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[Combating learning loss: How do students engage cognitively and affectively in online-based academic activities? ]]>
<![CDATA[Fiki Alghadari]]>;
<![CDATA[Audi Yundayani]]>
<![CDATA[ International Journal of Education and Learning Vol 4, No 3: December 2022 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v4i3.692
<![CDATA[During the pandemic, education faces the problem of learning loss, however online academic activities can assist. This research addresses cognitive and affective online-academic engagement. This quantitative research of 208 students at private universities in Jakarta uses an observational technique and an explanatory design. This study analyzes the measurement and structural model of the relationship between factors from the emotional intelligence aspects and self-regulated learning in the flipped classroom context. The research findings indicate that students' cognitive and affective engagement is on track, as determined by their task persistence which can be established through effort and performance evaluation when completing the assignment. Effort and evaluation begin with self-awareness as a foundation for orientation and commitment. This study paves the way for further investigation of other findings that indicate the need to allocate and optimize time during pre-class activities while educating and encouraging students' persistence. Without tremendous effort and evaluation on the part of students, time on task for work can result in low-quality performance. These findings could drive teachers to construct engaging lesson plans by incorporating emotional intelligence and self-regulated learning prior class.]]>
<![CDATA[Listening as productive skills: Reinventing classroom tasks ]]>
<![CDATA[Dat Bao]]>;
<![CDATA[Yongde Ye]]>
<![CDATA[ International Journal of Education and Learning Vol 4, No 2: August 2022 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v4i2.664
<![CDATA[The article revisits the role played by listening skills in second language learning by challenging the perception of listening as a receptive skill. It argues that listening can be made productive by incorporating drama in classroom tasks to bring out more productive features of learning. To instantiate the implementation of drama, a listening activity is proposed with a framework. The article opens a new dialogue in scholarly characterisation of language skills through re-visualising what learners can perform during listening tasks as well as how this performance can stretch our conventional thinking about the nature of language practice.]]>
<![CDATA[Learning loss during the pandemic: Views of Indonesian teachers and parents ]]>
<![CDATA[Ika Febrian Kristiana]]>;
<![CDATA[Costrie Ganes Widayanti]]>;
<![CDATA[Prasetyo Budi Widodo]]>;
<![CDATA[Yeniar Indriana]]>
<![CDATA[ International Journal of Education and Learning Vol 4, No 3: December 2022 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v4i3.765
<![CDATA[The pandemic situation has dramatically caused a shift from face-to-face learning to online-based distance learning. Learning loss has become an unanticipated impact and threatens almost all students in the world, including Indonesia. This qualitative study was aimed to explore the understanding of teachers and parents in Indonesia about learning loss. A total of 16 participants consisting of teachers and parents (M.age = 44.5; Female = 81.25%; Male = 18.75%) were involved in focus group discussions as the data collection process. This is narative research using thematic analysis from Braun Clarke (2006) was used in data analysis. There were 6 final themes about learning loss, namely: the determinants, the forms, the negative impacts, the strategies to minimize, the parties who are responsible for overcoming it, and the expectations of teachers and parents. The unique findings of this study establishing the possibilities for future research include decreased motivation and positive characters as a new form of learning loss, teacher capacity in conducting online learning, technological literacy for parents, and learning loss for students with special needs as well as network constraints and unnecessary involvement from parents (finishing student assignments) as parts of the causes of learning loss. It is necessary to have a strategy in overcoming learning loss in a collaborative effort from various parties responsible for the education system in Indonesia.]]>
<![CDATA[Factors affecting students’ intentions toward green entrepreneurship in COVID-19 pandemic times: A case study of Egyptian universities ]]>
<![CDATA[Hamed A. Ead]]>;
<![CDATA[Ahmed Rashed]]>;
<![CDATA[Waleed Ghoniem]]>;
<![CDATA[Mohamed Turk]]>
<![CDATA[ International Journal of Education and Learning Vol 4, No 2: August 2022 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v4i2.716
