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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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Analysis of the Influence of TikTok Social Media Application Usage on Academic Achievement Among @Perkedel69 Followers Sinaga, Victor; Aswin, Fauzi; Huda, Miftahul; Tambajong, Edgar Benedicth Yehezkiel; Sihombing, Dina Agnesia; Devgan
Journal of Educational Learning and Innovation (ELIa) Vol. 5 No. 1 (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.v5i1.995

Abstract

TikTok is one of the most widely used social media platforms, featuring video-based content with durations ranging from 15 seconds to 10 minutes, providing interactive services for users of all demographics. Excessive use of TikTok can lead to negative effects, including potential impacts on an individual's academic performance. This study aims to analyze the influence of TikTok on users' academic achievement tendencies, providing insights into the impact of TikTok usage on academic performance and identifying necessary preventive measures to avoid excessive use of the application. Using a quantitative approach, data were collected through a questionnaire distributed via a TikTok account, and an analysis was conducted to analyze the correlation between TikTok usage and its impact on users' academic performance. The findings indicate that the correlation strength in this study is weak, as evidenced by a Pearson Correlation value of 0.204, suggesting that TikTok may be a minor contributing factor influencing users' academic performance.
Implementation of the PjBL Model to Improve Science Learning Outcomes in Class V at SDN 06 Blangko Feby, Febriana
Journal of Educational Learning and Innovation (ELIa) Vol. 5 No. 1 (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.v5i1.997

Abstract

Penelitian ini dilakukan dengan tujuan untuk mengetahui perubahan hasil belajar pada siswa kelas V di SDN Blangko setelah peneliti menerapkan metode pembelajaran Project Based Learning(PJBL). Dalam pelaksanaanya peneliti menggunakan penelitian tindakan kelas(PTK) yang dilaksanakan dalam dua siklus. Siklus I merupakan kegiatan dengan tindakan metode PJBL tahap pertama dalam mengukur hasil belajar siswa. Pada siklus I nilai rata-rata siswa yang tuntas sebesar 56,5 dengan presentase ketuntasan sebesar 29,6% dan meningkat pada siklus II menjadi 82,2 dengan presentase ketuntasan sebesar 88,9%, dari siklus 1 ke siklus II terjadi peningkatan sebesar 59,3%. Hal ini ditunjukkan dengan rata-rata aktivitas siswa pada siklus I sebesar 3,0 dan pada siklus II meningkat menjadi 3,8. Secara umum hasil penelitian ini menunjukkan bahwa penggunaan metode PJBL cukup efektif dalam meningkatkan hasil belajar dan aktivitas pembelajaran siswa. Indikator capaian pembelajaran dalam penelitian ini adalah hasil belajar siswa mengalami peningkatan sehingga hasil penelitian ini dapat dijadikan acuan dengan menggunakan metode PJBL dalam meningkatkan hasil belajar siswa.
Strategy for Enhancing Critical Reasoning Skills through the Jigsaw Model in Civics Education Learning Bundel, Bundel
Journal of Educational Learning and Innovation (ELIa) Vol. 5 No. 1 (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.v5i1.1001

Abstract

Critical thinking skills are essential competencies that must be developed in education, particularly in Civic Education (PPKN) learning. However, in practice, conventional teacher-centered teaching methods still dominate elementary schools, providing limited opportunities for students to think critically and analytically. This study aims to analyze the effectiveness of the Jigsaw cooperative learning model in enhancing students' critical thinking skills in PPKN subjects. The research employs a quasi-experimental method with a Nonequivalent Control Group Design, involving two groups: an experimental group using the Jigsaw learning model and a control group applying conventional methods. The sample was selected through purposive sampling, consisting of 86 fourth-grade elementary school students divided into two groups. Data were collected using pretests and posttests to measure students' critical thinking abilities before and after the intervention. The results showed a significant difference between the experimental and control groups, with the experimental group achieving higher posttest scores and greater improvement. The Jigsaw model boosted student engagement, independent analysis, and confidence in expressing opinions. Its success was supported by clear group roles, a conducive environment, and teacher guidance, though challenges included varying comprehension levels, time limits, and communication issues. Overall, the Jigsaw model proved more effective than traditional methods in enhancing critical thinking, making it a valuable approach for PPKN learning. The study suggests the need for teacher training and supportive school environments.
The Effect of the Augmented Reality-Based STAD Model on IPAS Learning Outcomes Suriyani, Suriyani
Journal of Educational Learning and Innovation (ELIa) Vol. 5 No. 1 (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.v5i1.1002

