cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Erikson Saragih
Contact Email
erikson.saragih@gmail.com
Phone
+628170414164
Journal Mail Official
zalik@ascee.org
Editorial Address
https://pubs2.ascee.org/index.php/ijele/about/editorialTeam
Location
Kota yogyakarta,
Daerah istimewa yogyakarta
INDONESIA
International journal of education and learning
Published by Association for Scientic Computing Electronics and Engineering
ISSN : -     EISSN : 2684924     DOI : https://doi.org/10.31763/ijele.v4i1.530
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The International Journal of Education and Learning (IJELE) is an international journal to provide an international forum for the sharing, dissemination, and discussion of research, experience, and perspectives across a wide range of teaching, development, curriculum, instruction, innovations, methodology, and technology in education or situated at the convergence of two or more disciplines. These topics are addressed in full-length academic articles, critical statements on current issues, developmental practice, action research, reviews of books and articles based on education and learning.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 6 Documents
 1 
Search results for , issue "Vol 4, No 3: December 2022" : 6 Documents clear
Combating learning loss: How do students engage cognitively and affectively in online-based academic activities? Fiki Alghadari; Audi Yundayani
International Journal of Education and Learning Vol 4, No 3: December 2022
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v4i3.692

Abstract

During the pandemic, education faces the problem of learning loss, however online academic activities can assist. This research addresses cognitive and affective online-academic engagement. This quantitative research of 208 students at private universities in Jakarta uses an observational technique and an explanatory design. This study analyzes the measurement and structural model of the relationship between factors from the emotional intelligence aspects and self-regulated learning in the flipped classroom context. The research findings indicate that students' cognitive and affective engagement is on track, as determined by their task persistence which can be established through effort and performance evaluation when completing the assignment. Effort and evaluation begin with self-awareness as a foundation for orientation and commitment. This study paves the way for further investigation of other findings that indicate the need to allocate and optimize time during pre-class activities while educating and encouraging students' persistence. Without tremendous effort and evaluation on the part of students, time on task for work can result in low-quality performance. These findings could drive teachers to construct engaging lesson plans by incorporating emotional intelligence and self-regulated learning prior class.
Learning loss during the pandemic: Views of Indonesian teachers and parents Ika Febrian Kristiana; Costrie Ganes Widayanti; Prasetyo Budi Widodo; Yeniar Indriana
International Journal of Education and Learning Vol 4, No 3: December 2022
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v4i3.765

Abstract

The pandemic situation has dramatically caused a shift from face-to-face learning to online-based distance learning. Learning loss has become an unanticipated impact and threatens almost all students in the world, including Indonesia. This qualitative study was aimed to explore the understanding of teachers and parents in Indonesia about learning loss. A total of 16 participants consisting of teachers and parents (M.age = 44.5; Female = 81.25%; Male = 18.75%) were involved in focus group discussions as the data collection process. This is narative research using thematic analysis from Braun Clarke (2006) was used in data analysis. There were 6 final themes about learning loss, namely: the determinants, the forms, the negative impacts, the strategies to minimize, the parties who are responsible for overcoming it, and the expectations of teachers and parents. The unique findings of this study establishing the possibilities for future research include decreased motivation and positive characters as a new form of learning loss, teacher capacity in conducting online learning, technological literacy for parents, and learning loss for students with special needs as well as network constraints and unnecessary involvement from parents (finishing student assignments) as parts of the causes of learning loss. It is necessary to have a strategy in overcoming learning loss in a collaborative effort from various parties responsible for the education system in Indonesia.
To read on-screen or printed texts? A quantitative study into EFL students’ reading achievement Andri Jamaul Rifiyani; Diah Retno Widowati; Dzurriyyatun Ni'mah; M. Faruq Ubaidillah
International Journal of Education and Learning Vol 4, No 3: December 2022
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v4i3.793

Abstract

The aim of this study was to compare the EFL students’ reading achievement between reading on screen and printed text. This study used a quantitative research design. The participants of this study were 60 students from two classes who took an English education major. The students were randomized into two groups. The experimental group read on screen and the control group read on printed text. The instrument of this study was a news article with 10 multiple choice questions and 10 true-false statements adopted from Breaking News English with the title “Dietary Supplements” by Sean Banville. To analyze the data, the researchers used Independent Sample T-test. The findings revealed a significant difference in students’ reading achievement based on the mean score of both groups. The mean score of the experimental group was 85.33 while the mean score of the control group was 75.00. Then, the result of Sig. (2-tailed) value showed that p value, 0.008, was lower than α 0.05, (0.008 0.05). Hence, it can be concluded that the EFL students who read on screen scored higher in reading achievement than the EFL students who read printed text. The overview of this current study on reading theory, media used, the material given, and reading screen versus paper research, may enable to help teachers and lecturers to make a consideration for their teaching reading in the classroom.
Indonesian education: A future promise Roni Herdianto; Punaji Setyosari; Dedi Kuswandi; Aji Prasetya Wibawa; Andrew Nafalski; Ilham Mulya Putra Pradana
International Journal of Education and Learning Vol 4, No 3: December 2022
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v4i3.733

