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International Journal of Educational Qualitative Quantitative Research
Published by Qualitative and Quantitative Research Center
ISSN : -     EISSN : 29629918     DOI : https://doi.org/10.58418/ijeqqr.v3i1.58
Core Subject : Education,
Education Other
International Journal of Educational Qualitative Quantitative Research (IJE-QQR) is an internationally recognized journal in the field of education. The aim of this journal is to publish high quality studies in the areas of learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults in particular qualitative and quantitative methods.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 36 Documents
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The Impact of Digital Entrepreneurship Courses and Motivation on Fostering a Green Entrepreneurial Spirit in Students' Perceptions Kesa, Deni Danial; Wu, Mingchang; Abdillah, Fauzi; Harjadi, Dikdik; Ningsih, Arum
International Journal of Educational Qualitative Quantitative Research Vol. 3 No. 2 (2024)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v3i2.120

Abstract

Digitalization and sustainability have become two essential pillars in shaping the entrepreneurial mindset of future generations, particularly among university students. Digital entrepreneurship education is increasingly relevant in preparing technology-driven entrepreneurs. Integrating sustainability values into higher education encourages students to become innovative green entrepreneurs. Through digital entrepreneurship courses and appropriate motivational support, students can develop businesses that are not only profitable but also environmentally responsible. This study aims to analyze the impact of digital entrepreneurship courses and motivation in fostering a green entrepreneurial spirit from students’ perceptions and explore motivational factors contributing to developing a green entrepreneurial spirit. The research employed a quantitative associative method through a survey approach. Data were analyzed using partial and simultaneous hypothesis testing. The participants included 400 students from various universities in Indonesia, Taiwan, the United States of America, and the United Kingdom. The findings indicate that both partially and simultaneously, digital entrepreneurship courses and motivation significantly influence the development of a green entrepreneurial spirit in students’ perceptions. In conclusion, integrating digital entrepreneurship education with a focus on sustainability, strengthened by strong student motivation, strategically contributes to shaping a new generation of entrepreneurs who are both technologically adept and socially responsible. The contributions of this study prove that instilling sustainability values in digital entrepreneurship education is a strategic approach to fostering environmentally responsible entrepreneurship in the digital era.
Students’ Experiences, Engagement, and Attitudes in the English Education Revolution: The Role of Interactive Technology Mahdi, Mohammed Abbas; Dewi, Desi Surlitasari
International Journal of Educational Qualitative Quantitative Research Vol. 4 No. 1 (2025)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v4i1.134

Abstract

The digital revolution in education has fundamentally transformed English language learning by promoting a more interactive, flexible, and student-centered approach. In this context, students’ experiences, engagement, and attitudes toward interactive technology have become crucial for understanding the direction of English education in the modern era. This study aims to explore how students’ learning experiences and engagement in technology-based environments influence their attitudes toward the revolution in English education. Using a quantitative approach with multiple linear regression analysis, data were collected through a closed-ended questionnaire. A total of 200 English learners from Iraq and Indonesia participated in the study through online data collection. The findings confirmed that the English language education revolution through interactive technology has a positive and significant effect on students’ learning experience, engagement, and attitudes. Additionally, the revolution in interactive education technology was found to simultaneously and significantly affect all three dimensions. Students generally expressed strong support for the transition from traditional methods to more digital, collaborative, and personalized learning environments. Active engagement in interactive platforms contributed to more favorable attitudes toward the educational innovation. These results affirm that interactive technology serves not merely as a support tool, but as a driving force in shaping a sustainable and adaptive learning ecosystem. This study contributes to the fields of English language teaching and educational technology by emphasizing that digital strategies must enhance learning experiences, foster student engagement, and nurture positive learner attitudes in order to meet the needs of 21st-century education.
The Impact of Digital Transformation in Higher Education Management: Integrating Online Learning and Educational Applications for Efficiency and Accessibility Dhameria, Vita; Muazeib, Ahmed Ibrahim Maymoun; Blhaj, Khaled Mohamed Salem; Sugiyarsih, Susi; Rosadah, Ros Awaliyah
International Journal of Educational Qualitative Quantitative Research Vol. 4 No. 1 (2025)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v4i1.135

Abstract

In the era of the Fifth Industrial Revolution, digital transformation has become a strategic necessity in higher education management, particularly in achieving institutional efficiency and accessibility. Universities today are required to integrate digital technologies comprehensively through online learning and educational applications to address the growing complexity of academic management and to expand the reach of educational services. This study aims to examine the impact of digital transformation on managerial efficiency and accessibility in higher education, with the mediating roles of online learning integration and the use of educational applications. A quantitative approach was employed through a survey involving 250 academic community members from Indonesia and Libya. Data were analyzed using Structural Equation Modeling with AMOS software. The results revealed that digital transformation significantly influenced both online learning integration and the utilization of educational applications. These two mediating variables contributed positively to enhancing institutional efficiency and directly supported broader access to higher education. The findings underscored that successful digitalization in higher education management depended not only on technological adoption but also on integrative strategies that linked digital platforms and application systems. This study contributes practical insights for universities to strategically optimize online learning and educational applications as core drivers of efficient and inclusive digital transformation in higher education.
Innovative Mobile Application for Self-Directed Learning in Massage Therapy: Development and Usability Study Supriatin, Supriatin; Dioso, Regidor III; Hassan, Datin Dr. Hafizah Che
International Journal of Educational Qualitative Quantitative Research Vol. 4 No. 1 (2025)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v4i1.106

