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EduLine: Journal of Education and Learning Innovation
Published by Yayasan Ahmar Cendekia Indonesia
ISSN : -     EISSN : 27756173     DOI : https://doi.org/10.35877/454RI.edulinev1i1
Core Subject : Science, Education,
Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other
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
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 4 Documents
 1 
Search results for , issue "Vol. 5 No. 4 (2025)" : 4 Documents clear
Using Block Model Approach in Enhancing Pupils’ Word Problem Solving Performance Baluyos, Genelyn
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 4 (2025)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4297

Abstract

The Block Model Approach plays a vital role in the pupils' problem-solving performance in Mathematics. This experimental study investigated the effectiveness of the Block Model Approach in improving problem-solving skills among Grade 2 pupils in a public school in Misamis Occidental. Using the Solomon Four-Group Experimental Design, 40 pupils were randomly assigned to experimental and control groups, with pretest and posttest measures. A researcher-made 20-item Word Problem Solving Test was used to assess students' performance. Data were analyzed using mean, standard deviation, t-test, and two-way ANOVA. The findings revealed that, in the pretest, most pupils in both groups did not meet expectations, with the experimental group slightly outperforming the control group. After using the Block Model Approach, the control group showed minimal improvement, while the experimental group demonstrated substantial progress, with many pupils reaching satisfactory levels. A significant difference between the experimental and control groups in pretest and posttest performance underscored the Block Model Approach's effectiveness. However, no significant differences were observed between the control or experimental groups, suggesting that the pretest did not impact the outcomes. The Block Model Approach independently contributed to the improved performance of the experimental group. Therefore, using the Block Model Approach can effectively enhance problem-solving abilities in elementary mathematics education. Math teachers may adopt the Block Model Approach to promote equitable learning and enhance problem-solving skills, regardless of students’ prior knowledge. Keywords: Block Model Approach, intervention strategies, Mathematics education, problem-solving, Solomon Four-Group Design
The Effectiveness of the Flash Card-Assisted Make-A-Match Model on the Interest and Learning Outcomes of Fourth Grade Mathematics Students Tando', Wanda Lestari; Syam, Nur; Saputra, Andi Muhammad Akbar
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 4 (2025)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4348

Abstract

This study aimed to determine the effectiveness of the Make a Match cooperative learning model, using Flash Cards, in improving fourth-grade students' interest and learning outcomes in mathematics. Data were obtained through a quantitative approach with a one-group pretest-posttest experimental design involving 29 fourth-grade students at Kapasa Public Elementary School in Makassar City. The research instruments consisted of a learning outcome test to measure cognitive aspects and a questionnaire to assess student learning interest. Data analysis was conducted using a paired sample t-test to compare scores before and after the treatment. The analysis results showed a significant difference between the pretest and posttest scores for both interest and learning outcomes, with a significance value (Sig. 2-tailed) of 0.000 < 0.05. This difference confirms that the applied learning model positively influences student engagement and learning outcomes. The main findings of this study indicate that the implementation of the Make a Match model, using Flash Cards, is effective in creating a more active and enjoyable learning environment, and significantly improving fourth-grade students' interest and learning outcomes in mathematics.
Analysis of Teacher Strategies in Learning to Overcome Bullying Behavior and Increase Tolerance of Grade IV Students at SDN 108 Moncongloe Suryadi M., Nova Anjarsari; Setiawan, Ince Prabu; Hastati, Sri
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 4 (2025)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4382

Abstract

This study aims to analyze the strategies used by teachers in learning to overcome bullying and increase tolerance in fourth-grade students and identify supporting and inhibiting factors in their implementation. This type of research is a case study, using a descriptive qualitative approach with fourth-grade teachers, principals, and fourth-grade students as subjects. Data were obtained through observation, interviews, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The results show that teacher strategies in overcoming bullying include being a role model, providing advice, and internalizing character values. Meanwhile, strategies in building student tolerance are carried out through group work, collaborative activities, and habituating respect for differences. The findings of this study reveal that school institutional support, parental involvement, and a conducive school climate are factors for success, while time constraints and heterogeneity of student backgrounds are the main obstacles.
The Relationship Between Discipline and Motivation on Mathematics Learning Outcomes of SMP Negeri 3 Pana Students Fatwa, Inayanti
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 4 (2025)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4585

Abstract

This research uses quantitative methods. The data obtained were then analyzed with a series of statistical tests to examine the partial and simultaneous relationship between independent variables and the dependent variable. The t-test results show that learning discipline has a positive and significant relationship with Mathematics learning outcomes, with a correlation coefficient of 0.762 and a significant value (Sig.) of 0.000. In addition, learning motivation also has a positive and significant relationship with Mathematics learning outcomes, with a correlation coefficient of 0.726 and a significant value (Sig.) of 0.000. Simultaneously, the F test results show that learning discipline and learning motivation together have a positive and significant relationship with Mathematics learning outcomes, with a calculated value of 38.668 and a significant value (Sig.) of 0.000. Thus, it can be concluded that there is a positive and significant relationship between learning discipline and Mathematics learning outcomes, as well as between learning motivation and Mathematics learning outcomes. Simultaneously, the relationship between learning discipline and learning motivation with Mathematics learning outcomes is also positive and significant. This means that the higher the learning discipline and learning motivation of students, the higher the mathematics learning outcomes achieved.

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