cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Nur Hamid
Contact Email
elnur.hamid@walisongo.ac.id
Phone
+6285733036860
Journal Mail Official
ijsl@idpublishing.org
Editorial Address
Jalan Sidorejo, No 31A Kel. Ngestiharjo, Kec. Kasihan Kab. Bantul, Daerah Istimewa Yogyakarta 55182, Indonesia
Location
Kab. bantul,
Daerah istimewa yogyakarta
INDONESIA
International Journal of Social Learning (IJSL)
Published by Indonesian Journal Publisher
ISSN : 27748359     EISSN : 27744426     DOI : https://doi.org/10.47134/ijsl.v1i1
Core Subject : Education, Art, Social,
Arts Education Environmental Science Social Sciences Other
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).
Arjuna Subject : Umum - Umum
Articles 236 Documents
 20   21   22   23   24 
How Does Teacher Digital Literacy Promote Teacher Innovative Behavior? A Chain-Mediating Model of Organizational Learning Support and Working Agency Zongqing Cao; Guoyuan Ran; Guohao Zhu; Mengjun Jiang; Yingqi Yue; Lanya Xiang
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.611

Abstract

Amid digital transformation in education, digital literacy has an essential impact on teachers’ teaching practices, yet the mechanisms driving teachers' innovative behavior remain underexplored. This cross-sectional study aimed to examine the chain mediating roles of organizational learning support and working agency in this relationship. Participants were 313 in service teachers from Y Province, China. Data were analyzed using SPSS 27.0 and AMOS 23.0, including common method bias testing, descriptive statistics, correlation analysis, and Bootstrap mediation analysis. Results indicated that digital literacy significantly and positively predicted innovative behavior. Working agency independently mediated the link, and organizational learning support and working agency jointly played a chain mediating role, whereas organizational learning support had no independent mediation effect. This study extends digital literacy research and offers implications for fostering teacher innovation in Chinese schools.
Inclusion of the 2045 Golden Generation: An Analysis of the Factors Contributing to the Educational Crisis Muchammadun Muchammadun; Muhammad Syarifuddin; Mira Mareta; Aris Try Andreas Putra; Muhammad Zainul Firdaus
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.612

Abstract

The study is rooted in disparities in educational quality across regions in Indonesia, evidenced in West Nusa Tenggara Barat Province, indicating an urgent and systemic learning crisis. This situation challenges the achievement of educational inclusion and the preparation of a competitive generation for the 2045 Golden Generation. The research aims to analyze the main factors contributing to this crisis and their impact on national education goals. Using a qualitative approach, the study applies literature analysis and in-depth interviews to explore contextual issues influencing education. This method allows for a comprehensive understanding of inequalities across regions. The findings show that unequal access to education, low-quality teaching, inadequate infrastructure, and socioeconomic disparities are the key drivers of the educational crisis. Poor educational quality and limited facilities in certain areas further deepen these inequalities. Therefore, improving teacher competence, strengthening infrastructure, and enhancing inclusive education policies are essential to ensure equitable access and support the realization of the 2045 Golden Generation.
Smart Outdoor Social Laboratory Management for Social Studies Education: A Systematic Literature Review Noor Fatmawati; Abdul Karim; Rofiq Faudy Akbar
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.620

Abstract

This Research Responding to the challenges of education today requires learning models that engage with real-world social contexts. This study aims to analyze the concepts, theories, and practices related to the Smart Outdoor Social Laboratory in Social Studies Education and to develop a conceptual model to enhance institutional competitiveness. The study uses a Systematic Literature Review (SLR) approach, analyzing 25 scientific articles published between 2020 and 2025 across Scopus, Web of Science, Google Scholar, and national sources. The analysis employed thematic analysis to group the literature into five main clusters: outdoor learning, contextual/experiential learning, smart learning, educational management, and institutional competitiveness. The results show that the literature remains fragmented and has not yet integrated the five dimensions into a complete framework. Based on the literature synthesis, this study develops a Smart Outdoor Social Laboratory Management Model that integrates environmental, pedagogical, technological, and managerial dimensions to enhance institutional competitiveness as a strategic output.
Needs Analysis for Developing a Culturally Responsive Teaching Model to Enhance Intercultural Sensitivity Ariani Tandi Padang; Maha Dewi Sabrina Nalle; Grace Purnamasari Christian
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.622