Abstract

Mobile health education applications for parents are emerging as powerful tools to support self-directed learning and improve skills such as infant massage for better child health outcomes. The usability and availability of a smartphone app in Indonesia for improving body weight among children with low birth weights are being under-investigated due to the growing interest in self-directed learning of mobile application tools. This research aimed to document a mobile application's development and usability testing stages on self-directed learning of massage therapy. The methodology, developed using a server–client architecture with the HyperText Transfer Protocol and Web API, was evaluated during the prototype phase using the Think-Aloud method and the Smartphone Usability Questionnaire. The result showed that the agreement of the content reported 95%, indicating good validity. Thirteen out of the fifteen participants used the notification page to limit their time on social media. The mean IMI score was 4.34 (SD=0.45) out of 7. The App had a SUS score of 68.16 (SD = 9.34). The participants gave the app an average of 18.45 (SD = 1.76). The test revealed that the app prototype was designed with the end user in mind, ensuring high usability. The app provides health education and serves as a foundation for future mobile applications for parents to prevent low-birth weight.
Digital Simulations in Science Learning: A Student Perspective on Interactive, Engagement, Conceptual Understanding, and Learning Satisfaction Wahidin, Wahidin; Gutierrez, Grace; Osman, Kamisah; Akkapin, Supaphorn; Tan, Michael Lip Thye
International Journal of Educational Qualitative Quantitative Research Vol. 4 No. 1 (2025)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v4i1.138

Abstract

Digital-based learning media offers a solution to overcome the limitations of laboratory practice and creates opportunities for more interactive, visual, and contextual learning experiences. Digital simulations in science education represent an innovative form of learning media in the era of technological transformation. However, students’ perceptions as users of learning media are closely linked to key indicators used to evaluate its effectiveness. This study aims to analyze students' perceptions of using digital simulation media in relation to learning interactivity, engagement, conceptual understanding, and satisfaction within the context of science education. A quantitative approach was employed using a survey method. Data were collected through online questionnaires from 400 high school and university students in Indonesia, Malaysia, Thailand, Singapore, and the United States of America. The data were then analyzed using Structural Equation Modeling (SEM) with the assistance of AMOS software. The results indicated that all proposed hypotheses were statistically supported. Students’ perceptions of digital simulations had a significant positive effect on perceived learning interactivity (H1), learning engagement (H2), conceptual understanding (H3), and learning satisfaction (H4). Positive student perceptions of digital learning media were strongly associated with improvements in the quality of learning interactivity, conceptual understanding, and overall satisfaction. This study makes an important empirical contribution to the development of digital learning media based on student perceptions and provides a foundation for selecting digital-based learning tools that are more responsive, engaging, and effective in the future.
Tech-Supported Strategic Management, Digital Leadership, and Play-Based Interactive Learning: A Multilevel Survey of Quality Improvement in Early Childhood Education Syarifudin, Aip; Muttaqin, Muhammad Azhar
International Journal of Educational Qualitative Quantitative Research Vol. 4 No. 1 (2025)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v4i1.142

Abstract

The digital revolution has reshaped education worldwide, and early childhood education (ECE) is no exception, requiring institutions to integrate technology into management and leadership while maintaining play-based and developmentally appropriate practices. This study investigated the effects of tech-supported strategic management (TSM), digital leadership (DL), and play-based interactive learning (PBIL) on quality improvement (QI) in ECE, considering screen-time governance (STG) as a moderator and teacher digital preparedness for planning (TDPP) as a mediator. A quantitative multilevel survey was conducted with 290 principals and teachers from Indonesia and Malaysia. Data were collected through structured questionnaires and analyzed using multiple regression with SPSS, including moderation, mediation, and predictive modeling. Results showed that TSM, DL, and PBIL significantly influenced QI, with PBIL emerging as the strongest predictor. STG strengthened the effects of TSM, DL, and PBIL on QI, while TDPP mediated the relationship between these variables and QI. Predictive analysis further revealed that increasing TSM, DL, and PBIL simultaneously enhanced QI, whereas a decline in these variables led to a reduction in quality. These findings emphasize that technology in ECE should act as an enabler of management and leadership rather than as the primary medium for children’s learning. Theoretically, the study extends integrative models of digital management, digital leadership, and play-based pedagogy within ECE. Practically, it offers guidance for policymakers, school leaders, and teachers in designing quality improvement strategies that are digitally supported yet age-appropriate, highlighting play, interaction, and strict governance of screen time.

Page 4 of 4 | Total Record : 36

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