International Journal of Education and Learning Studies
The International Journal of Education and Learning Studies (IJELS) is a peer-reviewed, open-access scientific journal established in 2025 and published by PT. Intelektiva Global Nusantara. The journal is dedicated to publishing high-quality articles derived from empirical research, conceptual analysis, and literature reviews in the field of education. IJELS is published three times a year—in April, August, and December. It encompasses a wide range of topics within the scope of education and learning, organized into several key sections. The Learning and Instruction section features theoretical and empirical studies on teaching practices, instructional design, learning models, and classroom dynamics across all educational levels. The Educational Psychology section focuses on research exploring psychological aspects of learners and educators, learning environments, motivation, and cognitive development. The Teacher Professional Education section publishes original studies on teacher training, professional development, pedagogical competencies, classroom practices, and the broader sociocultural contexts influencing teaching. The Issues and Trends in Education section presents analytical, critical, and persuasive papers addressing current educational challenges, innovations, and global or local trends—welcoming position papers, reflective essays, and policy critiques. The Educational Technology section includes studies on the development and integration of digital tools, e-learning platforms, instructional media, technology-enhanced learning strategies, and the impact of emerging technologies on education. Lastly, the Education Policy and Analysis section provides studies and reports on educational policies, reforms, governance, and their implications on institutional and national education systems. IJELS welcomes submissions from academics, researchers, practitioners, and policymakers with the aim of fostering scholarly dialogue and contributing to educational development at both national and international levels.
Articles
10 Documents
<![CDATA[Enhancing Environmental Awareness through STEAM-Based Learning with ESD Principles in Elementary Education ]]>
<![CDATA[Setiawan, Bramianto]]>;
<![CDATA[Barokah, Awalina]]>;
<![CDATA[Hafifah, Dea Nur]]>;
<![CDATA[Iasha, Vina]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 1 No. 1 (2025): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v1i1.1
<![CDATA[This study aimed to examine the effectiveness of the STEAM approach implemented with principles of Education for Sustainable Development (ESD) in improving elementary students' environmental awareness. A quantitative method was used with a one-group pretest-posttest design. Thirty fifth-grade students participated in a four-week project-based learning program. The results showed an increase in the average environmental awareness score from 69.5 (pretest) to 83.2 (posttest), with a significance value of p = 0.000 < 0.05. Project-based learning that applied ESD principles within a STEAM approach helped students understand environmental issues concretely and encouraged pro-environmental attitudes. The study concludes that integrating ESD principles into STEAM-based learning is effective in fostering early environmental awareness. The implication is that this model can be adopted as a contextual learning strategy in primary education.]]>
<![CDATA[Character Formation through Culturally Responsive Teaching: Evidence from Indonesian Primary Schools ]]>
<![CDATA[MS, Zulela]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 1 No. 1 (2025): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v1i1.2
<![CDATA[This study examines the effectiveness of Culturally Responsive Teaching (CRT) in enhancing character development among Indonesian primary students. Using a pre-test–post-test control group design, 64 fifth-grade students in a multicultural school were assigned to experimental and control groups. The experimental group received CRT-based instruction for eight weeks, while the control group followed conventional teaching. Character values measured include respect, responsibility, empathy, and tolerance. Statistical results indicated significant improvements in all domains within the experimental group (p < 0.001), with large effect sizes (Cohen’s d > 1.3). These findings demonstrate CRT’s potential to strengthen character education through culturally relevant and context-driven learning.]]>
<![CDATA[From Culture to Concept: Deep Learning Approaches to Science Literacy through Baduy Local Knowledge in Banten High Schools ]]>
<![CDATA[Nulhakim, Lukman]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 1 No. 1 (2025): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v1i1.3
<![CDATA[This study explores the integration of Baduy Indigenous knowledge into high school science learning in Banten, Indonesia, using a deep learning approach. Grounded in qualitative case study methodology, data were collected through classroom observations, student reflections, interviews, and teaching materials. The findings reveal that contextualizing scientific concepts through Baduy ecological wisdom—such as chemical-free farming and forest conservation—enhanced students’ conceptual understanding, engagement, and cultural identity. Students demonstrated deep learning indicators, including critical thinking, systems thinking, and knowledge transfer, especially when engaging with science through culturally embedded narratives. The presence of a Baduy community member in the classroom further validated cultural interpretations and strengthened socially mediated learning. This research shows that Indigenous knowledge, when used as a pedagogical core rather than supplementary content, can foster meaningful, ethical, and place-based science education. It highlights the importance of culturally responsive pedagogy in promoting scientific literacy and identity affirmation in underrepresented communities.]]>