Abstract

Education in the digital era is undergoing significant transformation with the integration of technology into learning. In the teaching of Natural and Social Sciences (IPAS) at the elementary school level, one of the main challenges is understanding abstract concepts, such as plant parts. To address this challenge, this study examines the effect of applying the Augmented Reality (AR)-based Student Teams Achievement Division (STAD) learning model on students' learning outcomes. The STAD model emphasizes group collaboration in understanding the material, while AR technology enables more realistic interactive visualization. This study employs a quantitative method with a quasi-experimental design. The research subjects consist of 60 fourth-grade students at SDN 03 Bengkayang, divided into an experimental group (STAD with AR) and a control group (conventional method). Data were collected through pretest and posttest assessments as well as observations during the learning process. Data analysis involved normality tests, homogeneity tests, and t-tests. The results indicate a significant difference in learning outcomes between the experimental and control groups. The posttest scores of students in the experimental group were higher than those in the control group, with a more significant improvement after AR-based learning. These findings suggest that integrating the STAD model with AR technology effectively enhances students’ understanding of IPAS material. The findings of this study imply that utilizing digital technology, particularly AR, can serve as an innovative solution for improving the quality of elementary school education. It is expected that this research will serve as a reference for educators in developing technology-based learning methods to enhance student engagement and learning effectiveness.
The Role of Teachers in Addressing Beginning Reading Difficulties Among First-Grade Students at SD Negeri 1 Tanjung Sari Tirtomoyo Fedika Sari, Oney Putri; Suswandari, Meidawati
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.v5i2.1009

Abstract

This research aims to describe the role of teachers in overcoming reading problems at the beginning of class I students of SD Negeri 1 Tanjung Sari. This type of research uses descriptive-qualitative. The subject of this research is the first class teacher of Tanjung Sari State Elementary School 1. Data collection tools used for observation, interview, and documentation. This research data analysis technique is interactive analysis which includes data collection, data presentation, and conclusion. Research results show that the role of teachers in overcoming reading problems at the beginning of students in grade 1 of SD Negeri 1 Tanjung Sari is, as a mentor, coach, and companion for student learning activities. In his role as a mentor, the teacher tries to guide students so that they can find various talents they have, especially the talent in reading the beginning. As a teacher trainer, they train students in the formation of basic competencies, according to their respective talents. As a companion, the teacher accompanies and controls the students in the classroom so that the things conveyed in the process of teaching and learning activities can be carried out properly.
The Implementation Of Flashcard in English Teaching Vocabulary at SDS Bina Setia Meradak Plasia Lexi; Oxtapianus Tawarik; Wanda Giovani
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.v5i2.1033

Abstract

This study investigated the effectiveness of using flashcards to improve English vocabulary mastery among fifth-grade students at SDS Bina Setia Meradak. The research was motivated by the significant challenge of limited vocabulary acquisition in this rural elementary school, which is characterized by scarce educational resources and non-specialist teachers. The study adopted a pre-experimental design with a one-group pre-test and post-test approach, involving 20 fifth-grade students as participants. Data were collected through a vocabulary test consisting of 20 multiple-choice questions. The results revealed a significant improvement in students' vocabulary mastery. This was evidenced by the substantial increase in the mean post-test score of 81.25 compared to the mean pre-test score of 57.50. A paired-sample t-test showed a statistically significant difference with a p-value of p<0.001, confirming the effectiveness of the intervention. The calculated effect size using Cohen’s d was 3.19333, indicating a very large effect of the flashcard method. This improvement can be attributed to the characteristics of flashcards, which facilitate visualization, repetition, and active student engagement. The study concludes that flashcards are an effective, affordable, and easily prepared instructional medium, particularly suitable for enhancing vocabulary acquisition in resource-limited rural schools. The findings also highlight the need for training non-specialist teachers to adopt innovative teaching methods to improve English language instruction.
Sense of Ownership: The Leadership Spirit of School Principals Toward Quality and Sustainable Education Sari, Margaretha Dyah Ratna
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.v5i2.1034

Abstract

This study aims to explore how a sense of ownership serves as the core of school principals’ leadership in fostering sustainable educational quality. Employing a qualitative approach with a multiple case study strategy based on Eisenhardt’s model, data were collected through in-depth interviews, focus group discussions (FGDs), observations, and document analysis involving three principals within the Seraphine Bakti Utama Foundation. The analysis was conducted through within-case and cross-case stages. Findings reveal that sense of ownership is interpreted as both a strategic and emotional responsibility toward the school, influencing leadership styles, quality improvement strategies, team engagement, openness to critique, and program innovation. The leadership styles that emerged, instructional, participative, and transactional through role modeling, are rooted in a contextual and reflective understanding of ownership. Teacher involvement, impact-based evaluation, and community partnerships were identified as key strategies for building sustainable quality. This study contributes to educational leadership literature by positioning psychological ownership as a foundational driver of contextual and transformational leadership practices. The findings extend the relevance of ownership from corporate settings to the ecosystem of secondary education. Although limited to three cases within private foundation-based schools, the study opens pathways for developing value-based leadership models in broader contexts. Practical implications include strengthening leadership training grounded in reflection and values, as well as policy support that promotes school autonomy and collaborative climates. Future research is recommended to explore diverse educational contexts, including public schools, pesantren, and community-based institutions, using longitudinal approaches to trace the dynamics of ownership in educational leadership.
Students’ Perception of The Implementation of AI Technology: Gemini To Enhance Writing Skills Antony, Rian; Hendrikus Erda Putra
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.v5i2.1042

