cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Froilan Delute Mobo
Contact Email
froilan.mobo@eastasouth-institute.com
Phone
+6282180992100
Journal Mail Official
journaleastasouth@gmail.com
Editorial Address
Grand Slipi Tower, level 42 Unit G-H Jl. S Parman Kav 22-24, RT. 01 RW. 04 Kel. Palmerah Kec. Palmerah Jakarta Barat 11480
Location
Kota adm. jakarta barat,
Dki jakarta
INDONESIA
The Eastasouth Journal of Learning and Educations
Published by Eastasouth Institute
ISSN : 30252504     EISSN : 29872278     DOI : https://doi.org/10.58812/esle
Core Subject : Education,
Education
ESLE - The Eastasouth Journal of Learning and Educations is a peer-reviewed journal and open access three times a year (March, July and November) published by Eastasouth Institute. ESLE aims to publish articles in the field of Education policy, Curriculum and learning, Educational technology, Evaluation and assessment of learning, Active and creative learning, Inclusive and multicultural education, Language and literature learning, Character and ethics education, Gender studies in education, Environmental education, Religious and moral education, Education management, Non-formal and informal education, Teacher professional development, Early childhood education, Health and safety education, Vocational and vocational education. ESLE accepts manuscripts of both quantitative and qualitative research. ESLE publishes papers: 1) review papers, 2) basic research papers, and 3) case study papers.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 55 Documents
 2   3   4   5   6 
Effectiveness of Using Artificial Intelligence Learning Tools and Customized Curriculum on Improving Students' Critical Thinking Skills in Indonesia Mayasari, Nanny; Sastraatmadja , Achmad Harristhana Mauldfi; Suparman, Tarpan; Mutiara, Imas Indah; Maqfirah, Poetri AL-Viany
The Eastasouth Journal of Learning and Educations Vol. 2 No. 02 (2024): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v2i02.302

Abstract

This study investigates the effectiveness of using artificial intelligence (AI) learning tools and customized curricula in enhancing the critical thinking skills of students in Indonesia. A quantitative research design was employed, involving a sample of 250 students. Data were collected using a Likert scale ranging from 1 to 5 and analyzed using Structural Equation Modeling - Partial Least Squares (SEM-PLS 3). The findings indicate that all relationships between AI learning tools, customized curricula, and critical thinking skills are positive and significant. The results suggest that the integration of AI in education, combined with tailored educational content, significantly improves students' critical thinking abilities. These insights provide valuable guidance for educators and policymakers aiming to foster higher-order thinking skills in the educational system.d distance learning, guiding future studies and practical applications.n.
Analyzing Research Trends and Future Directions in Entrepreneurship Education with a Bibliometric approach Judijanto, Loso; Baruno, Yosep Heristyo Endro; Halim, Chandra
The Eastasouth Journal of Learning and Educations Vol. 2 No. 02 (2024): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v2i02.303

Abstract

This study provides a comprehensive bibliometric analysis of the literature on entrepreneurship education, examining research trends, thematic clusters, research opportunities, and author collaboration from 2014 to 2018. Utilizing VOSviewer, the study identifies key themes and shifts in academic focus over the years, with an emphasis on topics such as entrepreneurial mindset, innovation, social entrepreneurship education, gender dynamics, and self-efficacy. The analysis highlights the central role of entrepreneurship education within the broader educational discourse and its integration into higher education frameworks. Notable research clusters led by influential scholars such as Alain Fayolle and Harry Matlay are mapped, revealing strong internal collaborations and suggesting potential for increased cross-disciplinary research. The findings underscore the need for interdisciplinary approaches, the integration of technology in educational practices, and the development of inclusive programs tailored to diverse demographics. This study provides valuable insights for educators, policymakers, and researchers aiming to enhance the effectiveness and reach of entrepreneurship education.
Exploring the Intellectual Structure of Islamic Education in Distance Learning with Bibliometric Analysis Judijanto, Loso; Halim, Chandra
The Eastasouth Journal of Learning and Educations Vol. 2 No. 02 (2024): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v2i02.304

