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
 16   17   18   19   20 
Proposed Educational Policies and Structural Changes in Educational Development in Bangladesh Ahmed, Rashed
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 11 (2025): 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.v3i11.455

Abstract

This article explores the proposed educational policies and structural changes in Bangladesh aimed at fostering inclusivity, quality, and innovation in education. By analyzing existing challenges and reform initiatives, the study provides a comprehensive understanding of the educational development landscape in Bangladesh. The study aims to identify key areas of reform in Bangladesh's education system, assess the feasibility and effectiveness of proposed policies, and highlight the challenges and opportunities associated with implementing these reforms. The research method is a literature review, which involves examining existing policies, reports, and academic papers on educational reforms in Bangladesh. The proposed educational policies and structural changes in Bangladesh reflect a comprehensive approach to addressing existing challenges and preparing for future demands. By focusing on inclusivity, quality, and innovation, these reforms have the potential to transform the educational landscape and contribute significantly to the country's socio-economic progress. Implementation challenges and offers insights into the potential impact of these reforms on achieving Sustainable Development Goal 4 (SDG 4).
Kurdish Teachers and Learners' Preferences and Motivations for Teaching and Learning English through Textbooks or E-learning Platforms Mohammadkarimi , Ebrahim; Shahbazi, Zoleikha
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 11 (2025): 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.v3i11.459

Abstract

Traditional textbooks have been replaced by e-learning platforms in English language instruction, and this trend has caused discussions over the effectiveness and motivational impact of each method. The present study explores Kurdish EFL teachers’ and learners’ preferences and motivations for these teaching tools. Using a convergent mixed-methods design, data were collected from 23 teachers and 197 students through questionnaires and interviews. The findings reveal that traditional textbooks are distinctly favored over e-learning platforms due to their structured and focused content, ease of use, and cultural familiarity. The participants’ views of e-learning platforms are influenced by factors such as proficiency level, digital literacy, and access to technology. The study underscores the need for a blended learning approach that combines the strengths of both methods and tackles infrastructural and pedagogical issues to optimize English language instruction in the Kurdish context.
The Effect of Giving Rewards on Students' Learning Interest in the Subject Grade IV SDN 1205 in Silejeng Sihapas Barumun District Padang Lawas Regency, Padangsidempuan, Indonesia Syafnan; Fitriani HASIBUAN; Asriana HARAHAP
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 11 (2025): 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.v3i11.469

Abstract

This research is motivated by the application of learning methods that are less than optimal in increasing the active role of students during the teaching and learning process. One factor that plays an important role in learning is the provision of rewards, which can motivate students to be more enthusiastic in learning. Giving rewards creates a positive learning environment and encourages students to achieve more, and can increase their learning interest in a subject. Interest in learning itself is an encouragement in students, either consciously or unconsciously, which affects their involvement in learning activities. This study aims to determine the effect of giving rewards on students' interest in learning. This research uses a quantitative approach, which is research that processes numerical data to develop and apply a systematic analysis model. The research method used is experimental, with a true experimental design that allows control of external variables that can affect research results. Based on the results of the questionnaire data analysis regarding student interest in learning, the highest score was 40 and the lowest score was 32.
Effectiveness of Sparcs on The Reading Comprehension Performance of Grade 6 Learners Suplaag, Melbert Cagang; Sheena Atasha Rama PANTUJAN; Pauleen Kate Gimarino ROJAS; Julie Rose LAHOY; Anamie Dela Peña BAYER
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 11 (2025): 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.v3i11.470

