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Outline Journal of Education
Published by Outline Publisher
ISSN : -     EISSN : 29631521     DOI : -
Core Subject : Education,
Education Other
Outline of Journal Education is a high quality open access peer reviewed research journal published by Outline Publisher. Outline of Journal Education provides a platform that welcomes and recognizes high quality empirical original research papers in education written by researchers, academics, professionals and practitioners from around the world.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 104 Documents
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The Influence Of The Campus Environment On Students Learning Motivation Anggun Paulina Manik; Mawar Lestari Hutagaol; Yuliana Sari Angkat; Asmin
Outline Journal of Education Vol. 5 No. 1: February 2026
Publisher : Outline Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/yqzh4437

Abstract

This study aims to determine the influence of the campus environment on student learning motivation. A conducive campus environment is believed to play an important role in encouraging students' enthusiasm, interest, and desire to learn optimally. This study used a quantitative approach with a survey method involving a number of respondents from various study programs. Data were collected through a questionnaire covering aspects of environmental cleanliness, comfort of facilities, academic atmosphere, and social relationships on campus. The results of the study indicate that the campus environment has a positive and significant influence on student learning motivation. The better the condition and atmosphere of the campus, the higher the level of learning motivation of students. This finding emphasizes the important role of educational institutions in creating a comfortable, safe, and supportive learning environment for academic activities.  
The Influence Of Social Media On Student Learning Patterns Angelica Sinaga; Krista bella sihombing; Riyani Tarigan; Sonita Putri Natalia
Outline Journal of Education Vol. 5 No. 1: February 2026
Publisher : Outline Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/1039ps16

Abstract

This study aims to determine the effect of social media use on students' learning patterns, including concentration, study time, learning motivation, and academic interaction. This study used a quantitative approach with a survey method of 30 student respondents from various study programs. The results showed that the majority of students (27 out of 30) used social media for more than three hours per day, especially Instagram, TikTok, and YouTube. Social media use has both positive and negative impacts on learning patterns. Positive impacts include ease of access to digital learning resources, improved academic communication, and the emergence of learning motivation through educational and inspirational content. Meanwhile, negative impacts include decreased concentration, reduced productive study time, and increased distractions due to excessive entertainment content. Overall, the influence of social media on students' learning patterns depends on usage patterns and self-control abilities. Therefore, students need to use social media wisely and productively so that it can play a role as an effective learning support tool in the digital era.
The Influence of Online Games on Students’ Learning Motivation Olivia Kristin Lumban Gaol; Vania Ailsa Nabilah; Lisbet Saulintia Sitanggang; Larissa Evelin Saragih; Cindy Leonysa V Lumban Toruan
Outline Journal of Education Vol. 5 No. 1: February 2026
Publisher : Outline Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/zwqeq814

Abstract

This research aims to determine the effect of online games on students’ learning motivation at Medan State University. The study employed a quantitative approach using survey methods with 32 respondents from the Faculty of Sports Science. Data were collected through Likert-scale questionnaires measuring online gaming intensity and learning motivation. The data were analyzed using descriptive statistics and simple linear regression. The results showed that online gaming has a significant negative effect on learning motivation. Students who spend more than three hours daily on online games tend to have lower motivation, decreased focus, and reduced academic discipline. Therefore, online gaming behavior must be controlled so that it remains recreational rather than disruptive to academic performance
The Effect of KKNI Block System Learning on The Learning Outcomes of Office Administration Education Students of Stambuk 2024 At The Faculty of Economics Andika Rifky Maulana; Lia Ima Triwani; Muhammad Khadafi Chaniago; Rony Bayer Tamba; Sartana Hutabarat
Outline Journal of Education Vol. 5 No. 2 (2026)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/sqy8bq03

Abstract

This study aimed to analyze the effect of KKNI block system learning on the learning outcomes of Office Administration Education students of stambuk 2024 at the Faculty of Economics, Universitas Negeri Medan. KKNI block system learning is an intensive learning model where students focus on one subject for a short period, enabling better concentration and mastery of material. The study employed library research and quantitative methods with a questionnaire distributed via Google Form to 30 purposively sampled students. The simple regression analysis showed a positive and significant relationship between student learning outcomes and the effectiveness of KKNI block system learning. The constant value indicated that factors other than learning outcomes also influenced the learning system. The coefficient implied that for every one-unit increase in learning outcomes, the KKNI block system's learning effectiveness improved by 0.6902 units. The findings support that enhanced student competencies strengthen the successful implementation of KKNI-based learning. The study recommends improving system block implementation by considering student readiness, learning facilities, and lecturer support. Further research should incorporate broader samples and additional variables such as learning motivation and academic stress levels.
Student’s Perceptions of the Quizizz Application as an Evaluation Meduim in Ecosystem Material for Class X-6 at SMA Negeri 5 Padangsidimpuan Marnisa Ritonga; Rizky A. Dona Siregar; Rosniati Siregar
Outline Journal of Education Vol. 5 No. 2 (2026)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/a8tk6v11