Abstract

This study explores the intellectual structure of Islamic education within the context of distance learning through a comprehensive bibliometric analysis. By mapping key themes, influential authors, and research trends, this research provides a detailed overview of the scholarly discourse and identifies emerging patterns and challenges. The thematic clusters identified include strategic approaches to digital pedagogy, the integration of multimedia resources, and the adaptation of traditional Islamic educational institutions to modern technologies. The analysis highlights significant research trends towards digital transformation and modernization while emphasizing the need to balance these with traditional educational values. Additionally, the study identifies opportunities for future research in developing culturally appropriate digital content and overcoming barriers such as the digital divide. The network of author collaborations reveals a segmented landscape with potential for increased inter-group cooperation. Overall, this research offers valuable insights into the evolving field of Islamic education and distance learning, guiding future studies and practical applications.n.
Investigating TPACK Development among Pre-service Teachers in Micro Teaching in Indonesia Humaera, Isna; Salija, Kisman; Amin, Fatimah Hidayahni; Nasrullah, Nasrullah; M. Jufrianto, M. Jufrianto; Reskyani, Reskyani
The Eastasouth Journal of Learning and Educations Vol. 2 No. 03 (2024): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v2i03.328

Abstract

This study explores the development of Technological Pedagogical Content Knowledge (TPACK) among pre-service teachers engaged in micro-teaching sessions in Indonesia. Using quantitative methods, data were collected from 150 pre-service teachers through a structured questionnaire and analyzed using SPSS version 26. The results showed that micro-teaching positively contributed to TPACK development, with significant technological, pedagogical, and content knowledge improvements. The findings confirm the effectiveness of micro-teaching in strengthening TPACK and emphasize the importance of integrating technology-based experiences in teacher education programs. This study provides valuable insights for educators and policymakers aiming to improve pre-service teacher training through practical, technology-supported teaching approaches.
The Effectiveness of Case-Based History Learning in Developing Students' Research and Problem-Solving Skills Mutawakkil, Mutawakkil
The Eastasouth Journal of Learning and Educations Vol. 2 No. 03 (2024): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v2i03.361

Abstract

This study aims to explore the effectiveness of case-based learning in history education in developing students' research and problem-solving skills. A literature review method was employed to critically analyze relevant sources. The findings indicate that case-based learning positively impacts students' analytical and research skills and enhances their motivation to learn. Through the case study approach, students are trained to explore information sources independently, analyze data, and formulate arguments based on relevant evidence. Additionally, case studies enable students to confront complex situations, encouraging them to think critically and creatively when searching for solutions. These findings suggest that case-based learning not only improves students' understanding of historical events but also enriches their learning experience in a contextual and applicable way. This research aims to contribute to the development of more innovative history teaching methods in schools and provides practical implications for teachers in enhancing students' critical thinking skills.
Investigating the Role of Holistic Education in Global Learning: A Bibliometric Approach Judijanto, Loso; Subroto, Desty Endrawati; Dumiyati, Dumiyati; Haryanti, Yuyun Dwi; Thalib, Najdah
The Eastasouth Journal of Learning and Educations Vol. 2 No. 03 (2024): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v2i03.367

Abstract

This study investigates the role of holistic education in global learning using a bibliometric analysis approach. Drawing data from 1,000 articles published between 1970 and 2024, this analysis identifies key themes, influential authors, and collaboration patterns in the field of holistic education. The findings reveal that holistic education research is centered on themes like higher education, sustainability, and transformative learning, reflecting the field's response to global challenges. Collaboration networks show strong international partnerships, with notable contributions from the United States, United Kingdom, and emerging interest in Asian countries. The analysis also highlights the application of holistic education in specialized areas such as medical and nursing education, emphasizing its relevance to fostering well-rounded professionals. However, challenges persist in assessment methods, cultural adaptability, and technological integration, indicating areas for future research. This study provides a comprehensive overview of holistic education, underscoring its potential to address the educational needs of a globalized world while identifying critical directions for further development.
Bibliometric Insights into Flipped Classroom Implementation in K-12 Education Judijanto, Loso; Handayani, Noor Fazariah; Saputra, Dedi Gunawan
The Eastasouth Journal of Learning and Educations Vol. 2 No. 03 (2024): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v2i03.368

Abstract

This study employs bibliometric analysis to map the evolution and dissemination of flipped classroom methodologies in educational research, with a focus on its implementation in K-12 and higher education. Using VOSviewer to analyze data extracted from major academic databases, we identified key trends, collaborations, and thematic concentrations within the literature from 2004 to 2023. The results highlight the flipped classroom as a central node interconnected with digital education technologies such as MOOCs and online learning platforms, indicating its pivotal role in transforming traditional educational paradigms into more student-centered approaches. The analysis reveals a strong link between flipped classrooms and improved engagement and adaptability in various educational settings, emphasizing the model's versatility. However, gaps remain in equitable access to technology and comprehensive assessments of long-term impacts, suggesting directions for future research and policy development. This study provides foundational insights for educators, policymakers, and researchers aiming to optimize and expand flipped classroom practices.
The Impact of Teacher Training, School Leadership, and Curriculum Innovation on Student Performance and Teacher Job Satisfaction in Secondary Schools Hanum, Gilang Kartika
The Eastasouth Journal of Learning and Educations Vol. 2 No. 03 (2024): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v2i03.369