Abstract

This study evaluated the effectiveness of the Sustainable Program for Accelerating Reading Comprehension Skills (SPARCS) in improving the reading comprehension performance of grade 6 learners at Poblacion, Liloan, Cebu. Using a true experimental research design, the study involved a control group and an experimental group, with pre-test and post-test assessments based on the PHIL-IRI reading comprehension tests. Findings indicate that before the intervention, both groups had similar reading comprehension levels, with most learners classified under the "frustration" level. After the implementation of SPARCS, the experimental group showed a significant improvement, with a majority reaching the "independent" level, while the control group exhibited minimal progress. Additionally, participants rated the program’s acceptability as "Highly Acceptable" in terms of reading activities, materials, and tutor support while learning outcome was rated “Acceptable.” One indicator under learning outcome— handling more challenging texts—was rated “Less Acceptable,” highlighting an area for improvement. Based on these findings, enhancements to SPARCS are recommended, including increased tutor support, and the inclusion of more complex reading selections. The study concludes that SPARCS is an effective intervention for improving reading comprehension of the grade 6 learners and provides a foundation for further research and program development.
Scientific Mapping and Network Analysis of Scholarly Works on Short Videos in Education Astaño, Jereme
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 11 (2025): 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.v3i11.471

Abstract

This study employs bibliometric analysis to examine research trends and emerging themes using short videos in education. Using 238 records from the Dimensions database, the investigation identifies and describes publication trends, highly cited works, leading journals, most cited authors, active countries, and country collaborations. Results indicate a consistent increase in publications, but citation trends have varied. The most cited study, Glance and colleagues, explores the pedagogical foundations of massive open online courses, while CBE-Life Sciences Education is the most cited journal. Most cited scholars include D. G. Glance, M. Forsey, M. Riley, E. A. van Vliet, N. Brouwer, and J. C. Winnips, with the United States leading in short video research and international collaborations. Co-citation analysis highlights Computers & Education as a frequently cited source and the publications from Frontiers in Psychology, Interactive Learning Environments, and Education and Information Technology. Moreover, bibliographic coupling reveals a close connection between publications on short videos and suggests strong shared intellectual content. Four themes emerge from short video publications: (1) addressing educational needs through digital learning innovations, (2) technology integration in teaching and learning in higher education, (3) short videos in post-pandemic education: opportunities and challenges, and (4) social media as a learning tool: the impact of platforms on student engagement and academic performance. Overall, this study offers valuable insights into publication trends on short videos and provides practical recommendations for future research and practice.
Teacher-Student Relationships: Understanding the Impact on Science Students’ Academic Performance from Both Sides of the Classroom Nwafor, Stephen Chinedu; Kanu, Mavis Obianuju; Ekoyo, Destiny Onyebuchi; Nwankwo, Maryjane Uche
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 12 (2025): 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.v3i12.495

Abstract

The study investigated the impact of student-teacher relationships on science students’ academic performance in computer studies in Awka South Local Government Area. A descriptive survey research design was adopted. The population size comprised all the science teachers and students in the 50 secondary schools in Aguata Education Zone of Anambra State, Nigeria. 60 science teachers and 300 science students were randomly sampled while a questionnaire was used for data collection. Data collected were analyzed using mean, standard deviation and t-test. The findings of the study revealed that both the students and teachers agreed that cordial relationship between them influences students’ academic performance. Also, cordial relationship among teachers and science students in secondary schools in Aguata Education Zone is to a low extent. The factors affecting cordial relationships between teachers and science students in secondary schools include students’ hatred of their teachers, laziness, students’ unwillingness to do their take-home assignments and establish good relationships with the students, and truancy. Furthermore, the possible solutions to the factors affecting teacher-student relationships in secondary schools are that teachers should use student-centered teaching methods and avoid flogging as the only means to discipline the students among others. Therefore, the researchers recommended among others that there is a need for science teachers to create a conducive environment that will develop, enhance and sustain good relationships with their students towards better academic performance.
The Influence of the Two Stay Two Stray Type Cooperative Learning Model on Students' Mathematics Learning Outcomes in Class VII of State Junior High School 1 Batangtoru, Indonesia Sihombing, Amelia Syakinah
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 12 (2025): 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.v3i12.501

