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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
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Teaching Methods for Promotion of Social Justice Competences in Religious Studies Among Students in Selected Leribe Secondary Schools Kurata, Lehlohonolo
The Eastasouth Journal of Learning and Educations Vol. 3 No. 01 (2025): 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.v3i01.364

Abstract

Many countries are revising their educational curricula to better address pressing global issues like social injustice and oppression. This includes incorporating social justice themes into Religious Studies classes to foster awareness and action among students. Despite this global trend, research on the integration of social justice into Religious Studies curriculum in Lesotho remains limited. This research, based on critical theory, investigates the influence of Religious Studies teaching methods on the development of social justice competences among secondary school students in Leribe, Lesotho. The study used a qualitative case study design. Six Religious Studies instructors from three church-owned secondary schools were specifically chosen. Data was collected through lesson observations and analysed using thematic analysis. The findings indicate that Religious Studies teachers use interactive discussions, group work, and contextual analysis, to significantly enhance critical thinking and inclusivity, thereby fostering social justice competences. However, challenges were noted, such as resource limitations in particular, a lack of Bibles in some schools, and inconsistent learner engagement, particularly in lessons relying heavily on recall-based questioning. To address these challenges, the study recommends integrating Religious Studies materials into government book-rental schemes and offering continuous teacher training to support innovative teaching methods. While the current pedagogical approaches present significant opportunities for developing social justice competences, addressing resource and engagement issues is crucial for maximising their effectiveness.
The TPACK Framework in English Language Education Practice: A Bibliometric Analysis Humaera, Isna; Salija, Kisman; Amin, Fatimah Hidayahni; Sakkir, Geminastiti; Nasrullah, Nasrullah; Ramdani, Amaliah
The Eastasouth Journal of Learning and Educations Vol. 3 No. 01 (2025): 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.v3i01.487

Abstract

The Technological Pedagogical and Content Knowledge (TPACK) framework has emerged as a central framework for technology integration in English language education. This study conducts a bibliometric analysis of the research literature on TPACK in English language education (ELT) to examine publication trends, citation patterns, thematic clusters, and collaboration networks. The findings demonstrate steady interest in research, with intense acceleration during the digital shift precipitated by the COVID-19 pandemic. Some of the developing themes identified are teacher education, e-learning integration, and subject-area-specific applications. The research identifies both the benefits and challenges of TPACK implementation, demanding large-scale instructor training and organizational support. Longitudinal studies and the use of new technologies such as artificial intelligence and virtual reality in TPACK-based teaching approaches should be the subject of future studies.
A Bibliometric Review of Collaborative Learning: Trends and Future Directions Judijanto, Loso
The Eastasouth Journal of Learning and Educations Vol. 3 No. 01 (2025): 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.v3i01.495

Abstract

This bibliometric study analyzes the trends and dynamics within the field of collaborative learning from 2000 to 2025, focusing on the evolution of research themes, technological integration, and international collaboration networks. Using data sourced exclusively from Scopus, we conducted a detailed review of the literature, examining publication patterns, keyword frequency, and authorship networks. The findings highlight a significant shift towards integrating digital technologies such as AI, machine learning, and gamification in educational practices. Additionally, the study reveals the formation of robust global collaboration networks, indicating a trend towards international partnerships in research. The results underscore the growing importance of interdisciplinary approaches and technological advancements in shaping the future directions of collaborative learning. The study provides valuable insights for educators, researchers, and policymakers aiming to leverage collaborative learning strategies to enhance educational outcomes and student engagement in an increasingly digital world.
A Bibliometric Analysis of Adaptive Learning in K-12 Education Judijanto, Loso
The Eastasouth Journal of Learning and Educations Vol. 3 No. 01 (2025): 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.v3i01.496

