International Journal of Social Learning (IJSL)
IJSL: International Journal of Social Learning (e-ISSN 2774-4426|p-ISSN 2774-8359) is a double blind international peer reviewed and open access journal to disseminating all information contributing to the understanding and development of social learning. The aim is to publish conceptual and research articles that explore the learning innovation of social and the everyday experience of social learning for students and society. Its scope is international in that it welcomes articles from academics, researchers, graduate students and policy makers. The articles published may take the form of original research, theoretical analyses, and critical review. All articles should be in English. The scope of journal : internet based learning, modern learning, the use of technology for learning, learning of social education, curriculum development for social learning, media innovation for social learning, strategy of social learning, empowerment and community development, social campaign for society, non-formal education, entrepreneurship learning for society, disaster education for society, peace education for society. IJSL: International Journal of Social Learning is published by Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI).
Articles
198 Documents
<![CDATA[English Language Teachers’ Classroom Practices in Ibadan, Nigeria ]]>
<![CDATA[Olaosebikan, Bolape Olufunto]]>;
<![CDATA[Kolawole, C.O.O.]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 3 (2023): August ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i3.88
<![CDATA[The focus of the research is to find out about the practice of English teachers in the classroom because teachers are the best model for students' acquisition of linguistic knowledge and what they do in class during the teaching and learning process. Although all English teachers are responsible for transferring linguistic expertise to students in class, their classroom practices differ. Therefore, this study qualitatively examines the classroom practice of English teachers in the Akinyele Local Government, Ibadan, Nigeria. This study adopted a mixed methods research design. The findings reveal that English teachers in Akinyele Municipality, Ibadan, Nigeria, use a traditional approach to teach students, paper and pencil tests primarily to assess students, engage in learning assessment and enforce classroom rules to manage their classrooms. Based on the findings, it is recommended that English teachers improve their classroom practices and update their teaching methods with modern ones.]]>
<![CDATA[Aggressive Behaviours among Pupils: Prevalence and Management in Ibadan North Local Government Area ]]>
<![CDATA[Babalola, Abiodun Emmanuel]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 3 (2023): August ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i3.179
<![CDATA[This study investigated the prevalence and management of aggressive behavior in the North Ibadan Regional Government. This study used a phenomenological qualitative approach with a multi-stage sampling procedure using three elementary school teachers from each selected school, ten teachers as the sample. Teacher Management Strategy for Student Aggressive Behavior Interview Schedule (TMS_PABIS) as the qualitative data obtained were transcribed and summarized to provide a basis for interpretation and thematic analysis. The findings revealed kicking, hitting, snapping, throwing objects, screaming, and biting. It can be concluded that the aggressive behavior manifestations of the lower elementary school students are high because this requires proper management before they move to the upper elementary grades and other educational levels. It involves awareness of various strategies that can be used by teachers and other education stakeholders rather than focusing on a particular system, especially social skills.]]>
<![CDATA[The PBL-STS Model for Achieving Critical Thinking Skills in Elementary School Students ]]>
<![CDATA[Setiawan, Fajar]]>;
<![CDATA[Masitoh, Siti]]>;
<![CDATA[Mariono, Andi]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 3 (2023): August ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i3.193
<![CDATA[The research was motivated by the low learning outcomes of students, where as many as 57% of thirty students still needed to achieve the minimum completeness criteria (KKM). Moreover, in practice, the assessment of learning outcomes developed by teachers needs to be oriented toward measuring critical thinking skills. This study aims to describe the effectiveness of the Problem-based Learning (PBL) model with the integrated pattern of Science, Technology, and Society (STS) education in fourth-grade elementary school students. In this study, Borg and Gall's development research model was used, a process carried out to produce and test an educational product. The results showed (1) Each statement, both positive and negative statements, obtained an average percentage of 85.4% and was declared good; and (2) the average pretest score was only 32.7 and increased after the PBL-STS model was applied with a posttest score of 83.3. The average n-gain value obtained is 0.75 and is included in the high category. In addition, the significance value (2-tailed) is 0.00 <0.05, so the application of the PBL-STS model has a significant effect on the achievement of learning objectives (students' critical thinking skills learning outcomes), or is accepted.]]>
