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Edukasiana: Jurnal Inovasi Pendidikan
Published by Papanda Publisher
ISSN : -     EISSN : 28096770     DOI : https://doi.org/10.56916/ejip
Core Subject : Education,
Education Mathematics Other
Edukasiana is a scientific journal published by Papanda. The purpose of this journal publication is to disseminate new theories and research results that have been achieved in the field of education. Edukasiana has been published online since 2022. This Journal was published in January, April, July, and October. Edukasiana published by Papanda Publisher mainly focuses on major issues in teaching, Teaching Assessment, learning media, development of subjects of education, and management of education. This Journal received all the topics about the results of studies and research by lecturers, students, teachers, practitioners, and scientists in the field of elementary education. For the research category, articles can be written using quantitative and qualitative approaches and can be made in a variety of research designs, such as action research, experiments, and case studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 9 Documents
 1 
Search results for , issue "Vol. 3 No. 2 (2024)" : 9 Documents clear
Strengthening outcome-based education: Capability approach perspective Dano, Givheart
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i2.550

Abstract

This paper explores the integration of the Capability Approach into Outcome-Based Education (OBE) to enhance the quality and inclusivity of educational practices. While OBE has gained acceptance for its structured approach, critics raise concerns about its potential limitations in fostering holistic development. The Capability Approach, rooted in the work of Amartya Sen and Martha Nussbaum, offers an alternative perspective, emphasizing human capabilities and freedoms. The paper advocates for a broader view of education, asserting that it should empower learners with skills beyond predefined outcomes. It discusses the theoretical foundations of both approaches, their key principles, and the potential synergies between them. The study employs a comprehensive qualitative methodology, analyzing various sources to enrich the understanding of the research topic. Criticisms of OBE include a perceived narrowing of the curriculum and concerns about its impact on individual excellence. Case studies from different countries highlight challenges and varying outcomes in OBE implementation. The integration of the Capability Approach into OBE is proposed as a transformative avenue, emphasizing the cultivation of capabilities alongside traditional knowledge. Practical implications are outlined, including designing comprehensive learning outcomes, adapting curriculum and pedagogy, and employing diverse assessment methods. The integrated approach is seen as a means to empower learners for personal and societal flourishing, fostering inclusivity and equity in education. The paper concludes that this integration signifies a paradigm shift, redefining education as a transformative force for individual and societal progress.
Factors influencing student learning outcomes and Satisfaction: A case study approach AL-Harsoosi, Najwa; AL-Harsoosi, Yuzah; Thottoli, Mohammed Muneerali
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i2.576

Abstract

Purpose: Learning outcomes play a critical role when evaluating educational programs' success and educational institutions' responsibility to deliver high-quality instruction. Educational institutions may consider improvements to fulfill the requirements of students better and enhance their emotional elements to increase interest in learning by identifying areas of strength and weakness through student learning outcomes and satisfaction evaluations. Hence, the study examines the factors for assessing student learning outcomes and Satisfaction. Methodology: A quantitative research method was utilized in this study, and 180 sample data was collected. This study employed a quantitative research design, collecting 180 sample data from students at the College of Economics, Management, and Information Systems, University of Nizwa, Oman. SEM-PLS software has been used to analyze the collected data. Findings: According to the study, educational quality (EQ) significantly impacted students' Satisfaction (SS) but not learning outcomes. There was no discernible impact of student involvement on learning outcomes or Satisfaction. Similarly, support resource quality (SRQ) does not significantly affect student learning outcomes. However, SRQ has a substantial effect on students' Satisfaction. Thus, high-quality education indicates that enhancing the learning environment should be a top priority for educational institutions. For students, self-regulated learning and metacognition are essential. Educators should constantly update and improve the curriculum to incorporate cutting-edge teaching techniques and current pedagogical trends.
Exploring the challenges and coping strategies of rural high schools in resuming to in-person classes Petiluna, F Roylan Hope C.; Naparan, Genesis B.
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i2.578

