Garuda - Garba Rujukan Digital

Development of Google System (GS) Based Learning Management at a Leading Islamic Junior High School (Research at Ar-Rafi Drajat Junior High School, Bandung City) Juhana, Hendri; Badrudin, Badrudin; Erihadiana, Mohamad; Wasehudin, Wasehudin
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 5 (2025): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i5.303

This research was conducted based on the author's curiosity to understand more deeply how the implementation of Google System (GS) can support effective learning management at a Leading Islamic Junior High School, especially in the digital era. The author is interested in exploring how GS technology can facilitate an innovative, interactive, and relevant learning process to today's educational needs, especially in the context of strengthening Islamic values. In addition, this study aims to answer the challenges in integrating digital technology with an active learning approach that focuses on developing 21st century skills, such as critical thinking, creativity, and collaboration. This study aims to develop an effective GS-based learning management model to be implemented at a Leading Islamic Junior High School, focusing on a case study at Ar-Rafi Drajat Junior High School, Bandung City. This study uses a qualitative approach with a case study method, which involves data collection through in-depth interviews, participant observation, and document analysis. The focus of this study is to explore the application of GS in supporting innovative, relevant, and effective learning processes in the digital era. This study found the GS-Based Islamic-Integrative Learning Management Model. It is called the GS-Based Islamic-Integrative Learning Management Model because learning integrates general science and Islamic science supported by GS (Google System) technology. This GS-Based Islamic-Integrative Learning Management Model is a model with an Integrative Approach that focuses not only on intellectual intelligence but also spiritual intelligence. A Learning Management Model that seeks to combine intellectual, social-emotional, and spiritual dimensions to achieve integrative education with the help of GS technology.

Development of Digital Education in Libya: Progress, Challenges, and Future Directions Yahya, Najeeb; Abdullah, Mahmoud; Masuwd, Mowafg
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 5 (2025): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i5.307

This article examines the development of digital education in Libya, focusing on the integration of digital technologies within the educational system and their impact on teaching and learning processes. Over the last decade, Libya has made significant strides in embracing digital tools, yet the full potential of digital education remains untapped due to various challenges. These include limited infrastructure, inadequate training programs for educators, and socio-political instability. Despite these challenges, the Libyan government and higher educational institutions have invested in ICT infrastructure and e-learning platforms, aiming to bridge the digital divide. This article reviews the current state of digital education in Libya, highlights the hurdles faced, and explores strategies for the effective implementation of e-learning systems. It also offers insights into the future prospects of digital education in Libya, with a particular focus on the higher education sector. The findings suggest that a concerted effort from policymakers, educators, and international partners is crucial to overcome existing barriers and ensure the sustainable development of digital education in the country.

Analyzing Growth Mindset Based on Opportunity to Learn in Project-Based Manipulative and Virtual Learning Media Courses Nasrullah, Nasrullah; Arsyad, Nurdin; Alimuddin, Alimuddin
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 5 (2025): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i5.306

This study investigates how opportunity to learn (OTL) in project-based mathematics education courses—Manipulative Learning Media (MLM) and Virtual Learning Media (VLM)—supports the development of a growth mindset among pre-service teachers. MLM is a compulsory course focusing on concrete instructional media, while VLM is elective and centers on digital tools. Both apply structured learning cycles involving media design, classroom implementation, revision, and reflection. Using a quantitative comparative approach, data were collected from 85 mathematics education students grouped by course enrollment. Growth mindset and OTL were measured using Likert-scale questionnaires and analyzed with descriptive statistics, t-tests, and Pearson correlation. Results showed that the MLM+VLM group reported slightly higher growth mindset scores (M = 3.54) than the MLM-only group (M = 3.47), though the difference was not significant (p = 0.483). However, OTL scores approached significance (p = 0.054), and a positive correlation was found between OTL and growth mindset (r = 0.642). These findings highlight the value of structured, project-based learning environments in enhancing students’ learning beliefs and instructional readiness.

Analysis of Students' Thinking Errors in Solving HOTS-Based Mathematics Problems at SMP Negeri 1 Kedungwaru Tulungagung Winarko, Adji; Setyani, Rahyu; Eva Trisnantari, Hikmah
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 5 (2025): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i5.322

