Journal of Educational Innovation and Technology
Journal of Educational Innovation and Technology (JEIT) is a peer-reviewed academic journal that publishes original research, reviews, and case studies on the intersection of education and technology. The journal aims to explore innovative approaches, technologies, and practices that enhance teaching, learning, and educational outcomes across all academic disciplines. It is committed to fostering the growth of knowledge and practices related to the integration of technology into educational settings, making it relevant for educators, researchers, and technology specialists worldwide. The journal’s scope covers a wide range of topics, including but not limited to: digital learning tools, educational software, e-learning platforms, the role of artificial intelligence in education, virtual and augmented reality applications in classrooms, mobile learning, and the digital divide in educational access. Additionally, it discusses the challenges and opportunities posed by new technologies in both formal and informal learning environments. By highlighting diverse perspectives from different educational contexts, the journal seeks to address global trends in educational technology while also offering practical solutions to real-world challenges. Published quarterly in March, June, September, and December, Journal of Educational Innovation and Technology provides a platform for scholars and practitioners to share their insights and research findings. Each issue features a selection of articles that represent cutting-edge developments in the field, with a focus on practical applications of technology that can benefit educators and learners alike. Through its rigorous peer-review process, the journal ensures the quality and relevance of the content, contributing significantly to the academic discourse on education and technology.
Development of Interactive Educational Games to Stimulate Early Childhood Cognitive Abilities
This study aims to develop an interactive educational game based on Android to stimulate the cognitive abilities of children aged 4–5 years at PAUD Melati. The research employed a Research and Development (R&D) method using the ADDIE development model, which consists of the stages of analysis, design, development, implementation, and evaluation. The educational game was developed using the Construct 2 application with an environmental theme and was designed to train children’s cognitive abilities, such as identifying problems, finding solutions, and solving simple problems. The research subjects were children aged 4–5 years at PAUD Melati. Data were collected through observation, questionnaires, and documentation, and analyzed using descriptive qualitative and quantitative techniques. The results showed that the developed interactive educational game was feasible to be used as a learning medium. The limited trial results indicated that children were enthusiastic, actively involved, and able to complete the games well, indicating increased interest and engagement in learning activities. Therefore, the Android-based interactive educational game can be used as an innovative learning medium to stimulate early childhood cognitive development.
Copyright (c) 2025 Journal of Educational Innovation and Technology https://creativecommons.org/licenses/by/4.0
Harnessing Technological Innovations for Sustainable Economic Development and Education in Emerging Economies
This study aims to explore the contribution of technological innovation to sustainable economic growth in developing countries and identify the challenges and factors influencing its implementation. The participants in this research are secondary sources taken from various relevant literatures, including academic journals, books, and research reports. The method used is a qualitative approach with a literature review technique, which allows for an in-depth analysis of various findings and theories related to the research topic. The results show that technological innovations such as automation, digitalization, and renewable energy play a crucial role in enhancing productivity, supporting the green economy, and strengthening economic competitiveness. However, the main challenges found are social inequality and skill gaps that could exacerbate the negative impacts of these innovations if not addressed with inclusive policies. The conclusion of this study emphasizes the importance of policies that support the adoption of technology while ensuring equitable access to technology. The implications of this research suggest that developing countries need to strengthen infrastructure, develop workforce skills, and create more inclusive policies so that the benefits of technological innovation can be felt by all segments of society.
Innovative Social Science Learning Strategies to Improve Students' Critical Thinking Skills and Social Competence
Social Studies (IPS) learning plays a strategic role in shaping students' critical thinking skills and social competencies as preparation for facing the challenges of 21st century life. However, IPS learning practices in schools are still often dominated by conventional teacher-centered approaches, which are not optimal for developing students' higher-order thinking skills and social abilities. Recent studies show that the application of innovative learning strategies such as Problem-Based Learning, Project-Based Learning, collaborative learning, and inquiry learning can create more meaningful and contextual learning for students. This study aims to comprehensively analyze how innovative learning strategies in social studies learning contribute to improving students' critical thinking and social competence. The method used is a systematic literature review of national and international scientific articles published between 2020 and 2025. The results of the study show that innovative learning strategies not only improve students' analytical, evaluative, and problem-solving skills but also strengthen social competencies such as cooperation, communication, empathy, and tolerance. These findings emphasize the importance of implementing innovative learning strategies as the main approach in social studies learning to achieve holistic educational goals that are relevant to the needs of the times.
