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Education Specialist
Published by Tinta Emas Publisher
ISSN : -     EISSN : 29872227     DOI : https://doi.org/10.59535/es
Core Subject : Education,
Education
Education Specialist is a multidisciplinary education journal that aims to promote high-quality research and scholarly discussion in the field of education. The journal welcomes submissions from scholars, researchers, and practitioners from various disciplines and backgrounds, including education, psychology, sociology, anthropology, and linguistics, among others. Education Specialist covers a wide range of topics related to education, including but not limited to, educational policy and administration, curriculum development, instructional design, educational technology, assessment and evaluation, and teacher education. The journal is committed to advancing knowledge and understanding of educational theory, research, and practice through the publication of research articles, literature reviews, and case studies. Education Specialist follows a rigorous peer-review process to ensure the quality and integrity of its publications. All submissions undergo a double-blind review by experts in the field, and the journal adheres to strict ethical standards and guidelines for publication. The journal also provides open access to all its publications, ensuring that research findings and insights are available to a wide audience of educators and researchers. Education Specialist is published twice a year, in April and October (Unless there is co-publication with conference organizers), and follows a strict publication schedule. The journal is a valuable resource for educators, policymakers, and researchers seeking to explore new perspectives and approaches in education. The multidisciplinary focus of the journal provides a unique platform for interdisciplinary dialogue and collaboration, facilitating the development of innovative and effective educational practices. Authors must strictly follow the guide for authors. Please read these instructions carefully and follow them strictly. In this way you will help ensure that the review and publication of your paper is as efficient and quick as possible. The editors reserve the right to reject manuscripts that are not in accordance with these instructions. No changes in the author list will be permitted after a manuscript has been accepted.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 33 Documents
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Effect of STAD Cooperative Learning with Visual Media on Geography Achievement of Tenth-Grade Students in Indonesia Vinsensia Lorensa Nahak; Sunimbar Sunimbar; Agustinus Hale Manek
Education Specialist Vol. 3 No. 2 (2025): July-December
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/es.v3i2.608

Abstract

This study aims to determine the effect of the STAD type cooperative learning model assisted by visual media on geography learning outcomes in class X students of Webriamata State Senior High School, Malaka Regency. The background of this study is based on the low learning outcomes of students due to the absence of a learning model applied by the teacher. The learning process is only centered on the role of the teacher, while students only receive learning materials delivered by the teacher. This situation gradually makes students become bored and appear less enthusiastic in learning. This type of research is a quantitative research experimental method with a Quasi Experimental Design. The population in this study were class X students consisting of 3 classes totaling 90 students with research samples namely class XA and class XB students totaling 60 students. The test instrument used to determine student learning outcomes is a test. Data analysis used is using a t-test to determine student learning outcomes. The results of the study show that the STAD type cooperative learning model can affect student learning outcomes, evidenced by the results of the independent sample T-test which shows a sig. (2-tailed) value of 0.000 <0.05, so Ho is rejected and H1 is accepted. The difference in the results of student learning scores is indicated by the difference in the average N-gain score of the experimental class which obtained an average score of 78.83, higher than the control class with an average score of 57.18.
The Role of Self-Efficacy, Learning Readiness, and Learning Environment on Indonesian Students' Learning Motivation During the Covid-19 Pandemic Febrianti Febrianti; Kadir Yogurtcu; Nirsuba Gurung
Education Specialist Vol. 3 No. 2 (2025): July-December
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/es.v3i2.609

Abstract

This study aims to analyze the role of self-efficacy, learning readiness, and the learning environment on the learning motivation of Indonesian students during the Covid-19 pandemic. The study used a quantitative-explanatory approach with a survey method on active undergraduate students who were taking online lectures at a university in DKI Jakarta. Participants were determined using a purposive sampling technique, with a minimum sample size of 384 students according to the Krejcie table at a 5% error rate. Data were collected using four five-point Likert-scale questionnaires that had been adapted to the Indonesian context and tested for validity and reliability. Data analysis was performed using SPSS through validity tests, reliability tests, classical assumption tests, and multiple linear regression. The results of the analysis showed that self-efficacy, learning readiness, and the learning environment were positively and significantly related to learning motivation, both partially and simultaneously. The coefficient of determination (R²) value of 0.604 indicates that 60.4% of the variation in student learning motivation can be explained by these three variables, while approximately 39.6% is influenced by other factors outside the research model. These findings confirm that strengthening self-efficacy, increasing readiness to learn, and creating a conducive learning environment are important factors in increasing student learning motivation in the context of online learning during and after the pandemic.
Development and Feasibility Evaluation of an MIT App Inventor-Based Android Interactive Learning Application for Basic Computer and Networking in a Vocational High School Moh. Mazhud Hasyim; Firman Jaya; Rahmat Shofan Razaqi
Education Specialist Vol. 4 No. 1 (2026): January-June
Publisher : Tinta Emas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/es.v4i1.682

Abstract

Vocational learning in Basic Computer and Networking requires interactive media that can visualise technical concepts, guide practice, and support independent study. This study developed and evaluated an Android-based interactive learning application for the Basic Computer and Networking subject at State Vocational School 1 Kendit, Indonesia. A research-and-development approach was applied using the ADDIE model. The application was built with MIT App Inventor and included learning materials, instructional videos, practice questions, interactive evaluation, and usage guidance accessible through Android devices. Participants consisted of one material expert, one media expert, one subject teacher, and 25 Grade X Computer and Network Engineering students. Data were collected using observation, interviews, validation sheets, user-response questionnaires, and documentation. The product obtained a material-expert validation score of 94.0%, with content, presentation, and language all in the very valid category. Media validation reached 93.0%, indicating that the visual design, navigation, interactivity, and software-engineering aspects were highly feasible. Classroom implementation showed positive student and teacher responses, particularly regarding ease of use, visual appeal, and support for self-directed learning. The findings demonstrate that an MIT App Inventor-based Android application can serve as a feasible learning medium for vocational computer-networking instruction. The study contributes a context-sensitive development model for transforming students' smartphone familiarity into structured learning activity. Because effectiveness was not tested using a controlled experimental design, future studies should examine learning gains, retention, and long-term classroom integration.

Page 4 of 4 | Total Record : 33

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