Higher Order Thinking Skills (HOTS) are essential competencies in mathematics learning to face the challenges of the 21st century. However, junior high school students often experience difficulties in solving HOTS problems, indicating the presence of systematic thinking errors. These errors, if not explained in depth, can hinder students' cognitive development and problem-solving abilities. This study aims to analyze the types of thinking errors made by students in solving HOTS-based mathematics problems using the Newman Error Analysis approach. This study uses a qualitative descriptive approach. The subjects consisted of 10 seventh-grade students of SMP Negeri 1 Kedungwaru, classified based on their ability levels (high, medium, and low). Data collection techniques included administering HOTS questions, think-alouds, and semi-structured interviews. Data were analyzed based on Newman's five error categories: reading, understanding, transformation, process skills, and answer writing. The results showed that students' thinking errors in solving HOTS math problems were caused by various factors. Reading errors arose from unfamiliarity with mathematical terms, misunderstanding of problem sentences, confusing question length, and low analytical skills. Comprehension errors were caused by the inability to identify information and difficulty formulating data into mathematical sentences. Transformation errors occurred due to the inability to translate information into mathematical form and a lack of experience working on contextual problems. Process skill errors were influenced by weak arithmetic skills and unfamiliarity with following procedures for solving story problems. Meanwhile, answer writing errors were caused by inaccuracy, weak arithmetic skills, and unfamiliarity with writing final conclusions.

Optimizing Digital Learning: Navigating Educational Changes in the Era of Rapid Technological Advancement Ahmad Bani Amer, Mohammad; Bolat, Markhabat
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 5 (2025): International Journal of Education and Digital Learning (IJEDL)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i5.345

In recent years, digital learning has emerged as a transformative force in the education sector, driven by rapid technological advancements. This study explores the evolution and optimization of digital learning, emphasizing the integration of emerging technologies such as artificial intelligence (AI), virtual reality (VR), and gamification. These innovations have the potential to enhance learning experiences, providing personalized, immersive, and interactive educational environments. However, challenges such as the digital divide, limited access to technology, and the need for teacher preparedness must be addressed to fully optimize the benefits of digital learning. Through a comprehensive review of existing literature and case studies, this article identifies key trends and challenges in the adoption of digital learning tools. It offers practical recommendations for educators and policymakers to ensure equitable access to digital resources, improve teacher training, and integrate emerging technologies effectively into educational practices. Ultimately, the goal is to create an inclusive, engaging, and high-quality learning experience that can cater to diverse learners in the digital age.

Development of Google System (GS) Based Learning Management at a Leading Islamic Junior High School (Research at Ar-Rafi Drajat Junior High School, Bandung City) Hendri Juhana; Badrudin Badrudin; Mohamad Erihadiana; Wasehudin Wasehudin
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 5 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i5.303

This research was conducted based on the author's curiosity to understand more deeply how the implementation of Google System (GS) can support effective learning management at a Leading Islamic Junior High School, especially in the digital era. The author is interested in exploring how GS technology can facilitate an innovative, interactive, and relevant learning process to today's educational needs, especially in the context of strengthening Islamic values. In addition, this study aims to answer the challenges in integrating digital technology with an active learning approach that focuses on developing 21st century skills, such as critical thinking, creativity, and collaboration. This study aims to develop an effective GS-based learning management model to be implemented at a Leading Islamic Junior High School, focusing on a case study at Ar-Rafi Drajat Junior High School, Bandung City. This study uses a qualitative approach with a case study method, which involves data collection through in-depth interviews, participant observation, and document analysis. The focus of this study is to explore the application of GS in supporting innovative, relevant, and effective learning processes in the digital era. This study found the GS-Based Islamic-Integrative Learning Management Model. It is called the GS-Based Islamic-Integrative Learning Management Model because learning integrates general science and Islamic science supported by GS (Google System) technology. This GS-Based Islamic-Integrative Learning Management Model is a model with an Integrative Approach that focuses not only on intellectual intelligence but also spiritual intelligence. A Learning Management Model that seeks to combine intellectual, social-emotional, and spiritual dimensions to achieve integrative education with the help of GS technology.

Analyzing Growth Mindset Based on Opportunity to Learn in Project-Based Manipulative and Virtual Learning Media Courses Nasrullah Nasrullah; Nurdin Arsyad; Alimuddin Alimuddin
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 5 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i5.306

This study investigates how opportunity to learn (OTL) in project-based mathematics education courses—Manipulative Learning Media (MLM) and Virtual Learning Media (VLM)—supports the development of a growth mindset among pre-service teachers. MLM is a compulsory course focusing on concrete instructional media, while VLM is elective and centers on digital tools. Both apply structured learning cycles involving media design, classroom implementation, revision, and reflection. Using a quantitative comparative approach, data were collected from 85 mathematics education students grouped by course enrollment. Growth mindset and OTL were measured using Likert-scale questionnaires and analyzed with descriptive statistics, t-tests, and Pearson correlation. Results showed that the MLM+VLM group reported slightly higher growth mindset scores (M = 3.54) than the MLM-only group (M = 3.47), though the difference was not significant (p = 0.483). However, OTL scores approached significance (p = 0.054), and a positive correlation was found between OTL and growth mindset (r = 0.642). These findings highlight the value of structured, project-based learning environments in enhancing students’ learning beliefs and instructional readiness.

