cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dedi Purwanto Indra Kusuma
Contact Email
edunote.kalibra@gmail.com
Phone
+6281803690231
Journal Mail Official
edunote.kalibra@gmail.com
Editorial Address
Jl. Swadaya No. 28 Kekalik Kijang, Kel. Kekalik Jaya, Kec. Sekarbela, Kota Mataram - NTB 83116
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
Educational Note
Published by Lembaga Penelitian dan Pendidikan (LPP) Kalibra
ISSN : -     EISSN : 31101844     DOI : https://doi.org/10.70716/edunote
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Educational Note (EDUNOTE) is a peer-reviewed open-access journal published by Lembaga Penelitian dan Pendidikan (LPP) Kalibra with registered number of e-ISSN 3110-1844, dedicated to advancing scholarly and practical knowledge in the field of education. As a multidisciplinary publication, EDUNOTE provides a platform for researchers, educators, and practitioners to explore the integration of technology in teaching, learning, curriculum development, teacher education, educational technology, school effectiveness, learner characteristics, inclusive education and instructional innovation. Submissions undergo a double-blind peer review process, ensuring academic rigor and publication integrity. The journal covers a wide range of topics, including instructional design, digital learning environments, educational media, technology in curriculum and pedagogy, e-assessment, inclusive technology, educational communication, and the application of emerging technologies in education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 25 Documents
 1   2   3 
Pengaruh Pembelajaran Berdiferensiasi terhadap Hasil Belajar IPA Siswa Kelas VIII di SMP Negeri 5 Mataram Ahmad Fauzan Pratama; Siti Rahmawati; Dimas Arya Nugrah
Educational Note Vol. 2 No. 3 (2026): Educational Note, August 2026
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Kalibra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/edunote.v2i3.378

Abstract

This study aims to analyze the effect of differentiated learning on the Natural Science (IPA) learning outcomes of eighth-grade students at SMP Negeri 5 Mataram. The research background stems from the limited diversity of instructional strategies capable of accommodating differences in students' learning readiness, interests, and learning profiles. This study employed a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The research sample consisted of 64 students divided into an experimental class and a control class, selected using the cluster random sampling technique. Learning outcome data were obtained through an objective test that had met the validity and reliability requirements. Data analysis was conducted using descriptive statistics, normality tests, homogeneity tests, and independent sample t-tests at a 5% significance level. The results showed a significant difference between the science learning outcomes of students who received differentiated learning and those who received conventional learning. The average learning outcome score in the experimental class was higher than in the control class, indicating that the implementation of differentiated learning had a positive effect on improving student learning outcomes. These findings suggest that adjusting instructional strategies based on students' needs, readiness, and characteristics can enhance learning engagement and optimize students' understanding of science concepts. Therefore, differentiated learning can be considered an effective alternative instructional strategy for improving the quality of the learning process and outcomes in science education at the junior high school level.
Efektivitas Pemanfaatan Quizizz dalam Meningkatkan Motivasi Belajar Matematika Siswa Kelas X di SMA Negeri 1 Gerung Ahmad Fauzi; Siti Rahmawati; Lalu Hadi Saputra
Educational Note Vol. 2 No. 3 (2026): Educational Note, August 2026
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Kalibra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/edunote.v2i3.379

Abstract

This study aims to analyze the increase in mathematics learning motivation among Grade 10 students at SMA Negeri 1 Gerung following the use of the Quizizz platform as an interactive learning medium. The background of this study is based on the relatively low level of students’ motivation to participate in mathematics learning, which affects their engagement and learning outcomes. This study employed a quantitative approach using a pre-experimental one-group pretest-posttest design without a control group for comparison. The sample consisted of 36 students from one class selected through purposive sampling based on the criterion of having the lowest level of classroom engagement compared with other Grade 10 classes. Data were collected using a learning motivation questionnaire that had met validity and reliability requirements and were subsequently analyzed using descriptive statistics and a paired-sample t-test. The results showed that the students’ mean motivation score increased from 68.42 in the pretest to 82.75 in the posttest. The paired-sample t-test yielded a value of t(35) = −11.842 with a significance level of 0.000 (p < 0.05), while the effect size (Cohen’s d) was 1.97, which is categorized as very large. Given that the research design did not include a control group, these findings should be interpreted as preliminary evidence of an increase in learning motivation associated with the use of Quizizz and cannot yet be generalized as definitive evidence of a causal relationship. The implications of this study suggest that integrating gamification-based digital technology has the potential to serve as an alternative learning strategy for creating more engaging learning experiences, although further investigation using stronger research designs is needed.
Implementasi Asesmen Diagnostik Sebagai Dasar Pembelajaran Berdiferensiasi di SD Negeri 44 Cakranegara Mohammad Archi Maulyda; Jiwandono; Nani Kusrini
Educational Note Vol. 2 No. 3 (2026): Educational Note, August 2026
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Kalibra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/edunote.v2i3.380

