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Educational Insights
Published by PT Ilmu Inovasi Nusantara
ISSN : -     EISSN : 30256658     DOI : https://doi.org/10.58557/eduinsights
Core Subject : Science, Education, Social,
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Educational Insights (e-ISSN 3025-6658) is a scientific journal aimed at providing a platform for academics, researchers, and education practitioners to share insights, discoveries, and innovative perspectives on various aspects of education. This journal is committed to fostering critical thinking, developing best practices, and facilitating the exchange of relevant ideas in the field of education. With a multidisciplinary approach, Educational Insights invites readers to deepen their understanding of theories, methods, and crucial issues that influence learning and teaching. Educational Insights Journal is intended to contribute to the field with academic research outcomes and disseminate knowledge about education, including theories, quality of instruction, instructional planning, design, and technology from a disciplinary and/or interdisciplinary holistic approach, but it is not limited to these subjects. The journal "Educational Insights" covers, but is not limited to, the following areas: Learning Innovation: Articles that discuss the use of new technology, creative approaches, and innovative strategies in designing and implementing effective learning processes. Curriculum Improvement: Research focused on developing, evaluating, and adapting curricula according to the latest developments in education. Teacher Professional Development: Articles that discuss professional development programs to improve teacher skills, knowledge, and competence. Lifelong Learning: Research on education across the ages, including early childhood education, continuing education, and adult education. Inclusive Education: The article explores approaches to creating an inclusive learning environment for all students, including those with special needs. Multicultural Education: Research on learning approaches that respect cultural diversity and promote intercultural understanding. Educational Evaluation: Articles discussing various methods of educational evaluation, including measurement of learning outcomes and program effectiveness. Education Policy Review: A critical analysis of education policies that impact the education system at various levels. Educational Psychology: Research on the psychological aspects of the teaching-learning process, motivation, cognitive development, and well-being of students.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
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Search results for , issue "Vol. 3 No. 2 (2025): December 20025" : 5 Documents clear
Causal Comparative and Correlational Research Designs in Education Nisa, Rafika
Educational Insights Vol. 3 No. 2 (2025): December 20025
Publisher : PT Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/eduinsights.v3i2.96

Abstract

This research aims to explain the definition, objectives, characteristics, as well as the advantages and disadvantages of causal comparative and comparative research. This research is qualitative research using a literature review method. This research is certainly very important to study, especially for education researchers who want to study cause and effect and colleration in various variables in the field of education. The results of this research are causal-comparative and correlational research may be confused because both studies are without manipulation and the same thing regarding the interpretation of results. There is a difference between the two, namely that comparative causal studies usually involve two or more groups and one independent variable, while correlational studies usually involve two or more variables and one group. Comparative causal studies involve comparisons, while correlational studies involve correlations.
Improving Children's Fine Motor Skills Through Multimodal Stamping Methods at RA Masyithoh 03 Kambangan Munadhiroh; Ibrahim S, Moch Bayu
Educational Insights Vol. 3 No. 2 (2025): December 20025
Publisher : PT Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/eduinsights.v3i2.134

Abstract

This study aims to describe the implementation of the multimodal stamping method to improve fine motor skills in early childhood at RA Masyithoh 03 Kambangan. The research used a qualitative case study approach through participatory observation, in-depth interviews with teachers and children, and visual documentation. The findings show that the multimodal stamping method, which combines visual, tactile, and kinesthetic modalities, created an engaging learning experience that effectively developed children’s fine motor skills. Children became more confident, creative, and independent in the stamping activities, while teachers played an important role as facilitators who encouraged exploration. Challenges such as limited materials and a lack of teacher training were addressed through effective collaboration between the school and parents. These findings align with active and holistic learning principles, as outlined in Vygotsky’s and Gardner’s theories. This study recommends that the multimodal stamping method be continuously developed and adapted in early childhood learning, as it not only enhances fine motor skills but also stimulates children’s creativity, social values, and cooperation. The approach provides a solid foundation for holistic child development, supporting their readiness for future academic and social environments.
Significant Contribution of Emotional Intelligence to The Learning Achievement of Elementary School Students Cania, Sri; Hartini, Budi
Educational Insights Vol. 3 No. 2 (2025): December 20025
Publisher : PT Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/eduinsights.v3i2.145