Abstract

Intercultural sensitivity is an essential competency for students to live harmoniously in multicultural environments. However, this competency has not yet been optimally developed among students and members of the school community, highlighting the need for a learning model that can effectively foster it. This study aims to conduct a needs analysis based on students' characteristics as the foundation for developing a Culturally Responsive Teaching (CRT) learning model to enhance Intercultural sensitivity. The needs analysis covered five dimensions: learning motivation, access to learning resources, learning habits, time management, and intercultural sensitivity. Data were collected through questionnaires administered to 82 students at a private school in South Lampung and were analyzed using a descriptive quantitative approach. The findings revealed that 74% of students were still at the transitional level of cultural sensitivity. Furthermore, the needs analysis identified several considerations for developing the CRT learning model: students demonstrated high learning motivation (86%); access to printed learning resources remained limited (55%); learning preferences were dominated by visual learning (82%) and collaborative learning (82%); and most students tended to study at home when assigned tasks by their teachers (82%).
Enhancing Teacher Performance through Academic Supervision Strategies in Junior High Schools, Grobogan Regency, Indonesia Ahsana Faelasupa Amalia; Mohammad Dzofir
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.623

Abstract

Academic supervision is often constrained by rigid administrative approaches that lack contextual alignment with madrasah culture. This study aims to analyze the principal’s supervision management strategies in enhancing teacher performance at MA Miftahut Thullab Grobogan. A qualitative case study design was employed, using in-depth interviews, participant observation, and document analysis with the principal, supervisor, and teachers. Data were analyzed interactively through condensation, display, and conclusion drawing. The findings demonstrate that supervision management is systematically carried out through the planning, organizing, implementing, and evaluating stages. Key strategies, comprising reflective coaching, direct supervision, continuous motivation, and periodic evaluation, substantially elevated teacher professionalism and instructional quality. Despite internal constraints, including limited facilities, and external environmental challenges, the principal effectively applied adaptive supervision. This study concludes that a transformative, Islamic-value-based supervision model, integrated with local organizational culture, is essential for achieving sustainable improvements in educational quality within Islamic secondary schools.
Informal Social Learning for Digital Financial Inclusion: How Rural Farmers Learn to Accept Digital Payments in Indonesia Muhammad Nurjihadi; Zulkieflimansyah Zulkieflimansyah; Niken Saptarini; Diah Anggeraini Hasri
International Journal of Social Learning (IJSL) Vol. 6 No. 3 (2026): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v6i3.650

Abstract

Digital financial inclusion is currently acknowledged as a key factor in achieving the Sustainable Development Goals. It requires not only access to digital financial technologies but also the ability to learn how to use them effectively. This study examines how socially mediated informal learning shapes farmers’ cognitive evaluations and behavioral intention to use digital payment systems. Integrating Social Learning Theory with the Technology Acceptance Model, the study examines observational learning, vicarious experience, and social interaction as learning mechanisms influencing perceived usefulness (PU) and perceived ease of use (PEOU). Survey data from 316 Indonesian farmers were analyzed using PLS-SEM. The findings show that observational learning significantly influences both PU and PEOU, while vicarious experience influences PEOU but not PU. Social interaction has no significant effect on either construct. Both PU and PEOU significantly influence behavioral intention. The findings highlight informal learning as crucial for strengthening digital financial inclusion among Indonesian farmers.

Page 24 of 24 | Total Record : 236

 20   21   22   23   24 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 3 (2026): August Vol. 6 No. 2 (2026): April Vol. 6 No. 1 (2025): December Vol. 5 No. 3 (2025): August Vol. 5 No. 2 (2025): April Vol. 5 No. 1 (2024): December Vol. 4 No. 3 (2024): August Vol. 4 No. 2 (2024): April Vol. 4 No. 1 (2023): December Vol. 3 No. 3 (2023): August Vol. 3 No. 2 (2023): April Vol. 3 No. 1 (2022): December Vol. 2 No. 3 (2022): August Vol. 2 No. 2 (2022): April Vol. 2 No. 1 (2021): December Vol. 1 No. 3 (2021): August Vol. 1 No. 2 (2021): April Vol. 1 No. 1 (2020): December More Issue