International Journal of Education and Digital Learning (IJEDL)
International Journal of Education and Digital Learning (IJEDL) | ISSN (e): 2962-052X is an international peer-reviewed Open Access journal that publishes original and relevant articles in all fields of education research. It publishes both theoretical as well as empirical and methodological contributions to education research. Its coverage encompasses all forms of teaching and learning at all levels, from early childhood development to lifelong learning. The journal provides the readers with free and permanent access to all content worldwide; and the authors with article promotion, long-time preservation, language assistance, no space constraints and immediate publication.
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<![CDATA[The Influence of social media Facebook on The Student’s Learning Motivation of FKIP Universitas Islam Riau ]]>
<![CDATA[Ismail, Syofianis]]>;
<![CDATA[Oktadela, Resy]]>;
<![CDATA[Nawir, Erna]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 5 (2023): International Journal of Education and Digital Learning (IJEDL) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
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DOI: 10.47353/ijedl.v1i5.25
<![CDATA[Many people use social media as a way to connect to their friends and families and increasingly, people are using social media as a way to spread and to get information across wider networks. Many social networking sites can also be a place to share information and can become a means of getting a lot of friends and to find a mate. Among social networking that is increasingly popular are Twitter, YouTube, Blogger Facebook and many more. Facebook is one of the social networking websites that is now increasingly popular, and the number of members increase significantly in a short time. This is probably because it can make teenagers more expressive, highlight themselves, although to some extent these students may disturb their study as they may spend a lot of time on it. The concept of the theory used in this research is Communication Model of Stimulus and Response. To measure the stimulus arising from a sale effectively, required knowledge that influences a person to receive, consider the information and make a decision to buy the products. As quantitative research, this research is to measure the force between two variables, namely social media face book as an independent variable and learning motivation of students as the dependent variable. used simple regression, or often called simple regression. From t test results obtained value for the variable t - test Social Media face book 3.800 (greater than ttabel 1.984), and p value of 0.000 < 0,05), the results of this study indicate that social media facebook affect study learning motivation FKIP Universitas Islam Riau.]]>
<![CDATA[The Use of Online Games for English Vocabulary Learning Media in Teacher Working Group: Some Advantages and Barriers ]]>
<![CDATA[Reza Fadhilah, Muhammad]]>;
<![CDATA[Andriyanti, Erna]]>;
<![CDATA[Ramadana Putera, Agustian]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 5 (2023): International Journal of Education and Digital Learning (IJEDL) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
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DOI: 10.47353/ijedl.v1i5.30
<![CDATA[This study aims to measure the extent of the Kahoot! Effectiveness in improving the professional competence of English teachers in terms of memorizing vocabulary. The study was conducted in the teacher working group (KKG or MGMP) by taking 30 English teachers at random. The system that will be carried out is by control and experiment class then compares the scores both of them. In addition, an in-depth exploration (mix method) was conducted by interviewing the teacher whether the Kahoot! may be used in the next forum. The results of the study showed that control group only could memorize 5,33 in average however experiment class got 8,6 in average so it means that there is 33% distinction between both of them. Then, this result is strengthened by calculation on Wilcoxon Signed Rank that showed that the sig value 0,002 is greater than 0.05 so it also means like aforementioned. Kahoot app! found it very helpful in memorizing vocabulary because of its flexibility that it can be accessed from anywhere (e-class) but there are still many senior teachers, who are technology savvy, cannot access kahoot! especially if it will be implemented in the KKG or MGMP of English teachers.]]>
<![CDATA[The Hegemony of Social, Cultural, and Discourse Power Indonesian Language Literary Criticism Course Materials ]]>
<![CDATA[Amien Denis, Muhammad]]>;
<![CDATA[Gomo Attas, Siti]]>;
<![CDATA[Anwar, Miftahulkhairah]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 5 (2023): International Journal of Education and Digital Learning (IJEDL) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
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DOI: 10.47353/ijedl.v1i5.32
