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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 295 Documents
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Minimizing Plagiarism of Undergraduate Students’ Thesis Proposal by Using Quillbot Paraphraser Wahyuni, Sri; Dollah, Syarifuddin; Amin, Fatimah Hidayahni
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 3 (2025)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4070

Abstract

This qualitative study investigates how undergraduate students use the QuillBot Paraphraser to minimize plagiarism in the process of writing their thesis proposals. Conducted in December 2024 at the English Education Department of STKIP YPUP Makassar, the research employed purposive sampling to select five students who were actively working on their proposals and had prior experience using QuillBot. Data were collected through semi-structured interviews and supported by document analysis using Turnitin plagiarism reports. The findings revealed that students generally follow a structured paraphrasing process. Students reported significant improvements in sentence structure, vocabulary use, and a noticeable reduction in similarity percentages on Turnitin. The study concludes that QuillBot can effectively support the minimization of plagiarism and improvement of academic writing quality.
The Students Perception of the Use Cornell-Note Taking Method in Improving Reading Retention at SMPN 1 Segeri Patty, Rafiqa Salwa; Abdullah, Abdullah; Munir, Munir
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 3 (2025)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4110

Abstract

This study aimed to determine students’ perception of the use of the Cornell note-taking method in improving reading retention. The theories underlying this research were Organizational Behaviour Theory, as presented by Robbins (2003), and the perception framework proposed by Kiong (2009), which highlights three key indicators of perception: acceptance, understanding, and assessment. Data were collected through interviews; this research applied a stratified purposive sampling technique. Participants were selected based on their post-test performance, which was categorized into students who had the best scores after conducting the post-test at SMPN 1 Segeri. Findings revealed that students’ perceptions of using the Cornell Note-taking method to improve reading retention had a positive perception. The study recommends that students, teachers, and future researchers investigate other methods that can improve reading retention and investigate the long-term effects of using the Cornell note-taking method at various educational levels, such as senior high school or university.
Assessing Paragraph Writing Quality of Students' Dissertation Abstract Sakkir, Geminastiti; Dollah, Syarifuddin; Sakkir, Rini Isnaeni
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 3 (2025)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4117

Abstract

This study investigates the quality of paragraph writing in dissertation abstracts composed by doctoral students in the English Education Study Program at Universitas Negeri Makassar. Motivated by recurring challenges in abstract writing, particularly in terms of coherence, cohesion, and academic language use, this research aims to identify strengths and weaknesses within student abstracts and evaluate the presence of essential abstract components. Employing a qualitative descriptive design, the study analyzed nine abstracts written over the past five years using document analysis and the interactive model of Miles and Huberman. The findings reveal that while most abstracts include key components—such as background, objectives, methods, and results—they often lack explicit concluding statements. Strengths identified include clear topic sentences, formal academic tone, and logical organization. However, issues such as limited use of cohesive devices, partial coherence, redundancy, and verbosity were prevalent in several abstracts. These shortcomings hinder the overall clarity and impact of the writing. The study highlights the importance of structured academic writing training, particularly utilizing cohesion strategies and effective summarization. The results offer valuable insights for enhancing doctoral-level academic writing instruction and can serve as a foundation for further research into writing pedagogy in English as a second language contexts.
Factors Influencing Errors in Spoken Discourse and Effective Strategies for Management Baldesanso-Demecillo, Ghie
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 3 (2025)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4202

Abstract

In spoken conversation, errors pose significant communication problems in various settings, including the workplace, the classroom, and everyday encounters. This study aimed to analyze the complex variables that lead to these types of mistakes and explore practical approaches to addressing them. The research employed a qualitative research design because it investigated factors influencing errors in spoken discourse and effective strategies for their management. The participants of this study were selected from Grade 9 students. They were chosen through purposive sampling. An audio-recorded interview focusing on participants' experiences with managing errors in spoken discourse, the effective strategies they employ, the challenges they face, and the contextual factors influencing their communication was the instrument used in the study. The study revealed that students lacked confidence in speaking due to the learning environment and psychological factors. They handled it through consistent practice, knowledge acquisition, and a positive mindset. Therefore, teachers and school administrators should foster a positive and supportive learning environment that encourages students to engage actively in the process of understanding and correcting errors. Lastly, teachers may implement activities that promote self-confidence, resilience, and a growth mindset in language learning.
Analysis of Errors in the Semiotic Representation of Fractions among Elementary School Students Khadijah, Khadijah
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 3 (2025)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4475

Abstract

This study aims to analyze elementary students’ semiotic representation errors in fractions through tasks requiring the conversion of area diagrams into symbolic fraction forms. Using a qualitative case study design, two students were selected as participants. Data were collected through fraction worksheets consisting of five sets of circular area diagrams with shaded parts, supplemented by written documentation of students’ responses. Data analysis was conducted through four stages: (1) identifying students’ answers, (2) coding error types based on semiotic representation theory, (3) examining unit coherence and fraction structure, and (4) determining error patterns for each subject. The findings show that both students experienced difficulties in identifying the whole and in understanding the relationship between shaded parts and the total number of equal parts. The first subject (S1) correctly identified the numerator but assigned the denominator as the total number of small segments across the entire row of diagrams, resulting in fractions less than one although the context represented improper fractions. The second subject (S2) displayed more complex errors by using different units for the numerator and denominator, leading to fractions that lacked valid mathematical meaning. These errors stem from misconceptions of units, confusion in the roles of numerator and denominator, and challenges in converting visual representations into symbolic forms. The results highlight the need for instructional approaches that strengthen students’ understanding of units, fraction structures, and representational flexibility.

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