Abstract

Adaptive learning has emerged as a transformative approach in K-12 education, leveraging artificial intelligence and data-driven methodologies to personalize learning experiences. This study conducts a bibliometric analysis of research on adaptive learning, utilizing data from Scopus and network analysis through VOSviewer to identify key trends, influential authors, and thematic developments. The findings reveal a significant evolution from traditional adaptive learning models to AI-powered systems, highlighting the growing emphasis on machine learning, neural networks, and intelligent tutoring systems. Additionally, the study identifies critical challenges, including data privacy concerns, teacher preparedness, and the digital divide, which impact the effective implementation of adaptive learning technologies. Collaboration patterns indicate strong interdisciplinary and international research efforts, yet disparities remain in global research contributions. Future directions suggest the need for longitudinal studies on learning outcomes, ethical considerations in AI-driven education, and scalable adaptive learning solutions for diverse educational contexts. This research provides valuable insights for educators, policymakers, and researchers striving to enhance adaptive learning frameworks and their integration into K-12 education.
Exploring the Role of Microlearning in Lifelong Learning: A Bibliometric Review Judijanto, Loso
The Eastasouth Journal of Learning and Educations Vol. 3 No. 01 (2025): 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.v3i01.497

Abstract

This study explores the role of microlearning in supporting lifelong learning through a bibliometric review of existing literature. Microlearning, characterized by brief, focused learning sessions, has gained prominence as an effective strategy for delivering flexible and accessible educational content. The study highlights the alignment between microlearning and lifelong learning, emphasizing its potential for self-directed and informal learning in both personal and professional contexts. By analyzing key trends, authors, and emerging research areas, this review identifies the growing integration of microlearning with digital learning tools, mobile applications, and emerging technologies such as artificial intelligence and virtual reality. The findings also reveal challenges in microlearning, such as balancing brevity with depth, managing content fragmentation, and overcoming technological barriers to access and personalization. Future research directions include examining microlearning's impact on long-term retention, its pedagogical implications, and its integration into formal education systems. This study contributes to a deeper understanding of microlearning’s role in lifelong learning and provides insights into its future development and applications in diverse educational settings.
A Bibliometric Review of Islamic Pedagogy in Modern Educational Systems Judijanto, Loso; Arwen, Desri
The Eastasouth Journal of Learning and Educations Vol. 3 No. 01 (2025): 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.v3i01.498

Abstract

This study provides a comprehensive bibliometric review of Islamic pedagogy within modern educational systems. Through an analysis of key themes, authors, and regional trends, the research aims to map the evolving landscape of Islamic pedagogy and its intersection with contemporary educational theories and practices. The bibliometric approach identifies significant shifts in the literature, particularly the integration of sociocultural theory, the moral dimensions of education, and the role of Muslim educators in implementing Islamic educational principles. The findings reveal growing interest in the application of Islamic pedagogy in diverse geographical regions, including Indonesia, Australia, Canada, and the UAE, with a notable emphasis on adapting traditional Islamic educational practices to modern technological and multicultural contexts. The study highlights the ongoing challenges of balancing Islamic values with global educational standards and offers directions for future research, particularly in the areas of gender, multiculturalism, and the integration of technology. This review contributes to the growing body of knowledge on Islamic education and provides insights for educators, policymakers, and researchers interested in the development of Islamic pedagogy in contemporary settings.
Bibliometric Review of Spiritual Intelligence: Trends and Applications in Education and Personal Growth Judijanto, Loso
The Eastasouth Journal of Learning and Educations Vol. 3 No. 01 (2025): 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.v3i01.499

