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[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).]]>
<![CDATA[Translanguaging in EFL Classroom at A Private University in South Sulawesi ]]>
<![CDATA[Satriyana Muis]]>;
<![CDATA[Kisman Salija]]>;
<![CDATA[Sahril Nur]]>;
<![CDATA[Geminastiti Sakkir]]>
<![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.eduline1904
<![CDATA[This research aims to investigate translanguaging in an EFL classroom. Several researchers have researched translanguaging (1) Sahib (2019), (2) Saputra (2014), (3) Rabbidge (2019), Yuvayapan (2019), Aoyama (2020), and Rasmin & Nur (2023). Nevertheless, in south Sulawesi, especially Palopo still not enough. Hence, this research tries to see the practice of translanguaging in EFL classrooms. This research focused on exploring the reasons lecturers conduct translanguaging, the way lecturers conduct translanguaging in EFL classrooms, and the lecturers’ and students’ perceptions toward translanguaging. The participants of this research were two English lecturers and fifteen students in the fourth-semester English education department at Cokroaminoto Palopo University. This research applied a qualitative method, the instruments were classroom observation and interview. The result of the observation and interview was transcribed and analyzed based on the research focus. The findings of this research were the reasons lecturers conducted translanguaging the first to make their English teaching in the classroom effective and the second to make the students understand the teaching and learning material well. The way lecturers conduct translanguaging is based on the situation of the students. If the students do not understand what the lecturers explain in English, they will use translanguaging in the classroom to make the teaching and learning process run smoothly. The lecturers express a positive perception toward translanguaging which is reflected through ten positive comments about the use of translanguaging in the EFL classroom. The students also give a positive perception of the five questions that have been asked. The students can feel the benefit of the use of translanguaging in the EFL classroom.]]>
<![CDATA[Teachers' Pedagogical Practices in Relation to Students' Motivation in Blended Learning ]]>
<![CDATA[Mhie B. Daniel]]>;
<![CDATA[Haydee D. Villanueva]]>
<![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.eduline1911
<![CDATA[The emergence of the new normal in education has brought about the need for effective classroom management strategies from teachers and an unwavering commitment to learning from students. In this vein, this study aimed to investigate the relationship between teachers' pedagogical practices and students' motivation in blended learning modality. The research was conducted in one of the private institutions in Ozamiz City, Philippines. The descriptive-correlational research design was used in the study, 120 college students as respondents and were selected through purposive and quota sampling techniques. Researcher-madeTeachers' Pedagogical Practices and Students' Motivation in Blended Learning Questionnaires were used in gathering the data that were analyzed using Mean and Standard Deviation as well as Pearson Product-Moment Correlation Coefficient.Results revealed that teachers' pedagogical practices in blended learning were to a very great extent and the level of the students’ motivation was very high. It was also found that the teachers’ pedagogical practices had very high influence on the students’ motivation in the learning modality used. The study concluded that the practices of teachers in delivering education to the students had an impact on how motivated the latter were in their studies. Thus, it is recommended that teachers continue to enhance and innovate their pedagogical practices in blended learning to keep the students highly motivated in the teaching-learning process.]]>
<![CDATA[Students’ Perceptions of Duolingo Mobile Assisted Language Learning (MALL) in Learning English Vocabulary ]]>
<![CDATA[Geminastiti Sakkir]]>;
<![CDATA[Nur Aziza Syamsuddin]]>
<![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.eduline1970
<![CDATA[This study aimed to find out the students’ perceptions of Duolingo Mobile Assisted Language Learning (MALL) in learning English vocabulary. This study involved 32 seventh-grade students from SMPN 1 Pangkajene during the academic year 2022/2023. Descriptive quantitative was used to carry out the study. This study's data was analyzed using quantitative data from a questionnaire. The questionnaire consisted of 30 closed-ended questions. The study found that the Duolingo application positively impacted students' language learning, particularly in acquiring new vocabulary. Students are becoming more enthusiastic to learn and are practicing and using their language skills in everyday circumstances. Furthermore, after using the Duolingo app, students' vocabulary and ability to recall it rapidly improve, as do structure and pronunciation, making it easier for students to improve their English language acquisition. Students found the app easy, helpful, and enjoyable for their English language learning practice. They prefer it over traditional book-based homework due to its convenience, accessibility in various formats, especially mobile, and gamification. The application’s success is attributed to its varied prompts skill-interleaving lessons gamification aspects and diverse lesson content perceived by the students.]]>
<![CDATA[Instructional Materials Motivation and Synchronous Classroom Learning in Relation to the Students' Academic Performance in Mathematics ]]>
<![CDATA[Kristine Mae Sabayton]]>;
<![CDATA[Rosa Mae Alvarado]]>;
<![CDATA[Joicelyn Bacus]]>;
<![CDATA[Genelyn Baluyos]]>
<![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.eduline1988
<![CDATA[Students’ motivation and perception are important factors to consider in online learning. This study determined the students’ level of motivation in instructional materials and perception in synchronous classroom learning at Misamis University for the academic year 2021-2022. The researchers used the descriptive-correlational research design. The respondents of the study were the 138 Junior High School students chosen through purposive sampling technique. The gathering of data was done by the use of the Instructional Materials Motivation Survey (IMMS) and Synchronous Classroom Learning Survey (SCLS) as instruments. Mean, Standard Deviation, Pearson r, and Stepwise Regression Analysis were the statistical tools employed in the data analysis. Results revealed that students' level of motivation in instructional materials used by teachers was high, and students' perception of synchronous classroom learning was good. This indicates that students who find the learning materials appealing are more likely to perform well in Mathematics. Teachers needed to be comfortable using technology to produce classes, interactive activities, assessments, projects, and other responsibilities to boost their creativity in creating instructional materials to increase students' satisfaction in the classroom. Future researchers should look into other factors contributing to students' academic performance in synchronous classroom learning.]]>
<![CDATA[The Strengthening Character Education (PPK) Using Illustrated Media on the WhatsApp Application in Elementary School ]]>
<![CDATA[Elisabeth Lamba]]>;
<![CDATA[Abdul Rahman]]>
<![CDATA[ EduLine: Journal of Education and Learning Innovation Vol. 3 No. 4 (2023) ]]>
Publisher : <![CDATA[PT ARRUS Intelektual Indonesia ]]>
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DOI: 10.35877/454RI.eduline2002
<![CDATA[This study aims to explore the extent to which the character education program through visual media in the WhatsApp application is effective for higher grade levels in the elementary school. The goal is to strengthen character education in accordance with the principles of law. The method of this research uses a qualitative approach with a case study design to explore the phenomenon under investigation. Data was collected from both teachers and a select group of students through in-depth interviews. The process of enhancing character education at SDN 7 Rindingallo comprises three key phases: planning involving a student needs analysis, curriculum assessment, character value selection, and the creation of discussion spaces both offline and online; implementations which includes sharing images/videos depicting character values before lessons, collaborating with school principals and parents; evaluation and monitoring, employing tests and attitude journals. Nevertheless, the implementation of Character Education through visual media on the WhatsApp application has encountered challenges, primarily due to limited internet availability and insufficient parental or familial support. To address these issues, solutions have been proposed, such as providing teachers with Indihome WiFi access and encouraging students to study with peers who have data access while actively engaging in conversations to educate parents and garner their support for the character education program]]>
