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 5 Documents
 1 
Search results for , issue "Vol 7, No 1 (2025): April" : 5 Documents clear
The use of silence as a monitor in EAL Australia Ekici, Gail
International Journal of Education and Learning Vol 7, No 1 (2025): April
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v7i1.1578

Abstract

This mixed methods study has highlighted that students in lower level of EAL in Ausytalia have used silence to monitor their speeches. The study surveyed 148 student and teachers and results highlighted that teachers did not know about the adult silent period. Findings show that that their silent period was not treated by their teachers due to ‘pedagogical barriers’. Competent Bilinguals said that there was too much emphasis on form rather than meaning. The main reason for paucity on the this topic is because for several decades the teaching of English as an additional language (EAL) has focused on communicative language teaching (CLT) to encourage students to use English to make meaningful conversations. Proficency silence as an adult learnier in EAL is crusal and needs to understood by educators.
Global trends and challenges in bilingual teacher education: A systematic review across sociocultural context Abdulrahman, Tryanti R.; Akber, Talha; Werghemmi, Marwa; Ashraf, Iman; Azahra, Mona; Budi P.W.D, Ni Putu Eka; Ul Haq, Qazi Muhammad Zulqurnain
International Journal of Education and Learning Vol 7, No 1 (2025): April
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v7i1.1700

Abstract

As global interconnectedness increases, the demand for high-quality bilingual education and by extension, well-prepared bilingual educators, has grown significantly. This systematic review investigates global trends and challenges in bilingual teacher education across diverse sociocultural contexts. A total of 68 peer-reviewed studies published between 2005 and 2022 were analyzed using Saldaña’s coding method, with data sourced from six major databases and selected through PRISMA guidelines. Thematic analysis revealed six core areas: global research trends in teacher preparation, evolving teacher competencies, identity formation and intercultural competence, pedagogical models, language policy, and implementation challenges. Findings show that successful bilingual teacher preparation programs are supported by culturally responsive pedagogy, robust policy alignment, and sustained professional development. However, disparities persist due to inadequate training infrastructure, restrictive policies, and lack of localized resources especially in underrepresented regions. The review underscores the need for teacher education models that are context-sensitive, equity-driven, and globally informed. It calls for expanded research in the Global South, integrative policy frameworks, and institutional commitment to build a resilient, inclusive bilingual teaching workforce.
Android-based augmented reality for writing learning for university students: A case study of Indonesian students’ writing literacy problems Fujiastuti, Ariesty; Wirawati, Denik
International Journal of Education and Learning Vol 7, No 1 (2025): April
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v7i1.1868

Abstract

This study explores the development and effectiveness of Android-based Augmented Reality (AR) learning media to enhance university students' writing skills in Indonesian language courses. The background stems from challenges observed in writing classes, where reliance on static PowerPoint presentations and lack of interactive media contributed to low student engagement and limited writing outcomes. Utilizing the ADDIE model, this developmental research involved stages of analysis, design, development, implementation, and evaluation. Media content was designed using Macromedia Flash integrated into Android-based AR, focusing on accessibility, interactivity, and the Technological Pedagogical Content Knowledge (TPACK) framework. Validation from material and media experts indicated high feasibility (scores of 3.87 and 3.77, respectively), while student response yielded an Aiken's V index of 0.95–1, categorized as excellent. An experimental test involving control and treatment groups demonstrated significant improvement in writing skills (p-value 0.05). The results suggest that Android-based AR media effectively supports meaningful and engaging writing instruction, addresses students’ literacy gaps, and aligns with 21st-century learning needs. This study contributes to educational technology and writing pedagogy by offering an innovative solution to writing literacy challenges in higher education.
The role of self-efficacy in mediating the influence of social support on academic resilience among college students Kelly, Estalita; Murwani, Fulgentius Danardana; Hitipeuw, Imanuel; Eva, Nur
International Journal of Education and Learning Vol 7, No 1 (2025): April
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v7i1.1735

Abstract

Academic resilience is an increasingly relevant issue in the digital age, particularly as students face mounting academic demands alongside rapid technological advancement. Students who struggle to adapt to new technologies often experience heightened stress and reduced academic performance. This study investigates the mediating role of self-efficacy in the relationship between social support and academic resilience among university students. Employing a correlational causal design, the study surveyed 424 students from Pasuruan, East Java, selected through stratified random sampling. Data were collected using validated scales measuring perceived social support, self-efficacy, and academic resilience. Path analysis, supported by SPSS 22.0, revealed that self-efficacy significantly mediates the effect of social support on academic resilience (Sobel Z = 13.491, p 0.01). The indirect effect of social support through self-efficacy (β = 0.569) was notably stronger than the direct effect (β = 0.082), indicating that students' belief in their own abilities plays a more critical role in fostering resilience than external support alone. In essence, students with low self-efficacy may perceive themselves as incapable of overcoming academic challenges, even when supported by others. Conversely, those with high self-efficacy remain confident and persistent, even in the face of limited social support. These findings underscore the importance of strengthening both internal psychological resources and external support systems to enhance student resilience. Institutions should prioritize integrated interventions, combining peer support, counseling, and self-efficacy development, to foster adaptive coping mechanisms and long-term academic success.
Android-based STEM-AR and its contribution to elementary school students' environmental literacy Nasaruddin, Datuk Muhammad; Maryani, Ika; Sanjun, Cindy Joe; Sulisworo, Dwi; Widyaningrum, Trianik; Santosa, Achadi Budi
International Journal of Education and Learning Vol 7, No 1 (2025): April
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v7i1.1818

Abstract

This study is motivated by the low environmental literacy and academic achievement of elementary school students. The study aims to measure the effect of Android-based STEM-AR on students' environmental literacy. A quantitative research method with a One Group Pretest-Posttest Design was used. A total of 31 fifth-grade elementary school students in Yogyakarta, Indonesia, were randomly selected from nine public schools. The research instruments included a lesson plan and an Augmented Reality (AR) medium accessible via Android smartphones. STEM was used as a reference for structuring subject matter. The treatment was conducted four times, each lasting 70 minutes. Students' environmental literacy was measured before and after the treatment using a validated multiple-choice test. Data analysis employed a t-test with a 5% significance level. The Paired Sample Test results showed a sig(2-tailed) value of 0.001 0.05, which led to the rejection of the null hypothesis and acceptance of the alternative hypothesis. This study contributes to proving that Android-based STEM-AR positively influences elementary school students' environmental literacy.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2025 2025


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