cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Ruth Rize Paas Megahati S
Contact Email
megahati71@gmail.com
Phone
+6285263860593
Journal Mail Official
radinka_jaut@rjupublisher.com
Editorial Address
RADINKA JAYA UTAMA PUBLISHER Radinka Jaya Utama Building 1 st Floor Jl. Kp. Baru Berok RT 005 RW 004 No. 1oo, Kurao Pagang Village, Nanggalo District PADANG, WEST SUMATRA, INDONESIA 25147
Location
Kota padang,
Sumatera barat
INDONESIA
Journal of Digital Learning and Distance Education
Published by Radinka Jaya Utama Publisher
ISSN : -     EISSN : 29646685     DOI : http://doi.org/10.56778/jdlde
Core Subject : Humanities, Science, Education, Social,
Humanities Computer Science & IT Languange, Linguistic, Communication & Media Social Sciences Other
The Journal of Digital Learning and Distance Education (JDLDE) aims to provide space for teachers, postgraduate students, Ph.D. candidates, lecturers, and researchers in publishing their work or research results. Journal of Digital Learning and Distance Education (JDLDE) publishes research results with focus and scope: information technology, digital learning, distance education, mobile learning, web-based learning, educational technology, e-learning, blended learning, digital classrooms, virtual learning, and all research aspects in digital learning, and education.
Arjuna Subject : Umum - Umum
Articles 210 Documents
 12   13   14   15   16 
Inclusive Instructional Design for Neurodiverse Learners Nwachukwu, Emmanuel Lucas; Chukwuma Victoria AZUKA; Calvin Ronchen WEI; Unegbu Lasbrey IKECHUKWU
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 3 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i3.324

Abstract

The variations in the cognitive processes through which neurodiverse learners perceive, acquire knowledge, and engage with their surroundings are construed as inherent cognitive diversity, analogous to the biodiversity observed in the natural ecosystem. These variations are a mix of distinctive abilities and difficulties for learners. Consequently, there is a need for interventions aimed at establishing inclusive learning environments through instructional design that will help neurodivergent learners excel in learning environments. Inclusion and equity in education may remain mere statements if it fails to focus on infusing teaching with support and resources to a broad spectrum of learners which includes neurodivergent learners. Neurodiversity refers to the natural variation in human brain function and the resulting differences in how individuals learn, process information, and interact with the world. This spectrum encompasses a wide range of conditions, each with its own unique set of strengths and needs. This paper explores how instructional design can be inclusive and aligned to create a supportive learning environment for neurodiverse learners to foster equity in education. This literature-based approach adopts Vygotsky Social Constructionist Theory, which envision an inclusive model for special learners. The study concludes that by recognizing and accommodating the unique differences of these learners, adopting inclusive instructional design can help unlock the potential of neurodiverse learners and create a more inclusive learning environment.
Chemistry Students’ Cognitive Styles and Academic Achievement in Secondary Schools in Nigeria Nwafor, Stephen Chinedu; Odukwe, Ogochukwu Chinelo; Aghamelu, Ogonna Somtochukwu; Muoneke, Nneora Mary
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 3 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i3.328

Abstract

The study examined the relationship between the cognitive styles of secondary school students in the Awka Education Zone of Anambra state, Nigeria, and their academic achievement in Chemistry. It also considered the moderating influence of gender on the relationship between these variables. A Chemistry Achievement Test (CAT) proforma and the Group Embedded Figure Test (GEFT) were the two instruments used to collect the data. The study problems were addressed using the Pearson product moment coefficient (r), coefficient of determination (r2), linear regression and the Hayes Macro Process with the hypotheses tested at the 0.05 level of significance. The findings showed a strong positive correlation between secondary school students' academic achievement in Chemistry and their cognitive styles. Additionally, there is a moderately significant positive relationship between a student's gender and their academic achievement in Chemistry at the secondary school level in terms of cognitive style. Among other things, it was suggested that chemistry lessons be designed to identify each student's preferred cognitive style and work to meet their needs. Also, Chemistry pre-service and in-service teachers should be trained to create appropriate classroom environment that integrates variables such as cognitive styles and gender unbiased teaching method in the learning process.
Exploring Computer Anxiety among Prospective Teachers in Himachal Pradesh, India Bala, Rajni
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 3 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i3.329

