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 114 Documents
 8   9   10   11   12 
Teachers’ Motivation in Pursuing Their Teaching Careers: Voices from Four In-Service EFL Teachers Anna Riana Suryanti Tambunan; Widya Andayani; Isli Iriani Indiah Pane; Fauziah Khairani Lubis; Rasmitadila Rasmitadila; Mahmud Layan Hutasuhut
International Journal of Education and Learning Articles in press
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v0i0.1911

Abstract

This study listed factors that affect motivation among Indonesian English as Foreign Language (EFL) in-service teachers using the Maslow Hierarchy of Needs theory located at an urban secondary school in North Sumatera, Indonesia. Four Indonesian EFL in-service teachers had participated in this qualitative study, with interviews and observations used as primary methods in data collect ion. In this study, researchers found that fulfillment of educational background, feelings of love towards children, passion for becoming teachers, family inspiration, and religious reasons were motivational factors for teachers. From these findings, it can be concluded that teachers were self-motivated (intrinsic) and were not influenced by external factors. However, factor that negatively affected the motivation of teachers was working environment, mainly at school (extrinsic) level. These factors include having a big group of students in a classroom and extracurricular activities which resulted in students being tired, which could cause teachers to lack enthusiasm. Therefore, teachers require professional development to address self-actualization needs to excel in their competence.
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.
Shaping the academic productivity: Theory on the early scientific article writing among the lecturers Fajaruddin, Syarief; Retnawati, Heri; Setiawan, Caly; Nuryana, Zalik; Bahar, Rosid; Irambona, Alfred
International Journal of Education and Learning Vol 6, No 3 (2024): December
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v6i3.1992

Abstract

The study aims at uncovering the factors that influence the early productivity of lecturers in writing scientific articles. The main problem under review is how the early writing experience shapes the continuity of academic productivity. In conducting the study, the qualitative approach of Grounded Theory was used with the data gathered from in-depth interviews with 18 lecturers throughout Indonesia. The research participants were purposively selected and were interviewed in stages by means of theoretical sampling. Then, the data were analyzed by using ATLAS.ti, and the data validity was tested by using method and theory triangulation. The results of the study show that publication productivity does not take place naturally but is shaped through social intervention, personal strategy, technology mastery, academic literacy, reading habit, and target stipulation. These results highlight the need to foster a supportive academic ecosystem to sustain lecturers’ writing productivity over time.
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.
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.
Exploring the efficacy of the singing method for teaching nglegena javanese letters to fourth-grade students in an elementary school Maghfiroh Apristya Laily; Sularso Sularso; Mwansa Edward Chabu
International Journal of Education and Learning Vol 6, No 2 (2024): August
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v6i2.1932

Abstract

Students' difficulties in learning Javanese script are caused by several factors, such as challenges in distinguishing one character from another, low interest and motivation to learn, and limited access to educational materials and resources. This study aims to evaluate the effectiveness of the singing method as a learning strategy in teaching Javanese Nglegena script. This study uses a participatory qualitative approach with data collection techniques through interviews and observations of research subjects, namely fourth-grade students at an elementary school in Yogyakarta. The research sample consisted of 28 students, consisting of 16 boys and 12 girls. The results of the study showed that the singing method provided a more positive and interesting learning experience. Quantitatively, there was an increase in students' interest and motivation in learning, which contributed to a more interactive and enjoyable learning process. The main contribution of this study is the development of a more effective Javanese Nglegena script learning model through the singing method. This model can be adopted by Javanese language educators to increase students' interest in learning Javanese script. In addition, this method has also been proven to help students memorize material faster and maintain memory longer.
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.
An Exploratory Study of Students Perceptions of Using ChatGPT in Undergraduate Thesis Writing Riswan Septriayadi Sianturi; Andi Reza Perdanakusuma; Nur Aini Cahyati
International Journal of Education and Learning Articles in press
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v0i0.1771

Abstract

ChatGPT, an artificial intelligence-based technology developed byOpenAI, exhibits remarkable capabilities in addressing a wide range ofinquiries and has emerged as a transformative tool in the realm ofscientific research. Despite its potential, the extent to which ChatGPTcan assist undergraduate students in thesis writing remainsunderexplored. This study seeks to investigate students#39; perceptionsregarding the utilization of ChatGPT in the process of undergraduatethesis composition. Employing a qualitative research methodology, datawere collected through semi-structured interviews with students fromthe Faculty of Computer Science at Universitas Brawijaya. Thematicanalysis was utilized to examine the data, revealing a spectrum ofstudent perspectives on the application of ChatGPT in thesis writing.While students acknowledge that ChatGPT enhances writing efficiencyand improves work quality through its various capabilities, they alsorecognize its limitations, particularly concerning the accuracy andreliability of information. Moreover, students express concerns aboutthe potential for over-reliance on ChatGPT, which could impede thedevelopment of creativity, research skills, and critical thinking.
Internalizing religious tolerance in elementary schools: Reality and alternative solution Rahmadonna, Sisca; Setyosari, Punaji; Kuswandi, Dedi; Praherdhiono, Hendy; Wibawa, Aji Prasetya
International Journal of Education and Learning Vol 6, No 3 (2024): December
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31763/ijele.v6i3.1903

Abstract

Religious intolerance is rising globally, including in Indonesia, a pluralistic nation with over 600 ethnic groups and six official religions. Ironically, cases of intolerance have emerged even in Yogyakarta, an educational and cultural barometer renowned for its local wisdom of tepa selira (mutual respect). This study investigates how elementary school teachers in Yogyakarta, Indonesia understand and internalize religious tolerance in classroom practices. Employing a qualitative phenomenological approach, data were collected through interviews, observations, FGDs, and document analysis involving 20 teachers from 10 diverse elementary schools. Findings indicate that most teachers focus on cognitive outcomes and struggle to assess tolerance in the affective domain. However, one multicultural school Pelangi Elementary demonstrates an alternative approach by emphasizing shared human values such as kindness, gratitude, and togetherness, and by removing formal religious instruction to foster inclusivity. The school integrates dialogical pedagogy, parental involvement, and community engagement, making tolerance a lived experience rather than a theoretical concept. This study concludes that religious tolerance education in diverse societies must move beyond textbooks toward character-based, participatory learning rooted in local wisdom and inclusive practice. The Pelangi model offers a promising strategy adaptable to other pluralistic contexts.
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 11 of 12 | Total Record : 114

 8   9   10   11   12 

Filter by Year

2019 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