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JOURNAL OF EDUCATION AND LEARNING RESEARCH
Published by Global READ Center
ISSN : -     EISSN : 30249589     DOI : https://doi.org/10.62208/
Core Subject :
JELR is an open access Journal and publishes a scientific paper on the results of the study and review of the literature in the field of education after double-blind peer review. JELR publishes original articles on the latest issues and trends occurring regionally and internationally in the educational sciences with the aim to advance our knowledge both in term of theory and practice. The research may from any level of education such as primary education, secondary education, higher education and all of the related education sectors.
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Articles 42 Documents
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Incorporating Local Craft in Chemical Processes to Enhance Students’ Comprehension of Concepts and Interest in Chemistry Sylvester Adebisi Olude; Olajumoke Oludipe; Sakibu Saibu; Ibukunolu Ademola; Tunde Owolabi; Hakeem Akintoye
Journal of Education and Learning Research Vol. 2 No. 2 (2025): JOURNAL OF EDUCATION AND LEARNING RESEARCH
Publisher : Global READ Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62208/jelr.2.2.p.105-117

Abstract

This study investigated the integration of local craft activities involving chemical processes into chemistry teaching as a strategy to address challenges in schools, where inadequate resources and equipment often hinder effective instructional delivery. A non-equivalent pre-test and post-test quasi-experimental design was employed. Using simple random sampling, two senior secondary schools in Badagry, Lagos State (District V), were selected, with two intact classes comprising 68 for the experimental group and 74 students for the control group, making a total of 142 respondents. The research instruments included a Chemistry Achievement Test (CAT) and Chemistry Students Interest Questionnaire (CSIQ), both validated and subjected to reliability testing via a test-retest method, yielding coefficients of 0.80 and 0.78, respectively. Findings revealed that students demonstrated better comprehension when working with locally available materials [F(1,198)=19.82; p<0.05] in schools. Additionally, their interest in pursuing chemistry courses increased [F(1,198)=13.04; p<0.05]. The study concludes that integrating local craft activities into chemistry instruction showcases real-life applications of chemical processes, enhancing student comprehension and a deeper appreciation of the subject. The study recommends that workshops and conferences should be put in place to up-date teachers’ knowledge and make available necessary materials for the smooth running of the programme.
Implementation of the Flipped Classroom Learning Model Assisted by Educational Videos on Elasticity in Training Critical Thinking Skills of High School Students T. Susi Juliani; Zuhdi Ma,ruf; Muhammad Sahal
Journal of Education and Learning Research Vol. 3 No. 1 (2025): JOURNAL OF EDUCATION AND LEARNING RESEARCH
Publisher : Global READ Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62208/jelr.3.1.p.37-46

Abstract

For educational purposes, a suitable learning model is needed to support student learning activities, which in this case will be used as a learning model in the form of a flipped classroom assisted by digital-based learning videos. The purpose of this study is to describe students' critical thinking skills after using the Flipped Classroom learning model with the assistance of learning videos on the subject of elasticity. This study uses a quasi-experimental design with a posttest-only design. Based on the post-test results related to students' critical thinking skills in the experimental class, the average score was 82.40 with a standard deviation of 15.9, indicating a very critical category when viewed from the category of critical thinking skill score scale. Meanwhile, the post-test results conducted in the control class yielded an average score of 62.34 with a standard deviation of 14.2, indicating a less critical category. Thus, it can be concluded that the implementation of the flipped classroom learning model with the assistance of educational videos on the topic of elasticity was successful in developing critical thinking skills in students.
Implementation of Problem Based Learning to Improve Students' Mathematics Learning Outcomes at UPT SMP Negeri 10 Tapung Nurmila Sari; Armis Armis; Putri Yuanita
Journal of Education and Learning Research Vol. 3 No. 1 (2025): JOURNAL OF EDUCATION AND LEARNING RESEARCH
Publisher : Global READ Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62208/jelr.3.1.p.29-36

Abstract

The success of students in learning mathematics cannot be separated from the mathematics learning process at school. In the learning process at school, improving learning outcomes is very necessary in order to obtain complete learning outcomes. Therefore, teachers must be able to apply learning models that can create a learning atmosphere that attracts students' attention, can train students' way of thinking to understand mathematical concepts and can play an active role in the learning process. So, teachers need to apply the Problem Based Learning (PBL) model to improve student activity and student learning outcomes. PBL helps students gather information, build new knowledge, and develop the skills needed for active and independent learning. The purpose of the study was to improve student learning outcomes. Data were collected through observation, tests, and documentation. Based on the results of the research that the researcher has conducted, it can be concluded that the application of the PBL model can improve the learning process and can improve the mathematics learning outcomes of class VIIIC students of UPT SMP Negeri 10 Tapung in the even semester of the 2024/2025 academic year on the material of the Two Variable Linear Equation System.
Development of Teaching Materials Based on Local Wisdom Using the PQ4R Method to Improve Reading Comprehension in Grade 5 Students at SDN Panyirapan Firly Istiqomah; Aceng Hasani; Odien Rosidin
Journal of Education and Learning Research Vol. 3 No. 1 (2025): JOURNAL OF EDUCATION AND LEARNING RESEARCH
Publisher : Global READ Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62208/jelr.3.1.p.20-28