Abstract

This study intends to explore the challenges and coping strategies of selected public rural high schools in transitioning from modular to in-person classes. It utilizes a qualitative-case study design gathering primary data by interviewing school heads, ancillary coordinators, teachers, and parents from 3 public high schools in the rural districts of Pagadian City. Coding was the strategy used to analyze the data gathered. Analysis reveals that amidst the implementation of full in-person classes, schools experienced challenges in adapting to the new normal, managing misbehavior, academic unpreparedness, mental health concerns, maintaining health and safety standards, and sustaining school operations. Consequently, schools applied measures to address such challenges by applying systematic response, resourcefulness, effective communication, sustaining productivity, and creating an encouraging environment. Hence, recommendations to further address challenges were discussed. The primary contribution of this study lies in providing a deeper understanding of the challenges and coping strategies faced by rural high schools in transitioning to the "new normal" of education. This study contributes to providing a deeper understanding of the challenges and coping strategies faced by rural high schools in transitioning to the "new normal" of education.
The overview of knowledge management for the benefits of service-based value in the university libraries:: A systematic literature review Mostofa, Sk Mamun
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i2.609

Abstract

There is an exclusive chance for university libraries to contribute to the future reimagining of library services. In this regard, the job of KM might be extremely successful. As a result, university libraries may provide excellent user services by utilizing KM. This research is to explore the existing models of Knowledge Management (KM) and how the existing models of KM are implemented at university libraries, to recognize how KM is being implemented at university libraries as reported in earlier research, and the benefits of KM practices for creating service value for libraries. This research was performed following the “Preferred reporting items for systematic reviews and meta-analyses (PRISMA)” guidelines. The study found that a skilled workforce and expertise are required for effective KM implementation in university libraries. Outdated skills may serve as a starting point for KM in university libraries, but they are insufficient for providing service-based value. There is a need for Library and Information Science (LIS) professionals to develop additional competencies for KM practice in university libraries. Based on the findings and discussion, it can be concluded that all the authors have recognized the importance of KM in libraries. This finding would aid the university libraries and offer current KM knowledge to other libraries. Therefore, this research would be an excellent addition to the application of KM in university libraries.
Probing secondary school students' test anxiety in biology using Inquiry-based instructional approach in Anambra State Nwuba, Izunna; Mmodum, Isaac-Martin C.; Agwuna, Cynthia C.; Mbaegbu, Chioma S.; Egwu, Sussan O.; Awosika, Opeyemi F.
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i2.656

Abstract

The study investigated the effect of inquiry-based instructional approach (IBIA) on secondary school students’ test anxiety in biology. The study is a quasi-experimental research, adopting specifically the non-randomized control group design. 4,755 (2,067 males and 2,688 females) Senior Secondary year two (SS2) students offering biology in the 62 government owned secondary schools, in Awka Education Zone of Anambra State, Nigeria constituted the population. 52 (20 males and 32 females) SS2 biology students drawn from, two intact classes, in the two sampled schools, using multi-stage sampling procedure constituted the sample size. The instrument for data collection was an adapted Biology Test Anxiety Scale (BTAS), validated by three experts with reliability coefficient of 0.78 established using Cronbach Alpha. In analyzing the collected data, mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was employed to test the null hypotheses. The findings revealed that students taught biology with IBIA significantly showed low test anxiety in biology than those taught with the conventional lecture method, irrespective of gender. Based on the findings, the study concluded that IBIA is a gender friendly, activity-based approach that boosts students’ confidence, and promotes meaningful learning in biology. In light of this, it was recommended among others that IBIA should be adopted by biology teachers in secondary schools to actively engage students in the learning process which will in return help boost their confidence during tests and thus, reduce their anxiety.
Assessing the influence of teacher leadership styles on motivation and academic outcomes among secondary school students Khoudri, Insaf
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i2.676

