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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 328 Documents
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An Analysis of Guidance and Counseling Programs Based on Students’ Needs Assessment at SMKN 12 Bandung Nabila Rahmat; Khoirul Dwi Kurniawati; Diana Sojiyah Budiwati; Zaini Hafidh
EduLine: Journal of Education and Learning Innovation Vol. 6 No. 1 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4543

Abstract

This study was conducted at SMKN 12 Bandung with the aim of obtaining a comprehensive understanding of the implementation of guidance and counseling programs based on student needs assessment. The school was chosen because it faces real challenges in delivering services, such as limited numbers of counseling teachers, restricted time allocation, and insufficient budget support. The research employed a descriptive qualitative approach through observation and in?depth interviews with counseling teachers as the primary data sources. Data were analyzed using techniques of reduction, presentation, and conclusion drawing to portray the practice of services comprehensively. The findings indicate that the counseling program is implemented through various formats, including classroom guidance, individual counseling, group counseling, and responsive services tailored to student needs. The needs assessment instrument serves as the main basis for determining service priorities, materials, and counseling approaches. The study also reveals obstacles in implementation, such as the high number of students requiring intensive assistance, limited time, and budget constraints. To address these challenges, counseling teachers apply strategic adjustments by prioritizing urgent cases, collaborating with homeroom and subject teachers, and conducting continuous monitoring of student development. This research emphasizes that a needs?based approach makes counseling services more adaptive and responsive to student conditions, while institutional support remains a crucial factor in optimizing program implementation sustainably.
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.
The Correlation Between Faculty Teaching Practices, Students' Dominant Learning Styles, and Academic Achievement Algean M. Solatorio; Erwin Cubillan
EduLine: Journal of Education and Learning Innovation Vol. 6 No. 3 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4829

Abstract

This study investigated the influence of clinical instructors’ teaching practices on nursing students’ learning styles and academic achievement during clinical exposure. Specifically, it determined the level of clinical instructors’ teaching practices in terms of instructional planning and design, teaching strategies, and evaluation, identified the prevailing learning styles of nursing students, and examined their academic achievement. It further tested the relationship between clinical instructors’ teaching practices and students’ learning styles, as well as between teaching practices and academic achievement. A descriptive correlational research design was employed. Data was collected from nursing students using a validated questionnaire and official academic records. Descriptive statistics were used to determine the level of teaching practices, learning styles, and academic achievement, while Pearson’s r was applied to establish relationships among the variables. Findings showed that clinical instructors’ teaching practices were rated high across all domains, although instructional planning and design obtained the lowest means. Nursing students demonstrated varied learning styles. A significant relationship was found between clinical instructors’ teaching practices and students’ learning styles, but no significant relationship was identified between teaching practices and academic achievement. The study concludes that effective clinical teaching practices influence how students learn during clinical exposure, while academic achievement may be affected by factors beyond instructional practices. Based on these findings, the study recommends strengthening instructional planning and design, aligning teaching strategies with students’ learning styles, and implementing continuous faculty development programs to enhance the quality of clinical instruction.
The Reflection–Performance Gap in Nursing Education: Examining the Role of Self-Regulated Learning in the Relationship Between Learner-Centered Debriefing and Clinical Performance Donna Belle Sumugat; Laelanie Madronero
EduLine: Journal of Education and Learning Innovation Vol. 6 No. 1 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline4974

Abstract

Learner-centered debriefing and self-regulated learning are widely recognized as important contributors to nursing education, yet their combined influence on clinical performance remains unclear. This mixed-methods study examined the role of self-regulated learning in the relationship between learner-centered debriefing and clinical performance among nursing students in Mindanao, Philippines. Using an explanatory sequential design, quantitative data were collected from 197 Level 3 nursing students through validated questionnaires on learner-centered debriefing and self-regulated learning, while clinical performance ratings were obtained from clinical instructors. Qualitative data were subsequently collected through interviews with students and clinical instructors to explain the quantitative findings. Quantitative analyses revealed very high levels of learner-centered debriefing, self-regulated learning, and clinical performance. Learner-centered debriefing and self-regulated learning were positively associated with clinical performance, and learner-centered debriefing demonstrated a strong positive relationship with self-regulated learning. However, self-regulated learning did not significantly mediate the relationship between learner-centered debriefing and clinical performance. The study identified a reflection–performance gap in nursing education: learner-centered debriefing promoted self-regulated learning, but reflective learning did not automatically translate into improved clinical performance. Qualitative findings revealed that clinical unfamiliarity, fear of mistakes, and competing patient-care demands frequently constrained students’ ability to transform reflection into effective clinical action. Self-regulation remained largely instructor-guided, with students relying on instructor feedback for goal setting, self-monitoring, and help-seeking. Overall, the findings suggest that clinical performance is influenced not only by reflective learning processes but also by technical preparedness, psychological safety, and the realities of the clinical environment.
Entrepreneurship Learning as a Driver of Entrepreneurial Interest among Senior High School Students Serli Razak; Muhammad Yany; Emmi Azis
EduLine: Journal of Education and Learning Innovation Vol. 6 No. 1 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline5164