Abstract

This study was prompted by the observed low reading comprehension skills among fifth-grade students. The objective was to develop digital teaching materials based on local wisdom, specifically Banten folk tales, by applying the PQ4R (Preview, Question, Read, Reflect, Recite, and Review) method to improve reading comprehension skills. The research method used was Research and Development with the ADDIE development model, which consists of the stages of analysis, design, development, implementation, and evaluation. Data collection techniques included observation, interviews, and tests (pretest and posttest). The results of the study showed that the developed digital teaching materials were highly suitable for use and received very positive responses from students, with an average response questionnaire score of 90%. The effectiveness of the teaching materials was proven through improved student learning outcomes, with an N-Gain score of 0.71, which falls into the high category. Digital teaching materials based on local wisdom (Banten folk tales) using the PQ4R method proved to be effective, engaging, and relevant for improving students' reading comprehension.
The Students’ Voice: Perceptions of Senior Secondary School Students on the Efficacy of Web-Based Learning Application in Learning Commerce Mariam Omosalewa Usman; Biodun Akinpelu; Olugbenga Gabriel Akindoju
Journal of Education and Learning Research Vol. 3 No. 1 (2025): JOURNAL OF EDUCATION AND LEARNING RESEARCH
Publisher : Global READ Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62208/jelr.3.1.p.13-19

Abstract

This study investigates the perception of students on the effect of a web-based instructional application (WBIA) on Lagos State senior secondary school students' academic achievement in commerce. This study employs a qualitative method of research and one research question was raised to guide it. The study focuses on senior secondary school II Commerce students in Lagos State, Nigeria. A convenience sampling technique was employed to select the representative sample schools. A Web-Based Instructional Application was developed for the purpose of this study to teach commerce. Ten students were randomly chosen for the interview after the intervention. A Web-Based Instructional Application Interview Guide (WBIAIG) was used to collect data for this study and was validated.The recorded interview was verbatim transcribed to analyze the qualitative data. The qualitative findings of students’ responses to the interview reflect the positive perception regarding the use of the web-based instructional application for teaching commerce. The application appeared to enhance engagement, accessibility, and understanding of commerce topics, making learning more enjoyable and effective for the students. It is therefore recommended that students should be encouraged to use the application for self-paced learning, revision, and interactive practice to deepen their understanding of Commerce.
Early Childhood ESL Learning in Dhaka and Kolkata: Analyzing Public Primary Schools’ Learning Environments and Learning Strategies of Pupils Probal Roy Chowdhury
Journal of Education and Learning Research Vol. 3 No. 1 (2025): JOURNAL OF EDUCATION AND LEARNING RESEARCH
Publisher : Global READ Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62208/jelr.3.1.p.1-12

Abstract

This article aims to present the findings of an international comparative research conducted in the cities of Dhaka (Bangladesh) and Kolkata (India), in the field of early childhood ESL learning. It specifically focuses on language learning environments and ESL learning strategies used by the pupils of public primary schools. Both the cities are situated in the eastern part of the Indian subcontinent and belonged to the same province and country before the partition of India in 1947, sharing Bengali as a common first language. Many public primary schools in both the cities offer English only as a second language to pupils. School-attending early childhood learners are addressed as pupils interchangeably throughout the article. Using qualitative methodology, it is found that infrastructural problems and absence of advanced ESL teaching techniques in public primary classrooms persist in both the cities. Distrust between guardians and teachers adversely affects pupils’ ESL learning in both the cities. Learning environments of both the cities fail to motivate early childhood ESL learners. Over-dependence on memory-related strategies to learn ESL among the pupils is also observed. Learning L1 (Bengali) and L2 (English) at the same time, especially in a classroom setting, creates problems for some pupils. It is discovered comparatively that in a formal learning environment all skills related to and aspects of early childhood ESL learning are not paid equal amount of attention.
Exploring the Meaning of Internship Experiences Among Undergraduate Students of Nonformal Education at Manado State University Using Photo Elicitation Yudince Marinding; Caly Setiawan Caly Setiawan; Widihastuti Widihastuti
Journal of Education and Learning Research Vol. 3 No. 2 (2026): JOURNAL OF EDUCATION AND LEARNING RESEARCH
Publisher : Global READ Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62208/jelr.3.2.p.81-88