<![CDATA[Relationship of Identity and Commitment Towards Faculty's Performance of Laguna State Polytechnic University Faculty, Philippines ]]>
<![CDATA[Pinuela, Freddie S.]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 3 (2023): August ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i3.204
<![CDATA[The relevance of curriculum in supporting high levels of learning and the articulation and promotion of comprehensive development-relevant education was stressed in Sustainable Development Goal Four (SDG 4). The study used a quantitative research design employing a descriptive-correlational approach. Forty (40) faculty members of Laguna State Polytechnic University (LSPU) from the College of Industrial Technology (CIT) participated in the study, where purposive sampling was used in choosing the respondents. JASP software was used in analyzing the data in the study. Based on the findings, The relationship between identity, commitment, and faculty teaching performance is highly valued at LSPU. Furthermore, there is no substantial association between teachers' professional identities and commitment to instructors' performance. Thus, teachers' performance should be prioritized because it impacts the school's long-term success. Future researchers may use a qualitative research design in a different setting.]]>
<![CDATA[Quizziz: A Game-based Formative Assessment Tool for Enhancing Students Self-Regulated Learning ]]>
<![CDATA[Capuno, Jenny Grace C.]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 3 (2023): August ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i3.206
<![CDATA[The primary purpose of this study is to determine whether Quizizz as a formative assessment tool enhances self-regulated learning among grade eight (8) Science learners of Sta. Catalina National High School, Candelaria, Quezon Province, Philippines. The study utilizes a mixed-methods research design to investigate whether Quizizz has the intended effect on the study samples. The study employs purposive sampling to identify the participants of the study. The experimental group (n=24) used Quizizz as an intervention before taking the formative test, while the control group (n=24) was not. The results reveal that the learners from the experimental group perform better than those from the control group. The findings suggest that using Quizizz improves learners' test scores resulting from self-regulated learning. The researcher identifies the grade 8 participants based on their capabilities to access the Quizizz platform.]]>
<![CDATA[The Challenges of Elementary Education in Society 5.0 Era ]]>
<![CDATA[Supa'at, Supa'at]]>;
<![CDATA[Ihsan, Ihsan]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 3 (2023): August ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i3.214
<![CDATA[This study aims to describe the teachers’ perceptions and readiness to face classroom instruction in the eras of Industrial Revolution 4.0 and Society 5.0. As an essential part of education, teachers are responsible for teaching (imparting knowledge to students) and educating them (shaping their character traits). These roles demand the design of a learning process that stimulates students to acquire 21st-century skills. The challenges posed by the disruptive era of Industrial Revolution 4.0 and Society 5.0 (supersmart society era) present significant hurdles for today’s teachers. To address these challenges, teachers demonstrate adaptability and embrace ongoing development. This study employed a qualitative descriptive method to gather data; the data were collected through observation, interviews, document review, and secondary data sources. The study's primary respondents were 15 teachers from schools/madrassas (Islamic schools) in 5 regencies; Kudus, Pati, Rembang, Grobogan, and Blora. The results reveal that technological devices, learning methods, and human resources are the most significant barriers for teachers facing the society 5.0 era. To overcome these challenges, teachers must develop professional competencies in utilizing digital technology during classroom instruction. ]]>
<![CDATA[Driving Assessment Scores with Effective Calculator Implementation ]]>
<![CDATA[Lutsic, Sarah]]>;
<![CDATA[Zhang, Mingyuan]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 3 (2023): August ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i3.216
<![CDATA[This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The paper examined the impact of calculator exposures on eighth-grade students' 2019 NAEP mathematics assessment scores. To better understand the impact of calculator use on the mathematics achievement of eighth-grade students, this study used a quantitative descriptive research design to analyze secondary data extracted from the 2019 NAEP data set. The findings are: (1) the frequency of calculator use does not impact assessment scores during math lessons. (2) Students who practice using calculators on math tests and quizzes have higher math assessment scores. (3) Frequent primary calculator use can impact math assessment scores. (4) Students who use graphing calculators frequently score higher on math assessments. In conclusion, these findings indicate that using calculators in mathematics is impactful; however, teachers must be trained to implement them effectively.]]>
