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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 3 Documents
 1 
Search results for , issue "Vol 7, No 2 (2025): August" : 3 Documents clear
Maintaining service quality: Examining the impact of the HESQUAL scale on student satisfaction in HEIs Pramono, Suwito Eko; Yulianto, Arief; Wijaya, Angga Pandu; Nasrun, Nasrun; Plangsorn, Boonrat
International Journal of Education and Learning Vol 7, No 2 (2025): August
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v0i0.1603

Abstract

This study aims to examine the effect of service quality and technology support on student satisfaction through student perceived value. Research in Indonesia has yet to extensively investigate service quality in the education sector using the Higher Education Service Quality (HESQUAL) framework, which provides a more accurate measurement for higher education settings. Previous studies have often utilized SERVQUAL indicators, which are not fully suitable for evaluating quality in the context of higher education institutions (HEIs). Moreover, the role of technology support in shaping student perceived value within HEIs has not been thoroughly explored in prior research. A quantitative approach was adopted in this study, employing a non-probability sampling method using purposive sampling. The sample consisted of 246 postgraduate students from a public university in Indonesia. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (SEM-PLS) to examine the relationships among the variables. The findings reveal that service quality, as measured by HESQUAL, has a positive and significant effect on student satisfaction, but does not significantly influence student perceived value. In contrast, technology support has a positive and significant impact on both student perceived value and student satisfaction. These results highlight the critical role of service quality in enhancing student satisfaction within HEIs. The novelty of this study lies in its application of the HESQUAL framework as a context-specific instrument for measuring service quality in higher education, thereby addressing a methodological gap in Indonesian educational research where this approach has been scarcely utilized.
Participatory blended learning model to enhance school and parent partnerships in elementary schools Hardianto, Deni; Haryanto, Haryanto
International Journal of Education and Learning Vol 7, No 2 (2025): August
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v7i2.1978

Abstract

This study aims to examine the effectiveness of a participatory blended learning model in enhancing knowledge and strengthening partnerships between schools and parents. A quasi-experimental pre-test–post-test group design was employed, involving 60 respondents selected as participants in the intervention. The model was designed to integrate online and face-to-face activities that promote collaborative learning and active parental engagement. The findings reveal that the participatory blended learning model significantly improved parental knowledge and partnership quality, as evidenced by statistically significant gains across five key dimensions: school-parent collaboration, digital-era parenting, positive parenting, healthy family routines, and parental involvement in school programs (p 0.05 for all dimensions). Additionally, improvements were observed in participation in parenting classes, inspiration class initiatives, family habit development, and involvement in school committees or associations. This study contributes to the field by demonstrating how participatory blended learning can serve as an effective strategy to bridge communication and cooperation gaps between schools and families, ultimately fostering a more inclusive and supportive educational environment.
Differentiated Learning in IPAS Subject to Enhance Fourth-Grade Critical Thinking Sukma, Hanum Hanifa
International Journal of Education and Learning Vol 7, No 2 (2025): August
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v7i2.2014

Abstract

This study employs a qualitative research method and was conducted at SD Muhammadiyah Karangkajen Yogyakarta, utilizing data sources that include the IPAS teacher for grade IV. Data collection techniques encompassed observation, interviews, and documentation. The validity of the data was ensured through source and technique triangulation. Data analysis followed the Miled and Huberman model, involving the stages of data collection, data reduction, data presentation, and conclusion drawing. The results of the study indicate that that the implementation of differentiated instruction to support critical thinking in fourth-grade students at SD Muhammadiyah Karangkajen Yogyakarta in the IPAS subject involves differentiated processes. The differentiation process encompasses a series of activities in learning, including thought- provoking questions, material delivery, active and enjoyable learning approaches, completion of Student Worksheets (LKPD), presentations, and evaluations. In this context, various aspects that support students' critical thinking abilities, such as interpretation, analysis, self-regulation, inference, explanation, and evaluation, can be observed in a conducive and enjoyable learning environment for the students.

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