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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 76 Documents
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The Evolution of Higher-Order Thinking Skills (HOTS) Research in Education: A Bibliometric Study Loso Judijanto
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.v4i01.967

Abstract

This study aims to examine the evolution of Higher-Order Thinking Skills (HOTS) research in education through a bibliometric approach. The study analyzes scientific publications indexed in major academic databases over a specific period using bibliometric techniques such as co-occurrence, overlay visualization, and density mapping through VOSviewer software. The results show that HOTS research has experienced significant development, with a primary focus on pedagogical aspects, particularly on students, learning strategies, and critical thinking. The co-occurrence analysis reveals that core themes such as higher-order thinking skills, students, and education dominate the research landscape, reflecting a significant focus on the learning process. Temporal visualization reveals a shift from basic educational concepts to more innovative approaches such as problem-based learning and technology-based learning. Recent trends demonstrate increasing attention to the integration of digital technologies, such as artificial intelligence and deep learning, in HOTS development. Meanwhile, the density analysis indicates that although traditional pedagogical themes remain dominant, new topics related to technology and assessment offer broad research opportunities. Overall, this study provides a comprehensive mapping of the intellectual structure and trends of HOTS research and suggests directions for future research in educational innovation and policy.
The Intellectual Structure of Early Childhood Education Research: A Bibliometric Study Based on Scopus Database Nurhabibah Nurhabibah; Riska Ida Irawan; Muh. Thahirul Hakim; Ummu Fajariyah Akbari; Uslan Uslan
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.v4i01.968

Abstract

This study aims to map the intellectual structure of early childhood education research through a bibliometric analysis of publications indexed in the Scopus. The data were collected using relevant keywords such as “early childhood education,” “preschool education,” and “early learning,” within a specified time frame. The bibliographic data were analyzed using VOSviewer to examine co-authorship networks, keyword co-occurrence patterns, citation structures, and the temporal evolution of research themes. The results reveal that early childhood education research is characterized by three major interconnected clusters: educational practices, child development and health, and epidemiological or longitudinal studies. The findings also indicate a clear shift in research focus over time, from health-oriented and developmental perspectives toward more education-centered themes such as teaching, preschool systems, and early learning environments. Density analysis further highlights core research areas alongside emerging topics, including mental health and gender, which remain relatively underexplored. This study contributes to the literature by providing a comprehensive and systematic overview of the knowledge structure and development of early childhood education research, offering valuable insights for researchers, educators, and policymakers in identifying research gaps and future directions.
Research Trends in Autism Spectrum Disorder: Evidence from Scopus-Indexed Bibliometric Data Pelita Hayati; Tiwuk Herawati; Istiarsyah Istiarsyah; Siti Nurjannah; Yeni Irma Normawati
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.v4i01.970

Abstract

This study aims to analyze the intellectual structure and research trends in Autism Spectrum Disorder through a bibliometric approach based on Scopus-indexed publications. Data were retrieved using relevant keywords and filtered based on document type, language, and publication period to ensure quality and consistency. The analysis was conducted using VOSviewer to examine co-occurrence of keywords, co-authorship networks, and citation relationships. The results reveal a significant increase in ASD-related publications over time, indicating growing global research interest. The co-occurrence analysis identifies several dominant research clusters, including clinical and cognitive studies, early childhood diagnosis, genetic and biological mechanisms, and technology-based diagnostic approaches such as neuroimaging. The density visualization further confirms that core research themes are concentrated around clinical intervention and behavioral understanding, while emerging topics such as functional connectivity and advanced diagnostic imaging are gaining attention. Additionally, collaboration patterns show that research output is largely dominated by developed countries, suggesting the need for broader global participation. Despite the rapid development of the field, several gaps remain, particularly in underrepresented regions and longitudinal research designs. This study provides a comprehensive overview of the evolution of ASD research and offers insights into future directions, emphasizing the importance of interdisciplinary integration and technological innovation in advancing the field.
Mapping Inclusive Education Studies in International Journals Loso Judijanto; I Wayan Adi Pratama; Istiarsyah Istiarsyah
The Eastasouth Journal of Learning and Educations Vol. 3 No. 03 (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.v3i03.802

Abstract

This study delineate⁠s the global scope of inclusive educatio⁠n rese⁠arch publ⁠ished in international journals from 2000 to 202⁠5 by biblio⁠metric and scientometric methodologies. Dat⁠a from Scopus and Web of Science were examined to discern publishing trends, theme clusters, collaboration networks, and emerging research fronts. The findings indicate that inclusive ed⁠ucation has transition⁠ed from a foc⁠us on special needs to multidimensional frameworks that prioritize fairness, digital accessibility, and universal design for learning. Th⁠e Unite⁠d Stat⁠es, United Kingdom⁠, and Australia lead the research network, with increasi⁠ng contributions from Indonesia, India, and Brazil. Visualizations of keyword co⁠-occurrence an⁠d density demonstrate robust theme integration across p⁠edagogy, t⁠echnology, and hum⁠an development. Notwithstan⁠ding adv⁠ancements, global inequalities endure, unders⁠coring the necessity for enhance⁠d inclusive cooperation and tailored methodologies. The study theoreti⁠cally redefines inclusion as a dynamic, tr⁠ansdisciplinary domain and provides practical insights for polic⁠ymakers, educators, and academics to imp⁠rove equity in global education.
Global Research on Learning Transfer: A Bibliometric Perspective Using Scopus Data Loso Judijanto; Istiarsyah Istiarsyah
The Eastasouth Journal of Learning and Educations Vol. 3 No. 03 (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.v3i03.829