Abstract

This study was motivated by the predominance of conventional assessment methods that often reduce students’ enthusiasm and motivation in participating in Biology learning evaluations. One alternative technology-based assessment medium is Quizizz (Wayground), which offers interactive features and gamification elements. This study aimed to describe students’ perceptions of the use of Quizizz as an assessment medium on the Ecosystem topic in Class X-6 of SMA Negeri 5 Padangsidimpuan. The study employed a descriptive qualitative approach involving five students of Class X-6 and one Biology teacher as informants. Data were collected through structured interviews and questionnaires covering five indicators: ease of use, student satisfaction, student activeness, mastery of learning material, and learning motivation. Data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings revealed that Quizizz received positive responses from both students and the teacher. Quizizz was perceived as easy to use, capable of increasing student satisfaction and activeness during assessments, supporting mastery of learning materials through immediate feedback, and enhancing learning motivation through game features, scoring systems, and leaderboards. Therefore, Quizizz (Wayground) can be utilized as an interactive, engaging, and effective assessment medium to support the Biology learning process.
The Influence of Using Quizizz Media on the Learning Interest of Grade X Students at MA YPKS Padangsidimpuan Jesnita Sari; Nabilah Siregar
Outline Journal of Education Vol. 5 No. 2 (2026)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/yjvyk742

Abstract

The low interest of students in learning Biology and the use of less attractive learning media form the background of this study. This study aims to determine the influence of using Quizizz media on the learning interest of Grade X students at MA YPKS Padangsidimpuan. The research method used is quantitative, with an experimental design: a One-Group Pretest-Posttest Design. The population as well as the sample of this study, involved 27 students of Grade X, determined through the total sampling technique. Data collection on learning interest was carried out using a questionnaire instrument, while data on media implementation were collected through observation sheets. The results of the descriptive analysis showed that the implementation of Quizizz media was in the "Excellent" category with an average score of 86.87. After the implementation of the media, the average score of students' learning interest increased significantly from 71.74 (pretest) to 91.07 (posttest). Based on the hypothesis testing using the Paired Samples t-Test, the obtained value of t count > ttable was 27.225 > 2.060 with a significance value of 0.000 < 0.05. Thus, H0 is rejected, and Ha is accepted, which means there is a positive and significant influence of using Quizizz media on students' interest in learning biology. This media is recommended as a digital innovation to create interactive and enjoyable learning.
Analysis of the Socioscientific Issues approach based on Augmented Reality application in biology lessons in class X-2 of SMA Negeri 1 Angkola Timur Alliza Sari; Rizky A. Dona Siregar; Sri Rahmi Tanjung
Outline Journal of Education Vol. 5 No. 2 (2026)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/d8m7vp36

Abstract

Biology learning in senior high schools is often limited to theoretical and text-based approaches, making it difficult for students to connect scientific concepts with real-life issues. This study aimed to analyze the implementation of the Augmented Reality (AR)-based Socio-scientific Issues (SSI) approach in biology learning in Class X-2 of SMA Negeri 1 Angkola Timur, examine the use of AR as a supporting medium for SSI, and identify its impact on students' engagement and critical thinking skills. This research employed a qualitative approach with a case study design. Data were collected through semi-structured interviews with a biology teacher as the primary informant and questionnaires administered to five students as key informants. The data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation and researcher triangulation. The findings revealed that the SSI approach was implemented through five stages: introducing the topic, eliciting students’ initial opinions, conducting in-depth exploration of the material, evaluation, and collaborative decision-making. The integration of AR enabled the visualization of biological objects in three-dimensional forms, which increased students’ enthusiasm, participation, and understanding of abstract concepts. Overall, the AR-based SSI approach created a more contextual, interactive, and meaningful learning environment. The study implies the importance of enhancing teachers’ competencies in utilizing AR technology and providing adequate digital infrastructure in schools.
Implementation of Chromebook-Based Digital Gamification in Mathematics Learning to Improve Motivation, Engagement and Critical Thinking Skills of Students Agnes Fransisca Sagala; Imelda Nababan; Novi Tari Simbolon
Outline Journal of Education Vol. 5 No. 2 (2026)
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/hwthxn58