Abstract

This study aims to examine the influence of emotional intelligence on the learning outcomes of elementary school students. The research is motivated by the assumption that low academic achievement is not solely influenced by cognitive abilities but is also related to students’ emotional competencies. A quantitative approach with an associative research design was employed. The sample consisted of 240 elementary school students selected through random sampling techniques. Data were collected using closed-ended questionnaires and analyzed using simple linear regression with the assistance of SPSS software. Emotional intelligence has a positive and significant effect on learning outcomes, as evidenced by a regression coefficient of 0.627 with a significance level of < 0.001. The coefficient of determination (R²) of 0.321 shows that emotional intelligence accounts for 32.1% of the variance in students’ learning outcomes, while the remaining variance is explained by other factors beyond the scope of this study. This study strengthens the perspective that emotional intelligence is a fundamental affective construct that directly contributes to academic achievement at the elementary education level. Educators and policymakers to integrate emotional intelligence development into elementary school learning processes as part of a holistic educational approach aimed at improving students’ academic performance and emotional well-being.
Integrating Technology and Pedagogy: The Development of an Rme-Based Interactive Website For Re-Contextualizing Number Concept Nugraha, Aditiya Eka; Lestiana, Herani Tri
Educational Insights Vol. 3 No. 2 (2025): December 20025
Publisher : PT Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/eduinsights.v3i2.147

Abstract

The present study aims to design and develop an interactive website as a learning medium grounded in the Realistic Mathematics Education (RME) approach, specifically focusing on number concepts for seventh-grade junior high school students. This research employed the Research and Development (R&D) methodology utilizing the ADDIE model, encompassing five systematic phases: Analysis, Design, Development, Implementation, and Evaluation. The validation process involved five experts consisting of mathematics education lecturers and teachers. The validation outcomes demonstrated that the developed media met the feasibility criteria and was categorized as "good" in the aspects of content, media, and language. A limited implementation involving 20 students revealed highly positive responses, indicating that the website was both practical and engaging, with an average score exceeding 85%. The developed website facilitates contextualized learning of number concepts, enhances interactivity, and promotes students' engagement and conceptual understanding. Thus, the interactive website is deemed appropriate to serve as a digital alternative instructional medium in mathematics education.
The Effectiveness of Using Guided Inquiry Based Modules With Concept Cartoon to Minimize Misconceptions in Buffer Kusumaningrum, Idha Ayu Kusumaningrum; Kristyasari, Marantika Lia
Educational Insights Vol. 3 No. 2 (2025): December 20025
Publisher : PT Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/eduinsights.v3i2.150

Abstract

Buffer solutions are a chemistry topic that contains many abstract concepts, calculations, and requires a strong grasp of prerequisite material. The use of inappropriate teaching materials can lead to student misconceptions. This study aims to determine the effectiveness of guided inquiry-based module equipped with concept cartoons in minimizing misconceptions regarding buffer material. This study used an experimental method with a 'Randomized Control Group Pretest-Posttest Design.' The research population consisted of 18 classes of eleventh-grade students from three high schools categorized as high (A), medium (B), and low (C) performance in the Karanganyar Regency. The sample consisted of two classes as the control and experimental groups. Data collection used a testing instrument that had been previously validated by experts. The effectiveness of module was analyzed using a t-test. The results showed that the use of a guided inquiry-based module equipped with concept cartoons was effective in minimizing misconceptions about buffer material. The percentages of misconceptions reduction were 71% for students at SMA A, 56% for students at SMA B, and 52% for students at SMA C. This module is a potential tool for remediation in learning. Concept cartoons in this module can help detect and remediate misconceptions through inquiry.

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