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Journal of Education Method and Learning Strategy
Published by Riset Press International
ISSN : -     EISSN : 29869129     DOI : https://doi.org/10.59653/jemls
Core Subject : Humanities, Education, Social,
Humanities Education Mathematics Social Sciences Other
Journal of Education Method and Learning Strategy (JEMLS) is indexed by an international indexer. JEMLS is an open-access, international, double-blind peer-reviewed journal published by Riset Press International. It aims to promote excellence through the dissemination of high-quality research findings, specialist knowledge, and discussion of professional issues that reflect the diversity of this field. The journal publishes a broad range of papers from all branches of education and individual or group learning relating to education, including but not limited to curriculum, elementary and secondary education, higher and adult education, teacher education, the education of special groups, gender and education, applied linguistics or language education, educational and information technology, educational theory, research and methodologies. This journal is published bimonthly in both print and online versions. All articles and issues are available for free download online.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 137 Documents
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Navigating Hardships: A Mixed Method Approach of Academic Resilience amid Catastrophes among First Generation Learners of Kashmir Ganie, Altaf Hussain; Malla, Hilal Ahmad; Ganai, Mohammad Yousuf; Omiya, Omiya
Journal of Education Method and Learning Strategy Том 3 № 03 (2025): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v3i03.1844

Abstract

This study was intended to examine the impact of catastrophes among first generation learners of Kashmir and consequently how they responded the adversities. The study employed the descriptive and explanatory design. In the descriptive survey method 300 first generation learners were used as sample by means of purposive sampling with 150 male and 150 female pupils. The academic resilience was measured by means of Academic Resilience scale by Mihir Kr. Mallick and Simranjit Kaur (2017). The statistical techniques employed to measure the academic resilience are Percentage and t-Test. The results revealed that that out of 300 first generation learners of Kashmir 12, 75, 151, 38, 9, 9, and 6 have extremely high, high, above average, average, below average, low and extremely low academic resilience respectively i.e. 4%, 25%, 50.33%, 12.67%, 3%, 3% and 2%. Besides a significant difference was observed between male and female first generation learners of Kashmir, males were found to be more resilient than females. The in-depth analysis by means of interview suggested that most of the first generation learners of Kashmir are having sound academic resilience and they manage successfully the adversities like covid-19 lockdown by means of their personal positive efficacy beliefs and strong social cohesion.
Optimization of Human Resources in Creating a Productive Entrepreneurial Environment in Schools Ashari, Ratu Ayu; Wahira, Wahira
Journal of Education Method and Learning Strategy Том 3 № 03 (2025): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v3i03.1963

Abstract

The development of modern education requires schools not only to focus on academic achievement but also on character formation, creativity, and entrepreneurial skills of students. In this context, the optimization of human resources (HR) becomes a strategic aspect in creating a productive entrepreneurial environment in schools. This study aims to analyze the role of HR in supporting entrepreneurship, identify factors influencing optimization, and formulate appropriate development strategies. The research method employs a literature review by examining previous studies and relevant literature on the contribution of principals, teachers, administrative staff, and educational policies in strengthening school-based entrepreneurship. The findings indicate that HR plays a vital role through visionary leadership, practice-based learning, efficient administrative management, and both internal and external collaboration. The optimization process is influenced by competence, continuous training, leadership support, facilities, motivation, and government policies such as the Merdeka Curriculum. Recommended strategies include capacity building through training, integrating entrepreneurial values across subjects, forming school entrepreneurship teams, developing partnerships with businesses, and utilizing digital technology for learning and marketing. This study concludes that well-managed and sustainable HR development can foster an innovative and productive school entrepreneurship ecosystem. The implication is that schools need to build a systematic entrepreneurial culture so that students are equipped not only with academic knowledge but also with entrepreneurial mindsets that are independent, creative, and competitive in facing global challenges.
Integrating Climate Literacy into Teacher Education Programs: A Framework for Future Teachers Bhoi, Chandrasekhar; Dash, Sagnika; Adi, Prakash Chandra
Journal of Education Method and Learning Strategy Том 3 № 03 (2025): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v3i03.1941

Abstract

Climate change poses significant challenges to global sustainability, making climate literacy an essential component of contemporary education. Yet, teacher education programs often lack structured approaches to prepare pre-service teachers for integrating climate-related content into their future classrooms. This paper presents a comprehensive framework for embedding climate literacy into teacher education, aiming to equip future educators with the knowledge, skills, and values needed for effective climate and sustainability instruction. The study outlines the current deficiencies in teacher preparation, defines the scope of climate literacy within the educational context, and offers interdisciplinary, actionable strategies for curriculum developers and teacher educators. By aligning teacher education with international sustainability goals, this framework supports the cultivation of environmentally responsible citizens and climate-resilient education systems.
The Role of English Language Use on Social Media and Peer Pressure: A Study of Youths’ Moral Decline in Osun State Obadare, Felicia
Journal of Education Method and Learning Strategy Том 3 № 03 (2025): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v3i03.1974

