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
 2   3   4   5   6 
Comparison of Civics and Social Studies Learning Design Models in Various Countries at the Elementary School Level Novalina Indriyani; Yeni Erita; Mayrisa Undari; Wiwit Sanjaya
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 1 No. 7 (2022): 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.v1i7.44

Abstract

Learning design models are used so that learning activities run smoothly and are varied. Most teachers still have not implemented learning models, so teachers are less able to stimulate students in finding and solving problems contained in learning material. This study aims to determine the Civics and Social Studies learning design models that are often used in Indonesia and in various countries at the elementary school level. Writing this article using qualitative research with a descriptive approach. Data collection was carried out by means of a literature study. The results of the study found that without designing and using the right model, learning activities could fail, even though the material prepared was as interesting as possible. The selection of learning design models can be seen from the conditions, needs, nature of teaching materials, characteristics of students, and learning media. In Indonesia, the learning design models that are often used are the ADDIE, ASSURE, and Dick and Carey. While the learning design models implemented by several countries are the STEM model (America, South Korea and Finland), the DMKK model (Japan), the Discovery Learning (Marland and Turkey), and the Mind Mappingy (Arabia, Turkey and Australia). Teachers are guided to be able to apply learning design models when learning activities take place in order to achieve the expected learning objectives.
Literature Study: ICT-Based IPS-PKN Learning Design in Elementary School Rati Syafiana Putri; Yeni ERITA; Wiwit SANJAYA; SALMIYANTI
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 1 No. 7 (2022): 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.v1i7.45

Abstract

Learning social studies and Civics is very much a practice in life, so it must be well designed and adapted to technological developments. This study aims to analyze the ICT-based conception of IPS-Civics in elementary schools. This research is a literature review in the form of ICT studies in Social Sciences and Civics learning at schools which are published in national journals or reports. The conclusion of research on the use of ICT in education is important to support educational processes and outcomes. As educational implementers, teachers need to design the learning process by creating the right atmosphere so that the learning process runs effectively, efficiently and interestingly. ICT in elementary schools must be developed by teachers in the learning processtoprovide meaningful and enjoyable learning each student. Keywords: Learning design, IPS and Civics, ICT
Developing Students' 21st-Century Skills Through A Multidisciplinary Approach Paskha Marini THANA; Tini ADIATMA; Ratu Bulkis RAMLI
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 1 No. 7 (2022): 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.v1i7.64

Abstract

The 21st century is characterized by the rapid development of science, technology, and information. Along with the changes and advances that occur, 21st-century skills have emerged which are new needs to face the increasingly complex challenges of life. Life will not be able to be compartmentalized in one discipline alone, but rather run with a whole experience that uses various disciplines that combine with each other in solving a problem. Seeing these conditions, education has the biggest contribution in preparing a generation that has 21st-century skills that are ready to compete globally. One of the ways is to use a multidisciplinary approach by integrating interdisciplinary learning which is usually still compartmentalized so that they form a connection with the aim of providing a deep understanding along with the development of 21st-century skills of students. This research is a literature study that will describe how learning activities using a multidisciplinary approach can have an influence on developing students' 21st-century skills.
The Effect of the Recitation Method in Writing Anecdotal Texts for Class X Students of SMA Negeri 1 West Angkola in the 2022-2023 Academic Year Elnila Caniago; Rini Kesuma SIREGAR
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 1 No. 7 (2022): 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.v1i7.68

Abstract

This research is based on social studies study result of students is still low, it is necessary to update improving the social studies study results of students and improve the creativity of teachers in managing the learning process. The purpose of this research was to identify (1) how the use of strategy recitation in the teaching of the material Teks Anecdotal class X RPL in SMK Negeri 1 West Angkola year 2022-2023. (2) whether the use of the Strategy recitation could improve learning study Teks Anecdotal the student year 2022-2023. This research was aeksprimen. The subjects of this research were all students 33 fifth-grade students of SMA Negeri 1 West Angkola year 2022-2023. Based on the research result, it may be concluded that: (1) step implementation of learning recitation learning are: the first step is to show the purpose and motivate the students, the second step is to present the information, the third step is to organize students to form a home teams and provide the serial number corresponding to the number of members of the group, the fourth step is helping working groups in the study group of experts discuss to discuss the existing problems, the fifth step is expert teams back to the home teams and each of the team reports the results of the discussion then present the results of the discussion (2) It could be seen from the results of research reached the learning standard of strategi recitacy
Teachers' Readiness and Ability in Designing Teaching Modules in The Independent Curriculum Wiwit Sanjaya; Yeni ERITA; Rati Syafiana PUTRI; Novalina INDRIYANI
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 1 No. 7 (2022): 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.v1i7.46

Abstract

The curriculum continues to change and is developed according to the needs of the time. The purpose of curriculum development is to be able to facilitate all the needs of students so that the learning objectives are achieved optimally. The independent curriculum emerged as a renewal of the previous curriculum. One aspect that has changed is the teaching device in the form of teaching modules with many components in it. Therefore, most teachers experience difficulties in their preparation. The purpose of this study was to find out how the teacher's readiness and ability to develop teaching modules based on the Merdeka curriculum and steps that can be taken to improve the teacher's ability to develop teaching modules. Writing this article using a literature approach (literature review). The results of the study found that there were still many teachers who were not fully prepared to implement the independent learning curriculum, this could be seen from the fact that there were still many teachers who were unable and had difficulty in compiling teaching tools, one of which was the teaching module. Concrete efforts are needed to improve teacher abilities and competencies, including by holding training and or technical guidance related to the preparation of teaching devices according to the demands of the Merdeka curriculum. Thus, the problem of unpreparedness and the inability of teachers to compile teaching modules can be resolved properly.
Improving Student Learning Outcomes in Social Studies Learning Using the Quantum Teaching Model in Elementary School Fadhilah Fadhilah; Yeni Erita; Rahmi YULIA
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 1 No. 8 (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.v1i8.47