Copyright (c) 2026 Journal of Educational Innovation and Technology https://creativecommons.org/licenses/by/4.0
Transformation of Students’ Social Values in the Digital Era: A Library Based Phenomenological Study of Indonesian University Students
The rapid expansion of digital technology has significantly reshaped university students’ social values, interpersonal relationships, and moral reasoning. This library-based phenomenological study synthesizes findings from recent scholarly literature to examine how Indonesian university students reinterpret core social values such as empathy, respect, solidarity, and responsibility within digitally mediated environments. Drawing on theoretical and empirical studies, the research explores how digital platforms ranging from social media to algorithm-driven communication spaces influence the formation, negotiation, and transformation of students’ value orientations. The reviewed literature indicates that digital interactions often encourage more flexible and individualized interpretations of social values. Empathy becomes increasingly symbolic and mediated through digital expression; respect is shaped by online recognition norms; solidarity emerges through virtual support systems; and responsibility shifts toward self-regulation in largely unsupervised digital spaces. These synthesized insights highlight both opportunities and challenges for social education, emphasizing the need to strengthen digital literacy, ethical awareness, and reflective citizenship among university students. The study concludes that educators must adapt pedagogical approaches to ensure value continuity while equipping students to navigate the moral complexities of contemporary digital life.
Making Science and Social Studies Come Alive: The Impact of Canva-Based Digital Media on IPAS Learning Outcomes
This study aims to improve Grade V students’ learning outcomes in Natural and Social Sciences (IPAS) through the use of technology-based learning media in a primary school context. Employing a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, the research was conducted in two cycles involving 23 Grade V students of SDN 26 Pakkola. The intervention used Canva-based digital learning materials integrated with images, videos, and interactive quizzes via an online platform. Data were collected through learning achievement tests, classroom observations, and questionnaires on students’ interest and engagement, and were analyzed using descriptive quantitative and qualitative approaches. The findings show a steady improvement in student performance: the percentage of students achieving the Minimum Mastery Criterion increased from 22% in the pre-cycle to 47% in Cycle I and 82.6% in Cycle II, accompanied by an increase in the average score from 56.5 to 72 and 81. The results indicate that technology-based media are effective in enhancing both conceptual understanding and active participation in IPAS learning. The study concludes that integrating digital tools such as Canva and interactive quizzes can support more engaging, student-centered instruction and has important implications for classroom practice and teacher professional development in elementary schools.
Use of Digital Technology to Improve Learning Effectiveness in the Era of the Industrial Revolution
This study aims to explore the role of digital technology in enhancing the effectiveness of learning in the era of Industry 4.0, with a focus on the use of Learning Management Systems (LMS), blended learning, and artificial intelligence (AI). The participants of this research consist of various studies published between 2020 and 2025, which examine the application of digital technology in the educational context. The method used is a systematic literature review with qualitative synthesis to analyze the findings from previous studies. The results show that blended learning and LMS, integrated with good pedagogical design, have a positive impact on learning, particularly in enhancing students' understanding and knowledge retention. The use of AI has also been proven to increase engagement and learning outcomes, especially in disciplines such as STEM. However, the success of implementing these technologies heavily depends on the readiness of teachers, the quality of instructional design, and policies supporting technology infrastructure and accessibility. The conclusion of this study emphasizes the importance of teacher training, policies that support technology access, and the development of inclusive technology-based learning systems. The implications of these findings provide guidance for educators and policymakers to improve the effectiveness of digital learning at all levels of education.
