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
20 Documents
<![CDATA[Improving The Quality of Education in Indonesia: Challenges and Opportunities ]]>
<![CDATA[Nurfadhilah Ramadhani]]>
<![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[Suryo Prabowo]]>
<![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[Mahamat Adoum]]>;
<![CDATA[Abderaman Koulamallah]]>;
<![CDATA[Aïcha Abdelkerim]]>
<![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[Kaito Tabakea]]>;
<![CDATA[Tebwena Aanuri]]>;
<![CDATA[Tiribo Baire]]>
<![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[Siti Dewi Maharani]]>;
<![CDATA[Arya Pramudya]]>;
<![CDATA[Sashi Amira]]>
<![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.]]>
<![CDATA[Fostering Law-Abiding Citizenship through Web-Based Civic Education during Online Learning: A Qualitative Study in Indonesian High Schools ]]>
<![CDATA[Muhammad Japar]]>;
<![CDATA[Dini Nur Fadhillah]]>;
<![CDATA[Mohammad Maiwan]]>;
<![CDATA[Dwi Affrimetty Timoera]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 2 No. 1 (2026): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v2i1.32
<![CDATA[This study investigates how web-based civic education shapes students’ law-abiding attitudes in senior high school online learning. Although prior studies highlight the use of digital platforms in civic instruction, little is known about the mechanisms through which online civic learning influences students’ legal awareness and civic dispositions. To address this gap, a qualitative approach was employed to explore students’ experiences in web-based civic education. Data were collected through focus group discussions with 100 students and in-depth interviews with ten civic education teachers. The data were analyzed using thematic coding with cross-case comparison and triangulation to ensure analytical rigor and saturation. The findings reveal three key mechanisms: (1) contextual digital content enhances students’ legal awareness, (2) interactive discussion and case-based learning facilitate the internalization of law-abiding values, and (3) online collaborative activities strengthen civic responsibility. These results demonstrate that web-based civic education functions not only as a technological medium but also as a transformative learning environment. This study contributes by clarifying the pathways linking digital civic instruction to students’ law-abiding behavior and offers practical insights for designing meaningful online civic education.]]>
<![CDATA[Development and Validation of an Augmented Reality–Supported Contextual Teaching and Learning Module for Projectile Motion ]]>
<![CDATA[Yusuf Axmed]]>;
<![CDATA[Sahra Warsame]]>;
<![CDATA[Asha S. Abshir]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 2 No. 1 (2026): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v2i1.36
<![CDATA[This study developed and validated a contextualized physics module integrating Augmented Reality (AR) for teaching projectile motion, addressing challenges related to abstract concepts and limited laboratory resources in physics classrooms. The research employed a Design and Development approach using the ADDIE model to produce a learning module that incorporates culturally relevant examples and interactive three-dimensional visualizations accessible through smartphones. The product was evaluated through expert validation and preliminary user testing. Validation by five experts resulted in very high ratings across all assessed aspects, with contextual relevance receiving the highest score (M = 4.75/5.00). Preliminary implementation involving 35 students indicated high levels of perceived practicality and user acceptance, particularly regarding engagement (M = 4.78) and the perceived usefulness of AR visualizations for clarifying projectile motion concepts (M = 4.62). Observational notes during implementation suggested that students actively related the AR simulations to real-world situations presented in the module. These findings indicate that the developed module demonstrates strong validity and practical feasibility as a technology-supported instructional resource that integrates Augmented Reality with Contextual Teaching and Learning principles. However, the study focuses on product quality evaluation through expert judgment and student perceptions; it does not measure learning effectiveness or learning gains. Future research may therefore investigate the instructional impact of the module through experimental or quasi-experimental designs.]]>
<![CDATA[Evaluating the Implementation of the Merdeka Curriculum in Elementary Schools: A CIPP Model Analysis of Literacy and Numeracy Learning ]]>
<![CDATA[Tri Puji Lestari]]>;
<![CDATA[Vina Iasha]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 2 No. 1 (2026): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v2i1.42