Abstract

The new learning paradigm under Indonesia's Kurikulum Merdeka requires teachers to align instruction with students' characteristics, needs, and achievement levels, yet the implementation of differentiated learning in elementary schools is often constrained by the lack of systematic mapping of students' initial abilities. This study aims to analyze the implementation of diagnostic assessment as a basis for designing and delivering differentiated learning at SD Negeri 44 Cakranegara. A qualitative descriptive method with a case study approach was employed, involving one principal and four classroom teachers selected through purposive sampling. Data were collected through participatory observation, in-depth interviews, and document study, then analyzed using the Miles, Huberman, and Saldana interactive model and verified through source and technique triangulation. The results show that cognitive and non-cognitive diagnostic assessments conducted at the beginning of the school year successfully grouped 28 fourth-grade students into three learning-readiness clusters (21.4% high, 57.2% moderate, 21.4% low) and identified dominant learning styles (42.8% visual, 28.6% auditory, 28.6% kinesthetic). These mapping results were followed up by teachers through content, process, and product differentiation, although implementation remained constrained by limited time and high teacher-student ratios. The study concludes that regularly conducted diagnostic assessment plays a significant role in supporting the success of differentiated learning, enhancing active student engagement, and optimizing an inclusive learning climate, with success remaining highly dependent on institutional commitment and managerial.
Efektivitas Penggunaan ChatGPT sebagai Media Pendamping Belajar dalam Meningkatkan Kemampuan Menulis Esai Bahasa Indonesia. Siti Aulia Rahma; Muhammad Rizky Pratama; Ahmad Fadli Kurniawan
Educational Note Vol. 2 No. 3 (2026): Educational Note, August 2026
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Kalibra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/edunote.v2i3.382

Abstract

Essay writing ability is an essential competence in Indonesian language learning because it requires students to develop ideas logically, systematically, and in accordance with linguistic rules. However, limited vocabulary, difficulties in constructing arguments, and low learning motivation remain obstacles in the learning process. The development of generative artificial intelligence, particularly ChatGPT, offers a learning companion medium that can provide rapid, interactive, and personalized feedback. This study aims to analyze the effectiveness of using ChatGPT as a learning companion medium in improving Indonesian essay writing skills. The research employed a quantitative approach with a quasi-experimental design through a pretest-posttest control group design. The sample consisted of 64 senior high school students who were divided into experimental and control classes. Data were collected through essay writing ability tests using an analytic rubric covering the aspects of content, organization, language use, vocabulary, and writing mechanics, with high inter-rater reliability (ICC = 0.87). Data were analyzed using an independent samples t-test and normalized gain. The results showed that the improvement in writing ability of the experimental class was significantly higher than that of the control class, t(62) = 3.41, p = 0.001, with a large effect size (Cohen’s d = 0.86), particularly in idea development, paragraph coherence, and language accuracy. The findings indicate that ChatGPT is effective as a learning companion medium to support independent, reflective, and sustainable writing practice under teacher supervision while paying attention to academic ethics and the originality of the work
Pengaruh Penggunaan Video Pembelajaran Berbasis YouTube terhadap Minat Belajar Bahasa Inggris Siswa Kelas X SMA Negeri 1 Narmada Ahmad Fauzan; Nurul Hidayati; Rizky Ananda Putra
Educational Note Vol. 2 No. 3 (2026): Educational Note, August 2026
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Kalibra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/edunote.v2i3.383

Abstract

This research is motivated by the importance of innovating digital learning media to overcome students’ low motivation in foreign language learning. The study aims to determine the effect of using YouTube-based learning videos on the English learning interest of tenth-grade students at SMA Negeri 1 Narmada. The research method used is quantitative with a quasi-experimental design. The research sample was selected using the cluster random sampling technique and divided into an experimental group that received YouTube-based video learning treatment and a control group that used conventional methods. Learning interest data were collected through a structured questionnaire that had been tested for validity and reliability, and then analyzed using a t-test. The main findings of the study show a significant increase in the learning interest of the experimental class compared to the control class (p < 0.05) with a large effect size (Cohen’s d = 1.26). Interactive activities and content visualization in the learning videos proved effective in attracting students’ attention and increasing their classroom engagement. The conclusion of this study is that the use of YouTube-based learning videos has a significant positive effect on increasing students’ interest in learning English. This digital medium is recommended to be implemented as an alternative adaptive and interactive learning instrument at the secondary school level.

Page 3 of 3 | Total Record : 25

 1   2   3 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 3 (2026): Educational Note, August 2026 Vol. 2 No. 2 (2026): Educational Note, May 2026 Vol. 2 No. 1 (2026): Educational Note, February 2026 Vol. 1 No. 2 (2025): Educational Note, November 2025 Vol. 1 No. 1: Educational Note, August 2025