Abstract

This study explores computer anxiety among prospective teachers, defined as the fear or apprehension some individuals experience when using technology. The primary objectives were to assess the overall level of computer anxiety and to examine differences based on gender and academic stream. Utilizing a descriptive survey method, the research involved 100 participants enrolled in a B.Ed. program, comprising 59 females and 41 males, with 53 from the science stream and 47 from the humanities stream. Data were collected using a self-developed Computer Anxiety Scale (CAS) with a reliability coefficient of 0.81. The results indicated a moderate level of computer anxiety across all participants, with no significant differences observed based on gender or academic stream. These findings suggest that while prospective teachers exhibit moderate computer anxiety, this anxiety is consistent regardless of gender or academic background. The study highlights the need for targeted interventions to reduce computer anxiety and enhance technological competence among future educators.
Major Current Problems Faced by Students in Dhaka: Causes, Implications, and Citizen Solutions. Ahmed, Rashed
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 3 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i3.336

Abstract

This abstract explores the significant challenges faced by students in Dhaka, Bangladesh, focusing on their causes, implications, and potential citizen-driven solutions. The primary problems identified include inadequate educational infrastructure, characterized by overcrowded classrooms and insufficient resources, exacerbated by rapid urbanization and population growth. Moreover, the quality of education remains a critical concern due to outdated curricula, lack of qualified teachers, and a pervasive reliance on rote learning methods. These challenges have profound implications for students, leading to lower academic achievement, limited socio-economic mobility, and perpetuating cycles of poverty and inequality. Addressing these issues requires collaborative efforts involving citizens, communities, and policymakers. Citizen solutions may include grassroots initiatives to improve school facilities, advocacy for educational reforms, and programs to provide financial assistance and educational resources to disadvantaged students. By addressing these issues comprehensively, focusing on systemic reforms and community-driven interventions, Dhaka can foster an environment where all students have equitable access to quality education, enhancing their prospects for personal development and contributing to broader socio-economic development goals.
The Influence of Learning Interest, Peer Environment, Learning Facilities, and Learning Discipline on the Learning Activity of Class X Accounting Students at SMK N 03 Mukomuko Khostari, Ermalia; JOLIANIS; Nora SUSANTI
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 4 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i4.338

Abstract

This study aims to determine the effect of learning interest on student learning activity. Peer environment on student learning activity. Student learning facilities on student learning activity. Learning discipline on student learning activity. Simultaneously, the influence of learning interest, peer environment, learning facilities, and student learning discipline. This type of research is quantitative. The population of this study was class X accounting students of SMK N 03 Mukomuko; the sampling technique used was total sampling with a sample size of 65 students. The SPSS version 21 and Reviews version 8 programs assisted in data analysis. Based on the results of the study, it can be concluded that there is a significant positive influence between the influence of learning interest, peer environment, and learning discipline on the learning activity of class X Accounting students of SMK N 03 Mukomuko.  
Navigating Educational Challenges in Indonesia: Policy Recommendations for Future Success Sain, Zohaib Hassan; Aulia Luqman AZIZ; Moses Adeolu AGOI
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 4 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i4.339

Abstract

Domestic and international observers scrutinize education in Indonesia due to persistent challenges that significantly diminish its quality. This study aims to provide a constructive analysis by identifying key issues within the Indonesian educational sector and proposing various strategic solutions to enhance the system. Utilizing a qualitative methodology, this research incorporates a literature review along with the collection of both primary and secondary data. The data collection involves extensive documentation and subsequent analysis. The findings reveal multiple pressing issues in Indonesian education, such as disparities in educational outcomes, substandard educational facilities and infrastructure, deficiencies in teacher quality and conduct, issues with student morality, and a lack of tolerance for ethnic diversity. Addressing these problems requires a collaborative effort across all societal sectors. Proposed solutions include enhancing teacher and student welfare, cultivating a global perspective and fostering a positive mindset among educators and learners, designing an inclusive and holistic curriculum, ensuring vigilant management of budgets, and encouraging greater involvement from the private sector. By incorporating these strategies, there is a potential not only to rectify current deficiencies but also to elevate the overall standard of education in Indonesia. This improvement will require sustained efforts and a commitment to innovation and inclusivity in educational practices.
Improving Secondary School Students’ Achievement in Chemistry Through Interaction Pattern Approach Nwafor, Stephen Chinedu; Ezeanya, Maureen Chinyere; Ameh, Rachael Folake; Muoneke, Nneora Mary
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 4 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i4.340

