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International Journal of Education and Digital Learning (IJEDL)
Published by CV. LAFADZ JAYA
ISSN : -     EISSN : 2962052X     DOI : https://doi.org/10.47353/ijedl
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 90 Documents
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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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
The Role of Islamic Education in Enhancing 21st Century Skills: Focusing on Critical Thinking, Creativity, and Collaboration in Digital Era Wahab, Abdul; Ihsan, Mahlil; Dena Juang, Femi; Saldiana, Rina; Irfan Saepul Milah, Asep
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (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.v3i6.293

Abstract

This article aims to explore how Islamic education can contribute to enhancing 21st-century skills through the principles of Islamic teachings. The objective of this research is to identify how the values contained in Islamic education can support the development of the skills needed by the youth of the 21st century in digital era, such as critical thinking in problem-solving, creativity in innovation, and collaboration in working with others. This research employs a qualitative approach with a literature study method to analyze various literatures related to Islamic education and 21st-century skills. Data sources are drawn from articles, books, and Islamic education curriculum documents that integrate 21st-century skills. In the data analysis, an inductive approach is used to explore the relationship between the principles of Islamic teachings and the skills required in the modern world. The findings of this research show that Islamic education can provide a strong foundation for the development of 21st-century skills by integrating the moral and ethical principles of Islam that support character development. For example, teachings on reflective and evaluative thinking can encourage the development of critical thinking skills, while collaboration in social and religious contexts strengthens teamwork skills. The implications of these findings highlight the importance of designing an Islamic education curriculum that can effectively integrate 21st-century skills. This approach is expected to enhance the quality of Islamic education, making it more relevant to the demands of the times and preparing students to face global challenges.
Public Policy Response in Expanding National Digital Education Access in Norway Knudstad, Helene; Paulsengaard, Liv
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (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.v3i6.350

Abstract

This study analyzes Norway's public policy responses in expanding national access to digital education. Drawing from policy documents, academic literature, and institutional practices, the paper explores how Norway integrates digitalization within its educational system while maintaining its longstanding commitment to equity. The findings are organized into four themes: national strategies, inclusion and accessibility, institutional readiness, and policy effectiveness. Norway has developed comprehensive digital education strategies that embed digital literacy into curricula, enhance teacher competencies, and ensure infrastructure support. Despite significant progress, challenges persist, especially in ensuring equitable access for students with disabilities, refugees, and those in remote areas. Institutional readiness varies, with universities and urban schools leading innovation, while vocational and rural institutions lag. Moreover, evaluation mechanisms often prioritize infrastructure over learning outcomes, leading to a policy-performance gap. The study concludes that while Norway’s approach offers a strong foundation, future success depends on adaptive governance, sustainable investment, and participatory policy-making that centers pedagogy and learner diversity. These insights contribute to broader debates on how advanced welfare states can ensure inclusive, effective, and future-ready digital education.
Comparison of Romania’s Digital Education Model with Other Eastern European Countries Florina Stancu, Daniela; Andreea Munteanu, Rodica; Roxana Petrescu, Irina
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (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.v3i6.351

Abstract

This study presents a comparative analysis of Romania's digital education model in relation to other Eastern European countries, namely Poland, Hungary, the Czech Republic, and Russia. The research employs a descriptive qualitative approach, analyzing secondary data such as academic publications, government policies, and institutional reports. The findings reveal that while Romania has made significant strides in aligning its education system with European Union standards—through initiatives like SmartEDU and integration with the Bologna Process—its implementation remains inconsistent, especially in rural regions. Compared to Poland and the Czech Republic, which demonstrate strong infrastructure, decentralized governance, and sustained teacher training, Romania’s digital integration is hampered by bureaucratic inertia, infrastructure gaps, and a lack of equitable access. Hungary shows a more centralized governance model, while Russia presents significant regional disparities. Notably, Romania has shown promise in informal education, such as the Romanian Science Festival, helping bridge digital divides through community-led innovation. The paper concludes that for Romania to advance its digital education goals, it must prioritize teacher training, infrastructure development, and localized policy execution. This study contributes to understanding how post-communist education systems navigate digital transformation amid structural and socioeconomic constraints.
The Correlation of Academic Performance and Socio-Economic Background of University Students in Bangladesh Ullah, Rahmat; Chandra, Ajoy; Mahmud, Md. Sultan
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (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.v3i6.304

Abstract

This study focuses on the relationship between students' socioeconomic backgrounds and their academic success at the university level. The goals were to identify factors influencing students' academic success and analyze the connection between socio-economic status and academic achievement. A sample of 132 participants from the University of Rajshahi was chosen through simple random sampling. Structured questionnaires were distributed to the respondents. CGPAs are used to measure academic performance. In this study, factors such as parental income, education level, occupation, students' access to resources, and learning environments are considered to evaluate overall academic success. The results reveal a significant correlation between socioeconomic status (SES) and academic achievement, with students from higher SES backgrounds often performing better due to greater access to educational resources, mentorship, and stable living conditions.
The Role of Interactive Flat Panel (IFP) in Shaping Indonesia’s Digital Learning Policy: A Vision for Educational Reform in the Prabowo–Gibran Era Jayadi, Usman
International Journal of Education and Digital Learning (IJEDL) Vol. 3 No. 6 (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.v3i6.354

Abstract

This study explores the role of Interactive Flat Panels (IFPs) as transformative digital learning media in shaping Indonesia’s educational reform under the Prabowo–Gibran administration (2024–2029). The research employs a descriptive qualitative approach, synthesizing scholarly literature and education policy analyses to conceptualize how IFP integration supports national digital education goals. Globally, IFPs have been proven to enhance student engagement, learning outcomes, and teacher performance through interactive, multimedia-based instruction. Within the Indonesian context, their adoption aligns with the Merdeka Belajar and Smart Schools Indonesia initiatives, which emphasize technological equity, digital sovereignty, and 21st-century learning competencies. The findings indicate that IFPs can foster interactive and collaborative learning environments, strengthen teachers’ digital competencies, and facilitate Education 5.0 implementation nationwide. However, several barriers persist, including infrastructure inequality, limited teacher readiness, and financial constraints in public schools. Addressing these challenges requires multi-sectoral collaboration, capacity-building programs, and localized production strategies to ensure sustainability and affordability. The study concludes that IFPs are not merely instructional technologies but strategic policy instruments driving Indonesia’s digital transformation in education. Their effective integration can bridge pedagogical and technological divides, positioning Indonesia as a leader in digital learning innovation across Southeast Asia.

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