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Sitti Hardiyanti Arhas
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Journal of Educational Development and Learning (JEDAL)
Published by ASHA Publishing
ISSN : -     EISSN : 30638844     DOI : 10.70188
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Educational Development and Learning (JEDAL) e-ISSN:3063-8844 managed and published by ASHA Publishing is a scientific publication that contains the results of research and studies in the field of education in the form of curriculum development, learning model development, educational technology development, improving the quality of learning , development of teaching materials, analysis of learning needs and development of online learning.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 3 Documents
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Search results for , issue "volume 2, issue 3, 2026" : 3 Documents clear
Question and Answer Learning Method for Enhancing Learning Effectiveness in Archiving Education Sirajuddin Saleh; Mundzir Mundzir; Muh. Nasrullah
Journal of Educational Development and Learning (JEDAL) Volume 2, Issue 3, 2026
Publisher : ASHA Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70188/pp4y0622

Abstract

The question-and-answer learning method is a strategy in the world of education that aims to increase interaction between teachers and students and encourage a deeper understanding of the learning material. The implementation of this method in a vocational school environment is an important aspect in assessing the effectiveness of learning, especially in the subject of Archives. This study focuses on the effectiveness of the application of the question and answer learning method at SMKN 5 Pangkep and identifies supporting and inhibiting factors in its implementation. This study uses a qualitative approach with data collection techniques through observation, interviews, and documentation. The results of the study indicate that the application of the question and answer learning method in the subject of Archives at SMKN 5 Pangkep is quite effective. Several indicators that influence this effectiveness are: (1) interesting and challenging material, which is able to increase student involvement in the learning process; (2) varied questions, designed with various levels of difficulty to encourage students' critical and analytical thinking; (3) clear conclusions, which help students understand and connect the concepts that have been learned with practices in the world of work; and (4) good questioning techniques, using simple and easy-to-understand language so that students can respond more actively. However, this study also found challenges in implementing this method, such as a lack of confidence among some students in answering questions and the dominance of certain students in discussions. Some students tended to be passive due to fear of giving wrong answers or feeling less confident in actively participating in class discussions. This situation indicates that although the question-and-answer learning method has the potential to be successful in increasing learning effectiveness, additional strategies are needed to encourage equal engagement of all students. Therefore, a more inclusive approach and other supporting methods are needed to ensure that all students can be more actively involved in the learning process
ICT Adoption and Employee Commitment in Public Sector Institutions: Evidence and Insights from Digital Transformation in Developing Economies Vincent Kenechukwu Okpala
Journal of Educational Development and Learning (JEDAL) Volume 2, Issue 3, 2026
Publisher : ASHA Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70188/6zdf6x95

Abstract

Employee commitment is a critical determinant of public sector performance, particularly in environments undergoing digital transformation. As governments increasingly adopt Information and Communication Technology (ICT) to improve service delivery, administrative efficiency, and governance outcomes, employee attitudes toward technology become central to successful implementation. This paper examines the relationship between ICT adoption and employee commitment in public sector institutions in developing economies. Drawing on the Technology Acceptance Model (TAM), organizational commitment theory, and institutional theory, the paper conceptualizes how digital systems influence employee engagement, affective commitment, and job satisfaction. The study synthesizes existing literature to show that ICT adoption can strengthen employee commitment through improved job efficiency, transparency, and role clarity, while also identifying barriers such as resistance to change, digital literacy gaps, and organizational culture challenges. The paper proposes a conceptual model linking ICT adoption to employee commitment through mediating factors such as perceived usefulness, leadership support, and training. It concludes with policy recommendations for strengthening human-centered digital transformation in public sector organizations.
Understanding Students’ Conceptual Learning in Digital Environments: The Role of Learning Styles and E-Learning Utilization Alim Ikmal Jamal
Journal of Educational Development and Learning (JEDAL) Volume 2, Issue 3, 2026
Publisher : ASHA Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70188/k6v7a826

Abstract

The advancement of information technology has encouraged transformations in educational systems, particularly through the implementation of e-learning as a digital learning medium. The effectiveness of e-learning is influenced not only by technological availability but also by students’ characteristics, including learning styles. This study aims to examine the effect of learning styles and e-learning utilization on the conceptual understanding of eleventh-grade students at SMKN 8 Makassar. A quantitative correlational approach was employed in this study. The population consisted of 31 students, with 29 students selected as samples using the Slovin formula. Data were collected through Likert-scale questionnaires that had passed validity and reliability testing. Data analysis included descriptive statistics, validity tests, reliability tests, normality tests, linearity tests, multicollinearity tests, Pearson correlation, and multiple linear regression. The findings indicate that all research instruments were valid and reliable. Correlation analysis revealed that learning styles had a positive relationship with conceptual understanding (r = 0.605), while e-learning utilization had a positive relationship with conceptual understanding (r = 0.622). Multiple linear regression analysis demonstrated that learning styles and e-learning utilization simultaneously had a significant effect on conceptual understanding, with an R value of 0.693 and a coefficient of determination of 0.481. These findings indicate that 48.1% of the variation in conceptual understanding can be explained by learning styles and e-learning utilization, while the remaining percentage is influenced by other factors outside the research model. The study highlights the importance of aligning instructional strategies with students’ learning characteristics and optimizing e-learning implementation to improve conceptual understanding.

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