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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 10 Documents
 1 
Search results for , issue "vol. 6 no. 2 (2026)" : 10 Documents clear
Predictive Role of Academic Procrastination, Locus of Control and Self-Efficacy on Academic Performance of Pre-service Teachers Khageswar Bhati; Laxmidhar Behera; Sanjib Gahir
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.eduline4608

Abstract

Investigating the factors that influence academic performance is essential for improving student learning outcomes, particularly for pre-service teachers. This study examined the influence of gender, age and academic stream on academic procrastination, locus of control and self-efficacy; and it investigates the predictive role of academic procrastination, locus of control and self-efficacy towards academic performance of pre-service teachers. Ex-post facto research design is used in the study. Data were collected from 348 subjects enrolled in teacher education programme. Three measures of academic procrastination, locus of control and self-efficacy were completed by the participants; and the GPA scores was self-reported. Independent t-test, Analysis of variance and Multiple regression were used to examine study hypotheses. Result indicate gender has significant effect on pre-service teacher’ locus of control. There are no significant differences in academic procrastination, locus of control and self-efficacy according to age and academic stream. According to multiple regression analysis, academic procrastination had negative influence on performance scores and locus of control had no effect on academic performance. Moreover, self-efficacy found to have a significant positive role to facilitate academic performance of pre-service teachers. Result implies the need to develop efficacy belief of pre-service teachers as it has positive contribution to academic performance. Studying demographic differences in key variables investigated and understanding developmental delay behaviour of pre-service teachers could yield considerable implications to the field of teacher education.
Pedagogical Mediation by Academic Librarians with ICT for the Development of Critical Thinking in Library and Information Science Students: A Systematic Review Kayode Sunday John Dada; romoke Opeyemi Quadir
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.eduline4683

Abstract

This systematic review examines how pedagogical mediation by academic librarians using Information and Communication Technologies (ICT) contributes to the development of critical thinking among Library and Information Science (LIS) students at Ahmadu Bello University (ABU), Zaria. Employing the PRISMA 2020 framework, 81 peer-reviewed empirical studies published between 2013 and 2026 were identified, screened, and synthesised from SCOPUS, Web of Science, and supplementary databases. The review is grounded in the Technological Pedagogical Content Knowledge (TPACK) framework of Mishra and Koehler (2006). Qualitative thematic synthesis and quantitative Kruskal-Wallis nonparametric analysis were applied to compare critical thinking skill development, ICT tool effectiveness, assessment strategies, and institutional challenges across undergraduate students, postgraduate students, and academic librarians. Results reveal that problem-based learning with ICT (? = .48, p < .001) and blended learning environments (? = .41, p < .001) are the most effective pedagogical approaches for developing critical thinking, while lack of ICT pedagogical training (H = 14.67, p < .001) and role ambiguity for academic librarians (H = 13.77, p < .001) emerge as the most significant barriers. Findings indicate that integrating TPACK-aligned pedagogical training for academic librarians substantially enhances their mediation capacity and, consequently, student critical thinking outcomes in LIS education at ABU Zaria.
Analysis of Competency GAPs among Computer and Network Engineering (TKJ) Students in Relation to Industry Needs and Their Implications for Learning Technology Design Ashabul Taufik; Kamal; Nur Alamsyah
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.eduline4800

Abstract

This study aims to analyze the competency GAP of Computer and Network Engineering (TKJ) students in relation to industry demands and to formulate its implications for instructional technology design. This study employs a mixed methods approach with an explanatory sequential design involving 31 twelfth-grade TKJ students who have completed their industrial internship (Praktik Kerja Lapangan/PKL). Quantitative data were collected through a Likert-scale questionnaire and analyzed using descriptive statistics and GAP analysis, while qualitative data were obtained from open-ended responses and analyzed using thematic analysis. The results show that TKJ learning has provided a strong foundation of basic competencies, particularly in preparing students for industrial internships and initial job readiness. However, competency GAPs remain in the integration of up-to-date industrial technologies and the depth of troubleshooting practices aligned with industry standards. The GAP analysis reveals that the highest GAPs occur in the discussion of current technologies (1.48) and troubleshooting skills based on industry standards (1.45). The findings of this study indicate that integrating quantitative GAP analysis with qualitative reflections from internship experiences provides a comprehensive empirical basis for developing adaptive, practice-based, and industry-aligned instructional technology design.
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

Abstract

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

Abstract

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.
Instructional Videos for Strengthening Students’ Understanding in Social Studies: Evidence from a Quasi-Experimental Study Aulia Salsabila; Hamka; Syamsuria
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.eduline5175

Abstract

This study examines the effect of using instructional video on improving students' understanding in Social Studies learning at MTs Mursyidul Awwam Cenrana. The study employed a quantitative quasi-experimental method with a pretest-posttest control group design. The population consisted of all eighth-grade students, while the sample involved 28 students divided into an experimental class and a control class, each containing 14 students. The experimental class learned through instructional video, whereas the control class received conventional teaching. Data were collected using multiple-choice pretest and posttest instruments and supported by documentation. The data were analyzed through descriptive statistics, normality testing, homogeneity testing, independent sample t-test, and normalized gain analysis. The results show that the experimental class mean score increased from 40.00 to 91.07, while the control class increased from 40.36 to 70.71. The independent sample t-test produced a significance value of 0.001, indicating a significant difference between the two classes. The N-Gain score was 0.85 for the experimental class and 0.51 for the control class. The findings indicate that instructional video has a positive, significant, and more effective effect on students' understanding than conventional learning.
YouTube as a Digital Learning Medium for Fostering Learning Interest among Lower Secondary Students Nur Fadilla; Syamsuria; Hamka
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.eduline5177