Abstract

This study examines the global development of learning transfer research through a bibliometric analysis of Scopus-indexed publications from 2000 to 2025. Using VOSviewer, the analysis maps keyword co-occurrences, thematic clusters, and intellectual linkages to reveal how learning transfer has evolved into a central paradigm within modern artificial intelligence. The findings show that research is dominated by four interconnected clusters: foundational deep learning concepts, computer vision applications, methodological advancements in transfer learning and domain adaptation, and emerging system-level applications such as reinforcement learning and federated learning. The prominence of terms like contrastive learning, fine tuning, and knowledge transfer highlights a shift toward more sophisticated, data-efficient, and privacy-conscious approaches. The dense interconnections among clusters demonstrate the field’s strong interdisciplinary nature, driven by collaborations across machine learning, cognitive science, and engineering. This study provides a comprehensive picture of the intellectual structure and emerging trajectories in learning transfer research, offering valuable insights for scholars, practitioners, and policymakers seeking to advance both theoretical foundations and practical applications.
Traditional Games “Boy-Boyan” and “Bebentengan” in Facilitating Social Skills in Elementary School: An Analysis Rinaldi Yusup; Zaenal Abidin; Kalfajrin Kurniaji; Fajar Romadhon; Asti Fuji Astuti; Ucu Agustini Sri Mulyani; Sajidin Sajidin; Irfan Sofiyan
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.v4i01.1053

Abstract

Traditional games are one of the cultural heritages that contain educational and social values for children’s development. However, technological advancement has caused traditional games to gradually be abandoned and replaced by digital games that tend to reduce direct social interaction. This study aimed to describe the role of traditional games boy-boyan and bebentengan in facilitating the social skills of elementary school students. The study employed a qualitative approach with a descriptive ethnographic design to examine the phenomenon of students’ cultural interactions. The research subjects were fifth-grade students at SDN 1 Kebonpedes. Data collection techniques were conducted through observation, interviews, documentation, and literature studies. The findings revealed that the boy-boyan game was highly effective in facilitating children’s social skills. Children were required to demonstrate cooperation and effective communication when determining tasks, arranging roof tiles, and throwing the ball. Meanwhile, the bebentengan game also effectively facilitated children’s social skills because the players were encouraged to cooperate and communicate while guarding the fortress, capturing opponents, and avoiding enemy attacks. Traditional games help students learn to resolve conflicts fairly and develop positive social relationships with peers, which can serve as an adaptive alternative for character education in elementary schools.
The Effects of Mindfulness Training and TikTok Content Characteristics on Students’ Learning Motivation, Classroom Behavior, and Academic Performance Gilbert Leonardo Devincie
The Eastasouth Journal of Learning and Educations Vol. 4 No. 02 (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.v4i02.1029

Abstract

This study examines how mindfulness training and TikTok content characteristics influence students' learning motivation, classroom behavior, and academic performance at Universitas Bunda Mulia. Using a quantitative explanatory survey combined with a quasi-experimental one-group pre-test and post-test design, the study involved 120 active students who regularly used TikTok and joined a four-week mindfulness program. Data were collected through structured questionnaires, classroom observation sheets, and course-grade documentation, then analyzed using descriptive statistics, multiple regression, paired-sample t-test, and moderation analysis. The findings show that mindfulness training improved students' focus, classroom engagement, and academic performance. TikTok content characteristics, especially information quality, credibility, attractiveness, and interactivity, also positively influenced learning motivation. Moreover, mindfulness strengthened the relationship between educational TikTok content and learning motivation by helping students regulate attention and filter distracting content. These results suggest that higher education institutions should combine mindful learning practices, digital literacy, and credible short-video learning resources to support students' motivation and academic success.This study examines how mindfulness training and TikTok content characteristics influence students' learning motivation, classroom behavior, and academic performance at Universitas Bunda Mulia. Using a quantitative explanatory survey combined with a quasi-experimental one-group pre-test and post-test design, the study involved 120 active students who regularly used TikTok and joined a four-week mindfulness program. Data were collected through structured questionnaires, classroom observation sheets, and course-grade documentation, then analyzed using descriptive statistics, multiple regression, paired-sample t-test, and moderation analysis. The findings show that mindfulness training improved students' focus, classroom engagement, and academic performance. TikTok content characteristics, especially information quality, credibility, attractiveness, and interactivity, also positively influenced learning motivation. Moreover, mindfulness strengthened the relationship between educational TikTok content and learning motivation by helping students regulate attention and filter distracting content. These results suggest that higher education institutions should combine mindful learning practices, digital literacy, and credible short-video learning resources to support students' motivation and academic success.
Curriculum Innovation in Islamic Education: Embedding Nationalism and Patriotism for Civic Transformation Bagas Ardhy Surya Kusuma; Nurul Latifatul Inayati
The Eastasouth Journal of Learning and Educations Vol. 4 No. 02 (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.v4i02.1049

