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 76 Documents
 4   5   6   7   8 
Constructing Social Relation Models in Multicultural Societies Through Coffee Table Books to Strengthen Pluralism Abd Mu’id Aris Shofa; Muhammad Mujtaba Habibi; Alfian Fawaidil Wafa; Hanafi Hanafi; Hafidah Putri Pangestu
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.v4i02.1118

Abstract

This research aims to construct a model of social relations of multicultural communities in Sidodadi Village, Gedangan, Malang Regency, which is known as a religious moderation village. The approach used is qualitative with phenomenological methods, data collection through interviews, observation and documentation, which is then analyzed through the stages of collection, condensation, data presentation, and drawing conclusions. The results of the study show that the social relations model in Sidodadi Village was formed through the integration of three Pierre Bourdieu theories, namely: 1) habitus, which is internalized from an early age through the example of religious leaders; 2) capital, based on mutual trust implemented by the location of places of worship in close proximity; and 3) arena, the existence of an inclusive arena in community activities that ensures equality without domination. This is influenced by internal factors (local actors), infrastructure and the existence of a tradition of mutual cooperation. This social relations model is constructed into visual communication media in the form of a coffee table book, which functions strategically as a practical, aesthetic, and persuasive instrument to educate the public about the value of pluralism as well as an alternative strategy for preventing intolerance in an inclusive manner.
Design of a Mobile Microlearning Application for Informatics Learning in Vocational High Schools Achsin Rosidi; Ulfia Rahmi; Abna Hidayati; Rahmi Pratiwi
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.v4i02.1124

Abstract

The use of mobile devices as a structured learning medium for Informatics subjects in Vocational High Schools (SMK) is still not optimal. This study aims to design an Android-based Mobile Microlearning application that integrates microlearning and mobile learning principles to support Informatics learning. The study uses a research and development approach with the ADDIE model limited to the development stage, including needs analysis, learning design, application design, and prototype implementation. The results of the study produced an application prototype that presents material in short learning units according to learning outcomes and integrates materials, illustrations, learning videos, exercises, and interactive quizzes in one platform. The application also features simple navigation, user authentication, and direct feedback on assessments to support independent learning. The research findings indicate that the designed application has integrated pedagogical and technological aspects in supporting flexible, structured, and learner-centered learning. This study produced an application prototype that has the potential to become an alternative Informatics learning medium in SMK.
The Creative Thinking Process of Elementary School Students in Solving Mathematics Story Problems Reviewed from Learning Styles Ai Mulyani; Entit Puspita; Dyah Lyesmaya
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.v4i01.1087

Abstract

Current elementary school mathematics instruction tends to be procedural and homogenous, thus under-facilitating diverse learning styles and impacting students' low mathematical creative thinking skills in solving word problems. This study aims to in-depth describe elementary school students' creative thinking processes in solving math word problems, considering their visual, auditory, and kinesthetic learning styles. Using a qualitative approach with a phenomenological design, this study involved sixth-grade students at Pamuruyan 9 Elementary School, Sukabumi Regency. The sample was selected using a snowball sampling technique based on a learning style questionnaire, resulting in six students representing the three dominant learning modalities. Data analysis applied Moustakas' phenomenological model (epoche, horizontalizing, categorization, textual-structural description, and conclusion drawing). The results showed that elaboration was the most dominant indicator across all subjects, while fluency and flexibility showed the greatest variation across learning style groups. The novelty of this study lies in its comprehensive mechanistic mapping of the navigation of creative components based on learning modalities at the elementary school level. The implication emphasizes the importance of implementing differentiated learning based on learning styles to optimize students' potential and mathematical creative thinking abilities.
Pedagogical Competency Analysis in the Application of the E-A-S-I (Exposure - Analogy - Social Action - Impact Writing) Learning Model Based on Basic Literacy Nenden Hendarsih; Dyah Lyesmaya; Ayi Abdurahman
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.v4i01.1088

