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Aminuddin
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INDONESIA
Journal of Education for Creativity and Innovation
Published by PT. Global Research Collaboration
ISSN : -     EISSN : 31106927     DOI : https://doi.org/10.66314/jeci
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
This journal covers, but is not limited to, the following areas: Creative and innovative pedagogical models in education, such as project-based learning, flipped classroom, blended learning, and design thinking. Educational technology, artificial intelligence (AI), and digital transformation in teaching and learning. Curriculum development integrating creativity, innovation, critical thinking, and future-ready competencies. Teacher professional development, digital competence, and pedagogical innovation to support creative learning. Student engagement, creative learning environments, and motivation strategies that foster innovation. Learning analytics, assessment innovation, and data-driven decision-making to enhance learning quality and outcomes. Integration of cultural identity, local wisdom, and social innovation in educational design and practice. Leadership, policy, and management for fostering creative and innovative educational institutions. Lifelong learning, digital literacy, and 21st-century skills development supporting creativity and innovation. Interdisciplinary approaches linking education with technology, arts, and social innovation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 12 Documents
 1   2 
Analysis of the Impact of Excessive TikTok Use on Students Across All Faculties at Universitas Negeri Medan Monika Choirala Purba
Journal of Education for Creativity and Innovation Vol. 1 No. 1 (2025): Agustus
Publisher : PT. Global Research Collaboration

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Abstract

Advances in digital technology have intensified social media engagement among university students, with TikTok emerging as one of the most frequently used short-video platforms and raising concerns about its academic and psychosocial implications. This study aimed to analyze the perceived impact of excessive TikTok use among students across all faculties at Universitas Negeri Medan. A quantitative cross-sectional survey was conducted using a 15-item Likert-scale questionnaire. A total of 72 respondents were recruited through accidental sampling, and data were collected online via Google Forms from November 26 to December 2, 2025. Descriptive statistics (frequencies, percentages, and mean scores) were applied to summarize responses and categorize the overall impact level. The findings indicate that the perceived impact of TikTok use falls within the high category, suggesting that students commonly recognize the influence of excessive use on learning focus, time management, face-to-face social interaction, and academic behavior. Despite these risks, respondents also acknowledged TikTok’s constructive potential when used purposefully, particularly as a medium for accessing educational content and supporting creativity. These results imply that institutional and individual strategies should focus on strengthening digital literacy and self-regulation to mitigate negative outcomes while optimizing educational benefits. In conclusion, excessive TikTok use is perceived to have substantial academic and social consequences among students, yet targeted guidance and responsible use can transform the platform into a productive learning resource.
Analysis Of Academic Procrastination And Self-Control In Students Who Switch Academic Work To Other Activities Tari Patunnisa
Journal of Education for Creativity and Innovation Vol. 1 No. 2 (2026): Februari
Publisher : PT. Global Research Collaboration

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Abstract

Academic procrastination is a prevalent issue among university students and may undermine learning effectiveness, psychological well-being, and academic performance. This study aimed to examine the relationship between self-control and academic procrastination among college students. A quantitative survey design was employed, involving 33 students as the sample. Data were collected using an Academic Procrastination Scale and a Self-Control Scale administered via questionnaire, and were analyzed using correlation and simple linear regression. The results indicated a very weak association between self-control and academic procrastination (R = 0.081; R² = 0.007). The regression model was not statistically significant (p = 0.654), and the partial test also showed no significant effect (t = −0.453 < t-table = 2.039). These findings suggest that self-control was not a significant predictor of academic procrastination in the sampled students, implying that other psychological, environmental, or situational factors may play a more dominant role in shaping procrastination behavior. In conclusion, interventions to reduce academic procrastination should not rely solely on strengthening self-control, but should also consider broader determinants that influence students’ task engagement and learning regulation.

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