Abstract

students at a public senior high school in Bone Regency, Indonesia. The study was motivated by the observation that classroom instruction in entrepreneurship has remained largely theoretical, with limited opportunity for direct practice, which is presumed to constrain students' interest in starting a business. A quantitative ex post facto design was employed. Data were collected through a five-point Likert-scale questionnaire distributed to 40 students selected by simple random sampling from a population of 159 eleventh-grade social science students, and were analysed using simple linear regression with the assistance of SPSS version 26. Prior to hypothesis testing, the instrument was confirmed to be valid and reliable, and the classical assumption tests indicated that the data were normally distributed, linearly related, and free from heteroscedasticity. The results show that entrepreneurship learning exerts a positive and significant influence on students' entrepreneurial interest, as reflected in the regression equation Y = 2.004 + 1.026X and a calculated t-value that substantially exceeds the critical t-value at the 0.05 level. The coefficient of determination indicates that entrepreneurship learning accounts for the great majority of the variance in entrepreneurial interest, while the remaining variance is attributable to factors outside the scope of this study. These findings suggest that strengthening the quality of entrepreneurship instruction, particularly through more practice-based and contextual approaches, is an effective strategy for cultivating entrepreneurial interest among senior high school students.
Canva-Supported Economics Instruction and the Development of Learning Interest among Senior High School Students Jurana Ambo Asse; Sahiruddin; Muhammad Yany
EduLine: Journal of Education and Learning Innovation Vol. 6 No. 1 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline5165

Abstract

This study aimed to analyze the effect of using the Canva application as a learning medium on the learning interest of tenth-grade students in Economics at SMA Negeri 15 Bone. The study employed a quantitative approach using an ex post facto research design. The population consisted of 373 tenth-grade students, while a sample of 50 students was selected through simple random sampling. Data were collected using questionnaires and documentation and analyzed through descriptive statistics and simple linear regression with the assistance of IBM SPSS Statistics Version 26 after fulfilling the prerequisite tests, including normality, linearity, and heteroscedasticity tests. The findings revealed that the use of the Canva application significantly influenced students' learning interest. The regression equation obtained was Y = 15.640 + 0.781X, indicating that every one-unit increase in the use of Canva was followed by a 0.781-unit increase in students' learning interest. The results suggest that the use of Canva as a learning medium contributes to creating a more engaging learning environment, facilitates the presentation of learning materials, and enhances students' interest in participating in Economics learning. Therefore, Canva can serve as an effective digital learning medium to support the improvement of students' learning interest.
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.
Jigsaw Cooperative Learning as an Interactive Classroom Strategy for Fostering Students’ Learning Interest Astri Yuli Ramadhani; Sahiruddin; Basri Massoeng
EduLine: Journal of Education and Learning Innovation Vol. 6 No. 1 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline5168

Abstract

This study aimed to examine the effect of the Jigsaw cooperative learning model on students' learning interest at SMA Negeri 15 Bone. This study used a quantitative approach with an ex post facto design. The research population consisted of 373 tenth-grade students, from which a sample of 34 students was drawn using a simple random sampling technique. Data were collected through a Likert-scale questionnaire covering four indicators of the independent variable (group cooperation, individual responsibility, interaction and communication, and learning engagement) and four indicators of the dependent variable (enjoyment, involvement, interest, and attention), which were validated through product-moment correlation and Cronbach's Alpha (.836 for the Jigsaw variable and .846 for learning interest). The data were analyzed using descriptive statistics, normality and linearity tests, and simple linear regression with the assistance of SPSS 26. The results showed that the implementation of the Jigsaw model fell into the fairly good category (M = 65.29; SD = 4.98), while students' learning interest fell into the good category (M = 74.41; SD = 4.08). The regression analysis produced the equation Y = 29.061 + 0.695X, indicating an effect on students' learning interest. These findings suggest that the Jigsaw cooperative learning model is an effective alternative strategy for enhancing students' learning interest at the senior high school level.

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