Abstract

Writing is a fundamental skill for EFL students. This study explores students’ perceptions of using Gemini, an AI technology developed by Google, to enhance writing skills. Two questions guided the research: (1) What are students’ perceptions of Gemini in improving writing skills? and (2) How does Gemini contribute to students’ writing improvement? A descriptive mixed-method design was applied with 36 Grade IX students of Mater Dei Junior High School. Data were obtained through questionnaires, writing assessments, and interviews. The results indicated that students had positive perceptions of Gemini, and their writing scores improved after its use. Interview findings also confirmed that Gemini provided valuable assistance, personalized feedback, and supported time management. This research contributes to the growing body of knowledge on AI integration in language learning, particularly by highlighting the potential of Gemini as a practical tool to support EFL writing instruction and personalized learning.
The Implementation of the Role Playing Method to Improve Students’ Conceptual Understanding of Solid Figures in Grade V at SD Negeri 04 Talang Kelapa, Banyuasin, Palembang Purwitasari, Azizah; Samuel Slamet Santosa
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.v5i2.1048

Abstract

This study was motivated by problems identified in the mathematics learning process, namely the lack of innovation, motivation, and opportunities for students to actively participate. The purpose of this research was to determine the effect of the Role Playing learning model on the mathematical conceptual understanding of fifth-grade students at SD Negeri 4 Talang Kelapa. The research problem was formulated as follows: “Is the Role Playing method effective in increasing student engagement in learning mathematics on the topic of plane geometry?” This study employed a quantitative approach with a quasi-experimental design. The research subjects consisted of 28 fifth-grade students divided into 7 groups, each comprising 4 students, selected using purposive sampling. The assessment instruments included observations of group collaboration, active participation, and conceptual understanding, measured through performance observation and group quiz question-and-answer sessions. Data analysis involved the normality test, homogeneity test, and paired sample t-test for hypothesis testing. The results revealed a significant improvement in students’ mathematical conceptual understanding. The average activeness score increased from 28.64 (pretest) to 43.14 (posttest), motivation rose from 24.21 to 36.00, and conceptual understanding of solid figures increased from 61.25 to 79.80. It can be concluded that the Role Playing method has a significant positive impact on students’ activeness, motivation, and conceptual understanding in mathematics learning, particularly in the topic of solid figures.
UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA MATERI PECAHAN KELAS IV A MELALUI PEMBELAJARAN BERDIFERENSIASI Khabibah, Febriyanti Umi; Saputra, Wahyu Nanda Eka; Lestariningsih, Sri
Journal of Educational Learning and Innovation (ELIa) Vol. 3 No. 2 (2023): 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.v3i2.670

Abstract

Penelitian ini bertujuan untuk menjelaskan permasalahan dalam belajar matematika dan pembelajaran diferensiasi untuk meningkatkan hasil belajar peserta didik. Penelitian ini adalah penelitian tindakan kelas. Teknik yang digunakan dalam mengumpulkan data yaitu observasi, wawancara, kuesioner, tes, dan dokumentasi. Data penelitian ini bersifat kualitatif dan kuantitatif. Teknik analisis data yaitu dengan reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian ini yaitu kesulitan belajar siswa pada materi operasi hitung pecahan yang dialami yaitu kurangnya pemahaman dalam konsep, kesulitan pada keterampilan matematika, serta kesulitan dalam menyelesaikan masalah. Faktor yang menyebabkan kesulitan belajar yaitu faktor internal dan faktor eksternal. Pembelajaran berdiferensiasi sebagai penyelesaian masalah mengakomodasi setiap kebutuhan siswa. Selain itu, pembelajaran yang direncanakan sudah mencakup diferensiasi konten, proses, produk, dan lingkungan belajar sehingga upaya yang dapat dilakukan untuk mengatasi kesulitan belajar matematika. Selanjutnya, pada pra siklus sebanyak 13 peserta didik (40,625%) tuntas, sedangkan yang belum tuntas ada 19 peserta didik (72,42%), dengan nilai rata-rata 69. Pada Siklus I peserta didik mengalami peningkatan jumlah peserta didik yang tuntas ada 24peserta didik (75%) sedangkan yang belum tuntas ada 8 peserta didik (48,28%) dengan nilai rata-rata 76,75. Selanjutnya, pada Siklus II terjadi peningkatan yang sangat tinggi dibandingkan dengan siklus I yaitu peserta didik yang sudah mencapai KKTP berjumlah 31 peserta didik (96,875%), sedangkan yang belum tuntas berjumlah 1 peserta didik (3,125%) dengan nilai rata-rata 92,4. Hal ini menunjukkan bahwa pembelajaran berdiferensiasi dapat meningkatkan hasil belajar peserta didik dalam pelajaran Matematika pada materi pecahan.

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