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Journal of Digital Learning and Education
Published by MO.RI Publishing
ISSN : -     EISSN : 27764060     DOI : https://doi.org/10.52562/jdle
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Digital Learning and Education (JDLE) aims to provide a forum for researchers, educators, teachers, trainers and other practitioners to present their latest research papers, case studies, reviews, and short communications in the field of Digital Learning and Education. The journal contributes to the development of both theory and practice in the field of digital learning and education. JDLE committed to publishing significant, high-quality research in the field of Digital Learning and Education through a fair, rapid and rigorous peer-review process that is overseen by a team of professional editors. The scopes of the journal include, but are not limited to, the following topics: E-learning: Academic Participation and Freedom E-Learning Effectiveness and Outcomes E-learning Evaluation and Content E-Learning Platforms E-Learning Strategies Social Benefits of e-Learning Educational theory; concept and models Educational management Inovation in education MOOCs (Massive Open Online Courses) Blended Learning Digital Classrooms Mobile Learning Web-based Learning Self-learning Integrated Methodology Virtual Learning Environments Development of digital teaching materials Multimedia in e-Learning 3D and animation learning media Computer Aided Assessments Practices and Cases in Education Classroom Action Research
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 86 Documents
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Information Technology Self-Efficacy and Library Portal Use in Nigerian Universities Ajisebutu, Adenike Elizabeth; Adetayo, Adebowale; Okediji, Oyekanmi Gabriel; Enamudu, Augustine I.
Journal of Digital Learning and Education Vol. 4 No. 3 (2024): DECEMBER
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v4i3.1273

Abstract

This descriptive cross-sectional survey aimed to investigate the relationship between information technology self-efficacy and the use of library portal services among undergraduate students in selected universities in South-West Nigeria. A cross-sectional survey used stratified sampling to select 658 undergraduates from three Nigerian universities: University of Ibadan, University of Lagos, and Babcock University. The results revealed a high level of IT self-efficacy among respondents (mean=3.48) and significant use of library portals, particularly for research needs like finding scholarly materials (mean=3.50), accessing indexing services (mean=3.43), and seeking reference assistance (mean=3.39). Library computers were the most preferred access point (mean=3.11). A strong, significant positive correlation was found between IT self-efficacy and library portal use (r=0.609, p<0.05), indicating that greater self-efficacy in using IT corresponded with higher utilization of library portals and their services. The findings highlight the importance of fostering IT skills and self-confidence among students to facilitate effective use of digital library resources.
Digital-Based Learning for Writing Using MakeBeliefsomix Cartoon Application Ryandini, Elda Yulia; Utomo, Dias Tiara Putri; Indasari, Nur Laili
Journal of Digital Learning and Education Vol. 4 No. 3 (2024): DECEMBER
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v4i3.1283

Abstract

In teaching and learning process, the use of digital tools urges the educators to integrate them as the use of innovative technology. The implementation of digital tools in learning definitely can bring various experiences for students when they mix up with the new tools in learning. Students can be more interested in involving in the learning activity since they are familiar with the media used in daily activity. Teachers can make use of digital-based learning for writing activity such as using MakeBeliefsComix cartoon application to motivate students to write in English. Foreign learners always encounter difficulties in writing as they need to comprehend some aspects such as mechanic, grammar, and sentence error. This study aims to analyze students’ writing result using digital comic of MakeBeliefsComix and their perceptions using digital comic for writing activity. Researchers employed qualitative approach with 15 documents from Management students’ writing results and 10 students as the interviewees. The results show that students mostly encounter writing difficulties in mechanics of punctuation and capitalization; and grammar in the case of translation sentence; question sentence; the use of verb 1, verb 2, and verb 3; modal verb, and the application of article ‘a’ although they do not really affect the writing ideas. From those difficulties in writing, students still get motivated to write using MakeBeliefsComix application identified from their perception that the use of digital comic or digital-based learning for writing were interesting, not boring, giving them new experience, and fun. It motivated them to write and could develop their writing.
Use of Cybergogy in Improving Reading Comprehension among High School Students: A Systematic Literature Review Odvina, Ramilyn A.; Baylon, Lemalyn A.; Ayop, Rachelle Mae M.; Evardo Jr, Orville J.
Journal of Digital Learning and Education Vol. 4 No. 3 (2024): DECEMBER
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v4i3.1330