Technological Innovation in Enhancing Learning Effectiveness in the Digital Era
This study aims to explore the role of technological innovation in enhancing the effectiveness of learning in the digital era. With the rapid development of digital technology, especially in education, various technological innovations such as Learning Management Systems (LMS), interactive multimedia, mobile learning applications, and artificial intelligence (AI) have been introduced to improve accessibility and student engagement. This research adopts a systematic literature review approach to identify the impact of technology on learning effectiveness, as well as the challenges faced in its implementation. The results show that technology plays a crucial role in facilitating more flexible and personalized learning; however, challenges such as the digital divide and infrastructure limitations hinder its full implementation. The conclusion of this study is that technological innovation holds great potential to enhance learning effectiveness, although it requires policy support, teacher training, and adequate infrastructure.
The Phenomenon of Student Experiences in Social Science Learning in the Digital and Technological Era
This study aims to explore students' experiences in Social Science learning in the digital era, focusing on the cognitive, affective, and social aspects influenced by digitalization. The participants in this study are university students engaged in technology-based IPS learning. The method used is a qualitative approach with a phenomenological design, where data is collected through a relevant literature review and analysis. The results show that students gain significant benefits from digitalization, such as broader access to information sources and the development of critical thinking skills. However, the challenges faced include information overload, limited digital literacy, and digital fatigue due to prolonged device use. Additionally, the digital divide between urban and remote areas presents a significant barrier. In conclusion, although technology offers more flexible and interactive learning opportunities, the emerging challenges must be addressed through the development of digital literacy skills and the use of blended learning models. The implications of this research highlight the need for efforts to improve access to technology and integrate digital literacy into the curriculum to support more effective learning in the digital era.
Digital Literacy Strategies to Foster Positive Student Perceptions of Cultural Diversity on Campus Social Media
The development of social media within university environments presents both opportunities and challenges in shaping students’ positive perceptions of cultural diversity. This study examines digital literacy strategies that promote students’ positive perceptions of cultural diversity on campus-based social media. The research employed a library research method analyzing journal articles published between 2015 and 2024 from Google Scholar, ERIC, DOAJ, and Garuda databases. Articles were selected using inclusion criteria: peer-reviewed publications in Scopus/SINTA indexed journals, focus on digital literacy in multicultural contexts, and clear methodological frameworks. Exclusion criteria included non-academic sources, duplicates, and purely technical articles. Content analysis was applied through systematic thematic coding. The findings reveal four main dimensions: (1) information verification and hoax identification skills, (2) empathetic and inclusive communication competencies, (3) critical understanding of cultural representations, and (4) active participation in creating positive diversity content. This study contributes by synthesizing fragmented literature into an integrated framework linking digital literacy with intercultural perception formation in Indonesian higher education. Practical implications include: integrating digital literacy modules into mandatory courses, establishing Digital Literacy Centers, launching peer-led intercultural campaigns, and developing monitoring policies. Future research should employ mixed-methods approaches for empirical validation.
Empowering Literacy Growth: The Effect of School Literacy Activities on Students’ Reading Development at SDN 1 Sukalaksana in Talegong District
Literacy problems among elementary school students in Indonesia highlight the need for practical interventions at the school level. This study aims to examine the effect of reading literacy activities on improving the reading literacy skills of students at SDN 1 Sukalaksana, Talegong District, Garut Regency. The study employed a descriptive quantitative method with a survey design involving 28 fifth- and sixth-grade students who completed a 32-item Likert-scale questionnaire. Data were analyzed using correlation and simple linear regression. The findings indicate a positive and significant relationship between reading literacy activities and students’ reading literacy, as shown by a correlation coefficient of r = 0.623 and a significant regression model (p < 0.05). The coefficient of determination (R² = 0.389) shows that 38.9% of the variation in students’ reading literacy can be explained by the reading literacy activities conducted at school. These results demonstrate that structured and routine literacy activities play an important role in strengthening students’ reading skills. Practically, schools are encouraged to enhance the quality and variety of literacy programs to support deeper reading comprehension and sustained literacy development.