Development of Digital Education in Libya: Progress, Challenges, and Future Directions Najeeb Yahya; Mahmoud Abdullah; Mowafg Masuwd
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 5 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i5.307

This article examines the development of digital education in Libya, focusing on the integration of digital technologies within the educational system and their impact on teaching and learning processes. Over the last decade, Libya has made significant strides in embracing digital tools, yet the full potential of digital education remains untapped due to various challenges. These include limited infrastructure, inadequate training programs for educators, and socio-political instability. Despite these challenges, the Libyan government and higher educational institutions have invested in ICT infrastructure and e-learning platforms, aiming to bridge the digital divide. This article reviews the current state of digital education in Libya, highlights the hurdles faced, and explores strategies for the effective implementation of e-learning systems. It also offers insights into the future prospects of digital education in Libya, with a particular focus on the higher education sector. The findings suggest that a concerted effort from policymakers, educators, and international partners is crucial to overcome existing barriers and ensure the sustainable development of digital education in the country.

Analysis of Students' Thinking Errors in Solving HOTS-Based Mathematics Problems at SMP Negeri 1 Kedungwaru Tulungagung Adji Winarko; Rahyu Setyani; Hikmah Eva Trisnantari
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 5 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i5.322

Higher Order Thinking Skills (HOTS) are essential competencies in mathematics learning to face the challenges of the 21st century. However, junior high school students often experience difficulties in solving HOTS problems, indicating the presence of systematic thinking errors. These errors, if not explained in depth, can hinder students' cognitive development and problem-solving abilities. This study aims to analyze the types of thinking errors made by students in solving HOTS-based mathematics problems using the Newman Error Analysis approach. This study uses a qualitative descriptive approach. The subjects consisted of 10 seventh-grade students of SMP Negeri 1 Kedungwaru, classified based on their ability levels (high, medium, and low). Data collection techniques included administering HOTS questions, think-alouds, and semi-structured interviews. Data were analyzed based on Newman's five error categories: reading, understanding, transformation, process skills, and answer writing. The results showed that students' thinking errors in solving HOTS math problems were caused by various factors. Reading errors arose from unfamiliarity with mathematical terms, misunderstanding of problem sentences, confusing question length, and low analytical skills. Comprehension errors were caused by the inability to identify information and difficulty formulating data into mathematical sentences. Transformation errors occurred due to the inability to translate information into mathematical form and a lack of experience working on contextual problems. Process skill errors were influenced by weak arithmetic skills and unfamiliarity with following procedures for solving story problems. Meanwhile, answer writing errors were caused by inaccuracy, weak arithmetic skills, and unfamiliarity with writing final conclusions.

Optimizing Digital Learning: Navigating Educational Changes in the Era of Rapid Technological Advancement Mohammad Ahmad Bani Amer; Markhabat Bolat
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 5 (2025)
Publisher : Lafadz Jaya Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/ijedl.v3i5.345

In recent years, digital learning has emerged as a transformative force in the education sector, driven by rapid technological advancements. This study explores the evolution and optimization of digital learning, emphasizing the integration of emerging technologies such as artificial intelligence (AI), virtual reality (VR), and gamification. These innovations have the potential to enhance learning experiences, providing personalized, immersive, and interactive educational environments. However, challenges such as the digital divide, limited access to technology, and the need for teacher preparedness must be addressed to fully optimize the benefits of digital learning. Through a comprehensive review of existing literature and case studies, this article identifies key trends and challenges in the adoption of digital learning tools. It offers practical recommendations for educators and policymakers to ensure equitable access to digital resources, improve teacher training, and integrate emerging technologies effectively into educational practices. Ultimately, the goal is to create an inclusive, engaging, and high-quality learning experience that can cater to diverse learners in the digital age.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Usman Jayadi

Contact Email
ujayadi@gmail.com

Phone
+6281238426727

Journal Mail Official
ujayadi@gmail.com

Editorial Address
Melati VIII Street Number 2 Rembiga, Selaparang District, Mataram City, West Nusa Tenggara, Indonesia 83124

Location
Kota mataram,

Nusa tenggara barat

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Usman Jayadi

Contact Email ujayadi@gmail.com

Phone +6281238426727

Journal Mail Official ujayadi@gmail.com

Editorial Address Melati VIII Street Number 2 Rembiga, Selaparang District, Mataram City, West Nusa Tenggara, Indonesia 83124

Location Kota mataram, Nusa tenggara barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Usman Jayadi

Contact Email
ujayadi@gmail.com

Phone
+6281238426727

Journal Mail Official
ujayadi@gmail.com

Editorial Address
Melati VIII Street Number 2 Rembiga, Selaparang District, Mataram City, West Nusa Tenggara, Indonesia 83124

Location
Kota mataram,

Nusa tenggara barat

INDONESIA