Abstract

The integration of nationalism and patriotism within Islamic education remains inadequately structured, often relying on implicit pedagogical practices that limit its effectiveness in fostering sustained civic awareness and state defense consciousness. This study aims to develop a transformative curriculum perspective by examining how civic values are embedded within Islamic education and identifying pathways for more systematic integration. Employing a qualitative case study design, the research was conducted at SMAS IT Nur Hidayah Sukoharjo, involving purposively selected teachers and school stakeholders. Data were collected through semi-structured interviews and document analysis, and analyzed using a thematic approach to generate in-depth and contextually grounded insights. The findings reveal that while nationalism and patriotism are conceptually aligned with Islamic values and are present in instructional practices, their integration remains largely implicit, fragmented, and dependent on individual teacher interpretation. Additionally, the absence of explicit curriculum frameworks, measurable learning outcomes, and structured pedagogical models constrains the potential of Islamic education to achieve meaningful civic transformation. However, the study also identifies a strong pedagogical synergy between Islamic ethical principles and civic identity formation, which can serve as a foundation for curriculum innovation. The study contributes to the development of a civic-oriented Islamic education framework that emphasizes explicit value integration, multidimensional learning outcomes, and transformative pedagogical strategies. These findings have important implications for curriculum development, educational policy, and instructional practices, particularly in strengthening national identity, civic responsibility, and social cohesion through religious education.
The Effect of Digital Gamified Learning on Fifth Graders’ Critical Thinking in Fraction Arithmetic: A Motivation-Based Moderation Study Widhia Purnawan; Karsono Karsono; Eka Budhi Santosa
The Eastasouth Journal of Learning and Educations Vol. 4 No. 02 (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.v4i02.1075

Abstract

Elementary students’ limited critical thinking in fraction arithmetic remains a persistent concern, particularly when mathematics instruction emphasizes procedural computation rather than reasoning, justification, and evaluation. Digital gamified learning offers a promising alternative, yet its effectiveness may depend on students’ motivational characteristics. This research aimed to examine the effect of digital gamified learning on fifth graders’ critical thinking in fraction arithmetic and to determine whether learning motivation moderated this effect. A quantitative quasi-experimental design with a non-equivalent pretest–posttest control group and a 2 × 2 factorial structure was employed. The participants were 89 fifth-grade students from four public elementary schools in Cepogo District, Boyolali Regency, Central Java, Indonesia. The experimental group received digital gamified learning using Wayground, whereas the control group received PowerPoint-based instruction. Data were collected using a critical thinking test and a learning motivation questionnaire, both of which demonstrated acceptable validity and reliability. The results showed that students in the experimental group achieved a higher mean gain score than those in the control group. Factorial ANCOVA further revealed significant effects of instructional media, learning motivation, and their interaction on students’ posttest critical thinking scores. Students with high learning motivation benefited most from digital gamified learning, although low-motivation students also showed meaningful improvement. These findings imply that digital gamification can serve as an effective instructional strategy for enhancing mathematical critical thinking when it is pedagogically aligned with reasoning-based tasks, immediate feedback, and motivationally responsive learning support.
Development of Learning Media Using Google Site with Flipped Classroom Model to Improve Social Studies Learning Outcomes in Junior High School Students Negeri 2 Siempat Nempu Hulu Laristina Sinaga; Samsidar Tanjung; Abdul Hamid K
The Eastasouth Journal of Learning and Educations Vol. 4 No. 02 (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.v4i02.1111

Abstract

This research aims to develop and evaluate Google Site-based learning media that is integrated with the flipped classroom model in social studies learning at SMP Negeri 2 Siempat Nempu Hulu. The research uses a Research and Development (R&D) approach with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. A mixed methods approach is used by combining qualitative and quantitative data. The research subjects were grade VIII students who were divided into experimental and control classes using cluster random sampling techniques. Data collection was carried out through expert validation, student response questionnaires, observations, interviews, and pretest and posttest tests. The developed media integrates pre-class, in-class, and post-class activities through videos, images, interactive LKPDs, reflections, and digital evaluations. The results of validation of material, media, and learning design experts show a percentage of eligibility above 90% with the very feasible category. The students' responses also showed excellent categories. The effectiveness results showed that the experimental class obtained an N-Gain value of 0.72 (high), while the control class obtained a value of 0.41 (moderate). These findings show that flipped classroom-based Google Site media is effective in increasing student social studies engagement, independence, and learning outcomes.

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