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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 104 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 Muthya Firagil Restuti; Muchamad Irvan; Umi Safiul Ummah; Dimas Arif Dewantoro; Anggita Hemaylia Putri
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.
Generative AI as a Teaching and Learning Tool in Elementary Education: A Systematic Literature Review and Meta-Analysis Risdiana Nuraini; Emilius German
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.v5i2.1097

Abstract

Generative artificial intelligence (AI) is a new technology that can make teaching and learning easier in all levels including in elementary schools. It has the potential to improve lessons, make learning more personal, and help students achieve better results. Although many people are interested in using generative AI in education, there is still little clear evidence about how well it works in elementary schools. This study reviews and analyzes research from 2020 to 2025 to understand how generative AI is used, what benefits it offers, what challenges it brings, and how it affects learning compared to traditional teaching methods. This study employed a systematic literature review (SLR) and meta-analysis, following the PRISMA process to thoroughly search for relevant studies. After looking for many studies, 17 studies met the inclusion criteria, and 8 of these were experimental studies analyzed in detail. The results show that generative AI can increase student interest, provide learning suited to individual needs, and support skill growth while reducing some teacher tasks. However, there are still problems such as unequal access to technology, mistakes in AI-generated content, and privacy concerns. It is expected that future researchers will look into bringing generative AI into classrooms carefully, making sure there’s proper infrastructure, teacher training, and clear rules to keep things fair and successful for every student.
The Effect of Project-Based Learning on Students’ Computational Thinking in Elementary Linear Algebra Usep Rahmat; Ilmadi
Journal of Educational Learning and Innovation (ELIa) Vol. 6 No. 1 (2026): 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.v6i1.1087

Abstract

Kemampuan Computational Thinking (CT) menjadi kompetensi penting dalam pembelajaran matematika karena berperan dalam membantu mahasiswa menalar, memodelkan, dan menyelesaikan permasalahan matematis secara logis dan terstruktur. Pada mata kuliah Aljabar Linier Elementer, mahasiswa masih mengalami kesulitan dalam mengaitkan konsep abstrak dengan prosedur penyelesaian masalah, yang berdampak pada rendahnya kemampuan CT. Diperlukan strategi atau model pembelajaran yang mampu melibatkan mahasiswa secara aktif melalui aktivitas bermakna dan kontekstual. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model Project Based Learning (PjBL) terhadap kemampuan CT mahasiswa Program Studi Matematika pada mata kuliah Aljabar Linier Elementer. Metode yang digunakan adalah eksperimen semu (quasi experiment) dengan desain nonequivalent posttest-only control group design. Subjek penelitian melibatkan mahasiswa semester III yang terbagi ke dalam kelompok eksperimen dan kelompok kontrol, dengan teknik pengambilan sampel menggunakan purposive sampling. Pengumpulan data dilakukan melalui tes kemampuan CT yang diberikan setelah proses pembelajaran berlangsung. Hasil analisis data menunjukkan bahwa mahasiswa yang mengikuti pembelajaran menggunakan model PjBL memperoleh kemampuan CT yang lebih baik dibandingkan dengan mahasiswa yang mengikuti pembelajaran konvensional. Dengan demikian, penerapan model PjBL memberikan kontribusi positif dalam meningkatkan kemampuan CT mahasiswa pada mata kuliah Aljabar Linier Elementer.
Analysis of Indigenous Papuan Students’ Preferences for Learning Methods in Higher Education Meylani Aljeinie Tijow; Febi Adriana Mutiara Sogalrey
Journal of Educational Learning and Innovation (ELIa) Vol. 6 No. 1 (2026): 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.v6i1.1095

Abstract

This study aims to identify dominant learning method preference patterns among indigenous Papuan students and formulate adaptive learning strategy recommendations. The research employed a quantitative descriptive method with survey techniques involving 124 indigenous Papuan students at Cenderawasih University, consisting of 90 Social Humanities (Soshum) and 34 Science and Technology (Saintek) students. Data were collected using structured questionnaires with 5-point Likert scale measuring preferences for ten learning methods. Results showed that Experiential Learning had the highest preference (Soshum 95.6%, Saintek 96.9%), followed by Lecture Method (Soshum 92.2%, Saintek 97.0%) and Small Group Discussion (Soshum 94.4%, Saintek 91.2%). Online Learning received the lowest preference (Soshum 44.4%, Saintek 31.2%). Significant differences existed between groups, with Soshum students preferring social interaction-based methods while Saintek preferred structured methods. Furthermore, another interesting finding is that a significant number of both Soshum and Saintek students surprisingly still prefer the lecture method. These findings provide empirical basis for designing more adaptive and inclusive learning strategies for indigenous Papuan students. Overall, the results of this study provide an empirical basis for designing learning strategies that are more adaptive and inclusive for indigenous Papuan students, with the hope of increasing learning motivation and reducing disparities in academic achievement among students 3T (frontier, outermost, and underdeveloped) backgrounds.
Development of Illustrated Interactive Basic Literacy Media to Enhance Early Grade Students’ Writing Skills Alaida fitri; Ahmad Calam; Fatmawati Fatmawati
Journal of Educational Learning and Innovation (ELIa) Vol. 6 No. 1 (2026): 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.v6i1.1098

