Teaching 4.) Realizing One's Ability in Teaching. This study concluded that microteaching helps math preservice teachers in their teaching careers and develops abilities and strategies that they acquire to enable them to become effective teachers. However, they also encountered negative experiences in microteaching. The math preservice teacher developed negative emotions in preparing for microteaching and experienced technical difficulties in the actual demonstration. The study recommends that teachers explore other microteaching techniques in advance programming for editing digital materials and platforms, including Office 365 and Google Suite, and let the math preservice teacher with no laptops and unstable internet connection use the Media Resource Laboratory. Future researchers must conduct another study exploring the factors of developing negative and positive reactions in microteaching.]]>
<![CDATA[Academic Procrastination among College Students: Do Self-Efficacy and Social Support Matter? ]]>
<![CDATA[Viona Nada]]>;
<![CDATA[Eko Sujadi]]>;
<![CDATA[Betaria Putra]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 4 No. 4 (2024) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline2916
<![CDATA[Academic procrastination, a common behavior among university students, is concerning due to its potentially adverse impact on their academic performance. This study aims to explore the impact of self-efficacy and social support on academic procrastination. Employing a quantitative approach with a survey design, 120 students were selected using a convenience sampling technique. Data collection involved self-efficacy, social support, and academic procrastination scales, analyzed through descriptive statistics, simple regression, and multiple regression. The findings indicated low levels of academic procrastination, with self-efficacy and social support falling within moderate ranges. Hypothesis testing demonstrated the partial influence of self-efficacy and social support on academic procrastination. Simultaneous testing confirmed the combined impact of self-efficacy and social support on academic procrastination. This study underscores the significance of counseling services in higher education to address and mitigate academic procrastination by enhancing social support and self-efficacy. Future research should consider testing a more intricate structural model involving additional variables that may directly or indirectly affect academic procrastination.]]>
<![CDATA[The Effect of Augmented Reality Cartoon Learning Media Integrated with Tri-sipaka Values on Student Awareness of the Three Great Sins in Education ]]>
<![CDATA[Amaliah M., Arizka]]>;
<![CDATA[Nengsi, Devi Wahyu]]>;
<![CDATA[B.Hi.Muhammad, Ummu Salamah]]>;
<![CDATA[Amaliyah, Nadifah]]>;
<![CDATA[Hidayat, Wahyu]]>;
<![CDATA[Patongai, Dian Dwi Putri Ulan Sari]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 4 No. 4 (2024) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline2805
<![CDATA[This study aims to determine the influence and effectiveness of the use of ARTOON: Augmented Reality Cartoon learning media integrated with Tri-sipaka values in increasing students' awareness of the three major sins in education, namely bullying, sexual violence, and intolerance. The research method uses a mixed method approach with convergent design. The population in this study was grade XI students of SMA Negeri 11 Pinrang and the sample used consisted of all grade XI students specializing in biology totaling 43 students. Sample withdrawal uses the Non-probability sampling technique with the purposive sampling method. Using a mixed method approach with convergent design, the study involved 43 students in grade XI of SMA Negeri 11 Pinrang. The data analysis technique uses descriptive analysis, inferential statistics with Paired Sample T-test, Miles and Huberman interactive analysis for qualitative data, and data interpretation. The results of this study show that there is an influence of the application of augmented reality cartoon learning media integrated with tri-sipaka values in increasing students' awareness of the three major sins in education. In addition, this learning media has also proven to be effective in increasing students' awareness of the three major sins in education. The results of this study can be a reference for schools in terms of integrating tri-sipaka values in learning.]]>
<![CDATA[Literature Review: Innovations in Biology Learning Media ]]>
<![CDATA[GH, Muliana]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 4 No. 4 (2024) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline2842
<![CDATA[This research aims to identify the innovations in biology learning media that have been discovered and developed in the last 10 years. The research method used is a literature review method, utilizing secondary data from articles in national and international journals published between 2014 and 2024. Based on the research results, information was obtained regarding the biology learning media that have been used and developed over the past decade. These innovations in biology learning media include 32 types of innovations, consisting of 30 technology-based learning media and 2 non-technology learning media. The findings of this study are expected to serve as a reference for educators in using and developing biology learning media that align with the biology material or sub-topics.]]>