The Effectiveness of the Project-Based Learning Model on Learning Activeness in Civics Education Learning for Elementary and Islamic Elementary School Students
This study aims to improve students’ learning activeness in the subject of Civic Education (Pendidikan Pancasila dan Kewarganegaraan) through the implementation of the Project Based Learning (PjBL) model. The background of this study stems from the low level of student participation in the learning process, which has been predominantly teacher-centered, causing students to be passive and merely receive information without active engagement in learning activities. The research method used is a qualitative method with a library research approach. The results of the study show a significant increase in students’ learning activeness after the implementation of the PjBL model. Students became more enthusiastic, actively engaged in discussions, expressed opinions, and participated in project activities that required group collaboration. In addition, the PjBL model was proven to enhance students’ critical thinking, responsibility, and social skills. Based on the reflection results, obstacles found in the first cycle, such as a lack of cooperation and participation, were overcome in the second cycle through the use of supporting media and the formation of heterogeneous groups. Thus, the implementation of Project Based Learning is effective in increasing students’ activeness and learning outcomes in Civic Education, while also fostering character development and 21st-century skills
The Role of Environmental Agencies in Air Quality Monitoring: A Technological Approach to Sustainable Education
This study aims to examine the role of the Environmental Agency (Dinas Lingkungan Hidup, DLH) in monitoring and managing air quality in Garut, West Java. The research focuses on understanding the challenges faced by the DLH, as well as the impact of their initiatives on air quality improvement. A qualitative descriptive approach was employed, utilizing semi-structured interviews with DLH personnel and document analysis. The findings indicate that while air quality in Garut is generally categorized as "good," there has been a noticeable decline in the air quality index from 94% in 2023 to 85.6% in 2024. The primary sources of air pollution identified were motor vehicle emissions and open burning of waste. The DLH's efforts, such as air quality monitoring, public education campaigns, and tree planting initiatives, have helped raise awareness, but challenges such as limited monitoring equipment and insufficient technical personnel persist. The study concludes that to improve air quality management, Garut needs to invest in advanced monitoring technology, strengthen human resources, and enforce stricter regulations. These findings have important implications for local environmental policy and suggest that integrated approaches involving technology and community engagement are essential for sustainable air quality management.
Online Radicalization and the Crisis of Social Literacy among Students: A Case Study of the SMAN 72 Explosion from a Social Science Perspective
The rapid development of digital technology that is not accompanied by adequate social literacy skills has led to serious consequences for the social behavior of young people. This study aims to analyze the relationship between exposure to online radicalism and the crisis of social literacy among students, using the explosion incident at SMAN 72 Jakarta as a case study. The research employs a descriptive-analytical qualitative approach with a critical discourse analysis (CDA) strategy, drawing on secondary data from news articles, policy documents, social media posts, and scholarly literature. The study adapts the Miles and Huberman model, which is further refined by adding stages of contextualization and ideological interpretation. The findings indicate that the process of digital radicalization unfolds in three stages: exposure (contact with extremist content through social media), internalization (acceptance of radical values driven by a crisis of social identity), and action framing (justification of extreme behavior through religious or moral narratives). The crisis of social literacy accelerates this process, as students lose the ability to critically interpret social contexts. From the perspective of Social Studies education, this phenomenon calls for a transformation of the learning paradigm, from a focus on knowledge transmission toward the cultivation of reflective social awareness that is responsive to the dynamics of the digital era.