<![CDATA[An Exploration of Teachers’ Pedagogical Knowledge on Teaching Practical Skills in Fashion and Fabrics to High School Learners ]]>
<![CDATA[Mpofu, Molyn]]>;
<![CDATA[Magagula, Hlengiwe]]>;
<![CDATA[Manwa, Lokadhia]]>;
<![CDATA[Manwa, Lilian]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 3 No. 3 (2023): August ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v3i3.219
<![CDATA[Fashion and Fabrics is a discipline that involves practical and theoretical skills, and to achieve better results, teachers need to possess pedagogical knowledge for teaching practicals as well. This study aimed to establish the teachers' pedagogical knowledge for teaching Fashion and Fabrics practical skills in Eswatini High Schools. This qualitative study utilized a descriptive research design to get in-depth information. A sample of 16 Fashion and fabric teachers was purposively selected, with eight being interviewed, while the others were observed during their practical lessons. Data were analyzed using thematic analysis. The study results show that Fashion and Fabrics teachers need to gain pedagogical knowledge in teaching Fashion and Fabrics practical skills. They must prepare for valuable lessons, as evidenced by a need for proper student-sitting arrangements. Teachers were found not to use visual aids and supervise students' work for corrective feedback when necessary. The study concludes that Fashion and fabric teachers need to be stronger in content knowledge and pedagogical competencies, essential for effective learning; hence, students' achievements could have been higher. The study recommends that the training institutions stress peer teaching of Fashion and Fabrics practicals for more practice.]]>
<![CDATA[Trends in Online Learning Research During the Covid-19 Pandemic in Higher Education: Bibliometric Studies ]]>
<![CDATA[Apandi Apandi]]>;
<![CDATA[Simon Sumanjoyo Hutagalung]]>;
<![CDATA[Intan Fitri Meutia]]>;
<![CDATA[Eko Budi Sulistio]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 4 No. 1 (2023): December ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v4i1.176
<![CDATA[In order to break the chain of the Covid-19 virus, the government recommends schools lockdown and implementing online learning. The research problem formulation is as follows: (1). How is the trend of online learning studies during the covid-19 pandemic at universities in Indonesia? (2). What topics have developed in studying online learning during the COVID-19 pandemic at universities in Indonesia? The research was carried out as a literature review using bibliometric analysis of several sources of scientific publication data. The data in this study were obtained through literature collection techniques and their references which were obtained directly from the Scopus and Google Scholar databases. The data was extracted using the Publish or Perish tool and then analyzed with the VosViewer tool. From the analysis that has been done, it can be concluded that the distribution of authors who study online learning topics during the pandemic has not yet appeared to form a polarization of authorship networks that explore these topics in depth. Meanwhile, the trends that have formed in online learning during the pandemic seem to condense into several topics.]]>
<![CDATA[Qualitative Analysis: Effective Practices in Inclusive and Special Needs Education in China ]]>
<![CDATA[Cao Zongqing]]>;
<![CDATA[Gift Muyunda]]>;
<![CDATA[Qiangfeng Lab]]>
<![CDATA[ International Journal of Social Learning (IJSL) Vol. 4 No. 1 (2023): December ]]>
Publisher : <![CDATA[Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI) ]]>
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DOI: 10.47134/ijsl.v4i1.181
<![CDATA[The sphere of inclusive and special needs education has garnered significant attention in contemporary educational discourse. China, as an influential global actor, provides a pertinent case study due to its socio-cultural dynamics and rapid educational reforms. This qualitative analysis seeks to elucidate effective practices prevalent in China's special needs education system and examine their implications for further academic and policy-oriented discussions. A qualitative study method was chosen and in-depth interviews were used to obtain in-depth information. The study sample consisted of 4 teachers,3 students,1 parent and 1 school manager in China using purposive sampling technique. Data analysis was analyzed inductively and successively coded to generate emerging themes. The results of the study shows that special needs children enjoy equal educational access in China, however, there is a lack of systematic and comprehensive support at school level resulting in limited compensatory equity and differential equity. Also, the results of the study show that teachers’ professional ethics and professional level are the keys for implementing relevant policies and ideas and promoting the educational equity of children in regular classes.]]>