<![CDATA[Using PhET Interactive Simulations to Improve the Learners’ Performance in Science ]]>
<![CDATA[Dy, Abbie U.]]>;
<![CDATA[Lagura, Jessel C.]]>;
<![CDATA[Baluyos, Genelyn R.]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 4 No. 4 (2024) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline2981
<![CDATA[In the science section of the 2018 Programme for International Student Assessment (PISA), the Philippines came in last out of all the participating countries. Through a classroom-based research methodology, the study aimed to determine the effectiveness of using Physics Education Technology (PhET) to enhance learners' performance in science in grade 10. Thirty-three pupils from a public school in Ozamiz City were chosen by purposive sampling in the academic year 2023–2024. Both qualitative and quantitative approaches were used in the study; data were gathered through interviews and a test created by the researcher. To understand the results thoroughly, statistical analysis was conducted using Minitab and HyperResearch, utilizing methods such as mean, standard deviation, t-test, and theme analysis. The study aimed to achieve the following objectives: Determine the learners’ performance before using PhET interactive simulations; Determine the learners’ performance before using PhET interactive simulations; Identify significant difference in learners' performance before and after using PhET interactive simulation; and explore other observed developments among the learners after the use of PhET interactive simulation. The findings revealed an outstanding improvement in the learners’ overall performance following the integration of PhET interactive simulations into science learning. Therefore, the PhET interactive is an effective tool for improving the learners’ performance in science. This supports a recommendation that PhET simulations can be effectively incorporated to enhance students' understanding of scientific concepts.]]>
<![CDATA[The Effectiveness of Using LiveWorksheets on Students’ Reading Skill of Narrative Text at MAN Temanggung ]]>
<![CDATA[Husain Subroto, Fatimatu Khoirunnisa]]>;
<![CDATA[Arochman, Taufik]]>;
<![CDATA[Karma, Carolus Prima Ferri]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 4 No. 4 (2024) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline2998
<![CDATA[This study aimed to determine whether there is a significant difference in reading skills between students taught using LiveWorksheets and those taught with paper-based worksheets, as well as to understand students' perceptions of using LiveWorksheets to improve their reading skills. The research was quasi-experimental and involved tenth-grade students at MAN Temanggung, selected through purposive sampling into a control class and an experimental class, each with 36 students. Data were collected through tests (pretest and posttest) and questionnaires. Test data were analyzed using SPSS, while non-test data were analyzed using descriptive quantitative methods. The data analysis reveals a significant difference in reading skill scores between students taught with LiveWorksheets and those taught with paper-based worksheets, with a significance value of 0.032, indicating the difference is statistically significant. Students' perceptions of LiveWorksheets are very positive, with 90.73% rating its use in assessments highly and 93.05% recognizing its benefits in reading. Additionally, 88.88% of students strongly disagreed that LiveWorksheets have significant weaknesses, leading to an overall approval rating of 91.55%. The study concludes that LiveWorksheets is effective in improving students' narrative text reading skills, with most students viewing it as an effective and useful tool without notable drawbacks.]]>
<![CDATA[Analysis of Cognitive Development Theory by Jean Piaget on Color Games on Early Childhood Development ]]>
<![CDATA[Indriyani, Ratih]]>;
<![CDATA[Taswadi]]>;
<![CDATA[Sobandi, Bandi]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 4 No. 4 (2024) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline3068
<![CDATA[This study analyzes the application of Jean Piaget's cognitive development theory through color play in early childhood development. This study uses a systematic literature review approach with secondary data obtained from journals searched through Google Scholar, Scopus, and PubMed. A total of 10 journals met the inclusion criteria after going through the selection, coding, and quality assessment processes. The results of the analysis show that color play functions as a visual stimulus that stimulates cognitive development, including logical thinking skills, classification, and problem solving in early childhood. The main findings of this study reveal that the application of Jean Piaget's theory through color play has a significant effect on children's cognitive and fine motor development. This study emphasizes the importance of learning media that are adjusted to the child's developmental stage to increase the effectiveness of learning.]]>
