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All Journal Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Journal of Digital Learning and Distance Education
Mallillin, Leovigildo Lito
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Journal of Digital Learning and Distance Education

 1 
Addressing Crisis in the Educational System for A Self-Driven Curriculum Development Mallillin, Leovigildo Lito
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 5 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i5.589

Abstract

The study aims to analyze addressing crises for the educational system and self-driven curriculum development as trends in the quality of teaching and learning. Phenomenological qualitative research methods are employed in the study. It analyzes the critical problem needs to be addressed in curriculum designing for the educational system alignment evolvement of the educational needs among students as centers of learning, educational crisis balance standard flexibility in a self-driven curriculum system, resource limitations address the needs of the self-driven curriculum in the educational system for the learners, and hindrances on the success of teacher preparedness and training in minimizing the crisis for the self-driven curriculum in the educational system. The study consisted of Fifty (50) participants only.             Results show that self-driven curriculum determines the educational system and quality of learning through skills and knowledge, show that evolvement of educational needs aligns curriculum in the rapid work change on outdated content to meet the modern teaching workforce requirements, show that balance standard flexibility ensures consistency on the educational curriculum to cater diverse needs and lack of flexibility, show that resource limitation implements and develops curriculum requirements for high quality technology, teaching materials, and professional development, and show that teacher preparedness and training in the curriculum delivery due to lack of professional development alignment in the curriculum for self-driven system.
Teaching Strategy Theory for Effective Classroom Setting Mallillin, Leovigildo Lito
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 7 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i7.608

Abstract

This study investigates the impact of various teaching strategy theories on establishing an effective classroom environment, specifically focusing on seven key dimensions: visualization, cooperative learning, inquiry-based instruction, differentiation, classroom technology, behavior management, and professional development. Adopting a descriptive quantitative research design, the study surveyed 150 respondents to evaluate the efficacy of these strategies. The results indicate that deliberate practice and the strategic enhancement of teaching methods significantly bolster the learning process. Specifically, the findings highlight that effective strategies foster student self-esteem and confidence by encouraging active verbal engagement and responsiveness to peer ideas. Furthermore, the data supports the integration of inquiry-based instruction as a vital approach to achieving learning objectives and provides teachers with high-impact tools for lesson delivery. The study also emphasizes the necessity of incorporating classroom technology and digital media to actively engage students, alongside behavior management techniques that transform classroom activities into engaging and stimulating experiences. Finally, the results demonstrate the value of professional development and reflective practice, enabling educators to adapt to modern educational trends and competencies. Correlation analysis reveals a significant relationship between the application of teaching strategy theories and the overall effectiveness of the classroom setting as perceived by the respondents.
Digital Intelligence (DQ): Demands and Challenges in the Educational System Mallillin, Leovigildo Lito; Sammy Q. DOLBA
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 8 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i8.610

Abstract

This study investigates the integration of Digital Intelligence (DQ) within the modern educational system, identifying it as both a critical demand and a significant challenge. The research explores four key dimensions: the demands and challenges of DQ, the conceptual definition and competencies of DQ, institutional preparation, and the practical integration of DQ in learning environments. Adopting a qualitative research design, the study conducted in-depth analysis through the participation of thirty (30) purposefully selected respondents. Results indicate that the demands of DQ require the embedding of digital literacy, digital creativity, and digital safety into curriculum tools and resources. DQ is defined as a holistic set of social, emotional, and cognitive abilities that empower both lecturers and students to navigate the digital world responsibly. Regarding preparation, the study highlights the necessity of institutional readiness, particularly in strengthening Information and Communication Technology (ICT) curriculum policies and digital literacy programs. However, the integration process reveals a critical "digital inequality," characterized by outdated software, inconsistent internet connectivity, and unequal access to devices, which threatens to leave certain students behind. The study concludes that while DQ is essential for pedagogical advancement, addressing infrastructure disparities is a prerequisite for its successful implementation.
Self-Directed Learning Toward Outcome-Based Education (OBE): An Approach to Teaching Pedagogy Mallillin, Leovigildo Lito
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 9 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i9.620

Abstract

Modern educational transformation demands a paradigm shift from conventional teaching to more dynamic approaches, where self-directed learning (SDL) and outcome-based education (OBE) serve as crucial elements in fostering student independence and ensuring measurable competency. This study aims to analyze the integration of SDL and OBE as a pedagogical teaching approach. A descriptive quantitative research design was employed, utilizing a purposive sampling technique to select 25 respondents. The results indicate that assessing learning readiness focuses on student-centered outcomes to define OBE expectations, while setting learning goals provides students with independent opportunities, feedback mechanisms, and decision-making skill development. Furthermore, engagement in the learning process emphasizes the interconnection between SDL approaches and instructional goals. Monitoring and evaluation provide a well-articulated roadmap for teaching and learning experiences, while reflection fosters adaptability and lifelong learning approaches necessary for quality education. Structurally, the OBE approach empowers students through personal goal setting, time management, and accountability. In conclusion, the synergy between SDL and OBE effectively empowers students as the center of learning, ensuring the acquisition of intended learning outcomes through a transparent and structured pedagogical framework.
Co-Authors Sammy Q. DOLBA