Abstract

This study aims to evaluate and analyze teachers' pedagogical competence in implementing the E-A-S-I (Exposure, Analogy, Social Action, Impact Writing) learning model based on basic literacy at SDN Cipanengah, Sukabumi City. A qualitative approach with a case study design was used, involving five teachers from grades III to VI as participants. Data collection techniques included in-depth interviews, non-participant classroom observations, and document analysis of lesson plans and student artifacts. The findings indicate that although teachers successfully conceptualized and designed structured lesson plans that align with the student-centered approach, they faced substantial tactical obstacles during actual classroom practice. The main obstacles were identified at the Analogy and Impact Writing stages due to the deeply rooted teacher-centered paradigm and students' low critical reading and writing skills. Furthermore, spatial constraints and excessively large class sizes limited physical mobility during the Social Action stage. This study recommends a shift in teacher professional development from technical-procedural workshops to ongoing reflective mentoring and internal professional learning communities (Learning Studies) to foster strong teacher agency.
Enhancing Civic Knowledge Through an Immersive Virtual Reality Museum: Development and Effectiveness of Bumantara.edu in Indonesian Civic Education Ahmad Amru Asy Syafiq; Didik Sukriono; Nuruddin Hady
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.v4i02.1158

Abstract

Indonesian schools have adopted one-to-one tablet programmes rapidly, but the devices meant to support learning now compete with it for attention. This study developed and evaluated Bumantara.edu, a tablet-deployed Virtual Reality (VR) museum with an integrated AI chatbot tutor, built to strengthen Civic Knowledge in the national-movement history strand of Pancasila and Civic Education (PPKn). Using an ADDIE-based Research and Development design, the product was assessed by a content expert, a media expert and the class teacher, then tested with 25 eighth-grade students at SMP Thursina IIBS Malang through a one-group pretest–posttest design with a 20-item higher-order thinking instrument (Cronbach's α = .812). Validation reached 89% for content and 97% for media, and practicality 91% from the teacher and 88.20% from students. Civic Knowledge rose from M = 53.40 (SD = 21.59) to M = 88.60 (SD = 3.69), a mean normalised gain of 0.70, and after Shapiro–Wilk indicated non-normality a Wilcoxon signed-rank test confirmed the improvement (Z = −4.299, p < .001). Gains were uneven: where students had already answered most items correctly, movement was negligible; where they did not, correct responses rose sharply. Immersive media appear to work as targeted compensation for conceptual difficulty rather than general enrichment.
The Effect of a Values-Based Problem-Based Learning (PBL) Model, Drawing on the Novel Keep Being Stupid, Don’t Be Smart, on Improving Science Literacy and Environmental Awareness Among Year 10 Students at MA Al-Amiriyyah Isytaqul Alfa Utomo; Risma Nurlim
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.v4i02.1086

Abstract

Students’ science literacy levels, as measured by PISA scores, are classified as low. Students’ lack of skills, the low application of scientific knowledge in daily life, and the slow decision-making process are caused by low science literacy and a lack of environmental awareness. One approach to improving science literacy and environmental awareness is the use of a values-based problem-based learning model, as illustrated in the novel Teruslah Bodoh Jangan Pintar, to be implemented. This study aims to: 1) Determine the significant effect of using a values-based problem-based learning model, as illustrated in the novel Teruslah Bodoh Jangan Pintar, on improving the science literacy of Year 10 students at MA AL-Amiriyyah. 2) To determine the significant effect of using a problem-based learning model supported by values from the novel Teruslah Bodoh Jangan Pintar on improving the environmental awareness of Year 10 students at MA AL-Amiriyyah. This study employed a quantitative approach using a quasi-experimental design, specifically a non-equivalent control group design. The study population comprised Year 10 students at MA AL-Amiriyyah, Banyuwangi, with a purposive sampling technique used to select Class X F as the experimental group and Class X H as the control group. Data collection techniques included questionnaires, tests, and documentation. Data analysis employed the Z-test. The results indicate that there is a significant effect of using a values-based problem-based learning model, informed by the novel Teruslah Bodoh Jangan Pintar, on improving science literacy and environmental awareness among Year 10 students at MA AL-Amiriyyah. Based on the results of the Mann-Whitney U test, Sig (2-tailed) = 0.000 < 0.05, with a strong category for science literacy, and based on the results of the Z-test, Sig (2-tailed) = 0.001 < 0.05, with a weak category for environmental awareness. Based on the data analysis, it can be concluded that science literacy skills and environmental awareness attitudes improved through the problem-based learning model supported by the values in the novel Teruslah Bodoh Jangan Pintar.

Page 8 of 8 | Total Record : 76

 4   5   6   7   8 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 02 (2026): The Eastasouth Journal of Learning and Educations (ESLE) Vol. 4 No. 01 (2026): The Eastasouth Journal of Learning and Educations (ESLE) Vol. 3 No. 03 (2025): The Eastasouth Journal of Learning and Educations (ESLE) 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) More Issue