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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 62 Documents
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The Impact of Virtual Islamic Learning Spaces on Student Engagement and Academic Performance in Indonesia Taufik, Herman; Zulkarnaen, Muhammad
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.v3i02.669

Abstract

This study examines the impact of virtual Islamic learning spaces on student engagement and academic achievement in Indonesia. As digital education becomes increasingly integrated into religious instruction, understanding its effectiveness is essential. A quantitative research method was employed, involving 150 respondents who participated in virtual Islamic learning programs. Data were collected using a Likert-scale questionnaire (1–5) and analyzed using SPSS version 25. The results revealed a significant positive relationship between the use of virtual learning platforms and both student engagement and academic achievement. Multiple linear regression analysis showed that student engagement plays a mediating role, with a stronger influence on academic outcomes compared to direct platform use. These findings highlight the importance of well-structured and interactive virtual Islamic learning environments in enhancing educational outcomes. The study contributes valuable insights for educators, policymakers, and digital content developers aiming to strengthen Islamic education in the digital era.
Bibliometric Analysis of Rhizomatic Learning in Educational Research Judijanto, Loso
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.v3i02.680

Abstract

This study presents a bibliometric analysis of scholarly literature on rhizomatic learning in educational research, aiming to uncover its intellectual structure, thematic developments, and collaborative patterns. Using data retrieved from the Scopus database (2008–2024) and analyzed with VOSviewer, the study visualizes co-citation networks, keyword co-occurrences, country collaborations, and temporal trends. The findings reveal that rhizomatic learning is conceptually grounded in poststructuralist philosophy, particularly the works of Gilles Deleuze and Félix Guattari, and is increasingly applied in digital pedagogy, professional development, and lifelong learning contexts. Central themes such as connectivism, new materialism, and multiplicity demonstrate the field’s interdisciplinary depth, while emerging topics like sustainability and adult learning reflect its practical expansion. The research also highlights a concentration of scholarly output in Anglophone countries and a predominance of qualitative methodologies. This study contributes to a deeper understanding of rhizomatic learning's evolution and offers a foundation for future inquiry that bridges theory, practice, and global educational needs.
Exploring the Evolution of Queer Pedagogy Research: A Bibliometric Study of Inclusive Education Destari, Dina; Hanim, Siti Aisyah
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.v3i02.681

Abstract

This study explores the intellectual structure and thematic evolution of queer pedagogy research within the context of inclusive education through a bibliometric analysis. Drawing on publication data from the Scopus database (2000–2024), the study employs VOSviewer to analyze co-authorship patterns, keyword co-occurrence, and citation networks. The findings reveal that queer pedagogy is a vibrant and interdisciplinary field grounded in critical theory and post-structural thought, with core concepts such as heteronormativity, critical pedagogy, and intersectionality at its center. Over time, the field has expanded to include newer themes such as reflexivity, ecopedagogy, and autoethnography, indicating methodological diversification and broader sociopolitical engagement. The study also identifies a concentration of scholarly activity in Western academic institutions, highlighting both the strength and the representational limitations of current research landscapes. By visualizing key trends, influential authors, and underexplored areas, this study provides a comprehensive map of queer pedagogy’s scholarly development and offers insights for advancing inclusive educational practices.
Bibliometric Insights into Metacognitive Scaffolding: A Review of Research in Educational Psychology Judijanto, Loso
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.v3i02.682

Abstract

This study presents a comprehensive bibliometric analysis of research on metacognitive scaffolding within the domain of educational psychology, aiming to uncover the intellectual structure, thematic patterns, and emerging trends in the field. Drawing data from the Scopus database covering publications from 2000 to 2025, the study analyzed 453 documents using VOSviewer software to perform co-citation, co-authorship, keyword co-occurrence, and temporal trend analyses. The results highlight the dominance of foundational theorists such as Flavell, Vygotsky, and Zimmerman, alongside contemporary scholars like Azevedo who have advanced the integration of metacognitive scaffolding into digital learning environments. Keyword analysis reveals core themes related to metacognition, scaffolding, and computer-aided instruction, as well as emerging areas such as inquiry learning, cognitive load, game-based learning, and learning analytics. The United States emerged as the most influential country in collaborative research networks, while regions like Indonesia remain underrepresented. These findings indicate a mature yet dynamically evolving research field that is increasingly shaped by technological innovation and interdisciplinary approaches. The study offers valuable insights for scholars, educators, and policymakers aiming to design effective, context-sensitive, and ethically grounded metacognitive scaffolding interventions in both traditional and digital learning settings.
Exploring the Role of Social Imagination in Shaping Pedagogical Practices and Critical Thinking in Indonesia Sapia, Tasya; Luhukay, Calvin; Ngarbingan, Novena Kristi
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.v3i02.683

