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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 5 Documents
 1 
Search results for , issue "Vol 5, No 3: December 2023" : 5 Documents clear
Forecasting learning in electrical engineering and informatics: An ontological approach Agung Bella Putra Utama; Syaad Patmanthara; Aji Prasetya Wibawa; Gülsün Kurubacak
International Journal of Education and Learning Vol 5, No 3: December 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i3.1227

Abstract

This research explores the vital role of ontology in learning forecasting in electrical engineering and informatics. As formally defined models of knowledge, ontologies are critical in organizing concepts for predictive learning. More than just an inquiry, our research reveals complex interconnections centered on Internet of Things (IoT) design, the semantic web, and knowledge modeling. Applications demonstrate the practical significance of ontologies in fostering intelligent connections, advancing information production, and improving interactions between computers, devices, and humans. This research introduces a comprehensive forecasting learning ontology to highlight the importance of ontologies in education, scientific inquiry, and developing systems for predictive analysis. Ontologies provide a structured framework for understanding the essence of predictive learning, encompassing key elements such as ideas, terminology, methodology, algorithms, data preprocessing, assessment, validation, data sources, application environments, interactions with technology, and learning processes. Emphasizing ontologies as indispensable instruments that drive technological development, our work underscores structured representation, semantic interoperability, and knowledge integration. In summary, this research improves the understanding of ontologies in forecasting by explaining practical applications and revealing new perspectives. Its unique contribution lies in its specific applications and natural consequences, laying the foundation for the future progress of ontology and learning forecasting, especially in educational contexts.
Teachers’ learning driven by “multi-subject needs”: Implication, mode and strategies Yuebo Yu; Jiapan Xu; Zalik Nuryana
International Journal of Education and Learning Vol 5, No 3: December 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i3.1254

Abstract

Under the influence of the concept of lifelong learning, teachers’ learning has become the main paradigm of teacher development. The traditional training for primary and secondary school teachers often pays too much attention to the transmission of theories and ignores the practical needs of teachers, resulting in the dilemma of low learning efficiency and poor effect. In order to break through the current learning dilemma of primary and secondary school teachers and meet the needs of students’ growth and long-term development of schools, on the basis of clarifying the basic implication of teacher learning driven by “multi-subject needs”, this paper introduces the Activity Theory to discuss the implications of teacher learning, constructs the teacher learning mode driven by “multi-subject needs,” and analyzes the operating mechanism of this learning mode. In order to promote the effective operation of this mode, teachers should set up the concept of lifelong learning, adhere to the self-orientation of learning, and pay attention to learning reflection. The school level should create a cultural atmosphere for teachers’ learning, make clear the purpose of teachers’ learning, let teachers’ pay attention to the practical situation, and make teachers’ learning become a normal activity.
Bridging the digital divide: Assessing teacher readiness for technology integration in madrasah ibtidaiyah Dian Hidayati; Nurhikmah Nurhikmah; Riema Afriani Kusumadewi
International Journal of Education and Learning Vol 5, No 3: December 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i3.794

Abstract

The swift evolution of educational technology has revolutionized learning accessibility, presenting unique challenges and opportunities, especially in remote areas. This study probes the technological readiness of Madrasah Ibtidaiyah (MI) teachers in these marginalized regions, using a quantitative ex post facto research design. A sample of 112 teachers, randomly selected, provided data via Google Forms and questionnaires, analyzed using two-way ANOVA and cluster analysis in SPSS 23. The research aimed to categorize teachers into five technology readiness profiles: explorers, pioneers, skeptics, paranoids, and slow adopters, based on optimism, innovativeness, discomfort, and insecurity. However, findings revealed only three distinct groups: explorers, pioneers, and slow adopters. Explorers showed high technological confidence but limited innovation engagement, while pioneers, despite readiness, faced challenges like scarce resources and insufficient tech knowledge. Slow adopters, largely older teachers, lagged in embracing new technologies. This lag can be attributed to adverse conditions and inadequate infrastructure, preventing full exploitation of digital tools in education. The study highlights the crucial need to overcome these barriers to enhance technology integration in MI schools, thereby improving educational outcomes in underdeveloped areas.
The teaching of EFL reading at a university level: Teachers' and students' perceptions Moh Junaidi; Mutmainnah Mustofa; M Faruq Ubaidillah; Huan Yik Lee
International Journal of Education and Learning Vol 5, No 3: December 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i3.998

Abstract

This study investigated the teaching of EFL reading at a university level from teacher’s and students’ perspectives. It delved into how the participating lecturer conducted the teaching of reading. Moreover, it shared the difficulties of teaching reading and the difficulties of students in reading. In this research, the researchers used a case study. The researchers used observation and interviews to collect the data. The participants of this study are one lecturer and three students situated in a private Islamic university in Malang, Indonesia. The recruited lecturer has been teaching reading for more than 10 years. Meanwhile, the recruited students were selected because they were close to the researchers and easy to access. The findings suggest that the teaching of reading was done by making a group discussion and cooperative learning such as Think-Pair-Share and Jigsaw. Besides, the minimal access to high-quality books for students’ reading tasks is one of the difficulties in the teaching of reading. Students also found it difficult to read difficult words. Mostly, they skipped the words and struggled to look for the text's main ideas and topic sentences. Finally, based on the result of the study, it is suggested that English lecturers should use appropriate reading books and techniques, select other supplementary materials, and vary the teaching activities. Future researchers are urged to conduct more intensive research in the teaching of reading in different contexts.
Ethiopian EFL teachers’ classroom practice and learners’ view on teaching and learning English speaking skill Dereje Asfaw Bulbula; Obsa Neme; Tesfa Alemu; Mulualem Getachew; Fedila Abazinab; Damtew Bulbula
International Journal of Education and Learning Vol 5, No 3: December 2023
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v5i3.1173

Abstract

Communication capacity (Speaking skill) in English language education is a difficult task that needs effective guidance and sustainable practice. Therefore, this study aimed at exploring the Implementation of Teaching and Learning English Speaking Skills in Ethiopian EFL Classes. The design of the study was descriptive survey. There were 523 students included using a simple random sampling technique and 30 EFL teachers using an availability sampling technique. To collect data, questionnaire for students and Focus Group Discussions for teachers were used. Mixed method data analysis was used. The results showed that EFL teachers were not using different techniques to teach English speaking skills, and they were not making sustainable follow-ups on how learners performed. They also apply the teacher-centered method rather than the learner’s method. Learners face challenges from their mother tongue's influence, lack of confidence, and fear of making a mistake. EFL teachers were also challenged by student-related problems like being disinterested in being involved in the actual teaching and learning actively, uncomfortably of the school compound, absence of well-equipped English mini-media, and the bulkiness of the textbook. Thus, EFL teachers should use various techniques, school administration should avail the resource and students should be participatory in their learning.

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