<![CDATA[Development of Learning Module Flipbook with STEAM Approach in Philosophy Course Education ]]>
<![CDATA[Ekaputra, Firdiawan]]>;
<![CDATA[Fuldiaratman, Fuldiaratman]]>;
<![CDATA[Syahri, Wilda]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 4 No. 4 (2024) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline3144
<![CDATA[The purpose of this study was to develop a learning module flipbook with a STEAM approach in the philosophy of education course. The method used in this research is the Research and Development method. The development model used in this study, namely the ADDIE model which consists of 5 stages including analysis, design, development, implementation, and evaluation. Learning module flipbook media products with the STEAM approach that have been developed are then assessed by media experts and material experts to determine the validity of the media that has been developed. After the developed media is declared feasible to be carried out to the next stage, the feasibility test stage is carried out by students. The subjects used in the product feasibility test in this study were 5 students of the Jambi University Chemistry Education Study Program who had taken the philosophy of education course in the product feasibility test. Based on the results of the product feasibility test assessment, the learning module flipbook with the STEAM approach in the philosophy of education course obtained a score of 90.71 with very good criteria.]]>
<![CDATA[The Need for Active Learning is a Concern for Students’ Performance in ELT Context: A Case in Libya Educational School in North Cyprus ]]>
<![CDATA[Bardis, Ben]]>;
<![CDATA[Khmis, Suhir Mohamed]]>;
<![CDATA[Mohamed Krid, Suhir]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 4 No. 4 (2024) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline3156
<![CDATA[The need to enhance language competence of students has become a contemporary issue to tackle in the domain of English Language Teaching (ELT). The fact remains persuasive as teaching and learning approaches must be significant and student-centred in order to enhance students’ language competence in teaching industries. Active learning involves evidence- based teaching tasks to make students take part massively and directly in classroom activities. The purpose of the study is to explore the perception of both the teaching staff and the school managers on the dynamics of active learning. The participants of the study are 10 teachers (6 Females and 4 Males) and 3 Managers in Secondary School Section of Libyan Educational School in North Cyprus. The investigation entails a qualitative method by using interview guide questions for both the EFL teaching staff and school managers. The study’s findings indicate that, though the teachers and their managers are aware of active learning, they however lack logistics to implement and sustain its policies. The pedagogical implication stresses on the following strategical issues such as Fundamental strategy; Emphasis on positive learning styles; Reassurance for student-student’s interactive communication and Making students innovators and self-sufficient in learning. Furthermore, these strategic tasks serve as a take-home knowledge to engross our students in active learning for the enhancement of the four language skills in English as a foreign language (EFL) context.]]>
<![CDATA[Teaching Factory Model as an Innovative Educational Approach to Enhance Competence Development in Hospitality: A Case Study at de Balen Soultan Hotel ]]>
<![CDATA[Gumilar, Gugung]]>;
<![CDATA[Ridwan, Masri]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 4 No. 4 (2024) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline3170
<![CDATA[This study investigates the impact of the Teaching Factory model on the development of student competencies in the hospitality sector at de Balen Soultan Hotel. Despite the growing importance of practical skills in the industry, gaps remain in the effectiveness of current educational approaches. To address this issue, the research employs a quantitative method using Multiple Linear Regression analysis via IBM SPSS 25 software to evaluate the relationship between the implementation of the Teaching Factory model (independent variable) and waiter competencies (dependent variable). Data were collected from 74 students enrolled in the Lombok Tourism Polytechnic catering program, utilizing a purposive sampling technique. The findings reveal a strong positive correlation (0.850) between the Teaching Factory model and student competencies, indicating that the model significantly enhances students’ preparedness for industry demands. The study concludes that implementing the Teaching Factory model is crucial for equipping students with essential skills, thereby fostering their success in the hospitality sector. It recommends further integration of industry practices into vocational training programs to improve student outcomes and enhance their employability]]>
