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Edelweiss : Journal of Innovation in Educational Research
Published by Cv. Mitkom Indotama
ISSN : -     EISSN : 30217717     DOI : 10.62462/edelweiss.v1i1.4
Core Subject : Education,
Education
Edelweiss : Journal Of Innovation in Educational Research (E-ISSN:3021-7717) is a journal of multidisciplinary research in education. This journal published four (4) times a year , January, July, September and December. Our journal is committed to advancing the understanding and practice of innovative and effective approaches to education. We aim to provide a platform for researchers, educators, policy makers, and students to share their insights and experiences, contributing to the development of more inclusive and impactful educational systems worldwide. Our journal primarily focuses on the following areas: 1. Language Pedagogy - Teaching English as Foreign Language - Indonesian Language Education 2. Social Science Education 3. Health and Sport Education Science 4. Mathematics and Natural Science Education 5. Special Education 6. Non-Formal Education 7. Primary Teacher Education 8. Educational Psychology 9. Assessment and Evaluation 10. Educational Technology
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "vol. 3 no. 1 (2025): edelweiss : july 2025" : 5 Documents clear
Student-Generated Podcast: An Innovative Learning Tool to Develop English Speaking Skill in Higher Education Nuzul Hijrah Safitri; Aminah Maulida Nugraha Silawati
Edelweiss : Journal Of Innovation In Educational Research Vol. 3 No. 1 (2025): Edelweiss : July 2025
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v3i3.79

Abstract

Speaking skill is the most essential aspect of English because it enables learners to communicate effectively in real-life situations. However, especially in Indonesian higher education context, many students struggle with fluency, pronunciation, and confidence when speaking in English. Therefore, this study discusses the use of student-generated podcast as a learning tool to promote English speaking skill in higher education. This study is a literature review that obtains data related to the topic from research articles and relevant books. This study reveals that student-generated podcast can be an effective learning tool to enhance students’ speaking skill in which students generate their own podcast through scripting, recording, editing and publishing. Besides, this activity is also beneficial for students in increasing motivation and confidence, fostering collaborative learning, and developing transferable skills. Nevertheless, there are some challenges faced by students during podcast production including a lack of familiarity of podcasting tools and editing software, and a lack of technical skills. Therefore, students should be directed during the production process and given access to the right resources so that student-generated podcast can be an effective learning tool to improve students’ speaking skill in EFL classroom.
THE EFFECT OF TALKING STICK STRATEGY ON STUDENTS’ SPEAKING ABILITY OF ASKING AND GIVING OPINIONS Gerard
Edelweiss : Journal Of Innovation In Educational Research Vol. 3 No. 1 (2025): Edelweiss : July 2025
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v3i1.76

Abstract

This study aims to examine the effect of the Talking Stick strategy on students' speaking ability, specifically in the areas of asking and giving opinions. The research was conducted with a group of students, focusing on their ability to express themselves in spoken English in an academic setting. The Talking Stick strategy, which involves using a physical object (the "stick") to regulate speaking turns during discussions, was implemented as a teaching method to encourage active participation and facilitate communication among students. A pre-test and post-test design were used to measure the improvement in students’ speaking skills before and after the intervention. Data analysis revealed that the Talking Stick strategy had a significant positive effect on students’ abilities to ask and give opinions effectively. This research contributes to the field of language teaching by demonstrating the potential of the Talking Stick as an interactive approach to enhancing speaking proficiency, especially in the context of opinion-based interactions. The findings suggest that this strategy can be a valuable tool for educators aiming to improve students’ oral communication skills
IMPROVING THE LEARNING OUTCOMES OF CLASS X TKJ SMK PERSIAPAN PEMATANG SIANTAR STUDENTS IN BASIC PROGRAMMING SUBJECTS USING A PROBLEM-BASED LEARNING MODEL Naibaho, Holand
Edelweiss : Journal Of Innovation In Educational Research Vol. 3 No. 1 (2025): Edelweiss : July 2025
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v3i1.78

