International journal of education and learning
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.
Articles
114 Documents
<![CDATA[Exploring the final examination test item characteristics of Pancasila and civic education ]]>
<![CDATA[Syarief Fajaruddin]]>;
<![CDATA[Heri Retnawati]]>;
<![CDATA[Eri Yusron]]>;
<![CDATA[Vinni Sofyaningsih]]>
<![CDATA[ International Journal of Education and Learning Vol 3, No 3: December 2021 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v3i3.435
<![CDATA[The study aims at exploring the final examination test items to identify the quality of the test items as an evaluation instrument. The study is descriptive quantitative research that pursues the document analysis to view the Final Semester Examination test item characteristics of Pancasila and Civic Education in Grade VIII of State Madrasah Tsanawiyah (Madrasah Tsanawiyah Negeri 3 or MTs Negeri 3) in the Regency of Gunungkidul, the Province of Yogyakarta Special Region, within the 2020/2021 Academic Year. In analyzing the data that have been collected, the researchers have adopted the approach of Item Response Theory (*IRT) using the R Program assistance. The results of the study show that the Final Semester Examination test items of Pancasila and Civic Education are more appropriate to be analyzed by using the SPL Model. The degree of difficulty for these items falls into the “Good” quality within the range -4.0 until +4.0. On the contrary, the item discrimination capacity ranges between 0.079 and 4.891 with the “Moderate” quality.]]>
<![CDATA[The positive politeness strategies used on whatsapp conversation between student and teacher in English learning at al-luthfah Islamic school ]]>
<![CDATA[Dwi Santoso]]>;
<![CDATA[Novita Indriani]]>
<![CDATA[ International Journal of Education and Learning Vol 3, No 2: August 2021 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v3i2.314
<![CDATA[This Study discusses WhatsApp conversations between students and teachers used while learning English used in teaching activities to determine the type of politeness used by students in WhatsApp conversations during English learning at the al-Lutfah Islamic school. This research uses descriptive qualitative as the research method. The research subject is Student and teacher, while the study's object is politeness strategies in conversation WhatsApp that may contain politeness. The data of this research is the WhatsApp conversation of having politeness strategies. It uses observation and takes notes to collect the data. The data analyzing method is metode agih. The participants of this research are teachers and students at Al-Luthfah Islamic school. The transcriptions were analyzed and discussed based on the politeness of Brown and Levinson (1987). This study's findings reveal the kinds of politeness types used by Al-Luthfah Islamic students to encode politeness or politeness. In the form of several messages when replying to several statements in the WhatsApp group. These expressions are in the form of greetings, gratitude, ask questions, express opinions, and several forms of these messages are stages of obtaining data, identifying data, looking for standards, classifying types of politeness, and finding their function of the politeness used. And analyze the data.]]>
<![CDATA[The Impact of Mathematics Teacher Quality on Student Achievement in Oman and Taiwan ]]>
<![CDATA[Intisar Ambussaidi]]>;
<![CDATA[Ya-Fei Yang]]>
<![CDATA[ International Journal of Education and Learning Vol 1, No 2: December 2019 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v1i2.39
<![CDATA[Following the educational reform trend around the world, Oman and Taiwan emphasize on teacher quality to improve student learning. This study investigated the relationship between teacher quality and eighth graders mathematics achievement in Oman and Taiwan by utilizing TIMSS 2011 data. The research question examined to what extent teacher quality as defined by the measurable variables (teacher qualification, teaching practices and professional development) impacts student achievement in Oman and Taiwan. The study employed Ordinary Least Square (OLS) statistical analysis to examine the relationship between teacher quality and eighth-grade student math performance in both countries. The results show that teacher quality indicators in Oman and Taiwan have a positive impact on eighth graders mathematics achievement. However, teacher quality variables that influence student achievement in both countries vary depending on the education context, student characteristics and school factors. The study findings support policy intervention aimed at improving teacher quality and recommends providing more opportunities for participation in content-focused and pedagogical-focused professional development.]]>
<![CDATA[The development of leadership through islamic education: An empirical inquiry into religiosity and the styles of educational leadership experienced ]]>
<![CDATA[Imran Hussain Khan Suddahazai]]>
<![CDATA[ International Journal of Education and Learning Vol 3, No 1: April 2021 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v3i1.111