Abstract

Spiritual intelligence (SI) has emerged as a significant area of research, spanning disciplines such as psychology, education, leadership, and organizational behavior. This study conducts a bibliometric analysis of SI research using data from Scopus and visualization tools such as VOSviewer to identify key trends, influential authors, and thematic developments. The findings reveal that SI is closely linked to psychological well-being, resilience, emotional intelligence, and ethical leadership, highlighting its interdisciplinary nature. Early research (2018–2019) primarily focused on mental health and personal development, whereas recent studies (2021–2022) have explored SI in leadership, organizational commitment, and artificial intelligence. The analysis also shows regional research hubs, with Iran, Malaysia, Indonesia, and Western countries playing central roles in SI studies. Despite its increasing academic recognition, SI research faces challenges in standardized measurement, integration into education and professional settings, and cross-cultural applicability. Future research should focus on developing reliable assessment tools, expanding SI’s role in leadership and AI ethics, and conducting comparative cultural studies. This study contributes to the growing body of SI literature by mapping its evolution, applications, and emerging research directions.
Implementation of Education 5.0 in Improving the Quality of Technology-Based Learning in Secondary Schools in Indonesia Destari, Dina; Rifai, Muhammad
The Eastasouth Journal of Learning and Educations Vol. 3 No. 01 (2025): 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.v3i01.506

Abstract

This study investigates the implementation of Education 5.0 in enhancing the quality of technology-based learning in secondary schools in Indonesia. Utilizing a quantitative research approach, data were collected from 150 respondents, including educators and students, through a structured questionnaire employing a Likert scale (1–5). Data analysis was conducted using SPSS version 25, incorporating descriptive statistics, correlation, and multiple regression analyses. The findings reveal a positive and significant relationship between Education 5.0 components—technology integration, personalized learning, teacher effectiveness, and student engagement—and the quality of learning. Among these, technology integration was identified as the most influential factor. The results underscore the transformative potential of Education 5.0 in creating interactive, learner-centered environments. However, challenges such as digital infrastructure disparities and teacher readiness must be addressed to maximize its benefits. This study provides valuable insights for policymakers, educators, and stakeholders in advancing educational innovation in Indonesia.
Challenges and Opportunities in Education Equity through the 13-Year Compulsory Education Program in Indonesia Judijanto, Loso
The Eastasouth Journal of Learning and Educations Vol. 3 No. 01 (2025): 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.v3i01.510

Abstract

The 13-Year Compulsory Education Program in Indonesia aims to equalize educational opportunities and address longstanding disparities in access and quality. This study employs a qualitative approach, gathering insights from six key informants, including policymakers, educators, community leaders, and NGO representatives, to explore the program's challenges and opportunities. Key challenges identified include infrastructure gaps, teacher shortages, socio-economic barriers, and logistical difficulties in archipelagic areas. However, opportunities such as technology integration, public-private partnerships, community engagement, and teacher training offer promising solutions for achieving educational equity. The findings underscore the importance of multi-faceted strategies, collaborative efforts, and targeted policies to overcome barriers and maximize the program's potential.
The Research Landscape of Environmental Education for Sustainable Development in Basic Education: A Bibliometric Analysis Zhiteng Yan; Mohd Hanafi Mohd Yasin; Mohd Sofian Omar Fauzee; WanSuraya WanNik
The Eastasouth Journal of Learning and Educations Vol. 3 No. 02 (2025): 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.v3i02.581

Abstract

Environmental education focused on sustainable development is essential for creating a sustainable future, since it provides individuals with the knowledge, skills, and attitudes necessary to address complex environmental issues. Such capabilities should be emphasized from the beginning of basic education. Therefore, it is essential to systematically explore research on environmental education for sustainable development in basic education. Using bibliometric methods, this study analyzed 391 scholarly articles retrieved from the core collection of Web of Science databases with the aid of VOSviewer. Identified key topic areas, influential publications, and emerging trends in the field through co-word and co-citation analysis. The co-word analysis revealed five primary clusters, whereas the co-citation analysis uncovered six principal clusters. The findings indicate a burgeoning academic interest in environmental education for sustainable development. The quantity of studies has consistently risen, and the subjects addressed have progressively broadened from fundamental environmental awareness to the development of transdisciplinary skills and the establishment of systematic thinking. Nonetheless, additional comprehensive research is required to thoroughly elucidate this field of study. This study has demonstrated useful insights for educators, policymakers, and academics to enhance the effective and comprehensive integration of sustainable development ideas into basic education.

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