Abstract

Technological, social, and environmental changes are occurring globally. The disruption of technology will impact all sectors of human life. Sociocultural changes occur in the demographics and socioeconomics of the world population. During this chaotic condition, the Indonesian nation, with a large population and natural resources, must inevitably adapt to the global environment. Statistics Center Agency and World Bank data show that Indonesian student enrollment rates are rising, but preschool and tertiary gaps remain. Despite rising student enrollment, Indonesian education remains in crisis. One of the backbones of the nation's civilization to face global competition is good and mature planning in the education sector that adapts to global demands. This paper reviews the future of Indonesian education based on the mapping between Ki Hadjar Dewantara’s education model, the Indonesian education roadmap 2020-2015, the disrupted education model in 2020, The WEF Education 4.0 Framework, and the Future of the classroom model. This paper results in a future Indonesian education model framework to realize Indonesia's education vision for 2035.
The implementation of independent curriculum on mover schools Setiawan Edi Wibowo; Bambang Saptono; Agung Hastomo; Herwin Herwin; Amalia Rizki Ardiansyah
International Journal of Education and Learning Vol 4, No 3: December 2022
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v4i3.925

Abstract

This research aims to describe the implementation of independent curriculum-based learning in mover schools. This research used a qualitative approach. The type of research used is phenomenology. The subjects of this study were selected based on purposive considerations. The participants of this study were targeted representatives of principals, teachers, students, and the relevant communities. Data collection in this study was carried out using interviews, observations, and documentation. The data was collected based on the needs of the research topic, namely independent curriculum-based learning in mover schools. The data of this study were analyzed using qualitative analysis techniques in the form of interactive analysis. The results of this study, one of the driving schools has implemented an independent curriculum. This can be seen from several key aspects of the independent curriculum, namely 1) the flow of learning objectives, 2) learning scenarios, 3) learning media that contain elements of TPACK, 4) Student Worksheets, and 5) the evaluation used. This can be used as a reference in the implementation of the independent curriculum, which in several schools is still trying to find the best pattern in its application in order to achieve the desired educational and learning goals.
Cracking the code: Understanding lecturer performance and student success Tri Kuncoro; Marji Marji; Mazarina Devi; Aji Prasetya Wibawa; Ming F. Teng
International Journal of Education and Learning Vol 4, No 3: December 2022
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v4i3.958

Abstract

One of the essential factors in a learning process, especially in higher education, is lecturer performance. This study aims to discover the impact of a lecturer's performance on students learning outcomes in the online learning environment. Lecturer performance is represented by four aspects which are the lecturer's performance on learning technology (X1), the lecturer's performance on learning pedagogy (X2), the lecturer's performance on supporting learners (X3), and the lecturer's performance on supporting educators (X4). This quantitative research approach aims to discover one variable's cause-and-effect relationship to another. The subject of this study is 37 lecturers and 146 students. The result shows that the lecturer's performance contributes 43.1% to students' learning outcomes. It is known that learning technology and pedagogy aspects have a significant effect on students' learning outcomes. However, supporting learners and educators does not significantly impact students' learning outcomes. Therefore, the lecturer's performance positively impacts learning outcomes and is valuable for further online learning development. A potential research contribution could be to investigate further the relationship between specific aspects of a lecturer's performance and students' learning outcomes in an online learning environment. this study's findings have significant implications for higher education institutions seeking to improve online learning experiences for students. By identifying the specific aspects of lecturer performance that most impact learning outcomes, institutions can provide targeted support and training to their lecturers, ultimately leading to improved learning outcomes for students in online learning environments.

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2022 2022


Reset
Filter By Issues
All Issue Vol 7, No 2 (2025): August Vol 7, No 1 (2025): April Articles in press Vol 6, No 3 (2024): December Vol 6, No 2 (2024): August Vol 6, No 1 (2024): April Vol 5, No 3: December 2023 Vol 5, No 2: August 2023 Vol 5, No 1: April 2023 Vol 4, No 3: December 2022 Vol 4, No 2: August 2022 Vol 4, No 1: April 2022 Vol 3, No 3: December 2021 Vol 3, No 2: August 2021 Vol 3, No 1: April 2021 Vol 2, No 2: December 2020 Vol 2, No 1: June 2020 Vol 1, No 2: December 2019 Vol 1, No 1: June 2019 More Issue