Abstract

This qualitative study explores the role of social imagination in shaping pedagogical practices and enhancing critical thinking in the Indonesian educational context. Drawing on in-depth interviews with five key informants—including teachers, a curriculum expert, and education practitioners—the research investigates how educators conceptualize social imagination and incorporate it into their teaching strategies. The findings reveal that social imagination fosters student engagement, empathy, and the capacity to question societal norms, all of which are foundational to critical thinking. Educators employ various imaginative approaches, such as storytelling, role-play, and community-based projects, to connect learning with real-world issues. However, the implementation of such approaches is often constrained by rigid curricula, cultural hierarchies, standardized assessments, and limited institutional support. Despite these challenges, the study concludes that social imagination remains a vital pedagogical tool for transformative education in Indonesia, offering pathways to more reflective, inclusive, and critical forms of learning.
The Impact of Child-Centered Teaching Approaches and Teacher Interaction on Learning Engagement among Early Childhood Students in Indonesia Taufiki, Riki
The Eastasouth Journal of Learning and Educations Vol. 4 No. 01 (2026): 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.v4i01.950

Abstract

Student learning engagement is a key factor in determining the effectiveness of early childhood education, as active participation and enthusiasm influence children's cognitive and social development. This study examines the impact of child-centered teaching approaches and teacher interaction on student learning engagement in early childhood education in Indonesia. Using a quantitative survey method, data were collected from 200 early childhood education teachers through a Likert-scale questionnaire and analyzed using SPSS version 25, including descriptive statistics, validity and reliability tests, and multiple linear regression analysis. The results show that both child-centered teaching approaches and teacher interaction have a positive and significant effect on student learning engagement, with teacher interaction showing a stronger influence. The two variables jointly explain 50.7% of the variance in student learning engagement. These findings emphasize the importance of interactive, child-centered learning environments and strong teacher–student communication to enhance student engagement in early childhood education.
The Influence of Flipped Classroom on Student Engagement Considering Growth Mindset in Secondary Schools in Indonesia Dewi, Nita Rosmala
The Eastasouth Journal of Learning and Educations Vol. 4 No. 01 (2026): 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.v4i01.951

Abstract

Student engagement is a crucial factor in determining the effectiveness of the learning process in secondary education. However, traditional teaching methods often limit students’ active participation in classroom activities. Therefore, innovative learning approaches such as the flipped classroom have gained attention as a strategy to enhance student engagement. This study aims to examine the effect of the flipped classroom on student engagement while considering the role of growth mindset among Indonesian high school students. The study employed a quantitative research design involving 150 students as respondents. Data were collected using a structured questionnaire measured with a five-point Likert scale. The collected data were analyzed using SPSS version 25 through descriptive statistics, validity and reliability testing, and multiple linear regression analysis. The results indicate that the flipped classroom has a positive and significant effect on student engagement (β = 0.421, p < 0.05). In addition, growth mindset also significantly influences student engagement (β = 0.356, p < 0.05). The simultaneous analysis shows that both variables significantly contribute to student engagement with a coefficient of determination (R²) of 0.507, indicating that 50.7% of the variation in student engagement can be explained by the flipped classroom and growth mindset variables. These findings suggest that integrating flipped classroom learning strategies with the development of a growth mindset can enhance students’ participation, motivation, and involvement in the learning process. The study provides practical implications for educators to adopt more interactive instructional approaches while fostering positive learning beliefs among students in Indonesian high schools.
A Bibliometric Analysis of Epistemic Beliefs Research: Trends and Knowledge Structure in Education Judijanto, Loso
The Eastasouth Journal of Learning and Educations Vol. 4 No. 01 (2026): 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.v4i01.964