Abstract

The moral decline among Nigerian youths has increasingly raised concerns, with social media and peer pressure frequently identified as major contributing causes. This study examines how English language usage in these two factors influence behavioural patterns and affect society ideals. The study adopted a descriptive research design of survey type. The research was carried out in Osun State Nigeria. The sample size for the study comprised a total of 385 respondents. The study employed a random sampling technique to select male and female participants from six towns within the 3 Senatorial Districts in Osun State. A self-structured questionnaire of four point Likert scale on social media influence, peer pressure and moral decadence were used as instruments for data collection for the study. The validity and reliability of the instrument were ascertained through a pilot test. Research questions were answered using means and descriptive statistics, while the hypotheses were tested using linear regression analysis. The findings of the study revealed that social media has strong influence on the moral values of Nigerian youths. Also, the study established that peer pressure affects the behavioural patterns of Nigerian youths. Furthermore, the findings reveal a strong correlation between excessive social media usage, peer influence, and the decline in moral standards at β = 3.47 (n = 385) and F-statistic (F = 121.54, p < 0.05). The study concludes that social media and peer pressure significantly contribute to moral decadence among Nigerian youths. It was recommended that to mitigate the combined societal impact of social media and peer pressure on moral decadence, the government and relevant stakeholders should enforce strict regulations on media content while supporting community-based initiatives, that promote value-based education and youth empowerment programs.
Implementation of STAD Learning Model Assisted by a Snakes and Ladders Game to Improve Learning Activeness for Students Musfirah, Musfirah; Israwaty, Ila; Balulu, Iqrajatni Kireyratugi
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2055

Abstract

The problem in this study is the low learning activeness of class IV students. The problem in this study is how the Implementation of Student Team Achievement Division (STAD) Cooperative Learning Model Assisted by Snakes and Ladders Game to increase student learning activeness in IPAS learning in class IV UPTD SD Negeri 7 Benteng. This research is included in the type of class action research (PTK) which aims to determine the process and results of the application of the Student Team Achievement Division (STAD) Cooperative Learning Model Assisted by Snakes and Ladders Game to increase student learning activeness in IPAS learning in class IV with data collection techniques in the form of observation and documentation. The data analysis technique used is reducing data, presenting data, and drawing conclusions. The subjects of this study amounted to 17, namely 1 fourth grade teacher and 16 students. In cycle I, the results of research on the learning process were in the qualification of sufficient (Enough) and student learning activeness is in the medium category. Cycle II research results in the learning process are in good qualifications (B) and student learning activeness is in the High category. The conclusion of this study is that the application of the Student Team Achievement Division (STAD) Cooperative Learning Model assisted by the Snakes and Ladders Game can improve the process and activeness of student learning in IPAS learning in class IV UPTD SD Negeri 7 Benteng.
Influence of Assessment Mode Preference on Students’ Test Anxiety, Self-Efficacy, and Academic Performance Chikezie, Ijeoma Joy; Ehiemere, Francisca Ifeoma; Ayanwale, Musa Adekunle; Okoye, Amaka Charity
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2080

Abstract

The shift toward computer-based testing (CBT) in Nigerian education necessitates a clear understanding of its implications for learners. This study examined the influence of assessment mode preference, computer-based assessment (CBA) versus paper-and-pencil assessment (PPA), on test anxiety, self-efficacy, and academic performance among 312 Senior Secondary School 3 students in the Aba Education Zone, Nigeria. A cross-sectional survey design was employed, with participants randomly drawn from the 2024/2025 SS3 population. Instruments included the Test Anxiety Questionnaire (TAQ), the Computer Self-Efficacy (CSE) Scale, and students’ Mock SSCE GPA. The scales demonstrated strong validity and reliability (S-CVI = 1.00/α = .90; S-CVI = .95/α = .80). Factorial two-way ANOVA tested three hypotheses at the .05 level. Results showed that psychological traits were the strongest predictors of outcomes: test anxiety explained 78% of score variance (η² = .78, p < .05), and self-efficacy explained 82% (η² = .82, p < .001). Assessment mode preference had no significant effect on test anxiety (F = 0.27, p > .05, η² = .001) or self-efficacy (F = 1.80, p > .05, η² = .006). A small but significant effect was observed for academic performance (F = 12.10, p < .05, η² = .038), with CBA-preferring students outperforming their PPA-preferring peers. The findings suggest that while CBA may modestly improve academic performance, successful adoption requires integrating digital literacy training and self-efficacy support to ensure equity and minimize test anxiety.
Transformational Leadership to Improve Teacher Performance in Vocational Education: A Systematic Review Mu'imamah, Rosita Selvina Putri; Setiadi, Bayu Rahmat
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2088