Abstract

This study examines the effect of using the YouTube platform as learning media on students' learning interest at MTs Mursyidul Awwam Cenrana. The study employed a quantitative approach with an ex post facto design because the use of YouTube as a learning medium had occurred before the data were collected. The research population consisted of all eighth-grade students of MTs Mursyidul Awwam, and saturated sampling was used to involve 28 students from classes VIII A and VIII B. Data were collected through closed questionnaires and documentation, then analyzed using descriptive statistics, validity and reliability testing, prerequisite tests, and simple linear regression with SPSS version 25. The results show that all questionnaire items were valid, with the reliability coefficients of the YouTube variable and learning interest variable reaching 0.844 and 0.826, respectively. The regression analysis produced the equation Y = 17.464 + 0.609X, with a significance value of 0.001 and an R Square value of 0.340. These findings indicate that YouTube has a positive and significant effect on students' learning interest and explains 34.0% of the variance in students' learning interest.
Financial Literacy and Consumptive Behavior in the Digital Era: Evidence from Senior High School Students Miranty; Yusuf; 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.eduline5194

Abstract

The rapid advancement of digital technology has broadened students' access to online shopping platforms, social media, and digital financial services, contributing to an increasingly uncontrolled consumptive tendency among students. This study examines the influence of financial literacy on students' consumptive behavior in the digital era. The study employs a quantitative explanatory approach involving a population of 200 tenth-grade students at SMAN 4 Bone. A sample of 40 students was determined through proportional stratified random sampling across six classes. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability, and were subsequently analyzed using simple linear regression with the assistance of IBM SPSS. The instrument testing showed that all statement items for both the financial literacy and consumptive behavior variables were valid and reliable. The regression analysis revealed a negative coefficient of -0.081 with a very small coefficient of determination (R Square) of 0.002, indicating that financial literacy accounted for only 0.2% of the variance in consumptive behavior, while the remaining 99.8% was explained by factors outside the model. These findings suggest that higher financial literacy is associated with a decline in consumptive tendencies, although the effect is relatively weak, as students' consumption patterns in the digital era are more strongly shaped by external factors such as social media, trends, and the ease of online transactions.
Video Tutorial-Based Instruction and Multidimensional Learning Engagement in Computer and Network Engineering Vocational Education Lilis Suryani; Asmah Amir; Syarifnur
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.eduline5209

Abstract

This study examined the effect of video tutorial media on students’ learning engagement in the Vocational Concentration subject of Grade XI Computer and Network Engineering (TKJ) students at SMK Negeri 4 Bone. A quantitative approach with a pre-experimental One Group Pretest-Posttest Design was employed. The sample consisted of 16 students selected through total sampling. Data were collected using questionnaires, observations, and documentation. The results showed that students’ learning engagement increased after the implementation of video tutorial media. The average score improved from 71.31 (high category) to 91.12 (very high category). The Shapiro–Wilk test confirmed that the data were normally distributed, while the Paired Sample t-test revealed a significant difference between pre-test and post-test scores (p < 0.05). The findings indicate that video tutorial media has a positive and significant effect on students’ learning engagement, particularly in behavioral, emotional, and cognitive dimensions. In conclusion, video tutorial media is an effective learning tool for enhancing students’ engagement in vocational education and can support more active and meaningful learning experiences.
Canva-Based Microlearning for Conceptual Understanding and Short-Term Knowledge Retention in Vocational Education Julita; Syarifnur; Ahmad Nurul Ihsan B
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.eduline5213

Abstract

This study examines the effect of Canva-based microlearning on students' knowledge retention in the Basic Vocational Subjects course for tenth-grade students of the Computer and Network Engineering Program at SMK Negeri 4 Bone. This study employed a quantitative pre-experimental approach using a one-group pretest–posttest–retest design. The participants consisted of 20 students selected through total sampling. Data were collected using validated and reliable achievement tests and classroom observations. The collected data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the paired-samples t-test to determine the effectiveness of the learning intervention. The results reveal that students' learning achievement improved after the implementation of Canva-based microlearning, as indicated by higher posttest scores compared with pretest scores. The delayed retest also demonstrated a high level of knowledge retention, indicating that most of the acquired knowledge was maintained one week after the learning intervention. Statistical analysis further confirmed significant differences between students' pretest and posttest scores as well as between posttest and retest scores, demonstrating the effectiveness of the intervention. The findings of this study suggest that Canva-based microlearning effectively enhances students' conceptual understanding while supporting short-term knowledge retention through concise, structured, and visually engaging learning materials. These findings provide empirical evidence of the effectiveness of Canva-based microlearning in promoting sustainable learning outcomes in vocational education.

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