Abstract

This study aims to see the increase in social studies learning outcomes with the Quantum Teaching model in grade IV elementary school at SDN 13 Padang Gelanggang, as many as 20 students consisting of 12 male students and 8 female students. Based on the results of this study, learning was very low, because the teacher only talk in learning, because of that students become lazy. The purpose of this study is to improve the student learning process by using the Quantum Teaching model , including learning preparation. This research uses Qualitative and Quantitative. Based on the results of the analysis in 2 cycles, the results obtained in 2 cycles increased the number of lesson plans from 76.78 to 92.85. For teacher activity , from 75 to 89.06. Judging from student activity from 68 .81 to 84.36, the number of cognitive learning 80, affective 81.15, psychomotor 85.55. It can be concluded that learning with the Quantum Teaching model increases. So it can be concluded that there is an increase in class IV student learning outcomes in social studies learning using the Quantum Teaching Model
The influence of students' environment on students' learning motivation feby kurniawan; Yeni Erita; Didi Syahrir; Vani Qhairum Nisa Utami
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 1 No. 8 (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.v1i8.58

Abstract

This research uses a qualitative approach and a literature study. The purpose of this study was to analyze the influence of the student learning environment on students' learning motivation. The researcher collected data from this study by collecting and reviewing consistent data from previous researchers. The result of this study is the influence of the environment. The environment greatly impacts the development of students starting from the enthusiasm for learning, values, ​​and even the personality of students where the student environment consists of the family environment, community, school, and friend environment where all of these things can support student achievement and attitudes in receiving learning, the environment is part of the support so that learning can run well and get maximum results.
The Use of Mind Mapping in Social Studies Learning to Improve Creative Thinking Skills Mayrisa Undari; Yeni Erita; Novalina INDRIYANI; Nur FADILLAH
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 1 No. 8 (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.v1i8.59

Abstract

Abstract The social studies learning concept is very important for students to be able to adapt to their environment. The development of creative thinking skills in social life is something that must be developed. This study aims to discuss how the use of Mind Mapping in social studies learning can improve creative thinking. This type of research is descriptive qualitative with a literature review method which consists of several stages. First planning , where we determine the topics to be discussed, determine the criteria for the articles to be used. Second Conducting, the process of searching, selecting articles and data synthesis. The third is reporting, writing the results of a systematic literature review. Based on a study of 10 national articles on the use of Mind Mapping in social studies learning to improve creative thinking skills . The results of the research conducted show that the use of Mind Mapping is effective and efficient in improving students' creative thinking skills in social studies learning
Facilities and Infrastructures’ Implications Towards Teachers' Pedagogical Content Knowledge (PCK) Welcoming Merdeka Belajar Curriculum Isatul Hasanah; Siti Rodiah; Laila AFIFAH
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 1 No. 8 (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.v1i8.73

Abstract

Abstract The Merdeka Belajar curriculum encourages teachers to develop Pedagogic Content Knowledge (PCK). To make learning more interesting, fun, and meaningful for students. However, facilities and infrastructure have not supported teachers to implement the Merdeka Belajar Curriculum in Elementary Schools. This study aims to (1) explain the facilities and infrastructure in the Institution, and (2) the relationship between facilities and infrastructure to the teacher’s Pedagogic Content Knowledge (PCK). This research method is descriptive using a quantitative approach. The study sample is 12 people who teach grades 1 and IV. Data collection techniques include questionnaires in the form of google Forms, observation, interviews, and documentation. Data analysis techniques are in the form of the presentation of statistical data percentages. The results of this study are (1) the facilities and infrastructure in the Institution are still inadequate to meet the Merdeka Belajar Curriculum (2) the link between facilities and infrastructure to the teacher’s Pedagogic Content Knowledge (PCK) is the use of lecture learning strategies 67%, student-centered 25%, and cooperative learning 8%. So the lack of facilities and infrastructure causes the learning teachers to attend lectures opposite to the orientation of the Merdeka Belajar Curriculum.
The Effect of Online Learning VS Face-To-Face Learning on Student Learning Motivation Post the Covid - 19 Pandemic at Schools and Colleges Jainal Abidin; Erwina Azizah HASIBUAN; Mahdalia HARAHAP
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 1 No. 8 (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.v1i8.76

Abstract

This study aims to look at a comparative description of learning motivation during online learning and face-to-face learning after the end of the Covid pandemic. The Covid-19 disease outbreak is a situation beyond predictions that has brought urgent changes in various sectors of activity including in the world of education. The development of the virus quickly spread throughout the world. This affects policies to be implemented in the world of education by changing learning that has to come to class to be sufficient at home. With the government's advice to stay at home and always keep a distance and learning is done online so that it has a decreasing impact on learning outcomes. This activity has been going on for about 2 years which has resulted in a drastic decline in learning motivation. Online learning is less able to motivate students whose interactions are online using zoom, Google Meet, Google Classroom and WhatsApp between educators and students virtually. To increase learning motivation, namely by re-enacting face-to-face learning at school. At this time, face-to-face learning has been allowed again, so that this research can be carried out. This research needs to be done to see changes in student motivation. Where it is hoped that there will be a comparison of learning motivation, where learning motivation by face-to-face learning increases when compared to online learning.

Page 4 of 21 | Total Record : 210

 2   3   4   5   6 

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