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
Articles
295 Documents
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[The The Effect of Outdoor Activity Method on Learning Activity and Science Learning Outcomes ]]>
<![CDATA[Alfrida Yani Pabete]]>;
<![CDATA[Mas’ud Badolo]]>;
<![CDATA[Rifat Shafwatul Anam]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 2 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35877/454RI.eduline1502
<![CDATA[The aims of this research was to analyze effect of learning using the outdoor activity method on students' science learning activities and outcomes in the matter of energy and its changes. This learning experiment has a one group pretest-posttest design through a quantitative approach using statistical data analysis obtained from 21 fourth grade students at SDN 18 Sadan who were sampled. Data was collected using tests for student learning outcomes, while student activity during learning was measured using questionnaires and observations. Based on the numbers obtained, the average score of student learning activities is 45.05 and is in the high category. Based on observations obtained in general 85.5% are active when learning. Based on the analysis of learning outcomes data with the t test, the sig value was obtained. 0.000 which leads to the conclusion that the outdoor activity method has an influence on the activities and learning outcomes of science students in class IV SD Negeri 18 Sadan.]]>
<![CDATA[Speaking English as Experienced by Grade 7 Students: A Phenomenological Study ]]>
<![CDATA[Kathleen Rivera]]>;
<![CDATA[Haydee Villanueva]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 2 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35877/454RI.eduline1622
<![CDATA[Speaking the English language can be difficult for some second-language learners. This study explored the difficulties and experiences of using the English language among selected Grade 7 students in one of the private institutions in Ozamiz City, Philippines. The study used the phenomenological research design. Six students served as the study's participants and were selected through the purposive sampling technique. Research-made Interview Guide was used in gathering the data. The Moustakas' steps of data analysis were used in analyzing the data gathered. The study yielded four themes, namely: speaking difficulties experienced, psychological effects during class, adverse outcomes of speaking difficulties, and coping with English-speaking difficulties. The participants experienced recurrent deficiencies in the target language and struggled to perform oral activities in their English classes. The English-speaking difficulties deeply impact language learners, but they endeavor to overcome their linguistic limitations. Thus, attaining a good proficiency in the English language entails recognizing the difficulties and exerting the necessary effort to overcome them.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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[Teachers’ Teaching Practices and Students’ Self-Concept in Relation To Problem-Solving Performance ]]>
<![CDATA[Shaira Faye T. Bohol]]>;
<![CDATA[Genelyn R. Baluyos]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 2 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35877/454RI.eduline1674
<![CDATA[The teachers’ teaching practices and the students’ self-concept play a vital role in the performance of students in Mathematics. This study explored the extent of Mathematics teachers' teaching practices and the level of the students' self-concept toward mathematics in relation to problem-solving performance. It was conducted on a total of 111 Grade 10 students who participated in the limited face-to-face classes in all secondary schools in District 10 of the Division of Ozamiz City. This study employed a descriptive-correlational research design. Questionnaires and a problem-solving test were utilized in gathering the data that were analyzed and interpreted using Mean, Standard Deviation, Pearson Product-Moment Correlation Coefficient, and Stepwise Multiple Regression Analysis. Results showed that the Mathematics teachers' teaching practices were demonstrated to a great extent. The students have a fair level of learned self-concept, organized self-concept, and a good level of dynamic self-concept. However, the students' performance in problem-solving did not meet the expectations of the standards set by the DepEd. It was found that there was a significant relationship between the teachers' use of mathematical representations in teaching and the students' problem-solving performance in Mathematics. Furthermore, there was a significant relationship between students' dynamic self-concept and problem-solving performance. The use of mathematical representations of teachers and students' dynamic self-concepts were the predictors of students' problem-solving performance.]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
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.]]>
<![CDATA[Principals’ Toxic Leadership Behaviour and Teachers’ Workplace Incivility in Public Senior Secondary Schools, Lagos State, Nigeria ]]>
<![CDATA[Nurudeen Olalekan Orunbon]]>;
<![CDATA[Ganiyu Abiona Ibikunle]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 2 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35877/454RI.eduline1717
<![CDATA[This paper examines the connection between toxic leadership and workplace incivility among teachers in the selected public senior secondary schools in Lagos, Nigeria. Using the stratified sampling technique, 1,274 respondents consisting of 98 principals, 196 vice-principals, and 980 teachers were selected from a total population of 20,243. A structured questionnaire was used to collect quantitative data. The Statistical Package for Social Science (SPSS) version 24.0 was used to analyse quantitative data, and the Pearson’s Product-Moment Correlation was used to test the hypotheses with the results shows that toxic leadership behaviour had a negative and non-significant correlation with teachers’ hostility in Lagos State senior secondary (r = -0.029, >0.05), and toxic leadership behaviour showed no significant correlation with teachers' withdrawal behaviour (r = 0.025, >0.05). The paper concludes that toxic leadership accounts for the derogatory treatment meted on teachers at work on Lagos State’s public senior secondary schools; and recommend the need for the Lagos State Education Districts to replace toxic leaders in schools with contemporary leadership styles that encourage team work and collaboration among teachers and allow participation in the process of decision-making.]]>