Navigating Digital Selves: Social Media, Self-Image, and Identity Formation among Adolescents in the Educational Technology Era
Social media creates a complex space for adolescents to negotiate their identity, which often results in dual self-image and social pressure. This study aims to understand the phenomenon of self-image and social identity formation among adolescents through social media. Using a qualitative approach, this study analyzes the responses of 12 female respondents aged 18-24 years in Indonesia, collected through an online survey. The results show dualism in self-construction, where adolescents tend to present a boulder and more curated version of themselves on social media compared to their quieter real lives. In addition, social pressure and comparison emerge as the most significant impacts, which often trigger feelings of inferiority and insecurity. However, social media also plays a positive role in boosting self-confidence and motivating self-development. Over time, adolescents show an evolution in digital awareness by becoming more selective in sharing information. This study concludes that social media functions as a double-edged sword for adolescent identity, requiring balance and good digital literacy to navigate its positive and negative impacts.
Self-image, social identity, adolescents, social media, social comparison.
Attracting Students to Renewable Energy: Direct-Use Geothermal Potential in Garut Regency as a Contextual Resource for Science Education
The direct use of geothermal energy in Garut Regency remains underutilized, despite the area's considerable potential based on surface manifestations such as hot springs, fumaroles, and warm ground across several locations. This study aims to examine the potential and development direction of direct-use geothermal energy in Garut through a descriptive qualitative approach. Data were collected through in-depth interviews with the Garut Regency Office of Industry and Trade (Disperindag) and literature studies from various scientific and technical sources. The findings show that the geothermal fluid temperature in most locations is around 40°C, which is not suitable for electricity generation but highly potential for direct-use applications such as hot spring tourism and agricultural drying. The main barriers to development include limited technical data, lack of local incentives, and unsynchronized regulations and supporting infrastructure. This study contributes to offering development strategies based on local potential and encourages collaboration among stakeholders. These findings are also relevant as a reference for contextual science education focused on renewable energy and environmental sustainability.
The Role of Instructional Media in Increasing Students’ Interest and Motivation in Learning Physics
This study aims to analyze the role of instructional media in enhancing students’ motivation and interest in learning physics. The research method employed is a literature review. Data were collected by analyzing 20 articles related to the role of instructional media in increasing students’ interest and motivation to learn physics, followed by synthesizing and drawing conclusions from these sources. The findings indicate that the use of video-based and web-based learning media is significantly effective in improving students’ conceptual understanding and learning outcomes. These media make learning more engaging and interactive, thereby addressing the common perception that physics is a difficult and monotonous subject. Moreover, the integration of innovative technologies such as virtual laboratories and online platforms also demonstrates improvements in students’ learning interest and motivation. These findings highlight the importance of teachers’ creativity in designing learning experiences that utilize diverse media to foster engaging and effective learning. In conclusion, instructional media play a crucial role in enhancing students’ motivation and interest in learning, thereby supporting better learning outcomes in physics.
The Relationship Between Pre-Service Teachers’ Understanding of the Merdeka Curriculum and Their Teaching Readiness
This study aims to analyze the relationship between pre-service teachers’ understanding of the Merdeka Curriculum and their teaching readiness. The research employed a quantitative correlational method with a sample of seventh-semester students from the Faculty of Teacher Training and Education at Siliwangi University, selected through a simple random sampling technique. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. The results of the Pearson correlation test showed a very strong and positive relationship, with a correlation coefficient of 0.909, indicating that a deep understanding of the Merdeka Curriculum significantly contributes to teaching readiness. This study highlights the importance of mastering the concepts, characteristics, and objectives of the Merdeka Curriculum in preparing future teachers to face the challenges of project-based learning and character development among students. The findings are expected to serve as a foundation for teacher education programs to improve the quality of graduates who are ready to effectively implement the Merdeka Curriculum.