<![CDATA[The impact of government assistance, entrepreneurial self-efficacy, conceptual development support, and educational development support on green entrepreneurial aspirations through university curriculum during the COVID-19 epidemic is explored in this research. It is the first of its kind in Egypt and is based on a sample population of 502 undergraduate students from various faculties at five Egyptian universities (two public, two private, and one institution with international cooperation). It employs structural equation modelling via SmartPLS. This study can assist other Egyptian universities in creating strategic plans for environmental initiatives and ensuring that students are given the necessary skills to succeed. The study aims to evaluate the impact of conceptual development support offered by universities in terms of fostering interest and presenting novel ideas to students to start a new project, government support provided in terms of laws and programs to encourage entrepreneurship, development of university curriculum to promote entrepreneurial self-efficacy through regular courses, postgraduate practices, and networking with entrepreneurs. Academics, especially those in universities in Egypt or other Arab or African nations, as well as policymakers, can gain from this research's potential to build new standards to support green entrepreneurship and sustainable economies.]]>
<![CDATA[To read on-screen or printed texts? A quantitative study into EFL students’ reading achievement ]]>
<![CDATA[Andri Jamaul Rifiyani]]>;
<![CDATA[Diah Retno Widowati]]>;
<![CDATA[Dzurriyyatun Ni'mah]]>;
<![CDATA[M. Faruq Ubaidillah]]>
<![CDATA[ International Journal of Education and Learning Vol 4, No 3: December 2022 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v4i3.793
<![CDATA[The aim of this study was to compare the EFL students’ reading achievement between reading on screen and printed text. This study used a quantitative research design. The participants of this study were 60 students from two classes who took an English education major. The students were randomized into two groups. The experimental group read on screen and the control group read on printed text. The instrument of this study was a news article with 10 multiple choice questions and 10 true-false statements adopted from Breaking News English with the title “Dietary Supplements” by Sean Banville. To analyze the data, the researchers used Independent Sample T-test. The findings revealed a significant difference in students’ reading achievement based on the mean score of both groups. The mean score of the experimental group was 85.33 while the mean score of the control group was 75.00. Then, the result of Sig. (2-tailed) value showed that p value, 0.008, was lower than α 0.05, (0.008 0.05). Hence, it can be concluded that the EFL students who read on screen scored higher in reading achievement than the EFL students who read printed text. The overview of this current study on reading theory, media used, the material given, and reading screen versus paper research, may enable to help teachers and lecturers to make a consideration for their teaching reading in the classroom.]]>
<![CDATA[Evaluation of an Iranian ELT book series ]]>
<![CDATA[Nasrin Sedaghatgoftar]]>
<![CDATA[ International Journal of Education and Learning Vol 4, No 2: August 2022 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v4i2.767
<![CDATA[Evaluating textbooks to ensure their efficacy and consistency with the course objectives is imperative as they are considered as pivotal components in English language teaching. The present study was an attempt to analyze and evaluate a local Iranian ELT book series taught at the adult department of Iran Language Institute (the ILI). In doing so, 60 English language teachers teaching English at the ILI for at least three years were invited to check their opinions on each item of the Nativized Checklist to Evaluate General English Course Books in Iran developed by Shatery and Azargoon (2012) who adapted and validated Joshua Mickley’s Checklist (2005) for the Iranian context. The design of the study was descriptive, and the data obtained were subjected to descriptive statistics to determine the frequency and percentage of the participants’ responses. The findings revealed that, generally speaking, the participants held a negative standpoint toward the content of the books. It was concluded the books need thorough modification and change. More elements of communicative language teaching need to be implemented and incorporated into the books and they need to get closer and closer to the real-world needs of the learners. Besides, more cultural elements should be provided to reinforce the learners’ cultural awareness and understanding of the target language. The findings have implications for materials developers, syllabus designers and language teachers.]]>
<![CDATA[Indonesian education: A future promise ]]>
<![CDATA[Roni Herdianto]]>;
<![CDATA[Punaji Setyosari]]>;
<![CDATA[Dedi Kuswandi]]>;
<![CDATA[Aji Prasetya Wibawa]]>;
<![CDATA[Andrew Nafalski]]>;
<![CDATA[Ilham Mulya Putra Pradana]]>
<![CDATA[ International Journal of Education and Learning Vol 4, No 3: December 2022 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v4i3.733
<![CDATA[Technological, social, and environmental changes are occurring globally. The disruption of technology will impact all sectors of human life. Sociocultural changes occur in the demographics and socioeconomics of the world population. During this chaotic condition, the Indonesian nation, with a large population and natural resources, must inevitably adapt to the global environment. Statistics Center Agency and World Bank data show that Indonesian student enrollment rates are rising, but preschool and tertiary gaps remain. Despite rising student enrollment, Indonesian education remains in crisis. One of the backbones of the nation's civilization to face global competition is good and mature planning in the education sector that adapts to global demands. This paper reviews the future of Indonesian education based on the mapping between Ki Hadjar Dewantara’s education model, the Indonesian education roadmap 2020-2015, the disrupted education model in 2020, The WEF Education 4.0 Framework, and the Future of the classroom model. This paper results in a future Indonesian education model framework to realize Indonesia's education vision for 2035.]]>