Abstract

This study aims to provide a comprehensive bibliometric analysis of epistemic beliefs research in education by examining its development, intellectual structure, and emerging trends. Using a dataset of publications indexed in Scopus from 2010 to 2025, this study applies bibliometric techniques, including co-occurrence, overlay, and density visualization, to map the evolution of the field. The analysis was conducted using VOSviewer to identify key themes, influential topics, and relationships among research variables. The findings reveal that epistemic beliefs research is strongly centered on educational contexts, with dominant themes including learning, teaching, epistemology, and higher education. Over time, the field has evolved from focusing on pedagogical structures and curriculum design toward learner-centered constructs such as motivation, self-efficacy, and epistemic cognition. More recent trends indicate a growing emphasis on critical thinking, artificial intelligence, and digital learning environments, reflecting the increasing complexity of knowledge construction in contemporary education. The density analysis further highlights a mature research core complemented by emerging topics that offer significant opportunities for future investigation. Despite its growth, the field remains fragmented across disciplines, suggesting the need for greater theoretical integration and practical application. This study contributes to the literature by providing a systematic mapping of epistemic beliefs research and offering insights into its future directions, particularly in addressing challenges related to digital transformation and information evaluation in education.
A Bibliometric Study of Spiral Curriculum Research: Intellectual Structure and Future Directions Judijanto, Loso
The Eastasouth Journal of Learning and Educations Vol. 4 No. 01 (2026): 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.v4i01.965

Abstract

This study aims to map the intellectual structure, thematic evolution, and future research directions of spiral curriculum research through a bibliometric approach. Data were collected from a reputable database and analyzed using VOSviewer to examine co-occurrence networks, temporal trends, and research density. The findings reveal that spiral curriculum research is characterized by strong interdisciplinary connections, with dominant clusters emerging in medical education, general curriculum and learning sciences, and engineering education. The network analysis indicates that spiral curriculum functions as a central pedagogical framework closely associated with key concepts such as teaching, learning, and curriculum design. The overlay visualization shows a clear temporal shift from early applications in technical and engineering domains toward broader educational theory and, more recently, toward applied and competency-based contexts, particularly in medical education. Furthermore, the density analysis highlights that while core themes are well-established, emerging areas such as motivation, decision-making, and technology-enhanced learning remain underdeveloped. These findings suggest that spiral curriculum research is transitioning toward more integrative and outcome-oriented approaches. This study contributes to the literature by providing a comprehensive knowledge map of spiral curriculum research and identifying potential avenues for future investigation, particularly in digital learning integration and interdisciplinary applications.
Mapping the Landscape of Rubric-Based Assessment Studies: A Bibliometric Review Judijanto, Loso
The Eastasouth Journal of Learning and Educations Vol. 4 No. 01 (2026): 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.v4i01.966

Abstract

This study aims to map the intellectual structure and research trends of rubric-based assessment through a comprehensive bibliometric analysis. Using data retrieved from the Scopus database, this study examines publications from 2000 to 2025 to identify the evolution, key contributors, and thematic development of research in this field. Bibliometric techniques were employed using VOSviewer to analyze co-authorship networks, keyword co-occurrence, and thematic clustering. The results reveal that rubric-based assessment research has developed into three major domains: pedagogical application, applied professional education, and psychometric validation. Early studies focused on establishing validity, reliability, and measurement rigor, while subsequent research emphasized instructional integration, formative assessment, and competency-based learning. More recent trends indicate a growing interest in the integration of artificial intelligence, large language models, and digital learning systems in rubric-based assessment practices. The findings also show that while traditional themes such as teaching and educational measurement remain dominant, emerging technology-driven approaches are shaping future research directions. This study contributes to the literature by providing a systematic overview of the knowledge structure and evolution of rubric-based assessment research, offering insights for researchers and educators in developing more effective, adaptive, and technology-enhanced assessment frameworks.

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