<![CDATA[The research undertaken sought to address a critical vacuity within contemporary Muslim scholarship on 'educational leadership. The empirical investigation explored the relationship between the formation of 'Religiosity' and the styles of 'Educational Leadership' as experienced by graduates of Muslim Institutes of Higher Education in the UK (MIHEUK). The study was conducted via a single case design with embedded units of analysis. The instruments utilized for data collection were the Muslim Subjectivity Interview Schedule (MSIS), Semi- Structured Interviews (SSI), and Focus Group Discussions (FGD). The data was analyzed to deduce the participants' mode of subjectivity by adopting an established criterion developed by Sahin. The study concluded that the educational leadership' styles of Muslim educators working within traditional and hybrid MIHEUK influenced modes of 'religiosity' and 'subjectivity' of Muslim students.]]>
<![CDATA[A critical discussion on issues of higher education: Curriculum internationalization, challenges, and opportunities ]]>
<![CDATA[Evangelia Fragouli]]>
<![CDATA[ International Journal of Education and Learning Vol 2, No 2: December 2020 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v2i2.110
<![CDATA[Through the application of literature review and review of the higher education framework for internationalization, the present work presents a critical reflection of the challenges addressed in order for a curriculum in higher education to be internationalized and provides a practical guide regarding the required steps that need to be followed. A literature research approach is applied as a methodological approach, and the example of internationalizing a business management curriculum is used as a case for this study and the key research questions addresses what assist educational leaders and educational decision-makers to understand what is important to be considered when they plan, organize, design and implement activities for internationalizing a curriculum. The study also challenges that a more comprehensive framework is needed towards internationalization, and through reflection upon personal experience, provides practical guidance and recommendations to academics and educators on how higher education curricula can become international in context and practice.]]>
<![CDATA[Nearpod as a tool for increasing students’ motivation for learning chemistry ]]>
<![CDATA[Aleksandra Naumoska]]>;
<![CDATA[Katerina Rusevska]]>;
<![CDATA[Aleksandra Blazhevska]]>;
<![CDATA[Marina Stojanovska]]>
<![CDATA[ International Journal of Education and Learning Vol 4, No 1: April 2022 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v4i1.616
<![CDATA[The Nearpod software application was implemented in chemistry teaching, thus keeping in touch with current technology appropriate for its use in the education. This is the first study in our country focusing on the usage of the Nearpod as an e-module-based learning media aimed to increasing students’ motivation in chemistry classes, through their engagement during the lesson and active participation. The total sample consisted of 244 9th grade students and 7 teachers from 7 primary schools. This research was based on data collection by modified SMTSL and IMI questionnaires and individual interviews with students and teachers. The data were analyzed and the mean, standard deviation and Cronbach’ alpha reliability coefficient were calculated, which revealed acceptable internal consistency for all subscales. Data obtained from the APQ-N instrument showed that most of the students found this activity enjoyable and interesting, and felt that it was important for their success and progress, but it also enabled them to achieve better results and improve their attention during the online classes. SMTSL-N questionnaire revealed that the students had medium motivation toward chemistry leaning overall. Independent t-tests results stated that there is no significant difference between male and female students’ mean scores. The results obtained in this study, including the interview data as well, indicated that Nearpod-based activities positively influenced students’ motivation in learning chemistry. Nearpod has a great potential to be applied during the face-to-face teaching as a hybrid model in the future, thus making teaching more interesting and less monotonous.]]>
<![CDATA[Transformation of blockchain and opportunities for education 4.0 ]]>
<![CDATA[Ninda Lutfiani]]>;
<![CDATA[Qurotul Aini]]>;
<![CDATA[Untung Rahardja]]>;
<![CDATA[Lidya Wijayanti]]>;
<![CDATA[Efa Ayu Nabila]]>;
<![CDATA[Mohammed Iftequar Ali]]>
<![CDATA[ International Journal of Education and Learning Vol 3, No 3: December 2021 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v3i3.283
<![CDATA[There are many ways in which education 4.0 can continue to develop rapidly and coexist with the development of increasingly advanced technology to bond with each other to be balanced, one of which is using blockchain technology that is integrated in the education sector for various purposes. The main direction in developing global integration in education includes the creating a single educational space and optimization of the interaction between education and stakeholder relationships. The blockchain method implemented in education 4.0 was not widely used because initially, blockchain was only known for the financial sector. Blockchain is comprehensive and appropriate for this era, as blockchain offers technology, trust, and transparency by replacing the previous system with a new system. A particular problem is a need for innovative research to provide new insights into blockchain transformation inf education and application opportunities that can be accepted and used optimally. Researchers used the vast mind method and literature study. The goal is to inform the added value of blockchain that is applied in education as needed, the renewal of research and opportunities for implementing blockchain in education 4.0. The blockchain technology that can be used in education, for example, is archiving, learning, certification and other.]]>