<![CDATA[Augmented Reality as Catalyst for Digital Literacy Enhancement: Investigating University Students’ Readiness in the Era of Disruptive Educational Technologies ]]>
<![CDATA[Prabowo, Suryo]]>;
<![CDATA[Andayani, Andayani]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 1 No. 1 (2025): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v1i1.4
<![CDATA[This study investigates the extent to which university students’ readiness for Augmented Reality (AR) can enhance digital literacy in technology-integrated learning environments. Using a quantitative survey design, data were collected from 356 Educational Technology students at an open university. The study measured five dimensions of digital literacy and four indicators of AR readiness. Results revealed moderate to high digital literacy levels, with significant positive correlations between all AR readiness indicators and digital literacy domains. Multiple regression analysis showed that perceived usefulness and confidence in using AR were the strongest predictors of digital competence. These findings underscore AR’s role as a transformative medium for fostering 21st-century skills, especially when student readiness is addressed through targeted pedagogical interventions. The study offers empirical insights to inform curriculum design, emphasizing the integration of immersive technologies not only to support content delivery but to actively cultivate digital fluency.]]>
<![CDATA[Pendekatan STEM untuk Meningkatkan Literasi Lingkungan dan Kesadaran Sosial-Ekologis Siswa Sekolah Dasar Berbasis Tujuan Pembangunan Berkelanjutan (SDGs) ]]>
<![CDATA[Setiawan, Bramianto]]>;
<![CDATA[Kurnia, Ira Restu]]>;
<![CDATA[Hafifah, Dea Nur]]>;
<![CDATA[Iasha, Vina]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 1 No. 1 (2025): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v1i1.5
<![CDATA[Penelitian ini bertujuan mengkaji efektivitas pendekatan STEM berbasis Tujuan Pembangunan Berkelanjutan (SDGs) dalam meningkatkan literasi lingkungan dan kesadaran sosial-ekologis siswa sekolah dasar. Menggunakan desain explanatory sequential mixed-methods, intervensi dilakukan selama tujuh minggu pada 120 siswa kelas V di Jawa Barat. Hasil uji statistik menunjukkan peningkatan signifikan pada kelompok eksperimen dengan effect size besar (literasi lingkungan d=0,89; kesadaran sosial-ekologis d=0,68). Analisis tematik mengungkap keterlibatan emosional, pemaknaan tanggung jawab sosial-ekologis, serta refleksi nilai SDGs dalam proses belajar. Kendala utama meliputi keterbatasan kompetensi guru dan fasilitas. Implikasi penelitian menunjukkan bahwa integrasi STEM dan SDGs efektif membentuk fondasi pendidikan berkelanjutan sejak dini. Pendekatan ini relevan sebagai strategi transformatif dalam pendidikan dasar untuk membekali siswa menghadapi tantangan lingkungan global.]]>
<![CDATA[Integrative Trends in Future-Ready Education: STEM, ESD, and Artificial Intelligence in Jakarta’s Primary Schools ]]>
<![CDATA[Setiawan, Bramianto]]>;
<![CDATA[Ardianto, Didit]]>;
<![CDATA[Windiyani, Tustiyana]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 1 No. 2 (2025): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v1i2.6
<![CDATA[Amid increasingly complex global dynamics, the integration of STEM (Science, Technology, Engineering, and Mathematics), Education for Sustainable Development (ESD), and Artificial Intelligence (AI) in primary education is crucial. This hybrid research study examines the implementation of these three approaches in Jakarta primary schools through a survey of 50 teachers and in-depth interviews with five school leaders. Findings indicate that while awareness of STEM, ESD, and AI is high, implementation remains uneven, with barriers such as a rigid curriculum, lack of teacher training, and infrastructure gaps—particularly for AI. The study also identifies emerging local innovative practices as examples of success. Implications emphasize the need for systematic policy support, strengthened pedagogy, and multidisciplinary collaboration to achieve sustainable and future-ready education. Limitations of the study include the small sample size, which requires further research for broader generalization]]>
<![CDATA[Financial Literacy of Elementary Students: A Preliminary Study on Early Financial Knowledge and Attitudes in Jakarta and Bekasi ]]>
<![CDATA[Mukhlis, Septian]]>;
<![CDATA[Kurnia, Ira Restu]]>;
<![CDATA[Syahwildan, Muhamad]]>;
<![CDATA[Sulistiawati, Nika]]>;
<![CDATA[Kenju, Rifa Naila Meiliani Manoppo]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 1 No. 2 (2025): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v1i2.7