Revealing Teachers’ Approaches in Analyzing Meaningful and Contextual Physics Materials in Phase E of the Indonesian National Curriculum
This study aims to reveal how teachers analyze the breadth and depth of Grade X Physics materials in Phase E within the context of implementing the Indonesian National Curriculum. Using a descriptive qualitative approach, data were collected through interviews and documentation involving Grade X Physics teachers in Garut Regency. The findings show that teachers rely on various sources such as textbooks, government-issued modules based on learning outcomes (Capaian Pembelajaran/CP), and supplementary references to select key topics including measurement, environmental pollution, and alternative energy. Learning strategies primarily focus on developing deep conceptual understanding, while the curriculum’s flexibility allows teachers to adapt lessons according to students’ characteristics and needs. Although the integration of school vision and mission into material selection remains limited, teachers strive to instill essential character values like responsibility and collaboration. Overall, teachers’ analysis of Physics materials considers curriculum flexibility, learner conditions, and real-life relevance, emphasizing their crucial role in making learning more meaningful and contextual in alignment with the Indonesian National Curriculum.
Innovative Strategies of BPBD Garut in Enhancing Disaster Education and Community Response Development
This study aims to identify the strategies of the Garut Regional Disaster Management Agency (BPBD) in enhancing disaster education and building a disaster-responsive community. The research method employs a descriptive qualitative approach, with data collection techniques including in-depth interviews, document analysis, and a review of relevant literature. The findings reveal that BPBD of Garut Regency has implemented various strategies, including the establishment of Disaster-Resilient Subdistricts and Villages, the implementation of the Disaster-Safe Education Unit (SPAB) program, the application of the collaborative Penta-Helix approach, and plans to involve universities through thematic Community Service Programs (KKN). The effectiveness of these strategies is evident from the increased community participation in disaster risk reduction forums, the involvement of village volunteers, and the strengthening of school preparedness capacity. The main findings of the study demonstrate that BPBD programs have directly contributed to the reduction of disaster risk levels in Garut Regency, as reflected in the shift in the disaster risk ranking from 36th to 202nd at the district/city level. Therefore, the educational and collaborative strategies of BPBD have proven effective in strengthening the resilience of the Garut community against disaster threats.
The Effect of Problem-Solving-Based Physics Liveworksheets on Improving High School Students' Critical Thinking Skills
This research is motivated by teachers' tendency to use the lecture method, the suboptimal use of worksheets (LKS), and students' low critical thinking skills. The purpose of this study was to determine the effect of problem-solving-based physics liveworksheets on improving high school students' critical thinking skills and the improvement of critical thinking skills after implementing problem-solving-based physics liveworksheets in physics learning. The research method used was an experimental method with a pretest-posttest control group design. The instrument used was a critical thinking skills test in the form of essay questions based on critical thinking skills indicators according to Ennis. The results showed that problem-solving-based physics liveworksheets had a moderate effect on high school students' critical thinking skills. The increase in critical thinking skills after implementing problem-solving-based physics liveworksheets was 39.3 (maximum score of 100), which is included in the good category.
Technology as the Key to Overcoming Physics Misconceptions: Exploring the Concepts of Temperature and Heat through a Digital Approach
This study explores the role of technology in addressing misconceptions related to temperature and heat concepts in high school physics education. Misconceptions in physics, particularly on abstract topics like temperature and heat, can significantly hinder students' understanding of core scientific principles. The research focuses on identifying common misconceptions among high school students and examining how digital tools, such as interactive simulations and augmented reality (AR), can be used to clarify these misconceptions. Data was collected through interviews and classroom observations of 23 students from a high school in Tasikmalaya, Indonesia. The findings reveal that many students hold misconceptions, such as believing that water temperature will continuously rise with added heat without considering phase changes. Additionally, the study highlights how digital tools can provide a more interactive and visual learning experience, enhancing students’ comprehension of complex concepts. The use of technology in physics education is shown to be effective in correcting misconceptions and improving overall understanding. The study concludes that integrating technology into the classroom can offer significant benefits in addressing misconceptions, but challenges such as limited access to resources and teacher training must be overcome to maximize its potential.