Abstract

The study determined the effect of interaction pattern approach on secondary students’ achievement in Chemistry. The study was carried out in Awka South Local Government Area of Anambra State. The study employed a quasi-experimental research design. Specifically, the pre-test, post-test non-equivalent control group design was used. A sample size of 112 (45 male & 67 female) out of the 1,522 senior secondary two (SS2) Chemistry students was selected using purposive and simple random sampling techniques. A 50 multiple-choice objective items Chemistry Achievement Test (CAT) developed by the researchers was the instrument used for data collection. The reliability index of 0.92 was obtained for CAT using Kendall’s Coefficient of Concordance (w). Data were analysed mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 level of significance. The findings of the study revealed that interaction pattern approach (IPA) significantly improves students’ achievement in Chemistry than the conventional lecture approach (CLA). Gender has no significant influence on students’ achievement in chemistry when taught using IPA. Also, there is no significant interaction effect of instructional approaches and gender on students’ achievement in chemistry. Based on the findings, it was recommended that chemistry teachers should make use of IPA to improve students’ achievement in the subject and promote gender friendly chemistry teaching and learning.
The Coordination between Arabic Studies Programs and Job Prospects for Undergraduate and Postgraduate Students in Chennai City K M A AHAMED ZUBAIR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 4 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i4.341

Abstract

In the rapidly evolving landscape of education, it's essential to adapt strategically to changing trends and job opportunities for graduates. The Master's Program in Arabic Language is taking proactive steps to ensure the curriculum remains relevant to the demands of the job market. This study aims to assess the alignment between the curriculum and job requirements for graduates and postgraduates, the time taken to secure employment, the skills utilized in Arabic teaching roles, and the adequacy of the curriculum in preparing graduates for the challenges of the professional world. Utilizing a qualitative descriptive approach, data was gathered from alumni and employers between 2018 and 2022 through questionnaires, interviews, and group discussions. Analysis of the data revealed that 69.9% of graduates found their work aligned with the curriculum, with 39.2% working as Arabic language teachers, 20.3% in Computer, Media and MNC Companies and 28.4% are working outside the education sector. The average time to secure employment was less than six months, with technology-based teaching skills being the most impactful. Recommendations include adapting the curriculum to embrace technology in Arabic teaching, enhancing research methodology, and encouraging publication of articles and books to meet the demands of the digital era and the labour market.
Predictors of Online Learning Satisfaction Among Filipino Pre-service Teachers: A Stepwise Multiple Regression Analysis Adamos, Joel
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 4 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i4.343

Abstract

This study investigated the predictors of online learning satisfaction among Filipino pre-service teachers in a comprehensive Philippine university, focusing on online authentic learning self-efficacy, social interaction, social presence, and collaborative learning. Anchored in the Community of Inquiry Framework and the Self-determination Theory, this research employed a descriptive-correlational design, using multivariate correlations and multiple regression analysis to assess the relationships among key variables. Quantitative data were collected from 302 pre-service teachers, revealing that social interaction, collaborative learning, and online authentic learning self-efficacy significantly contribute to online learning satisfaction, with age also playing a considerable role. The dimension of self-efficacy related to keeping up with technological advancements had the highest mean rating, while the dimension concerning the relation with real-life environments and online interaction had the lowest mean. Social presence and collaborative learning had moderate mean scores, whereas social interaction was rated lower. Nonetheless, social interaction and collaborative learning emerged as the strongest predictors of satisfaction, with social presence showing no significant impact. The results highlight the need to improve social interaction and collaborative elements in online learning settings to address the needs of Filipino pre-service teachers more effectively.
Socio-Cultural Meanings of Special Children Names in The Luba Culture of Kasaï Betu, Donat Nkuna; Benjamin Kalonga Kanumbedia
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 2 No. 7 (2023): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v2i7.178

Abstract

This article approaches the correlations between the names of special children and their birth circumstances. We have used the lexical-pragmatic theory to show how context and circumstance of births contribute to the names ’meanings. This chapter considers recent work on lexical meaning developed within relevance theory which has been described using the term lexical pragmatics. This work focuses on how words are understood in context. It examines the socio-cultural significances of special children names in Tshiluba of Kasaï (L31), the cultural language of Luba people of Kasaï and one of the four national languages in Democratic Republic of Congo. Traditionally in the Luba culture of Kasaï, the naming custom of special children depends on the contexts and circumstances surrounding their births.

Page 14 of 21 | Total Record : 210

 12   13   14   15   16 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol. 3 No. 12 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 11 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 10 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 6 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 5 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 4 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 3 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 2 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 1 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 9 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 8 (2025): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 12 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 11 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 10 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 7 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 6 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 5 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 4 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 3 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 2 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 3 No. 1 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 9 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 8 (2024): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 12 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 11 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 10 (2023): Journal of Digital Learning and Distance Education Vol. 2 No. 7 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 6 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 5 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 4 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 3 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 2 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 2 No. 1 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 9 (2023): Journal of Digital Learning and Distance Education Vol. 1 No. 8 (2023): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 7 (2022): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 6 (2022): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 5 (2022): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 4 (2022): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 3 (2022): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 2 (2022): Journal of Digital Learning and Distance Education (JDLDE) Vol. 1 No. 1 (2022): Journal of Digital Learning and Distance Education (JDLDE) More Issue