<![CDATA[This study aims to analyze the financial literacy of elementary school students through three dimensions: knowledge, attitudes, and financial behavior. Using a descriptive-quantitative design supported by qualitative data, the study involved 240 fifth- and sixth-grade students from elementary schools in Bekasi and Jakarta. The instrument was a 25-item financial literacy questionnaire on a Likert scale, analyzed using descriptive statistics, complemented by observations and informal interviews. The findings show that 62.1% of students fall into the low category of financial knowledge, while only 19.5% achieve a high level. Financial attitudes tend to be consumptive (M=3.89; SD=0.72), and financial behavior has not yet developed consistently, with only 27.8% of students practicing regular saving. The main inhibiting factors are the limited integration of financial education in the curriculum and the lack of family support. The study emphasizes the need for holistic, contextual, and collaborative strategies to embed financial literacy as part of 21st-century character and life skills education.]]>
<![CDATA[Improving Students' Mathematics Learning Outcomes Through the Implementation of PAIKEM: A Classroom Action Study in Elementary Schools ]]>
<![CDATA[Herzamzam, Dyah Anungrat]]>;
<![CDATA[Kusuma, Satria Indra]]>;
<![CDATA[Utami, Diani Putri]]>;
<![CDATA[Yudha, Chrisnaji Banindra]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 1 No. 2 (2025): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v1i2.9
<![CDATA[Improving students' mathematics learning outcomes requires the application of learning models that make students active, innovative, and creative, as well as effective and enjoyable, one of which is the PAIKEM model (Active, Innovative, Creative, Effective, and Enjoyable Learning). This classroom action research aims to improve students' mathematics learning outcomes through the application of the PAIKEM model. This research was conducted in an elementary school in the odd semester of the 2021/2022 academic year. The research design followed the Kemmis and Taggart model, which consists of planning, action, observation, and reflection in two cycles. Data collection techniques used observation, interviews, tests, and documentation, with the research subjects being fifth-grade students. Data were analyzed descriptively quantitatively and qualitatively. The results showed that the PAIKEM model succeeded in significantly improving students' mathematics learning outcomes. This was indicated by an increase in classical learning completeness from 85% in Cycle I to 100% in Cycle II. Thus, it can be concluded that the PAIKEM model is effective in improving mathematics learning outcomes in elementary schools.]]>
<![CDATA[Perceptions and Readiness of Elementary Teachers in Integrating Artificial Intelligence into Learning: Evidence from South Cikarang Indonesia ]]>
<![CDATA[Hafifah, Dea Nur]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 1 No. 2 (2025): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v1i2.15
<![CDATA[This study investigates elementary teachers’ perceptions and readiness to integrate artificial intelligence (AI) into classroom practices in South Cikarang, Indonesia. Using a descriptive quantitative design, data were collected from 20 teachers across six schools through a validated questionnaire. Findings reveal generally positive perceptions, with high agreement on AI’s potential to enhance efficiency, creativity, and assessment support, alongside strong demand for training. Teachers emphasized AI as a supportive tool rather than a replacement, reflecting pragmatic optimism and relatively low concern about job displacement. However, institutional readiness remains uneven, with significant differences between public and private schools and across school contexts. The results highlight the need for targeted professional development, robust infrastructure, and clear governance frameworks to ensure AI adoption protects teacher agency while improving educational quality. The study also extends the Technology Acceptance Model by emphasizing institutional support as a key moderating factor.]]>
<![CDATA[Independent Curriculum Policy in Elementary Schools: Teachers’ Understanding and Implementation Challenges in Bekasi Indonesia ]]>
<![CDATA[Trisnawati, Feby Pelani]]>;
<![CDATA[Anjani, Dewi]]>;
<![CDATA[Widya, Moriena]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 1 No. 2 (2025): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v1i2.16
<![CDATA[This study examines the implementation of the Merdeka Curriculum in elementary schools in Bekasi, focusing on teachers’ understanding, readiness, and challenges in executing the Profil Pelajar Pancasila (P5) program. Using a quantitative descriptive design, survey data were collected from 50 teachers across five public schools. The findings indicate that while most teachers demonstrated good conceptual understanding (72%) and moderate readiness (65%), the realization of curriculum components, particularly P5 projects, remained inconsistent. Key challenges include limited resources, inadequate institutional support, and large class sizes, which weaken the curriculum’s transformative potential. Moreover, lack of contextual project references and insufficient collaborative planning time hindered interdisciplinary implementation. These findings highlight the policy–practice gap in curriculum reform, emphasizing the need for contextualized P5 modules, stronger school leadership, and systemic support to sustain student-centered learning in Indonesian schools.]]>
