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Edukasi Elita : Jurnal Inovasi Pendidikan
Published by Lembaga Pengembangan Kinerja Dosen
ISSN : 30465516     EISSN : 3046465X     DOI : 10.62383
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Edukasi Elita : Jurnal Inovasi Pendidikan adalah jurnal yang ditujukan untuk publikasi artikel ilmiah yang diterbitkan oleh Lembaga Pengembangan Kinerja Dosen, Lembaga Penelitian dan Pengabdian Masyarakat Lembaga Pengembangan Kinerja Dosen. Jurnal ini adalah Jurnal Inovasi Pendidikan yang bersifat peer-review dan terbuka. Bidang kajian dalam jurnal ini termasuk sub rumpun Ilmu Inovasi Pendidikan. Edukasi Elita : Jurnal Inovasi Pendidikan menerima artikel dalam bahasa Inggris dan bahasa Indonesia dan diterbitkan 4 kali setahun: Januari, April, Juli dan Oktober.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 297 Documents
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Analisis Komunikasi Organisasi dalam Lembaga Pendidikan: Bentuk, Hambatan, dan Efektivitasnya Elfash Zuhdan Muzakky; Mardiyah Mardiyah; Laila Manzilatur Rohmah; Chelsy Zaqiya Irfiana; Aqlia Nadine Dzakia
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 4 (2026): Oktober: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i4.3570

Abstract

Organizational communication is essential to educational institution management, supporting information delivery, coordination, decision-making, and organizational goals. However, its effectiveness is often hindered by communication patterns and barriers arising from individuals and the organizational environment. This study analyzes organizational communication forms, identifies barriers, and examines communication effectiveness in supporting organizational performance. A literature review with a descriptive-analytical approach was conducted by examining relevant literature and previous studies. Data were analyzed by identifying, classifying, and interpreting information on communication forms, barriers, and effectiveness. The findings reveal that formal and informal communication serve complementary functions in educational institutions. Formal communication clarifies organizational structures, tasks, policies, and responsibilities, whereas informal communication strengthens social relationships and facilitates information exchange. Communication barriers include perceptual, physical, psychological and interpersonal, technological, and language barriers. Effectiveness can be enhanced through clear messages, openness, two-way communication, feedback, appropriate media selection, and regular evaluation. These practices help address communication barriers while supporting the complementary roles of formal and informal communication. Therefore, organizational communication requires planned, open, adaptive, and collaborative management to improve organizational performance and support the achievement of educational institutional goals.
Exploring Efl Students’ Adaptation to Blended Learning: (A Case Study at SMP Alfaqih Muqaddam) Jihan Jihan
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 4 (2026): Oktober: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i4.3571

Abstract

English as a Foreign Language (EFL) plays an important role in Indonesia’s education system, particularly at the junior high school level. With the advancement of technology, blended learning combining face-to-face and online instruction has become an increasingly common approach in English classrooms. However, adapting to this learning model remains a challenge for many students, especially those accustomed to traditional teaching methods. This study aims to explore how EFL students adapt to blended learning and to identify the strategies they employ to overcome related challenges. The research applied a qualitative case study design at SMP Alfaqih Muqaddam, involving 15 students in the 2024/2025 academic year. Data were collected through observations, interviews, and questionnaires. The findings revealed that most students were able to adapt well to blended learning. They demonstrated high motivation, active participation, and confidence in using digital tools. Nevertheless, some students experienced difficulties in managing time and maintaining focus during online sessions. To cope with these challenges, students applied several strategies such as taking notes, participating in peer discussions, reviewing materials repeatedly, and utilizing online learning resources. Teacher guidance and peer support were also found to be crucial in helping students adjust to the blended learning environment. The study indicates that EFL students at SMP Alfaqih Muqaddam have shown positive adaptation to blended learning, although aspects such as time management and consistency still require improvement. The findings suggest that continuous support and interactive learning design are essential to enhance students’ engagement and learning outcomes in blended learning contexts.
Students Perceptions of the use of English Singsing Animated Videos as a Strategy in Learning Vocabulary at SMP Alfaqih Muqoddam Kubu Raya Ahmad Ramadany
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 4 (2026): Oktober: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i4.3572

Abstract

This study aims to explore students’ perceptions of the use of English Singsing animated videos as a strategy for learning vocabulary at SMP Alfaqih Muqaddam Kubu Raya. The study employed a qualitative approach with a descriptive case study design involving 25 seventh-grade students in the 2025/2026 academic year who were selected through purposive sampling. Data were collected through classroom observation, questionnaires, semi-structured interviews with students and the English teacher, and documentation. The data were analyzed descriptively by organizing, reducing, displaying, and interpreting the findings, with particular attention to students’ cognitive, affective, and conative perceptions. The findings revealed that students generally had positive perceptions of the use of English Singsing animated videos in vocabulary learning. Cognitively, the combination of visual, auditory, and textual elements helped students recognize, understand, and remember new vocabulary more effectively. Affectively, students demonstrated greater enthusiasm, enjoyment, and interest during the learning process and tended to prefer animated videos to conventional textbook-based learning. Conatively, the videos encouraged students to participate more actively, respond to classroom activities, and practice newly acquired vocabulary. The teacher also perceived English Singsing as an appropriate and effective learning medium because of its clear pronunciation, subtitles, colorful animations, and engaging presentation. Nevertheless, several challenges were identified, including relatively fast pronunciation, limited instructional time, and technical constraints. Overall, the findings indicate that English Singsing animated videos provide an engaging and supportive strategy for vocabulary learning by facilitating students’ understanding, increasing their motivation and enjoyment, and encouraging active participation in the English classroom.
Pengembangan Media Puzzle Bergambar untuk Pemahaman Bagian-Bagian Tumbuhan pada Siswa Kelas IV SD Amelia Yustisia Novanda Fitri; Nataria Wahyuning Subayani; Iqnatia Alfiansyah
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 4 (2026): Oktober: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i4.3582

