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Erudio: Journal of Educational Innovation
Published by Universitas Brawijaya
ISSN : 2302884X     EISSN : 25498673     DOI : -
Core Subject : Education,
Education
Erudio merupakan Journal of Educational Innovation yang memiliki misi untuk mempublikasikan hasil-hasil penelitian, kajian-kajian dan atau inovasi yang berkualitas dalam bidang pendidikan dan pembelajaran dari segala aspek. guna mempercepat transfromasi dan implementasi ilmu dan teknologi pendidikan dan pembelajaran kepada masyarakat.
Arjuna Subject : -
Articles 264 Documents
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LINGUISTIC ANALYSIS OF SELF-REPRESENTATION AND PERSONAL BRANDING ON ONLINE DATING APPLICATIONS: A CASE STUDY OF TINDER Safira, Angelita Nanda; Sudarwati, Emy
Erudio Journal of Educational Innovation Vol 12, No 2 (2025): Erudio Journal of Educational Innovation
Publisher : Faculty of Administrative Science, Universitas Brawijaya

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Abstract

The purpose of this study is to examine how, in the digital setting of online dating, Tinder users create their personal brands and self-representations using linguistic and multimodal strategies. This study examines how language functions as a tool for the performance of identity, social position, and symbolic capital in digital spaces. This is based on Goffman's (1959) Theory of Self-Presentation, which serves as a broad theory. This is further supported by Personal Brand Theory and Bourdieu's concepts of Cultural and Linguistic Capital. The study uses a qualitative approach with Critical Discourse Analysis (Fairclough, 2013) and includes semi-structured interviews with 15 participants aged 20 to 35, as well as textual and discourse analysis of Tinder bios and chat excerpts. The three-dimensional CDA framework developed by Fairclough is used in the analysis to examine sociocultural context, discursive practices, and textual features. The study found that Tinder users frequently employ concise, lighthearted, and casual language patterns as a tactic for self-image and attraction. While multimodal elements such as emojis, capitalization, and punctuation styles serve as visual extensions of self-expression, their educational and sociocultural backgrounds influence their linguistic creativity and tone. These linguistic performances demonstrate the negotiation of identity and symbolic hierarchies influenced by digital norms and culture. According to the study's findings, Tinder bios serve as performative platforms where users strategically employ language and multimodality to achieve a balance between cultural identity, attraction, and authenticity.
ENHANCING LEARNING AUTONOMY: THE IMPACT OF CHATBOTS ON SELF-DIRECTED EDUCATION Sain, Zohaib Hassan; Aziz, Aulia Luqman
Erudio Journal of Educational Innovation Vol 12, No 2 (2025): Erudio Journal of Educational Innovation
Publisher : Faculty of Administrative Science, Universitas Brawijaya

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Abstract

Self-directed learning (SDL) is a crucial approach to helping students develop their independence, adaptability, and lifelong learning mindset in a society that relies on rapidly changing information. It is becoming increasingly important for students to take charge of their own education as education systems shift towards more student-centered models. In this rapidly changing environment, robots powered by artificial intelligence (AI) have become game-changing tools that can transform how students learn and engage with information. Chatbots help students learn on their own or with personalized, engaging, and scalable help. They ensure that students receive feedback, inspiration, and adaptable learning experiences at the right time. The purpose of this study is to investigate how robots can assist individuals in learning independently in four key areas: setting goals and making plans, self-monitoring and metacognition, motivation and engagement, and customization through adaptable support. Based on well-known theories, such as Knowles' (1975) principles of self-directed learning and constructivist learning frameworks, this study suggests that robots can be utilized as digital learning teachers to help students learn independently and reflect on their learning process. Because they are intelligent and capable of engaging in conversations, robots help students set important goals, track their progress, and adjust their plans when they encounter problems. In the end, these systems provide students with the tools they need to build confidence, discover their own drive, and navigate their educational paths independently, which is transforming the way digital learning is conducted today.
IMPLEMENTATION OF VR AUTOMOTIVE WORKSHOP ON MOOC AS AN ACTUALIZATION OF PROSSER’S FIRST PRINCIPLE FOR TRAINING INDUSTRY-STANDARD AUTOMOTIVE EQUIPMENT Mindarta, Erwin Komara; Rudiyanto, Eddy; Juharyanto, Juharyanto
Erudio Journal of Educational Innovation Vol 12, No 2 (2025): Erudio Journal of Educational Innovation
Publisher : Faculty of Administrative Science, Universitas Brawijaya

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Abstract

The growing disparity between vocational education and industry standards, particularly in the automotive sector, has prompted the search for innovative training solutions that provide authentic, accessible, and engaging learning environments. This study aims to develop and evaluate a Virtual Reality-based Automotive Workshop integrated into a Massive Open Online Course platform as a means to simulate industry-standard automotive procedures and operational environments. Using a mixed-methods design, the research involved pretest and posttest assessments, structured observations, user perception surveys, and expert validation. Participants consisted of vocational students and trainees who completed interactive VR training modules embedded in a self-paced online course. The instructional model followed the ADDIE development framework, ensuring alignment with pedagogical principles and industry practices. Findings revealed a significant improvement in learners’ technical competencies, as reflected in increased posttest scores and moderate-to-high learning gains. Observational data showed high task completion rates and procedural accuracy, while user responses indicated strong motivation and satisfaction with the VR experience. Expert reviewers confirmed the simulation’s fidelity and relevance to real-world automotive contexts. These results suggest that immersive digital environments can replicate industry-relevant tasks, support procedural mastery, and enhance learner engagement. The integration of VR and online platforms also extends the reach of vocational education, particularly for institutions with limited access to physical workshops. This study contributes to the evolving landscape of digital vocational education by demonstrating how immersive simulations grounded in pedagogical theory can strengthen workforce readiness. The findings support the application of authentic, context-rich learning environments to improve educational outcomes and reduce the skills gap in technical fields.
COMPETENCY DEVELOPMENT OF EDUCATION ADMINISTRATIVE STAFF AT UNIVERSITAS BRAWIJAYA Tristanto, Afrendi Hari
Erudio Journal of Educational Innovation Vol 12, No 2 (2025): Erudio Journal of Educational Innovation
Publisher : Faculty of Administrative Science, Universitas Brawijaya

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Abstract

This study examines the development of administrative staff competencies at Universitas Brawijaya, initiated by the increasing demand for responsive and digitally oriented public service in the Society 5.0 era. Despite policy mandates, several challenges persist, including limited functional positions, low creativity, inadequate digital skills, and the absence of an integrated knowledge management system. Using a qualitative approach, data were collected through in-depth interviews, documentation, and observations, and validated through credibility and confirmability techniques. The findings show that competency development is implemented through structured training in digital literacy, data management, public service, and personal development, supported by performance evaluation as a learning mechanism. However, knowledge derived from training and work experience is fragmented and not yet systematically managed. The study concludes that effective competency development requires integrated, continuous, and knowledge-based capacity building aligned with institutional demands for adaptive and high-quality managements.

Page 27 of 27 | Total Record : 264

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