<![CDATA[One class dominates or is supported across numerous social aspects in hegemony. This study used critical discourse analysis to analyze data. This research aimed to analyze social hegemony in Indonesian literary criticism course materials. Thus, this study formulated problems as follows. (1) Social hegemony in Indonesian literary criticism course materials. (2) Persuasive cultural hegemony in Indonesian literary criticism course materials (3) Power hegemony in Indonesian literary criticism textbooks. In Indonesian literary criticism course materials, discursive practices, social identity, and social interaction are dialectical. Literary discourse is examined from three angles: the text, discourse practices, and the socio-cultural setting. Literary discourse as a manifestation of social interaction, its ability to regulate or manipulate behavior and material existence, and its role in establishing and maintaining power, status, and social roles are examined in the context of social hegemony. Critical examination of literary discourse in Indonesian literary criticism course materials is possible by considering cultural hegemony. According to the first assumption, symbols create meaning. b) Indonesian literary criticism textbooks link knowledge to values. Indonesian literary criticism course materials include cultural discourse from several fields. The hegemony of power is examined in Indonesian literary criticism course materials. a) Authority affects daily life. Power is coercive. Indonesian literary criticism course materials allow readers to criticize and disrupt social, cultural, and authority systems through literary discourse.]]>
<![CDATA[Using Elf Strategies in Teaching Students Who Speak Bilingual/Multilingual in the Classroom ]]>
<![CDATA[Triana Ina Weran, Yohana]]>;
<![CDATA[Sa’adah, Lailatus]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 5 (2023): International Journal of Education and Digital Learning (IJEDL) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
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DOI: 10.47353/ijedl.v1i5.49
<![CDATA[This study is aimed to show the implementation of English as a lingua franca in elementary school students. The researchers would like to present the strategies used by the teachers in teaching some subjects to students who barely speak Indonesian. This study has not been discussed by many researchers. The use of the ELF strategy by teachers in teaching subjects in a classroom is to keep students engaged in the topic that is being discussed. The researchers employed qualitative research involving five teachers who taught English, Indonesian, and also class teachers in the elementary school. In collecting the data, the researchers participatory sampling and open-ended questions for the participants. In this research, 4 classes have several students who can speak more than one language but are not too fluent in Indonesian. The result of the study showed that teachers used some techniques to teach the students such as using repetition and paraphrasing, code-switching, using pictures, and help-seeking. Moreover, the researchers also found that through the strategies implied by the teacher, students could grasp the material taught by the teacher easily.]]>
<![CDATA[The Influence of Stakeholder Management, Teacher Characteristics, Reward Systems, On the Effectiveness of SMPIT In the Riau Islands ]]>
<![CDATA[Saripuddin, Saripuddin]]>;
<![CDATA[Latif, Mukhtar]]>;
<![CDATA[Anwar, Kasful]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 5 (2023): International Journal of Education and Digital Learning (IJEDL) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
Show Abstract
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DOI: 10.47353/ijedl.v1i5.54
<![CDATA[This research aims to examine 4 (four) variables using path analysis. The aim of this research is to reveal the influence of stakeholder management and teacher characteristics on the effectiveness of the Integrated Islamic Junior High School which is mediated by the reward system. In this research, the author used quantitative research methods with a sample size of 90 respondents from Bahtera Insani Bintan Integrated Islamic Junior High School, Ulul Albab Batam Integrated Islamic Junior High School, Fajar Divine 1 Integrated Islamic Junior High School, Batam, Integrated Islamic Junior High School Fajar Divine 2 Batam, Insan Cendikia Karimun Integrated Islamic Junior High School and Darul Mukmin Karimun Integrated Islamic Junior High School in the Riau Islands province. The data collection method used is in the form of a questionnaire which is then processed with statistical analysis. The results include; 1). Stakeholder management has a direct effect on the effectiveness of SMP-IT by 10.1%. 2). Teacher characteristics have a direct effect on the effectiveness of SMP-IT by 10.9%. 3). Stakeholder management and teacher characteristics simultaneously have a direct effect on the effectiveness of SMP-IT by 68.7%. 4). Stakeholder management has a direct effect on the reward system by 24.6%. 5). Teacher characteristics have a direct effect on the reward system by 30.2%. 6). Stakeholder management and teacher characteristics simultaneously have a direct effect on the reward system by 79.5%. 7). The reward system has a direct effect on the effectiveness of SMP-IT by 52.7%. 8). Stakeholder management has a direct influence on the effectiveness of SMP-IT through the reward system by 40.3%. 9). Teacher characteristics have a direct influence on the effectiveness of SMP-IT through the reward system by 58.9%. 10). Stakeholder management, teacher characteristics and the reward system simultaneously have a direct influence on the effectiveness of SMP-IT by 86.6%. The conclusion is that stakeholder management, teacher characteristics and reward systems can influence the effectiveness of SMP-IT. And it can be explained that apart from being an exogenous variable, the reward system is also able to play its role as an intervening variable.]]>