<![CDATA[The trust levels of Omani public school principals and their distributive leadership as perceived by their teachers ]]>
<![CDATA[Aieman Ahmad Al-Omari]]>;
<![CDATA[Yara Yasir Hilal]]>
<![CDATA[ International Journal of Education and Learning Vol 4, No 2: August 2022 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v4i2.663
<![CDATA[Evaluating the relationship between the different components of distributive leadership help researchers and practitioners understand strength of relationships and potentially insight into how they are related with trust levels. The research aims at studying the trust levels of public-school principals in Oman and their distributive leadership as perceived by their teachers in Sultanate of Oman. The study adopts a quantitative research methodology were data was collected using the teacher trust in administration survey with 10 items, and the IB world school distributed leadership survey. A total of 201 teachers participated in the study. The study results indicated that the level of trust level was in moderate level that reported by teachers. All of the dimensions of distributed leadership were in moderate level. The correlation test showed that there was significant positive correlation trust level and all dimensions of distributed leadership. High level of correlation was between “school organization” and trust level (r=.891). Future research may also be explored, focusing on building trust between school leaders and teachers.]]>
<![CDATA[The implementation of independent curriculum on mover schools ]]>
<![CDATA[Setiawan Edi Wibowo]]>;
<![CDATA[Bambang Saptono]]>;
<![CDATA[Agung Hastomo]]>;
<![CDATA[Herwin Herwin]]>;
<![CDATA[Amalia Rizki Ardiansyah]]>
<![CDATA[ International Journal of Education and Learning Vol 4, No 3: December 2022 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v4i3.925
<![CDATA[This research aims to describe the implementation of independent curriculum-based learning in mover schools. This research used a qualitative approach. The type of research used is phenomenology. The subjects of this study were selected based on purposive considerations. The participants of this study were targeted representatives of principals, teachers, students, and the relevant communities. Data collection in this study was carried out using interviews, observations, and documentation. The data was collected based on the needs of the research topic, namely independent curriculum-based learning in mover schools. The data of this study were analyzed using qualitative analysis techniques in the form of interactive analysis. The results of this study, one of the driving schools has implemented an independent curriculum. This can be seen from several key aspects of the independent curriculum, namely 1) the flow of learning objectives, 2) learning scenarios, 3) learning media that contain elements of TPACK, 4) Student Worksheets, and 5) the evaluation used. This can be used as a reference in the implementation of the independent curriculum, which in several schools is still trying to find the best pattern in its application in order to achieve the desired educational and learning goals.]]>
<![CDATA[Cracking the code: Understanding lecturer performance and student success ]]>
<![CDATA[Tri Kuncoro]]>;
<![CDATA[Marji Marji]]>;
<![CDATA[Mazarina Devi]]>;
<![CDATA[Aji Prasetya Wibawa]]>;
<![CDATA[Ming F. Teng]]>
<![CDATA[ International Journal of Education and Learning Vol 4, No 3: December 2022 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v4i3.958
<![CDATA[One of the essential factors in a learning process, especially in higher education, is lecturer performance. This study aims to discover the impact of a lecturer's performance on students learning outcomes in the online learning environment. Lecturer performance is represented by four aspects which are the lecturer's performance on learning technology (X1), the lecturer's performance on learning pedagogy (X2), the lecturer's performance on supporting learners (X3), and the lecturer's performance on supporting educators (X4). This quantitative research approach aims to discover one variable's cause-and-effect relationship to another. The subject of this study is 37 lecturers and 146 students. The result shows that the lecturer's performance contributes 43.1% to students' learning outcomes. It is known that learning technology and pedagogy aspects have a significant effect on students' learning outcomes. However, supporting learners and educators does not significantly impact students' learning outcomes. Therefore, the lecturer's performance positively impacts learning outcomes and is valuable for further online learning development. A potential research contribution could be to investigate further the relationship between specific aspects of a lecturer's performance and students' learning outcomes in an online learning environment. this study's findings have significant implications for higher education institutions seeking to improve online learning experiences for students. By identifying the specific aspects of lecturer performance that most impact learning outcomes, institutions can provide targeted support and training to their lecturers, ultimately leading to improved learning outcomes for students in online learning environments.]]>
