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
15 Documents
<![CDATA[Improving The Quality of Education in Indonesia: Challenges and Opportunities ]]>
<![CDATA[Ramadhani, Nurfadhilah]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 1 No. 3 (2025): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v1i3.17
<![CDATA[Education is a crucial aspect of a nation's development. As a developing country, Indonesia faces significant challenges in improving the quality of education. These challenges include a lack of adequate educational infrastructure, a shortage of qualified teachers, and a lack of equitable access to education. However, there are also significant opportunities to improve the quality of education in Indonesia, such as technological advances that can be leveraged to improve access and quality. This article will discuss the challenges and opportunities in improving the quality of education in Indonesia, as well as strategies that can be implemented to improve the quality of education. Therefore, it is hoped that this article will contribute to efforts to improve the quality of education in Indonesia.]]>
<![CDATA[HOTS-Based Interactive E-Books and Student Learning Outcomes: A Systematic Literature Review ]]>
<![CDATA[Andayani, Andayani]]>;
<![CDATA[Prabowo, Suryo]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 1 No. 3 (2025): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v1i3.23
<![CDATA[The low mathematical literacy of Indonesian students in global assessments (PISA/TIMSS) drives the search for pedagogical innovation. This systematic literature review analyzes the impact of HOTS (Higher Order Thinking Skills)-based interactive e-books on learning outcomes. A search of the Google Scholar and Scopus databases for the 2017–2025 period, using empirical study inclusion criteria, yielded 31 selected articles. The synthesis results show a consistent positive trend: the implementation of HOTS-based interactive e-books contributes to improved learning outcomes, particularly in mathematics and science, while also developing problem-solving abilities, critical thinking, and student engagement. The findings also identify key supporting factors, such as teacher training, technological readiness, and curriculum relevance. The study concludes that HOTS-based interactive e-books have the potential to be effective learning tools, but their success depends on context and systemic support. The implication is that the integration of technology in education must be supported by teacher capacity building and supportive policies.]]>
<![CDATA[Integrating Indigenous Knowledge into Chadian Primary Science: A Phenomenological Inquiry with Teachers ]]>
<![CDATA[Adoum, Mahamat]]>;
<![CDATA[Koulamallah, Abderaman]]>;
<![CDATA[Abdelkerim, Aïcha]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 1 No. 3 (2025): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v1i3.24
<![CDATA[This qualitative phenomenological study investigates the perspectives of primary school teachers in Chad on integrating Indigenous Knowledge (IK) into the science curriculum. Based on in-depth interviews with 25 teachers, the analysis revealed three key themes. First, while teachers universally acknowledged IK's pedagogical value for enhancing student engagement and comprehension, their own understanding of IK remained superficial and anecdotal. Second, a significant professional development gap was evident, with teachers reporting no training in ethnoscience or culturally responsive methods, leading to low confidence in integration. Third, formidable systemic barriers were identified, including a rigid, overloaded national curriculum, high-stakes examinations, and severe resource constraints, which collectively stifle pedagogical innovation. The findings reveal a critical misalignment between teachers' supportive aspirations for IK and the systemic realities that constrain implementation. The study concludes that sustainable integration requires a multi-pronged approach involving curriculum reform to allow local contextualization, comprehensive teacher professional development in culturally sustaining pedagogies, and the provision of context-specific teaching resources. By centering teacher voices, this research contributes directly to policy discussions on educational reform in Chad and offers critical insights for the broader discourse on decolonizing science education in Africa.]]>
<![CDATA[Impact of Culturally Relevant Phonics Instruction on Early Literacy Acquisition among Grade 1 Learners in a Pacific Island Context ]]>
<![CDATA[Tabakea, Kaito]]>;
<![CDATA[Aanuri, Tebwena]]>;
<![CDATA[Baire, Tiribo]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 1 No. 3 (2025): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v1i3.25
<![CDATA[This study investigated the effects of Culturally Relevant Phonics Instruction (CRPI) on early literacy acquisition among Grade 1 learners in a Pacific Island context. Employing a quasi-experimental pretest–posttest control design over twelve weeks, the study involved 56 students assigned to an experimental and a control group. The experimental group received phonics instruction integrated with local stories, culturally familiar vocabulary, and visual imagery, while the control group followed the national phonics curriculum. ANCOVA results indicated statistically significant improvements in letter–sound recognition, decoding accuracy, and reading comprehension for students receiving CRPI, with large effect sizes across all measures. Qualitative evidence from classroom observations and teacher interviews corroborated these findings, revealing heightened student engagement, more effective phonological transfer through language bridging, and increased teacher instructional confidence. Overall, the findings demonstrate that embedding phonics instruction within learners’ linguistic and cultural contexts enhances early literacy development and supports inclusive and equitable education aligned with Sustainable Development Goal (SDG) 4.]]>
<![CDATA[Drivers of Adoption: How Innovation Attributes Influence the Diffusion of Digital Tools in Indonesia’s Merdeka Curriculum ]]>
<![CDATA[Maharani, Siti Dewi]]>;
<![CDATA[Pramudya, Arya]]>;
<![CDATA[Amira, Sashi]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 1 No. 3 (2025): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v1i3.26
<![CDATA[This study investigates the influence of innovation attributes on the diffusion of educational technology within Indonesia’s Merdeka Curriculum using an explanatory sequential mixed-methods design. Quantitative analysis of 120 elementary teachers revealed that relative advantage and compatibility significantly promote technology adoption, while complexity hinders it. Qualitative findings from a subset of participants elucidate these results, identifying three key contextual drivers that shape the salience of these attributes: (1) institutional and peer support, which enhances perceived ease of use and trialability; (2) pedagogical relevance, which critically underpins perceptions of relative advantage and compatibility; and (3) socio-cultural adaptation, which emerged as a core component of perceived compatibility in this context. Teachers adopt digital tools such as Canva and augmented reality more readily when these tools are embedded within supportive structures and aligned with local pedagogical and cultural contexts. The study extends Rogers’ Diffusion of Innovations theory by theorizing socio-cultural adaptation and institutional readiness not merely as external conditions, but as integral factors that dynamically shape educators' perceptions of core innovation attributes. Findings suggest that meaningful adoption requires not only access to technology but also continuous training, supportive school leadership, and culturally responsive practices to ensure sustainable innovation in primary education.]]>