<![CDATA[The Influence of social media Facebook on The Student’s Learning Motivation of FKIP Universitas Islam Riau ]]>
<![CDATA[Syofianis Ismail]]>;
<![CDATA[Resy Oktadela]]>;
<![CDATA[Erna Nawir]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 5 (2023) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
Show Abstract
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Original Source
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DOI: 10.47353/ijedl.v1i5.25
<![CDATA[Many people use social media as a way to connect to their friends and families and increasingly, people are using social media as a way to spread and to get information across wider networks. Many social networking sites can also be a place to share information and can become a means of getting a lot of friends and to find a mate. Among social networking that is increasingly popular are Twitter, YouTube, Blogger Facebook and many more. Facebook is one of the social networking websites that is now increasingly popular, and the number of members increase significantly in a short time. This is probably because it can make teenagers more expressive, highlight themselves, although to some extent these students may disturb their study as they may spend a lot of time on it. The concept of the theory used in this research is Communication Model of Stimulus and Response. To measure the stimulus arising from a sale effectively, required knowledge that influences a person to receive, consider the information and make a decision to buy the products. As quantitative research, this research is to measure the force between two variables, namely social media face book as an independent variable and learning motivation of students as the dependent variable. used simple regression, or often called simple regression. From t test results obtained value for the variable t - test Social Media face book 3.800 (greater than ttabel 1.984), and p value of 0.000 < 0,05), the results of this study indicate that social media facebook affect study learning motivation FKIP Universitas Islam Riau.]]>
<![CDATA[The Use of Online Games for English Vocabulary Learning Media in Teacher Working Group: Some Advantages and Barriers ]]>
<![CDATA[Muhammad Reza Fadhilah]]>;
<![CDATA[Erna Andriyanti]]>;
<![CDATA[Agustian Ramadana Putera]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 5 (2023) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47353/ijedl.v1i5.30
<![CDATA[This study aims to measure the extent of the Kahoot! Effectiveness in improving the professional competence of English teachers in terms of memorizing vocabulary. The study was conducted in the teacher working group (KKG or MGMP) by taking 30 English teachers at random. The system that will be carried out is by control and experiment class then compares the scores both of them. In addition, an in-depth exploration (mix method) was conducted by interviewing the teacher whether the Kahoot! may be used in the next forum. The results of the study showed that control group only could memorize 5,33 in average however experiment class got 8,6 in average so it means that there is 33% distinction between both of them. Then, this result is strengthened by calculation on Wilcoxon Signed Rank that showed that the sig value 0,002 is greater than 0.05 so it also means like aforementioned. Kahoot app! found it very helpful in memorizing vocabulary because of its flexibility that it can be accessed from anywhere (e-class) but there are still many senior teachers, who are technology savvy, cannot access kahoot! especially if it will be implemented in the KKG or MGMP of English teachers.]]>
<![CDATA[The Hegemony of Social, Cultural, and Discourse Power Indonesian Language Literary Criticism Course Materials ]]>
<![CDATA[Muhammad Amien Denis]]>;
<![CDATA[Siti Gomo Attas]]>;
<![CDATA[Miftahulkhairah Anwar]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 5 (2023) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
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Check in Google Scholar
|
DOI: 10.47353/ijedl.v1i5.32