<![CDATA[This study evaluates the implementation of the Merdeka Curriculum in strengthening literacy and numeracy learning at an elementary school in Grobogan Regency, Indonesia. Despite the policy emphasis on flexible and student-centered learning, schools often face difficulties translating curriculum reforms into effective classroom practices. This study applies the CIPP (Context, Input, Process, Product) evaluation model integrated with the Taba curriculum development approach to analyze curriculum implementation and teacher practices. A qualitative case study design was used involving one school principal and six teachers at SD Negeri 7 Kuripan. Data were collected through semi-structured interviews, participatory classroom observations, and document analysis of curriculum and literacy programs. The data were analyzed using thematic analysis aligned with the CIPP framework and validated through data triangulation. The findings show the need to strengthen literacy–numeracy learning, improve instructional resources, support reflective teacher practices, and enhance the organization of school literacy programs. The study provides practical insights for improving curriculum implementation in elementary education.]]>
<![CDATA[Implementation Challenges of the Merdeka Curriculum in Elementary Schools: A CIPP-Based Systematic Literature Review (2023–2025) ]]>
<![CDATA[Suci Lestari]]>;
<![CDATA[Vina Iasha]]>;
<![CDATA[Zulela MS]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 2 No. 1 (2026): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v2i1.60
<![CDATA[The Kurikulum Merdeka is an educational innovation designed to enhance learning flexibility by emphasizing essential competencies, literacy, numeracy, and the Pancasila Student Profile. However, its implementation at the elementary school level remains uneven and faces significant challenges. This study synthesizes findings from literature published between 2023 and 2025 using the CIPP (Context, Input, Process, Product) evaluation framework. The review identifies key issues, including disparities in teacher readiness, limited instructional resources, and inconsistent understanding of Merdeka Belajar principles across schools. Although several studies report improvements in literacy and numeracy outcomes, these gains are not evenly distributed, and notable differences persist between lower and upper grade classrooms. Principal leadership and teacher motivation emerged as critical enabling factors, while insufficient professional development, limited teaching modules, and inadequate technological infrastructure were major constraints. The study recommends strengthening teacher capacity through contextual, practice-oriented training, improving infrastructure, and implementing continuous supervision and mentoring to optimize Kurikulum Merdeka implementation in elementary education.]]>
<![CDATA[Kathak Dance–Based Cultural Values and Teaching Effectiveness among Secondary School Teachers ]]>
<![CDATA[Aryan Sharma]]>;
<![CDATA[Priyanka Kumari]]>;
<![CDATA[Aditya Singh]]>;
<![CDATA[Shalini Tyagi]]>
<![CDATA[ International Journal of Education and Learning Studies Vol. 2 No. 1 (2026): International Journal of Education and Learning Studies (IJELS) ]]>
Publisher : <![CDATA[PT. Intelektiva Global Nusantara ]]>
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DOI: 10.64421/ijels.v2i1.69
<![CDATA[Cultural values embedded in traditional performing arts have long played an important role in shaping educational practices in India. Among these traditions, Kathak dance represents a classical art form rooted in storytelling, rhythm, discipline, and expressive communication, which are pedagogically relevant to classroom teaching. This study investigates the relationship between Kathak dance–based cultural values in teaching practices and teaching effectiveness among secondary school teachers. A cross-sectional correlational survey design was employed. Data were collected from secondary school teachers using a structured Likert-scale questionnaire measuring Kathak-based cultural values in teaching and perceived teaching effectiveness. Descriptive statistics, reliability analysis, Pearson correlation, and regression analysis were used to analyze the data. The findings indicate a significant positive relationship between Kathak dance–based cultural values and teaching effectiveness. The results suggest that integrating culturally grounded pedagogical values inspired by Kathak can enhance instructional effectiveness in secondary education. This study contributes to the growing literature on culture-responsive pedagogy by highlighting the educational relevance of classical dance traditions in contemporary school teaching.]]>