Abstract

This study aimed to develop a picture puzzle learning media to improve fourth-grade elementary school students' understanding of plant parts. The study was motivated by students' low level of understanding of plant parts due to the use of conventional and less interactive learning media. The research employed the Research and Development (R&D) method using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The participants of this study were fourth-grade elementary school students. Data were collected through interviews, material expert validation, media expert validation, comprehension tests, and student response questionnaires. The results showed that the developed picture puzzle learning media achieved a material expert validation score of 95.31%, categorized as highly valid, and a media expert validation score of 81.25%, also categorized as highly valid. The effectiveness test yielded an N-Gain score of 72.38%, categorized as highly effective, while the student response questionnaire obtained a score of 82.61%, categorized as highly practical. Based on these findings, the picture puzzle learning media is considered valid, feasible, and effective as an alternative science learning medium to improve elementary school students' understanding of plant parts.
Dampak Digitalisasi Manajemen terhadap Efektivitas dan Mutu Layanan Pendidikan di Sekolah Dasar: Systematic Literature Review Lindha Puspitaning Cahya; Sri Marmoah
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 4 (2026): Oktober: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i4.3586

Abstract

  Digitalization of school management is increasingly promoted to improve the effectiveness and quality of educational services, yet the evidence for elementary schools remains scattered. This study synthesizes the impact of management digitalization on management effectiveness and educational service quality, with attention to elementary schools. A systematic literature review was conducted following the PRISMA 2020 guideline. Twenty-four empirical and review articles published between 2022 and 2026 were selected against inclusion criteria, seven of them set in elementary schools or madrasah ibtidaiyah, and analyzed using thematic synthesis. Digital management systems are consistently reported to improve administrative efficiency, data accuracy, reporting speed, transparency, and school–parent communication, and these gains are associated with better learning facilities, learning quality, and service quality. However, the impact is conditional: it depends on principals’ digital leadership, teachers’ digital literacy, infrastructure and connectivity, system integration, and change management. Most of the evidence is descriptive and qualitative, so the findings should be read as tendencies rather than causal effects. The review implies that digitalization should be treated as an organizational change process rather than a purely technical project, and that future research should use stronger designs and examine outcomes at the student level.
Media Animasi dalam Pembelajaran IPAS untuk Membangun Kesadaran Hemat Energi Siswa Sekolah Dasar Willdan Putra Daffa.S; Muhammad Suwignyo Prayogo; M.Siddan Abdilla; Abdul Jalal
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 4 (2026): Oktober: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i4.3591

Abstract

Learning Natural and Social Sciences (IPAS) not only aims to improve students' conceptual understanding but also to foster awareness of energy-saving behavior in everyday life. However, understanding the importance of energy conservation is not necessarily followed by consistent implementation of these behaviors. This study aims to describe the use of animated media in IPAS learning and its role in building energy-saving awareness among elementary school students. This study used a qualitative approach with a descriptive method and was conducted at SDN Rambi Gundam 03 in September 2026, involving 30 fourth-grade students as observation subjects. Data were collected through learning observations and interviews with teachers. The results showed that students responded positively to the use of animated videos, characterized by enthusiasm and interest in participating in learning compared to learning that only relied on lecture methods. Students also began to understand simple actions to save energy, such as turning off lights when not in use. However, the implementation of energy-saving behaviors has not been consistent. These findings indicate that animated media has the potential to support IPAS learning about energy conservation, but it is not sufficient to prove its direct influence on changes in student behavior. Therefore, the use of animated media needs to be combined with habits and real-life activities so that students' understanding can be applied in everyday life.
Teachers' Perceptions of Students’ Participation in English Class at SMP Arrahim Pontianak Muhammad Khairil Al Mustaqim
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 4 (2026): Oktober: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i4.3594

Abstract

Student participation is essential for successful English language learning, as it promotes communication, interaction, and practice. However, participation levels among students at SMP Arrahim Pontianak vary, with some actively engaging and others remaining passive. This study aims to explore teachers’ perceptions of students’ participation in English classes and identify factors influencing their involvement. A qualitative descriptive method with a case study approach was employed. Two English teachers were selected through purposive sampling based on their teaching experience and willingness to participate. Data were collected through interviews and analyzed descriptively. The findings indicate that approximately one-third of students were highly active, answering questions, participating in discussions, and attempting to speak English despite making mistakes. Meanwhile, around half were passive, preferring to listen and take notes rather than engage verbally. Teachers attributed passivity primarily to low confidence, limited vocabulary, and fear of making mistakes rather than a lack of interest. Participation was influenced by motivation, confidence, language proficiency, classroom atmosphere, and teaching methods. Students who considered English useful for their future tended to participate more actively. Furthermore, supportive classroom environments and interactive strategies, including games, role plays, and group projects, helped increase student engagement.

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