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Yosua Damas Sadewo
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Journal of Educational Learning and Innovation (ELIa)
Published by Institut Shanti Bhuana
ISSN : 27752623     EISSN : 27752739     DOI : https://doi.org/10.46229/elia.v1i2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal ELIa (Educational Learning and Innovation) dikelola oleh Program Studi Pendidikan Guru Sekolah Dasar (PGSD) Institut Shanti Bhuana. Jurnal ELIa merupakan jurnal yang berfokus pada hasil penelitian pada bidang pendidikan dasar, pendidikan menengah, dan pendidikan tinggi. Jurnal ELIa juga berfokus pada penelitian inovasi di bidang pendidikan, proses dan hasil pembelajaran dalam bidang pendidikan, dan teori pendidikan. Adapun kajian dan fokus dalam Jurnal ELIa adalah sebagai berikut 1. Implementasi dan Inovasi Pendidikan Pengembangan media ajar Pengembangan strategi dan model pembelajaran Pengembangan kurikulum pembelajaran Pengembangan manajemen sekolah Pengembangan teknologi pembelajaran 2. Proses dan Hasil Pembelajaran Analisis dan evaluasi proses pembelajaran Analisis dan evaluasi hasil pembelajaran Hasil Penelitian Tindakan Kelas Hasil penelitian eksperimen 3. Teori Pendidikan Kurikulum Sekolah Manajemen Sekolah Manajemen Pembelajaran Strategi dan Model Pembelajaran Kebijakan Pendidikan Pendidikan Sosial dan Kebudayaan Edupreneurship Pendidikan Vokasi Psikologi Pendidikan
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 93 Documents
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Student Perceptions Regarding the Use of a Computer-Based Test (CBT) System at State Junior High School 3 Sungai Betung Prima Senja Sis Ha Abadi; Indri Astuti; Eny Enawaty
Journal of Educational Learning and Innovation (ELIa) Vol. 4 No. 1 (2024): Journal of Educational Learning and Innovation (ELIa)
Publisher : Institut of Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/elia.v4i1.864

Abstract

The use of computer-based assessment (CBT) in education is increasing, but students’ perceptions of it are still under-researched. This study aims to explore students’ perceptions of the use of CBT in SMPN 3 Sungai Betung, a junior high school in South Kalimantan. This study uses a quantitative method with a questionnaire instrument filled by 94 students. The results show that students have positive responses to CBT, in terms of trust, comfort, and academic performance. However, students also face technical constraints, such as network problems and HP operation. This study recommends improving technological literacy, additional training, and ensuring the availability of good and adequate networks for CBT optimization. This study also emphasizes the role of teachers in supporting students to overcome technical constraints, as well as attention to the aspect of justice in technology access. Thus, CBT can be an effective evaluation tool and a means of improving the quality of learning and students’ technological readiness.
The Role of Self-Efficacy in The Career Maturity of College Students With Disabilities : A Systematic Literature Review Restuti, Muthya Firagil; Irvan, Muchamad; Ummah, Umi Safiul; Dewantoro, Dimas Arif; Putri, Anggita Hemaylia
Journal of Educational Learning and Innovation (ELIa) Vol. 5 No. 2 (2025): Journal of Educational Learning and Innovation (ELIa)
Publisher : Institut of Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/elia.v5i2.1056

Abstract

This study aims to analyze and synthesize empirical evidence regarding the role of self-efficacy in career maturity among students with disabilities, a group that faces double challenges in the transition from education to the world of work. This study uses the systematic literature review (SLR) method with reference to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The search was conducted in major academic databases using strict inclusion and exclusion criteria, resulting in only three primary articles that were eligible for synthesis. The findings consistently show that self-efficacy plays a central and positive role in the career maturity of students with disabilities, both directly and through interaction with mediating and moderating variables such as resilience, intrinsic motivation, self-advocacy, and social support. The limited number of studies in this review restricts the generalizability of the findings. Further studies covering a more diverse range of contexts are needed to strengthen the conclusions.
Trends in Indonesia’s Literacy Rate from 2015 to 2022: Disparities Analysis and Projections toward the 2030 SDGs Yosua Damas Sadewo; Mikael Febrianto Owen; Edwar Joist; Anica Vatta Hanesty
Journal of Educational Learning and Innovation (ELIa) Vol. 5 No. 2 (2025): Journal of Educational Learning and Innovation (ELIa)
Publisher : Institut of Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/elia.v5i2.1080

Abstract

Literacy rate (Angka Melek Huruf/AMH) is a key indicator of educational development and Sustainable Development Goals (SDGs) Target 4.6, which aims to achieve universal literacy by 2030. This study analyzes trends in Indonesia’s literacy rate from 2015 to 2022 and projects progress toward the SDGs 2030 target. A quantitative approach was employed using a least squares trend analysis based on secondary data from Statistics Indonesia (BPS). The analysis covers four main dimensions—area of residence, gender, economic quintile, and province—across three age groups (15 years and above, 15–24 years, and 15–59 years). The results indicate a steady national increase in literacy, rising from 95.22% in 2015 to 96.35% in 2022, with projections approaching universal literacy by 2030. Nevertheless, persistent disparities remain evident, particularly between urban and rural areas and across provinces, with Papua consistently recording the lowest literacy rates. These findings suggest that while Indonesia is likely to achieve national-level literacy targets, substantial subnational inequalities persist. Therefore, targeted and context-specific policy interventions are required to ensure equitable literacy outcomes and the inclusive achievement of SDGs Target 4.6.

Page 10 of 10 | Total Record : 93

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