<![CDATA[The Implementation Of Problem Based Learning and Jigsaw Model Learning to Improve Basic Programming Learning Outcomes ]]>
<![CDATA[Erma Widayanti]]>
<![CDATA[ International Journal of Education and Learning Vol 1, No 2: December 2019 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v1i2.53
<![CDATA[Basic Programming Learning in class X RPL1 in semester 1 has implemented the Problem Based Learning model and runs effectively until it reaches 90% results reaching KKM. Problems occur when there are changes in students in semester 2 because of the industrial class. School regulations state that industrial classes are students who are selected based on psychology and grades in semester 1. In semester 2 industrial classes are placed in class X RPL2 and students who do not enter the industrial class are made one in class X RPL1. The application of the Problem Based Learning model that was implemented previously became less effective, the data at the beginning of semester 2 there were no students from X RPL1 who reached KKM (Minimal Completeness Criteria). This type of research is a classroom action research (CAR). This study aims to measure the feasibility of the learning model and improve the learning outcomes of Class X RPL1 students on Basic Programming subjects by providing innovative learning models that combine the Problem Based Learning and JIGSAW models. The study was conducted in class X RPL 1 of SMK Turen, amounting to 34 students and carried out for 3 cycles. Each cycle consists of planning, implementing actions, observing, and reflecting. The results obtained, the feasibility of learning models in the first cycle reached 64%, in the second cycle amounted to 76%, and in the third cycle reached 92%. Learning outcomes in the first cycle of knowledge are the average value of students is 62.94 with a percentage of completeness of 44.12%. In cycle II has increased, the average value of students is 73.52 with a percentage of mastery learning by 70.59%, while in cycle III the average value of students is 79.71 with a percentage of completeness of 91.18%. Based on the results of the study it can be concluded that the implementation of the Problem Based Learning method and the JIGSAW model are able to improve the learning outcomes of Grade X RPL1 students in the Basic Programming of SMK Turen.]]>
<![CDATA[Physical activities, resources and challenges in implementation of physical education programme among public primary schools in Kampala Uganda ]]>
<![CDATA[Ismail Asiimwe]]>;
<![CDATA[J.F Babalola]]>;
<![CDATA[Shallon Atuhaire]]>
<![CDATA[ International Journal of Education and Learning Vol 3, No 2: August 2021 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v3i2.193
<![CDATA[Physical activities among young people provide an opportunity to develop the values, and skills for an active lifestyle and high self-esteem. Physical Education as one of the subjects in schools covers this essential role, although its’ provision mostly in the developing world has declined in many countries. This study assessed the physical activities, resources, and challenges in the implementation of Physical Education program among public primary schools in Kampala, Uganda. It was a descriptive survey design employing a semi-structured questionnaire to collect data among teachers and headteachers. Data were analyzed using frequencies, and Pearson product-moment correlation was determined at 0.05 level of significance. Findings reveal availability of facilities (r=0.374), trained personnel (r=0.654), equipment (r=0.529) and school enrolment (r=0.622) having a significant relationship with implementation of PE program. Traditional games, athletics, and ball games were the main activities. Insufficient resources and less value attached to these activities remain the major challenges. Resource allocation and sensitization on the value of physical education could enhance the implementation of the physical education program in public schools.]]>
<![CDATA[Effect of Learning Module with Setting Contextual Teaching and Learning to Increase the Understanding of Concepts ]]>
<![CDATA[Putu Yulia Angga Dewi]]>;
<![CDATA[Kadek Hengki Primayana]]>
<![CDATA[ International Journal of Education and Learning Vol 1, No 1: June 2019 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v1i1.26
<![CDATA[This study aims to analyze differences in conceptual understanding between students facilitated by learning modules with Contextual Teaching and Learning settings and direct learning models. This study was a quasi-experimental study using a pretest-posttest nonequivalent control groups design. . The data collected in this study are data understanding concepts with concept understanding tests. Then the concept understanding data was collected by concept understanding tests in the form of reasoned objective tests consisting of 19 items. Data on understanding concepts were analyzed descriptively using one-way analysis of variance. Research shows that understanding the concept of groups of students learning by facilitating learning modules containing Contextual Teaching and Learning is higher than the group of students who learn through direct learning models. Based on these findings it was concluded that there were differences in understanding of physics concepts between students facilitated by learning modules containing Contextual Teaching and Learning and direct learning models.]]>