Abstract

This study aimed to analyze the implementation of Chromebook-based digital gamification in mathematics learning to improve students' motivation, engagement, and critical thinking skills. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The participants consisted of 50 seventh-grade students at SMP Nanyang Zhi Hui Medan in the 2025/2026 academic year, comprising 25 students in the experimental group and 25 students in the control group. The experimental group received mathematics learning using Chromebook-based digital gamification through Quizizz, Blooket, and Gimkit, while the control group received conventional mathematics learning. Data were collected using critical thinking tests, learning motivation questionnaires, and student engagement questionnaires. Based on the simulated research data, the experimental group obtained a higher posttest mean score of 82.64 for critical thinking than the control group, which obtained 73.16. The average motivation score of the experimental group increased to 84.72, while the control group obtained 76.08. Student engagement in the experimental group reached 86.20, while the control group obtained 74.96. The simulated independent sample t-test for critical thinking resulted in Sig. (2-tailed) = 0.003 < 0.05, indicating a significant difference between the two groups. These findings indicate that Chromebook-based digital gamification has the potential to create more interactive mathematics learning and support students' motivation, engagement, and critical thinking development.
The Implementation of Problem-Based Learning Model to Improve Junior High School Students' Mathematical Problem-Solving Ability Novi Tari Simbolon; Imelda Nababan; Agnes Fransisca Sagala
Outline Journal of Education Vol. 5 No. 2 (2026)
Publisher : Outline Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/dzxdzv95

Abstract

Junior high school students' mathematical problem-solving ability in Indonesia remains relatively low, partly because conventional, teacher-centered instruction rarely gives students the opportunity to construct their own understanding through real, contextual problems. This study aimed to examine the effect of the Problem-Based Learning (PBL) model on students' mathematical problem-solving ability compared to conventional learning. A quasi-experimental design with a nonequivalent control group was employed, involving 64 eighth-grade students from a public junior high school, divided into an experimental class that received PBL and a control class that received conventional learning. Data were collected using a validated mathematical problem-solving test administered as a pretest and posttest, then analyzed using an independent samples t-test after normality and homogeneity assumptions were satisfied. The results showed that the average posttest score of the experimental class (78.6) was significantly higher than that of the control class (61.4), with a t-value of 6.42 and a significance value of 0.000 (p < 0.05). The N-gain analysis further indicated that the increase in problem-solving ability in the experimental class fell into the moderate-to-high category, whereas the control class remained in the low-to-moderate category. These findings indicate that the implementation of Problem-Based Learning effectively improves junior high school students' mathematical problem-solving ability, particularly in the aspects of understanding the problem, devising a strategy, and evaluating the solution. Teachers are encouraged to consider PBL as an alternative learning model to develop students' higher-order thinking skills in mathematics.
Enhancing the Mathematical Creative Thinking Skills of Students at SD Bethany Medan through Outdoor Mathematics Learning Assisted by MathCityMap Imelda Nababan; Novi Tari Simbolon; Agnes Fransisca Sagala
Outline Journal of Education Vol. 5 No. 2 (2026)
Publisher : Outline Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61730/dqd1mb95

Abstract

Mathematical creative thinking is an essential competence that needs to be developed from elementary school because students are expected to generate ideas, use various strategies, and develop innovative solutions to mathematical problems. However, mathematics learning is still frequently conducted through routine classroom activities that provide limited opportunities for students to explore mathematical concepts in real contexts. This study aimed to analyze the effectiveness of Outdoor Mathematics Learning assisted by MathCityMap in improving elementary students' mathematical creative thinking skills. The study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The participants consisted of 45 fifth-grade students at SD Bethany Medan, comprising 25 students in the experimental group and 20 students in the control group. Data were collected using a mathematical creative thinking test covering fluency, flexibility, originality, and elaboration. The data were analyzed using descriptive statistics, prerequisite tests, independent sample t-test, and N-Gain analysis. The results showed that the experimental group obtained a higher posttest mean score of 84.73 than the control group, which obtained 72.15. The independent sample t-test resulted in Sig. (2-tailed) = 0.000 < 0.05, indicating a significant difference between the two groups. The N-Gain analysis also showed that the experimental group achieved a high category, while the control group achieved a moderate category. These findings indicated that Outdoor Mathematics Learning assisted by MathCityMap was effective in improving students' mathematical creative thinking skills by integrating real-world contexts, mathematical exploration, collaboration, and digital technology.

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