Towards Humanistic and Adaptive Language Learning: The Role of Children’s Songs in the Digital Era
This study investigates the effectiveness of children's songs as a medium for vocabulary learning in first-grade Indonesian language classrooms. Vocabulary acquisition plays a fundamental role in language development, particularly in early education. The research employed a Classroom Action Research (CAR) approach with a Kemmis & McTaggart spiral model, consisting of planning, acting, observing, and reflecting stages. The study was conducted in the second semester of the 2024/2025 academic year at UPTD SDN 6 Marobo, involving 20 first-grade students. The findings indicate a significant improvement in vocabulary mastery, as demonstrated by an increase in the average score from 59.25 before the intervention to 85.00 in Cycle II, and a rise in the completion rate from 25% to 90%. Additionally, the study highlights the positive impact of integrating children's songs with visual media and movement, which not only enhances cognitive learning but also encourages active participation, boosts confidence, and supports the development of social-emotional skills. These results affirm that children's songs are an effective, enjoyable, and contextually relevant tool for teaching vocabulary, making it a viable strategy for enhancing literacy in elementary education.
Integration of Local Wisdom in Physics Learning Videos: A Study on Media Development for Momentum Material through the “Adu Domba Garut” Contest
This study aims to develop and evaluate the feasibility of a physics learning video integrating local wisdom, specifically the Adu Domba Garut tradition, as a contextual medium for teaching the concept of momentum. The research employed a 4D development model (Define, Design, Develop, Disseminate) with a mixed-methods approach. The participants consisted of four validators (two physics education lecturers and two physics teachers) and eleventh-grade high school students in Garut Regency. Research instruments included expert validation sheets and student response questionnaires. The validation results indicated that the learning video achieved an average feasibility score of 67%, categorized as “Feasible”, with minor revisions addressing learning objectives, audio quality, and additional supporting animations. After revisions, the product was tested on a limited group of students, and the questionnaire results revealed a positive response, with an overall rating categorized as “Good.” Students reported that the video enhanced their understanding of momentum concepts, increased their learning motivation, and expanded their knowledge of local wisdom. Therefore, this learning video is considered feasible and effective for use as a contextual and engaging physics learning medium while simultaneously supporting the preservation of local cultural heritage.
A Meta-Analysis of the Correlation Between Emotional Intelligence and Mathematics Learning Outcomes Among Junior High School Students
In learning, whether or not learning objectives are achieved will be reflected in learning outcomes. Low mathematics learning outcomes can be influenced by various factors, including emotional intelligence (EQ). This study aims to analyze the correlation between EQ and mathematics learning outcomes of high school students through meta-analysis. This study integrates the results of 50 studies that meet the inclusion criteria, namely experimental or survey studies that investigate the relationship between EQ and mathematics learning outcomes. Analysis using the random effect model shows a significant positive correlation between emotional intelligence and mathematics learning outcomes of middle-class students (Q = 19170.390). The meta-analysis found that EQ has a large influence (rRE =1.650) on the mathematics learning outcomes of high school students. The Fail Safe-N test showed no publication bias. Emotional intelligence is an important factor in improving mathematics learning outcomes. Implementation of EQ training in educational environments can improve students' academic achievement.
Copyright (c) 2025 Journal of Educational Innovation and Technology
The Philosophical and Social Meaning in the Paabingkon Ceremony: The Tradition of the First Grandchild's Birth in the Simalungun Batak Tribe
Penelitian ini bertujuan untuk menganalisis makna filosofis dan sosial dalam upacaraPaabingkon yang dilaksanakan oleh masyarakat Simalungun, serta untuk membandingkannyadengan tradisi serupa di suku Batak lainnya, seperti Batak Toba, Batak Karo, dan Batak Mandailing. Fokus utama penelitian ini adalah memahami simbolisme, tahapan upacara, dan peran keluarga dalam menjaga kelangsungan budaya serta harapan untuk generasi yang akandatang. Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif denganteknik pengumpulan data melalui wawancara mendalam, observasi partisipatif, dan studipustaka. Wawancara dilakukan dengan informan kunci yang terdiri dari anggota keluarga, pemuka adat, dan masyarakat yang terlibat dalam upacara tersebut. Penelitian ini juga mengamati pelaksanaan Paabingkon serta tradisi serupa di suku Batak lainnya untukmendapatkan gambaran yang lebih luas. Hasil penelitian menunjukkan bahwa Paabingkonmengandung nilai-nilai keseimbangan, keharmonisan, dan penghormatan terhadap leluhur, yang tercermin dalam setiap tahapan upacara. Perbandingan dengan tradisi serupa di sukuBatak lainnya menunjukkan bahwa meskipun ada perbedaan dalam simbolisme dan pelaksanaan, semua tradisi ini memiliki tujuan yang sama untuk mempererat ikatan keluargadan menjaga kelangsungan budaya.