Abstract

This study was conducted to develop an interactive illustrated basic literacy media that demonstrates validity, practicality, and effectiveness in improving the writing skills of lower grade elementary school students. This study uses a Research and Development (R&D) approach using ADDIE as a development model design that involves several systematic stages, including needs analysis, product design, media development, expert validation, revision, and field testing. Participants involved in this study were 21 lower grade elementary school students in Kwala Langkat Village. Data collection techniques included expert validation sheets, student response questionnaires, and writing assessments given through pretests and posttests. The feasibility of the developed media was examined using percentage-based analysis, while the improvement in students' writing performance was determined through N-Gain calculations. The results show that the interactive illustrated literacy media meets the required feasibility standards. Evaluations conducted by material and media design experts categorized the product as highly valid, indicating that the product is suitable for instructional use. In terms of practicality, students expressed very positive responses, indicating that the media is interesting and easy to use. In addition, the effectiveness test showed a significant improvement in students' writing performance, as reflected in the increase in the average score between the pre-test and post-test, with the N-Gain results classified in the moderate category. These findings indicate that the developed media can serve as an alternative instructional resource to support the development of students' basic literacy skills with an average proficiency level above 70, so it can be concluded that this media is valid, feasible, and practical to use.
An Ethnolinguistic Content of Dayak and Malay Culture in English Language Teaching: Its Impact on Students’ Reading and Speaking Proficiency Oxtapianus Tawarik; Wanda Giovani; Efrika Siboro; Yunika Upa
Journal of Educational Learning and Innovation (ELIa) Vol. 6 No. 1 (2026): 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.v6i1.1099

Abstract

Senior high school students in rural and inland areas of Indonesia often exhibit low English proficiency due to limited exposure, reduced instructional time, and teaching materials disconnected from local cultural contexts. In Landak Regency, West Kalimantan, students face difficulties in reading comprehension and high anxiety in speaking English. This pre-experimental study (one-group pretest–posttest) examined the impact of integrating Dayak ethnolinguistic content into English instruction on these skills. Participants were 120 purposively selected students from four public senior high schools. The intervention integrated Dayak folktales, local narratives, culturally loaded vocabulary, and role-playing activities. Data from parallel reading comprehension tests and analytic speaking assessments were analyzed using paired-sample t-tests and effect size calculations. Student performance increased from elementary to intermediate levels, with speaking gains (Mean increase = 18.5, SD = 5.2) slightly exceeding reading gains (Mean increase = 15.2, SD = 4.8). These findings demonstrate that integrating Dayak ethnolinguistic content is an effective and culturally sustainable approach for enhancing English skills in rural educational contexts. This study contributes to the development of culturally responsive English language learning by utilizing local knowledge as a learning resource to boost engagement and strengthen cultural identity.
Perceived Benefits and Challenges of Using ChatGPT in Designing Lesson Plans: A Case Study at President Elementary School, Bekasi, Indonesia Mikha M.C. Manurung; Emilius German
Journal of Educational Learning and Innovation (ELIa) Vol. 6 No. 1 (2026): 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.v6i1.1101

Abstract

Artificial Intelligence (AI) is transforming education, with generative tools like ChatGPT increasingly supporting teaching practices. One key application is lesson planning, where AI enhances efficiency, creativity, and personalization. However, its use in primary education, particularly in Indonesia, remains underexplored. This study examines elementary school teachers’ perceptions of using AI, specifically ChatGPT, in lesson planning. It investigates the perceived benefits, challenges, and strategies for effective integration. An explanatory sequential mixed methods design was employed, combining quantitative surveys and qualitative interviews to provide a comprehensive understanding of teachers’ experiences. The survey phase captured broad patterns of AI use, which then informed the in-depth interviews conducted after one month of AI implementation. Findings reveal that teachers view AI as a valuable tool that simplifies lesson planning, improves efficiency, and supports the creation of structured, engaging, and personalized learning materials. Despite these benefits, challenges emerged, including inaccuracies and biases in AI-generated content, limited training and digital literacy, and concerns over over-reliance that could reduce creativity and critical thinking. This study concludes that while AI holds significant potential to enhance lesson planning in primary education, its success depends on thoughtful, ethical, and well-supported implementation. It is recommended that schools provide continuous professional development, clear guidelines for ethical AI use, and reliable access to advanced AI tools to empower teachers to integrate AI effectively and responsibly into their lesson design processes.
Problems in Implementing the Curriculum Merdeka Etty Octaviani Manalu; Saveria Mote; Sofia Pasaribu; Maya Pujowati; Tri Suwarningsih
Journal of Educational Learning and Innovation (ELIa) Vol. 6 No. 1 (2026): 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.v6i1.1104

Abstract

The Independent Curriculum is a new policy launched by the Ministry of Education, Culture, Research, and Technology in 2022 to create more flexible, contextual, and student-centered learning. This curriculum provides educational units with the flexibility to design learning tailored to student needs. However, various obstacles remain in its implementation. This study aims to identify the problems facing the implementation of the Independent Curriculum at SDN Inpres Perumnas IV, Jayapura City, analyze the causes, and describe the efforts made to address them. The method used was descriptive qualitative, with data collection techniques including interviews, observation, and documentation. The results indicate that teachers experience difficulties understanding curriculum concepts and developing open modules, as well as limited training and learning resources. Furthermore, limited infrastructure and resources also pose obstacles to implementing the Independent Curriculum in schools. Efforts undertaken by schools include independent training, utilization of the Independent Teaching Platform, learning communities, and internal collaboration. This study emphasizes the importance of strengthening teacher competencies as a key to successful curriculum implementation, as well as the need for adaptive policy support for educational units.

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