Abstract

This study aims to explore the internship experiences of Non-Formal Education students and the meaning they construct from those experiences through the use of photo elicitation methods. The research questions focus on revealing the internship experiences of undergraduate students in the Non-Formal Education Program at Manado State University and how they interpret those experiences. The study employed a qualitative research method with a theoretical perspective grounded in the interpretivist paradigm and the epistemological foundation of constructionism. The research was conducted at a public university in central Indonesia. A total of 17 participants (6 males and 11 females) were involved in this study, selected through saturation sampling. Data collection was conducted through in-depth interviews. The findings of this study reveal three main themes or units of meaning regarding the internship experiences of undergraduate students in the Non-Formal Education Program at Manado State University: students' internship experiences, the meanings students attribute to their internships, and the continuity of competencies gained from internship experiences. These three themes are interrelated and diverse. First, the theme of students' internship experiences includes seven subthemes. Second, the theme of the meaning of internship from the students' perspective consists of nine subthemes. Third, the theme of the tendency for competency continuity includes five subthemes.
Improving Teachers’ Knowledge and Awareness on Gender-Responsive Teaching Through a School Learning Action Cell (SLAC) Session Asia-Phil T Binongo
Journal of Education and Learning Research Vol. 3 No. 2 (2026): JOURNAL OF EDUCATION AND LEARNING RESEARCH
Publisher : Global READ Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62208/jelr.3.2.p.47-55

Abstract

This study investigated the effectiveness of a School Learning Action Cell (SLAC) session in enhancing the knowledge and awareness of secondary teachers regarding gender-responsive teaching. Employing a quantitative one-group pretest–posttest design, thirty teachers participated in a SLAC session focused on integrating gender principles into instructional content, teaching strategies, and classroom management. A researcher-made questionnaire composed of Likert-scale items and situational questions was administered before and after the intervention. Descriptive results revealed a generally positive baseline understanding (M = 3.99, SD = 0.68), while posttest scores showed a significant increase in teachers’ knowledge and awareness (Pretest M = 8.90, SD = 2.50; Posttest M = 9.77, SD = 1.72). The paired-sample t-test indicated a statistically significant improvement, t(29) = –3.21, p = .003, with decreased score variability suggesting more consistent competence among participants. Findings confirm that a well-designed SLAC session can effectively strengthen teachers’ gender-responsive knowledge within a short timeframe. However, results also highlight lingering gaps in teachers’ confidence when handling complex gender-related scenarios, underscoring the need for follow-up, scenario-based capacity-building activities. Overall, the study provides empirical evidence that school-based, collaborative professional development can meaningfully support DepEd’s GAD agenda and contribute to more inclusive, equitable classroom practices.
An AI in the Triad: A Conceptual Model for Augmenting Collaborative Idea Construction with Generative AI Siaw Hai Ng
Journal of Education and Learning Research Vol. 3 No. 2 (2026): JOURNAL OF EDUCATION AND LEARNING RESEARCH
Publisher : Global READ Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62208/jelr.3.2.p.64-71

Abstract

The integration of Generative AI (GenAI) into educational settings   necessitates a paradigm shift for collaborative learning, as established frameworks remain undertheorized for non-human agents. Extending the empirically grounded Collaborative Idea Construction (CIC) model and its stable peer roles (MKP, PA, DP), this paper proposes the AI- Enhanced CIC (AI-CIC) framework. GenAI is conceptualized as a novel 'Peer Apprentice' rather than a simple tool. This intervention reshapes human social architecture, transforming the Peer Assistant into an 'AI Validator' and elevating the More Knowledgeable Peer to a 'Metacognitive Facilitator.' Consequently, the collaborative workflow is hypothesized to become more linear. The AI-CIC model offers a theory-driven framework with testable propositions regarding emergent socio-technical roles and workflow shifts. It provides a foundation for future empirical research and informs pedagogical strategies for facilitating critical human-AI interaction.
The Influence of Peer Groups, Economic Literacy, and E-Commerce Utilization on Impulse Buying with Lifestyle as a Moderating Variable: A Case Study in Universitas Negeri Surabaya Destin Siti Nur Haliza; Jun Surjanti; Tri Sudarwanto
Journal of Education and Learning Research Vol. 3 No. 2 (2026): JOURNAL OF EDUCATION AND LEARNING RESEARCH
Publisher : Global READ Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62208/jelr.3.2.p.72-80

Abstract

This study examines the influence of peer groups, economic literacy, and e-commerce utilization on impulse buying, with lifestyle as a moderating variable, among undergraduate students of the Faculty of Economics and Business at the State University of Surabaya. The background of this research lies in the growing trend of impulsive consumption among students in the digital marketplace era, which raises concerns about financial behavior and self-control. The study aims to analyze how social interaction, economic understanding, and digital shopping platforms shape impulse buying behavior. A quantitative approach was employed using SEM-PLS analysis with SmartPLS 4. The sample consisted of 388 students selected through purposive sampling based on specific criteria. The results show that peer influence has a negative and significant effect on impulse buying, emphasizing the importance of social dynamics in purchasing decisions. Economic literacy does not significantly affect impulse buying, suggesting that knowledge alone does not guarantee prudent financial behavior. E-commerce utilization has a negative and significant effect, particularly through promotional stimuli that trigger impulsive purchases. Lifestyle moderates the effects of peer influence and e-commerce utilization, indicating that disciplined financial lifestyles help reduce impulsive tendencies. In conclusion, addressing impulse buying requires a holistic approach involving social influence, financial education, and awareness of technology-driven consumption patterns.

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