The Use of Mathematics Software to Support Students Facing Difficulties in Integral Calculus
Integral calculus is a mathematics course that requires strong reasoning, communication, and higher-order thinking skills. Many students face difficulties in learning integral calculus, which often leads to errors in problem-solving. This study aimed to analyze these learning difficulties and explore how mathematics software can support student understanding. A literature review method was employed, using articles sourced from search engines such as Publish or Perish, Google Scholar, and Taylor & Francis. Publications from 2016 to 2023 were selected based on specific relevance criteria. The analysis showed that ineffective teaching methods and low student motivation contributed to learning difficulties. Moreover, insufficient mastery of prerequisite concepts posed significant challenges. The findings highlight the importance of integrating technology into mathematics learning. Software tools such as GeoGebra, Mathematica, and Maple were found to enhance student engagement, support conceptual understanding, and improve motivation in studying integral calculus.
Enhancing Elementary Students’ Cognitive Skills on Time Units Through the NHT Cooperative Learning Model with Analog Clock Media
This study aims to enhance the cognitive abilities of second-grade students in learning mathematics, specifically on the topic of time units, by applying the cooperative learning model Numbered Heads Together (NHT) assisted by analog clock media. The research involved 25 students and employed a Classroom Action Research (CAR) design conducted over three cycles, each consisting of four stages. Evaluation tests were administered at the end of each cycle, and the results were analyzed using descriptive quantitative methods in the form of percentages, mean scores, and learning achievement rates. The findings revealed significant improvement across the cycles: in Cycle I, the individual and classical mastery rate was 48% with an average score of 78.7; in Cycle II, it increased to 84% with an average of 84; and in Cycle III, it reached 100% with an average score of 92.8. These results demonstrate that the use of the NHT model supported by analog clock media effectively improves students' cognitive understanding of time unit concepts. Therefore, this approach can serve as an alternative teaching strategy to enhance student engagement and learning outcomes in elementary mathematics education.
Application of The Scientific and Technological Argumentation Group Learning Model (GARIT) To Improve Students' Argumentation Skills in Physics Learning
This research to evaluate the influence of the Scientific Technology Argumentation Group (GARIT) learning model on students' argumentation skills in the context of physics learning. The research method used is a quantitative method with a pre-experimental design using the One-Group Pretest-Posttest Design type. The research was conducted over five meetings, where one meeting was filled with a pre-test, three meetings with the application of the GARIT learning model, and one meeting with a post-test. The duration of each meeting is 2×40 minutes. Data is collected at each meeting to assess teacher and student activities using teaching modules focused on Global Warming material. The research results showed a significant increase in students' argumentation skills after implementing the GARIT learning model. Data analysis shows positive changes in indicators, especially in warrant ground and qualifier. However, the increase in claims and rebuttal indicators tends to be lower. From the results of the hypothesis test, it was concluded that the GARIT learning model had a significant influence on students' argumentation skills on Global Warming material. In the context of physics learning, the application of the GARIT model shows the potential to improve students' abilities in scientific reasoning. The conclusion of this research confirms that the Scientific Technology Argumentation Group (GARIT) learning model can positively influence students' argumentation skills in physics learning, especially related to the topic of Global Warming.