<![CDATA[One class dominates or is supported across numerous social aspects in hegemony. This study used critical discourse analysis to analyze data. This research aimed to analyze social hegemony in Indonesian literary criticism course materials. Thus, this study formulated problems as follows. (1) Social hegemony in Indonesian literary criticism course materials. (2) Persuasive cultural hegemony in Indonesian literary criticism course materials (3) Power hegemony in Indonesian literary criticism textbooks. In Indonesian literary criticism course materials, discursive practices, social identity, and social interaction are dialectical. Literary discourse is examined from three angles: the text, discourse practices, and the socio-cultural setting. Literary discourse as a manifestation of social interaction, its ability to regulate or manipulate behavior and material existence, and its role in establishing and maintaining power, status, and social roles are examined in the context of social hegemony. Critical examination of literary discourse in Indonesian literary criticism course materials is possible by considering cultural hegemony. According to the first assumption, symbols create meaning. b) Indonesian literary criticism textbooks link knowledge to values. Indonesian literary criticism course materials include cultural discourse from several fields. The hegemony of power is examined in Indonesian literary criticism course materials. a) Authority affects daily life. Power is coercive. Indonesian literary criticism course materials allow readers to criticize and disrupt social, cultural, and authority systems through literary discourse.]]>
<![CDATA[Using Elf Strategies in Teaching Students Who Speak Bilingual/Multilingual in the Classroom ]]>
<![CDATA[Yohana Triana Ina Weran]]>;
<![CDATA[Lailatus Sa’adah]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 5 (2023) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47353/ijedl.v1i5.49
<![CDATA[This study is aimed to show the implementation of English as a lingua franca in elementary school students. The researchers would like to present the strategies used by the teachers in teaching some subjects to students who barely speak Indonesian. This study has not been discussed by many researchers. The use of the ELF strategy by teachers in teaching subjects in a classroom is to keep students engaged in the topic that is being discussed. The researchers employed qualitative research involving five teachers who taught English, Indonesian, and also class teachers in the elementary school. In collecting the data, the researchers participatory sampling and open-ended questions for the participants. In this research, 4 classes have several students who can speak more than one language but are not too fluent in Indonesian. The result of the study showed that teachers used some techniques to teach the students such as using repetition and paraphrasing, code-switching, using pictures, and help-seeking. Moreover, the researchers also found that through the strategies implied by the teacher, students could grasp the material taught by the teacher easily.]]>
<![CDATA[The Influence of Stakeholder Management, Teacher Characteristics, Reward Systems, On the Effectiveness of SMPIT In the Riau Islands ]]>
<![CDATA[Saripuddin Saripuddin]]>;
<![CDATA[Mukhtar Latif]]>;
<![CDATA[Kasful Anwar]]>
<![CDATA[ International Journal of Education and Digital Learning (IJEDL) Vol. 1 No. 5 (2023) ]]>
Publisher : <![CDATA[Lafadz Jaya Publisher ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.47353/ijedl.v1i5.54
<![CDATA[This research aims to examine 4 (four) variables using path analysis. The aim of this research is to reveal the influence of stakeholder management and teacher characteristics on the effectiveness of the Integrated Islamic Junior High School which is mediated by the reward system. In this research, the author used quantitative research methods with a sample size of 90 respondents from Bahtera Insani Bintan Integrated Islamic Junior High School, Ulul Albab Batam Integrated Islamic Junior High School, Fajar Divine 1 Integrated Islamic Junior High School, Batam, Integrated Islamic Junior High School Fajar Divine 2 Batam, Insan Cendikia Karimun Integrated Islamic Junior High School and Darul Mukmin Karimun Integrated Islamic Junior High School in the Riau Islands province. The data collection method used is in the form of a questionnaire which is then processed with statistical analysis. The results include; 1). Stakeholder management has a direct effect on the effectiveness of SMP-IT by 10.1%. 2). Teacher characteristics have a direct effect on the effectiveness of SMP-IT by 10.9%. 3). Stakeholder management and teacher characteristics simultaneously have a direct effect on the effectiveness of SMP-IT by 68.7%. 4). Stakeholder management has a direct effect on the reward system by 24.6%. 5). Teacher characteristics have a direct effect on the reward system by 30.2%. 6). Stakeholder management and teacher characteristics simultaneously have a direct effect on the reward system by 79.5%. 7). The reward system has a direct effect on the effectiveness of SMP-IT by 52.7%. 8). Stakeholder management has a direct influence on the effectiveness of SMP-IT through the reward system by 40.3%. 9). Teacher characteristics have a direct influence on the effectiveness of SMP-IT through the reward system by 58.9%. 10). Stakeholder management, teacher characteristics and the reward system simultaneously have a direct influence on the effectiveness of SMP-IT by 86.6%. The conclusion is that stakeholder management, teacher characteristics and reward systems can influence the effectiveness of SMP-IT. And it can be explained that apart from being an exogenous variable, the reward system is also able to play its role as an intervening variable.]]>