Abstract

This study investigates the impact of teacher training, school leadership, and curriculum innovation on student performance and teacher job satisfaction in secondary schools. Using a quantitative research design, data were collected from 200 secondary school teachers through a structured questionnaire, and analysis was conducted using Structural Equation Modeling-Partial Least Squares (SEM-PLS 3). The findings indicate that teacher training, school leadership, and curriculum innovation each have significant positive effects on both student performance and teacher job satisfaction, with school leadership demonstrating the strongest influence. These results highlight the importance of comprehensive professional development, supportive leadership, and relevant curriculum updates in enhancing educational outcomes. The study offers valuable insights for policymakers, school administrators, and educators, emphasizing the need for integrated strategies that foster a productive and engaging learning environment.
Assessing the Role of School Leadership in Mediating the Impact of Teacher Professional Development on Curriculum Implementation in Indonesia Judijanto, Loso; Suwarna, A. Idun; Hanim, Siti Aisyah; Nuswantoro, Patriandi; Noviyani, Rafiqa
The Eastasouth Journal of Learning and Educations Vol. 2 No. 03 (2024): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v2i03.373

Abstract

This study examines the mediating role of school leadership in the relationship between teacher professional development (TPD) and curriculum implementation in Indonesian schools. Using a quantitative approach, data were collected from 160 teachers across various regions, utilizing a Likert-scale questionnaire to measure perceptions of TPD, leadership practices, and curriculum implementation effectiveness. Structural Equation Modeling with Partial Least Squares (SEM-PLS) was applied to test the hypothesized relationships. The findings indicate that school leadership has a significant direct impact on curriculum implementation and an indirect effect through its influence on TPD. School leadership was shown to enhance TPD outcomes, which in turn positively affected curriculum implementation, highlighting the importance of an integrated approach where leadership and TPD efforts are aligned to drive successful curriculum outcomes. These results have practical implications, suggesting that investment in leadership training and needs-based TPD can strengthen curriculum application, contributing to improved educational quality.
The Factors Influencing the Use of Address terms in English and Gorontalese: A Sociolinguistic Analysis Hamzah, Aryati
The Eastasouth Journal of Learning and Educations Vol. 2 No. 03 (2024): The Eastasouth Journal of Learning and Educations (ESLE)
Publisher : Eastasouth Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/esle.v2i03.410

Abstract

Communication plays a vital role in human interaction, enabling the exchange of ideas, feelings, and thoughts. In conversation, address terms reflect linguistic and social dynamics, signifying relationships, social status, and cultural norms. This study contrasts the use of address terms in English and Gorontalese within sociolinguistic contexts, focusing on factors influencing their application: situational context, marital status, and emotional expression. A descriptive qualitative method with contrastive analysis was employed, drawing data from literature, Gorontalo linguistic sources, and English interactions. Findings reveal that in formal settings, Gorontalese speakers utilize titles and Indonesian language for respect, while English speakers rely on terms such as "Mr.," "Mrs.," and combinations with job titles. Non-formal contexts in Gorontalo involve kinship terms like "Baba" and "Mama," whereas English uses pet names or nicknames. Marital status influences address terms, with Gorontalese speakers assigning specific nicknames for married individuals, while English speakers use titles like "Mrs." Emotional factors also affect usage; in Gorontalo, affectionate terms with varying intonations convey emotions, including anger, contrasting with English’s consistent address terms. The study underscores the importance of address terms as cultural markers, highlighting their roles in fostering social harmony and mutual respect in communication. These findings contribute to a deeper understanding of the sociolinguistic diversity between English and Gorontalese.

Page 4 of 6 | Total Record : 55

 2   3   4   5   6 

Filter by Year

2023 2025


Reset
Filter By Issues
All Issue Vol. 3 No. 02 (2025): The Eastasouth Journal of Learning and Educations (ESLE) Vol. 3 No. 01 (2025): The Eastasouth Journal of Learning and Educations (ESLE) Vol. 2 No. 03 (2024): The Eastasouth Journal of Learning and Educations (ESLE) Vol. 2 No. 02 (2024): The Eastasouth Journal of Learning and Educations (ESLE) Vol. 2 No. 01 (2024): The Eastasouth Journal of Learning and Educations (ESLE) Vol. 1 No. 03 (2023): The Eastasouth Journal of Learning and Educations (ESLE) Vol. 1 No. 02 (2023): The Eastasouth Journal of Learning and Educations (ESLE) Vol. 1 No. 01 (2023): The Eastasouth Journal of Learning and Educations (ESLE)