Abstract

This study aims to improve the learning outcomes of students in class X TKJ SMK Persiapan Pematang Siantar in Basic Programming subject using Problem Based Learning learning model. The research was conducted considering the challenges in Basic Programming learning that affect student learning outcomes. The research method used is Classroom Action Research by collecting data through learning outcome tests, documentation and observation. The results showed that in the third cycle, the classical learning completeness rate reached 90%, which is included in the very high category. This shows that the use of Problem Based Learning model has significantly improved students' learning outcomes. In addition, students' responses to this learning model were also positive, with the emergence of a spirit of cooperation, activeness in learning, active participation in discussions, and clear delivery of ideas or opinions. Therefore, the Problem Based Learning learning model can be used as an effective alternative to improve student learning outcomes in Basic Programming subjects.
INTER-ETHNIC SOCIAL INTERACTION FOR MULTICULTURAL EDUCATION STUDY IN THE COMMUNITY OF BAYAR JAYA VILLAGE Rajagukguk, Jontar
Edelweiss : Journal Of Innovation In Educational Research Vol. 3 No. 1 (2025): Edelweiss : July 2025
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v3i1.83

Abstract

The purpose of this study is to find out the form of social interaction between Malays, Javanese and Karo, to find out the influence of social interaction between Malays, Javanese and Karo on conflict prevention in Bayar Jayavillage and also to find out the influence of social interaction between Malays, Javanese and Karo about conflict prevention in Bayar Jayavillage. inter-tribal government. social interaction in the prevention of ethnic conflicts in Tambang Jaya Village, Bahorok District. This type of research is qualitative descriptive research. Data collection techniques include interviews, documentation and observation. The data analysis technique used is qualitative descriptive. The results of this study show that the forms of social interaction between the Malay, Javanese and Karo tribes in Bayar Jayavillage are cooperation, competition, accommodation and assimilation. Among the Malays, Javanese and Karo tribes, the forms of cooperation that can be seen are social cooperation and cooperation. The form of competition can be seen from economic competition and competition in the administrative field. A form of settlement that can be seen from the existence of settlements and inter-ethnic practices in Bayar Jayavillage, Bahorok District. And this form of assimilation can be seen in the use of colloquial language between tribes in Bayar JayaVillage, Bahorok District. Social interaction between ethnic Malays, Javanese and Karos has social effects, namely positive effects that cause cooperation and negative effects that cause conflict or conflict. The government has a very important role in suppressing and resolving confusion that may arise from conflict through negotiation, mediation and mentoring.
IMPROVING LEARNING OUTCOMES IN WRITING POETRY THROUGH THE CONTEXTUAL TEACHING AND LEARNING (CTL) Rozala, David; Jonas, Meet
Edelweiss : Journal Of Innovation In Educational Research Vol. 3 No. 1 (2025): Edelweiss : July 2025
Publisher : CV. Mitkom Indotama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62462/edelweiss.v3i1.84

Abstract

The purpose of this research is to improve the learning outcomes of writing poetry through the Contextual Teaching And Learning (CTL) learning approach in fourth grade students of SD Negeri 1 Maluku Tengah. The subjects of this research were 24 fourth grade students , consisting of 10 male students and 14 female students. This research uses a Classroom Action Research design with a qualitative approach. The procedures/steps of classroom action research are: (1) determining the focus of the research problem, (2) implementing the cycle, (3) analyzing data, (4) planning follow-up, (5) ending the action. The instruments used in this research include: (1) tests, (2) observation sheets. The results of the poetry writing skills test for students in cycle II were classified as High, namely there were 21 students who completed (88%) and 3 students who did not complete (12%). This condition increased from the condition of cycle I where there were 12 students who completed (50%) and 12 students who did not complete (50%). Likewise, in the pre-cycle condition, only 3 students (12.5%) completed the task, and the remaining 21 students (87.5%) did not. Based on the data obtained in the pre-cycle condition, the condition in cycle I, and the condition in cycle II, it can be concluded that learning to write poetry using the Contextual Teaching and Learning approach in cycle II was successful. This can be seen from the results of observations of student learning activities in cycle II, which have reached the predetermined criteria. The percentage of student activity in cycle II was 82.3%. Therefore, the average score obtained by students in writing poetry successfully reached the minimum completion criteria (KKM) determined by the school. In addition, at least 75% of the total number of fourth-grade students obtained scores according to the KKM. (completed).

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