Abstract

This systematic literature review investigates the role of cybergogy in enhancing reading comprehension among high school students, driven by the increasing use of digital tools in education. The review analyzed 25 studies, revealing that cybergogy offers significant benefits, such as the practical use of digital tools, flexible learning environments, and improved teaching quality. However, it also identifies several challenges, including digital distractions, insufficient foundational reading skills, logistical and technological constraints, and the dual impact of technology on reading habits. These findings underscore the necessity for a balanced approach to integrating cybergogy, emphasizing the need for targeted interventions to address the identified challenges, enhanced professional development for educators, and improved technological infrastructure. By focusing on these areas, schools can make better use of cybergogy to improve reading skills and help students succeed academically.
Digital Learning, Mediating Effect of Instructor Facility on Student Satisfaction at Universities Sah, Gunja Kumari
Journal of Digital Learning and Education Vol. 4 No. 3 (2024): DECEMBER
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v4i3.1345

Abstract

Digital learning is essential to explore digital platforms at university. The study considered a quantitative approach to examine the impact of digital learning on student satisfaction at various universities during COVID-19 in Nepal. The paper also focused on analyzing the mediating effect of instructor facility on student satisfaction. Several pieces of information were attained from the 225 students of Tribhuvan University, Kathmandu University, Purbanchal University, Pokhara University, and Rajarshi Janak University through stratified random sampling techniques. Data was converted into valuable information by analyzing raw data through SPSS software and used for frequency analysis and exploratory factor analysis. Next-level analysis was performed by AMOS software for structural equation modeling to examine student satisfaction with digital learning and the mediating effect of instructor facility. The result of the paper found all dimensions significantly influenced on mediating construct of instructor facility and student satisfaction. It also identified convenience as the most influential factor than technology in instructor facilities. However, the result demonstrates that technology was the most influential factor, rather than convenience, on dependent construct student satisfaction. It revealed that instructor facility significantly affects student satisfaction. So, digital learning becomes effective, and efficient, when convenient digital portals, technology facilities, instructors' knowledge, educational institution systems, and students are thoroughly engaged with it.
Implementation of Self Directed Learning Model Based on Social Challenge to Improve Social Skills of Elementary School Students Irmaningrum, Rizka Novi; Huda, Mochammad Miftachul; Mudayan, Arfian
Journal of Digital Learning and Education Vol. 4 No. 3 (2024): DECEMBER
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v4i3.1381

Abstract

This research aims to describes the application of a self-directed learning model based on social challenges that can improve the social skills of elementary school students. This research uses a qualitative approach, with the type of classroom action research (CAR). The research was conducted collaboratively between researchers and fourth grade teachers. The subjects of the study were 32 fourth grade students of SDN Made 4 Lamongan Regency in the 2024/2025 academic year. The data collection instruments used observation sheets, interviews, tests, and field notes. Data analysis used quantitative descriptive analysis. This research was conducted in two cycles and each cycle consisted of three meetings. The results of the study were that the percentage of students' social skills in cycle I reached 79.50% and in cycle II increased to 85.4%. Based on the results of this study, it can be concluded that the increase in students' social skills occurred due to the implementation of the self-directed learning approach based on social challenges.
Meta-Analysis: The Impact of Problem-Based Learning (PBL) Models on Students' Critical Thinking Skills Hafizah, May; Solin, Sogya; Purba, Cindy Theresia; Sihotang, Melda Maranata; Rahmad, Riki; Wirda, Mona Adria
Journal of Digital Learning and Education Vol. 4 No. 3 (2024): DECEMBER
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v4i3.1393

Abstract

Critical thinking is an essential skill in the modern information era, enabling individuals to analyze complex information, evaluate arguments, and make informed decisions. In educational contexts, particularly in geography, fostering critical thinking equips students to address real-world environmental and social challenges. Problem-Based Learning (PBL) has emerged as a transformative teaching approach to develop these cognitive abilities through active, problem-centered learning. This meta-analysis aimed to evaluate the effectiveness of PBL in enhancing students' critical thinking across various educational levels. Using OpenMEE software and a continuous random-effects model, the study synthesized findings from 20 peer-reviewed studies published between 2020 and 2024. Statistical analyses focused on the standardized mean difference (SMD) as the primary metric to measure effect sizes. The results demonstrated that PBL significantly enhances critical thinking skills, with an overall SMD of 1.254 (95% CI: 0.875 to 1.633, p < 0.001). However, notable heterogeneity was observed, attributed to variations in educational levels, implementation fidelity, and study contexts. Subgroup analyses revealed that junior high school students experienced the greatest improvement, followed by university, senior high school, and elementary school students. These findings affirm PBL’s potential as an effective pedagogical strategy for fostering critical thinking. The study highlights the need for tailored PBL implementations and further research into its long-term effects and applicability across diverse educational contexts. The results provide robust evidence supporting PBL as a vital tool in modern education.

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