Abstract

Transformational leadership is seen as a strategic approach to enhancing teacher performance, particularly in vocational education settings that require adaptation to industrial changes and learning innovations. This study aims to synthesize empirical findings from 30 scientific journals published between 2019 and 2024, to analyze the contribution of the four dimensions of transformational leadership of ideal influence, inspirational motivation, intellectual stimulation, and individual considerations on motivation, self-efficacy, and Performance of vocational teachers. The systematic review adheres to the PRISMA 2020 guidelines and uses data sources from ERIC, Scopus, and DOAJ. The results indicate that vocational school principals who use transformational leadership may foster a collaborative work environment, encourage pedagogical experimentation, and enhance teachers' professional engagement. Contextual factors, such as institutional support, organizational culture, and national vocational education policies, moderate the effectiveness of these leadership practices. Therefore, leadership training for vocational school principals should be designed contextually and continuously. This review provides an empirical foundation for the development of leadership-based teacher quality enhancement policies within the Technical and Vocational Education and Training (TVET) system.
Influence of the Index Card Match Learning Model on Student Learning Outcomes in the Social Sciences Subject Usman, Usman; Yulia, Yulia; Musdalipa, Musdalipa
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2091

Abstract

This study aims to determine the description of learning outcomes and the influence of the Index Card Match learning model on student learning outcomes in the subject of Social Studies on cultural heritage material for grade V of UPTD SD Negeri 12 Parepare. The approach used is a quantitative approach with a pre-experimental design experiment in the form of one group pretest-posttest design. The population in this study were all students at UPTD SD Negeri 12 Parepare, while the sample was 20 students of class VA. The research data were obtained from the results of the students' pretest and posttest. The results of the inferential statistical analysis with the Paired Samples T-test showed that sig. (2-tailed) = 0.00 <0.05, so H0 was rejected and Ha was accepted. This indicates a significant difference between student learning outcomes before and after the application of the Index Card Match learning model. Thus, the conclusion of this study is that there is a difference in the value of student learning outcomes before and after the application of the Index Card Match learning model in the subject of Social Studies for grade V of UPTD SD Negeri 12 Parepare.
Indicator 3 of the External Evaluation Model for Accreditation in Ecuador: A Critical Analysis Ávila, Zulema
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2093

Abstract

Introduction: The internationalization of higher education has become a strategic process essential for addressing the challenges of a globalized world. This phenomenon, driven by academic mobility, inter-institutional cooperation, and the adoption of international standards, has transformed university management and its core functions. Objective: To critically analyze Indicator 3, “Internationalization and Mobility,” of the 2023 External Evaluation Model for Accreditation by CACES in Ecuador, in relation to its impact and approach to the internationalization process. Methodology: The study followed a qualitative approach through documentary analysis and literature review. Official regulations and scientific articles were collected, prioritizing those published within the last five years. The analysis was structured into three phases: document selection, thematic coding, and theoretical triangulation. Results: Indicator 3 evaluates the planning, implementation, and monitoring of internationalization strategies through academic mobility, institutional agreements, networks, and international accreditations. It acknowledges the presence of a responsible unit and the integration of evaluation processes for continuous improvement. However, its qualitative nature limits inter-institutional comparability and tends to prioritize documentary evidence over transformative outcomes. Conclusion: The model provides a significant foundation for strengthening the quality of higher education in Ecuador. Its qualitative approach emphasizes documentary evidence. While not all institutions may show high levels of mobility or signed agreements, they can demonstrate solid, innovative, and sustainable strategies.
Beyond the Chatbot: Conceptualizing Prompt Literacy as a Core Dimension of AI Literacy in EFL Writing Pedagogy Patty, Jusak
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2125

Abstract

Generative AI tools have introduced literacy demands in English as a Foreign Language (EFL) writing instruction that existing frameworks do not fully address. This narrative review synthesizes empirical and theoretical studies published between 2020 and 2025 to examine prompt literacy as a core dimension of AI literacy in EFL writing pedagogy. Drawing primarily on research from Asian EFL contexts, the review pursues three objectives: conceptualizing prompt literacy, examining the linguistic and cognitive challenges EFL learners encounter when formulating prompts, and identifying pedagogical approaches to integrate prompt literacy into writing instruction. Analysis across the reviewed literature indicates that effective prompting requires linguistic precision, rhetorical awareness, and metacognitive monitoring rather than technical procedures alone. Current AI literacy frameworks offer limited guidance on text-based interaction with generative systems. Language proficiency shapes prompting practices: lower-proficiency learners rely on generic requests, while higher-proficiency learners engage in strategic refinement. Cognitive load from simultaneous language formulation and AI interaction may constrain performance, though metacognitive support mitigates these effects. Four pedagogical dimensions emerge: systematic instructional frameworks, iterative interaction patterns, teacher professional development requirements, and assessment approaches addressing both processes and products. The review argues that prompt literacy functions as a foundational competency for effective AI-mediated composition in EFL contexts.

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