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 235 Documents
 20   21   22   23   24 
Classroom Management Techniques Toward Teaching Strategy Perspectives Mallillin, Leovigildo Lito; Lourdes Oliva C. Paraiso. DBA
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 11 (2026): 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.v4i11.669

Abstract

This study evaluates the multifaceted role of classroom management strategies in enhancing teaching techniques and student academic performance. Specifically, it examines the intentional application of management techniques to support student success and the fundamental importance of teaching strategies within this framework. Employing a descriptive qualitative research design, the study investigates classroom management through the lens of teaching strategy perspectives. The research involved fifty (50) selected respondents. The findings reveal that classroom management techniques, when integrated into teaching strategies, effectively preempt disruptive behaviors and address complex social dynamics within the educational setting. Furthermore, these techniques contribute to the establishment of model behaviors; by demonstrating polite language, maintaining eye contact, and fostering respectful communication, educators help expand students' competencies in modern instructional environments. The results also indicate that effective management establishes critical classroom routines and behavioral rules that align with instructional content. Ultimately, the study underscores that robust classroom management creates an optimized learning environment that prioritizes students as the center of learning, thereby driving significant success in academic performance.
Students’ Perspectives on Using E-portfolio for Tertiary-level Academic Writing Fatema, Kaniz; Nur-A Amanat, Mohammed; Md. Sadman Mobtasin, Munshi
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 11 (2026): 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.v4i11.680

Abstract

This study investigates student perceptions regarding the implementation of electronic portfolios (e-portfolios) in tertiary-level academic writing courses. Utilizing an experimental research design, the study compares the effectiveness and student experiences of e-portfolios against traditional paper-based portfolios within the L2 writing classroom. The research was conducted on two homogeneous groups enrolled in the "English Composition and Communication Skills" course, where variables were kept constant to ensure comparative accuracy. While one group utilized paper-based portfolios, the other group integrated e-portfolios as a core component of their formative assessment. A mixed-methods approach was employed for data collection and analysis. Quantitative data were gathered through a five-point Likert scale questionnaire administered at the end of the semester, while qualitative insights were obtained through focus group discussions (FGDs) using semi-structured frameworks. Quantitative results were processed using Stata statistical software, whereas FGD data underwent a rigorous process of transcription, translation, thematic coding, and categorization. The findings indicate that students using e-portfolios demonstrated superior organizational skills and were better prepared for examinations, despite encountering initial technological hurdles. Ultimately, the research highlights the positive impact of digital tools on student preparation and learning trajectories, offering significant implications for the future of formative assessment in higher education.
The Role of Data in Education: Benefits, Challenges, and Implications for Teaching and Learning Alexandropoulos, Georgios
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 11 (2026): 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.v4i11.681

Abstract

In the current digital era, data science has emerged as a transformative discipline with profound potential for reshaping the educational landscape. This paper explores the multifaceted role of data science—specifically through educational data mining (EDM) and learning analytics—in enhancing teaching and learning processes across various platforms. Through a critical literature review, the study examines the dual nature of data utilization. On one hand, it highlights significant benefits such as personalized learning, early detection of student behavioral patterns, and evidence-based decision-making. On the other hand, it addresses critical risks, including privacy concerns, ethical violations, social stereotyping (labeling), and the potential commodification of education by corporate interests. The analysis further demonstrates that an overreliance on quantitative metrics risks neglecting the psychological dimensions and sociocultural contexts inherent in human learning. To mitigate these imbalances, the paper proposes the application of the DELICATE framework (determination, explain, legitimate, involve, consent, anonymize, technical aspects, and external partners) to ensure transparency and data protection. The study concludes by emphasizing a necessary shift from a purely technocratic perspective to a human-centered design approach. The authors argue that data science should serve as a pedagogical support tool rather than a substitute for teacher intuition. By integrating quantitative methods with qualitative-ethnographic approaches, a more just, innovative, and humane educational environment can be achieved.
Video Lesson Tutorial: An Innovative Strategy in Improving Students’ Learning Skills in General Chemistry AZARES, RODEL
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 11 (2026): 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.v4i11.687

Abstract

This study addresses the need for pedagogical innovation by evaluating the effectiveness of teacher-made video lessons combined with learners' activity sheets (LAS) on the performance of STEM students. The background of this research is rooted in the challenge of mastering difficult learning competencies, necessitating the development of an enhancement plan based on targeted interventions. The primary objective was to determine whether the integration of these digital and printed resources significantly improves student learning outcomes in complex subject matter. The researcher employed a quasi-experimental research design to gather data. The methodology involved identifying the least learned competencies and developing localized video lessons to address them. Data were gathered from STEM respondents via pretests and posttests, in addition to the provision of learners' activity sheets to promote interactive learning. The results, as reflected in the statistical analysis, revealed a substantial increase in student performance. The pretest mean score of 2.90 rose significantly to a posttest mean score of 12.30 following the intervention. Statistical testing yielded a calculated t-value of -28.85 and a p-value of .000, which is well below the 0.05 significance level. This indicates a statistically significant difference, leading to the rejection of the null hypothesis. The negative t-value further confirms that posttest scores were significantly higher than pretest scores. In conclusion, the integration of teacher-made video lessons and activity sheets is highly effective in improving STEM students' academic performance, suggesting that learners respond positively to diverse, modern techniques when tackling challenging topics.    
Artificial Intelligence in Arabic Language Education: Applications, Perceptions, and Pedagogical Integration Zubair, K. M. A. Ahamed
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 11 (2026): 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.v4i11.701

Abstract

The rapid evolution of educational technology has positioned artificial intelligence (AI) as a transformative force in linguistics, necessitating a transition from traditional route learning to technology-driven, interactive methodologies in Arabic language education. This unified review seeks to amalgamate findings from four distinct studies to assess the influence of AI integration on pedagogical methodologies, curriculum development, and specific linguistic competencies, including speaking and summarization skills, while also examining student perceptions of AI-driven audiolingual media. Utilizing a systematic review and synthesis of four research papers, the study evaluates qualitative and quantitative data from AI tool implementations and student surveys conducted at the Department of Arabic, The New College, Chennai, India. The results reveal that AI significantly enhances engagement by providing adaptive, personalized learning experiences, specifically improving speaking proficiency and summarization accuracy through audio-lingual tools. However, critical barriers remain, including inadequate digital infrastructure, a lack of specialized teacher training, and the absence of clear policy frameworks for ethical AI use. This study concludes that while AI has profound potential to modernize Arabic instruction by fostering interactive and inclusive environments, its sustainable integration requires strategic policy support, comprehensive pedagogical shifts, and equitable technological access. Strengthening these areas is vital for ensuring that AI serves as an effective catalyst for linguistic excellence and inclusive education within higher education contexts. By addressing these infrastructure and policy-related challenges, institutions can fully leverage AI's potential to reshape modern Arabic curriculum design and improve long-term student learning outcomes.  

Page 24 of 24 | Total Record : 235

 20   21   22   23   24 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 11 (2026): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 10 (2026): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 9 (2026): Journal of Digital Learning and Distance Education (JDLDE) Vol. 4 No. 8 (2026): Journal of Digital Learning and Distance Education (JDLDE) 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. 7 (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