Abstract

The quality of teaching, teacher leadership style, student satisfaction, and academic outcomes collectively serve as crucial predictors of the competence of graduates and the overall success of educational institutions. This study aimed to investigate the significance of classroom and teacher leadership in the context of enhancing students’ motivation and academic achievements. Employing a quantitative approach via a questionnaire, the study focused on Moroccan EFL students, specifically targeting first- and second-year baccalaureate students majoring in physics and first-year experimental sciences at Al Ahd Al Jadid Secondary School in the Taounat region. The study’s findings revealed that a substantial 97.9% of participants favored transformational leadership, with 61% opting for transactional leadership, and a modest 14.2% choosing laissez-faire leadership. These results suggest that effective teachers may employ a combination of transformational and transactional leadership styles, depending on the specific circumstances and needs of the classroom. This study highlights the importance of flexible and adaptive leadership in education and its potential impact on students’ motivation and academic success.
Restriction Policy on Afghan Girls' Education and its Consequences Hamidi, Abdul Basir
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i2.691

Abstract

The people of Afghanistan experienced profound transformations across various spheres following the political upheaval of August 15, 2021, wherein the Islamic Republic government was replaced by the Islamic Emirate of Afghanistan. The new government has introduced various policies that are impacting people's lives differently from before. One of these policies is placing  limitations on the education of women, signaling a significant shift in how educational opportunities are being provided to female students. The study adopted a qualitative case study with a sample of female school students across five provinces of Afghanistan, including Kabul, Herat, Bamiyan, Farah and Jalalabad. Each of the five provinces represented by 10 students, for 50 respondents. The findings of the research highlights that depriving girls of education has had a number of detrimental effects on them, including emotional and psychological issues, forced marriage, migration, a loss of hope for the future, and other long-term effects. The study highlights the value of providing girls with equal educational opportunities and contributes to the creation of more effective policies and methods to guarantee girls' access to education in Afghanistan and other countries facing similar difficulties.
Fostering Students’ Academic Achievement in Physics through Graphic Organizer-Enhanced Learning Strategy Uzomah, Theophilus N.; Achor, Emmanuel; Jack, Gladys U.
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i2.706

Abstract

This study focused on fostering academic achievement in physics using graphic organizer-enhanced learning strategy among secondary students, Taraba State Nigeria. Two research questions and two hypotheses guided the study. The study adopted a quasi-experimental, research design. The sample for the study was 172 students comprising 113 males and 112 females drawn from secondary schools offering physics in Jalingo education zone. Data for the study were generated using Physics Achievement Test (PAT). Kuder Richardson-20 (K-20) formula was used for the reliability of PAT with index of 0.85 obtained. Mean, standard deviation and Analysis of Covariance (ANCOVA) were used for data analysis. The following findings emerged: There was significant difference in the mean score academic achievement in Physics of students taught using graphic organizer-enhanced learning strategy and those thought using the conventional strategy. There was significant difference in the mean score academic achievement in physics of male and female students taught using graphic organizer-enhanced learning strategy. It was recommended that Physics teachers should employ graphic organizer-enhanced learning strategy in their interaction when teaching physics as the strategy has the capacity to enhance male and female students’ academic achievement in physics. Physics teachers should regularly provide the structure and opportunity for students to employ graphic organizer-enhanced strategy in their learning process.
Engaging Students to Learn Coding in the AI Era with Emphasis on the Process Arendes, Kate; Kerkhoff, Shea; Adhikari, Badri
Edukasiana: Jurnal Inovasi Pendidikan Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v3i2.728

Abstract

Students learning to code for the first time face several challenges. For instance, they struggle to interpret the error messages they see when their code fails to run. Since teaching standards in coding are focused primarily on whether a student’s code runs successfully, students are often penalized in their grades not for the effort they put into their work but for the code they turn in. Automated grading tools deployed in educational institutions, unfortunately, make the issue worse. In this work, we discuss a novel approach to motivate students to learn coding by shifting the focus of both educators and students from outcomes to the process behind the outcomes. In this study, educators and students are introduced to a new tool, Process Feedback (PF), which shows each student’s work as a visual journey. After using both qualitative and quantitative data collection and analysis, the paper discusses how using PF can help students code insightfully and help educators grade quickly and thoroughly. Our findings reveal that tools such as PF can be beneficial in addressing challenges in learning to code and encouraging students to be original in the age of AI. The results also imply that the incorporation of process-oriented learning tools can make coding education more effective and that the process-centric approach can play a key role in the development and effectiveness of educational tools for students.  

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