Abstract

This research is motivated by the low mathematics learning outcomes of students in class VII of SMP Negeri 1 Batangtoru. One possible cause of the low student learning outcomes is the inappropriate learning model used by teachers in class so that students become passive in the learning process. The purpose of this study was to determine and analyze the effect of the Two Stay Two Stray cooperative learning model on the mathematics learning outcomes of class VII students of SMP Negeri 1 Batangtoru. This research is a quantitative study. The study involved two classes: the control class and the experimental class. The research instrument used a test. Data processing and analysis were conducted using the t-test. Based on the data analysis, the post-test questions given to students to measure students' cognitive abilities obtained an average value of 80.78 for the experimental class and 70.78 for the control class. The results of the hypothesis testing indicate that the t-count is greater than the t-table, specifically 2.941 > 2.0369, with a significance level of 5%. So, the original idea was not supported, and instead, it was found that the two-stay, two-stray cooperative learning model significantly improved the math learning results for seventh-grade students at SMP Negeri 1 Batangtoru, Indonesia.
Exploring the Role of Social Media in Promoting Collaborative Learning: A Systematic Review Sahoo, Parshuram; Pradhan, Jyoti Sankar
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 12 (2025): 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.v3i12.502

Abstract

This systematic literature review examines the power of social media on facilitating collaborative learning across various educational environments. PRISMA strategy was adopted to conduct this review. Data were collected by searching Google Scholar, Scopus and ERIC database. By applying inclusion and exclusion criteria 28 articles were selected. Based on the thorough analysis of data from 28 studies, this study seeks to understand how platforms like Facebook, WhatsApp, Twitter, and others affect peer interaction, knowledge sharing, and learner engagement. This paper looks at the benefits and drawbacks of using social media for collaborative learning. It highlights how social media can foster informal learning environments while also acknowledging the potential for diversions and off-topic conversations. The main conclusions indicated that organised activities, direct involvement of instructors, and careful selection of platforms are essential for optimising the educational benefits of social media. To maximize social media's effectiveness in promoting collaborative learning, guidelines are provided to educators. This analysis suggests that social media can be used strategically to enhance learning and prepare kids for a future in which they will be connected to the internet.
The Influence of Mind Map-Based Expository Learning Strategy Using Canva on Mathematics Learning Outcomes of Grade VIII Students of Junior High School 1 Pandan, Indonesia Hutagalung, Herdiansyah
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 12 (2025): 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.v3i12.509

Abstract

This research is motivated by the low learning outcomes of class VIII mathematics students. One of the causes of low student learning outcomes is the use of inappropriate learning strategies that are less interesting for students in the learning process. The purpose of this study was to determine and analyze the influence of mind map-based expository learning strategies using Canva on the mathematics learning outcomes of class VIII students at Pandan 1 Middle School. One strategy that is considered capable and in line with technological developments is an expository learning strategy based on mind maps using Canva. The research population, namely all class VIII students and the sample consisted of two classes, namely the experimental class and the control class. The research instrument used a test. While data processing and data analysis were carried out using the t-test. Based on data analysis, the post-test questions given to students to measure students' cognitive abilities obtained an average value of 76.11 for the experimental class and 64.69 for the control class. The results of the hypothesis test obtained tcount>ttable, namely 2.163>1.99897 with a significance level of 5%, so Ha is accepted and H0 is rejected, which means that there is a significant influence on the expository learning strategy based on mind maps using Canva on the mathematics learning outcomes of class VIII students of SMP N 1 Pandan.
Analysis of the Impact of Computer Technology Development on the Education System Alwendi; Andi Saputra Mandopa; Lela Budiarti
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 12 (2025): 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.v3i12.510

Abstract

The development of computer technology from time to time has brought significant changes in various aspects of life, including the education system. This study aims to analyze the impact of the evolution of computer technology on the education system, especially in terms of learning methods, access to information, and efficiency of educational administration. The problems raised in this study are the extent to which computer developments affect the education system and how the integration of these technologies can improve the quality of learning. This study uses a qualitative descriptive method with a literature study approach and field observations in several universities. Data were collected through interviews with lecturers and education staff, as well as documentation related to the use of computer technology in the education process. The results of the study show that the development of computer technology has a positive impact on the education system, including through bold learning, the use of the Learning Management System (LMS), and the digitalization of campus administration. However, the study also identified challenges in its implementation, including gaps in access and technological skills. Thus, adaptation to computer developments must be accompanied by training and infrastructure improvements so that the benefits can be felt evenly.

Page 18 of 21 | Total Record : 210

 16   17   18   19   20 

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