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International Journal of Education and Learning Studies
Published by PT. Intelektiva Global Nusantara
ISSN : -     EISSN : 31094058     DOI : https://doi.org/10.64421/ijels
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
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.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 25 Documents
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The Effect of Project-Based Learning on Critical Thinking Skills across Students’ Cognitive Styles Apit Dulyapit; Laely Farokhah; Venna Puspita Sari; Septiyani Endang Yunitasari
International Journal of Education and Learning Studies Vol. 2 No. 2 (2026): International Journal of Education and Learning Studies (IJELS)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijels.v2i2.73

Abstract

Increasing students’ critical thinking skills has become an important challenge in 21st-century primary education, particularly in implementing student-centered learning within the Merdeka Curriculum. This study aims to analyse the effect of the Project-Based Learning (PjBL) model on students' critical thinking skills in terms of field-independent and field-dependent cognitive styles. The method used was a quasi-experiment with a 2×2 treatment by level design. The research sample consisted of 80 fourth-grade students divided based on learning model (PjBL and expository) and cognitive style. The research instrument was a critical thinking ability test covering the indicators of interpretation, analysis, evaluation, and inference. Data analysis used two-way ANOVA and Tukey's test at a significance level of 0.05. The results showed a difference in critical thinking skills between students learning with PjBL and expository learning, with the average PjBL score (73.85) higher than the expository score (69.90). There was an interaction between the learning model and cognitive style. Field-independent students who learned with PjBL obtained the highest score (78.40), while in the expository model, field-dependent students performed relatively better (72.10). It was concluded that PjBL was effective in improving critical thinking skills, particularly for field-independent students, and has important implications for differentiated instructional strategies in primary education.
Guided Play-Based Digital Learning in Early Childhood: Advancing Integrated Cognitive and Socio-Emotional Development Juan Carlos Mendoza; Natalia Isabel Ortega; Camila Belén Ruiz; Elena Beatriz Salazar
International Journal of Education and Learning Studies Vol. 2 No. 2 (2026): International Journal of Education and Learning Studies (IJELS)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijels.v2i2.74

Abstract

Despite the increasing use of digital technologies in early childhood education, limited quantitative evidence has examined their simultaneous effects on cognitive and socio-emotional development. This study investigated the effects of guided play-based digital learning on dual developmental outcomes. A pre-test–post-test non-equivalent control group design involved 120 children aged 4–6 years (experimental n = 60; control n = 60). The experimental group received eight weeks of guided digital play, while the control group engaged in non-digital play-based activities. Teacher-rated instruments assessed cognitive (α = 0.87) and socio-emotional development (α = 0.89). No pre-test differences were found. Post-test results showed higher cognitive (t(118) = 6.78, p < 0.001, d = 1.24) and socio-emotional scores (t(118) = 7.02, p < 0.001, d = 1.30) in the experimental group. These findings provide robust evidence that guided digital play supports integrated developmental outcomes, highlighting the importance of structured interaction and teacher facilitation in early childhood digital learning.
Analysis of Independent Curriculum Implementation for Improving Learning Quality in Elementary Education Lintang Athahira; Muhamad Afandi; Rida Fironika Kusumadewi
International Journal of Education and Learning Studies Vol. 2 No. 2 (2026): International Journal of Education and Learning Studies (IJELS)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijels.v2i2.86

Abstract

This study analyzes the implementation of the Independent Curriculum in improving learning quality in elementary education through a qualitative document analysis conducted in a public elementary school in Indonesia. The analysis focused on key curriculum documents, including the Educational Unit Operational Curriculum (KOSP), teaching modules, lesson plans, assessment instruments, and other supporting instructional documents. The documents were examined using thematic content analysis to identify the alignment between curriculum planning, learning implementation, and assessment practices with the core principles of the Independent Curriculum. The findings indicate that the curriculum documents consistently reflect competency-based learning, learner autonomy, and character development. However, several implementation gaps were identified, including inconsistencies between intended learning outcomes and assessment indicators, limited evidence of differentiated instruction in teaching modules, and insufficient integration of formative assessment to support continuous learning improvement. These findings suggest that while the curriculum framework has been institutionally adopted, its pedagogical implementation requires stronger alignment among curriculum planning, instructional strategies, and assessment practices. The study contributes to curriculum implementation research by demonstrating how document analysis can reveal strengths and implementation gaps in curriculum enactment, providing evidence that can inform curriculum evaluation and continuous improvement in elementary education beyond the investigated school.
Beyond Academic Achievement: A Whole-School Counseling Framework for Well-Being, Global Citizenship, and Sustainability in Primary Education Zulfikri Zulfikri; Salsabila Nasution; Nurfaidah Ardis
International Journal of Education and Learning Studies Vol. 2 No. 2 (2026): International Journal of Education and Learning Studies (IJELS)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijels.v2i2.98

Abstract

The Sustainable Development Goals (SDGs) have expanded primary education beyond academic achievement toward student well-being, global citizenship, and sustainability. However, primary school counseling remains largely remedial and insufficiently aligned with these priorities. This study developed and validated a Whole-School Counseling Framework (WSCF) using Design and Development Research with an exploratory sequential mixed-methods design. The study involved a needs assessment with 35 stakeholders, validation by four experts, and an eight-week pilot involving 12 teachers and 96 Grade V students. Four major counseling needs informed the framework, which integrates Social-Emotional Learning, Global Citizenship Education, Education for Sustainable Development, and the Whole-School Approach. Expert validation demonstrated excellent content validity (S-CVI/Ave = 0.95), while teachers reported very high practicality (M = 4.61/5). Uniquely, the WSCF reframes counseling as a proactive, school-wide system integrating well-being, global citizenship, and sustainability rather than treating them as separate initiatives.
From Meal Acceptance to Plate Waste Reduction: An Integrated School Nutrition Promotion Framework for Indonesia’s Free Nutritious Meal Program Prima Trisna Aji; Elinda Rizkasari
International Journal of Education and Learning Studies Vol. 2 No. 2 (2026): International Journal of Education and Learning Studies (IJELS)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijels.v2i2.104

Abstract

School feeding programs require integrated strategies that address both food provision and children's eating behaviours to improve meal acceptance and reduce plate waste. This study aimed to formulate an Integrated School Nutrition Promotion Framework within Indonesia's Free Nutritious Meal Program (MBG). A Design-Based Research approach was conducted through five phases: needs assessment, framework design, expert validation, pilot implementation, and refinement. The study involved 70 participants from five public primary schools, including students, teachers, school personnel, and parents. Data were collected through questionnaires, interviews, observations, and document analysis, while content validity was assessed using the Content Validity Index. The findings identified six interrelated components: nutrition literacy, teacher engagement, active learning, peer support, parental engagement, and a supportive school food environment. Expert evaluation demonstrated excellent content validity (S-CVI/Ave = 0.97), while pilot implementation indicated that the framework was feasible for integration into school routines and supported stakeholder engagement in nutrition promotion activities. Unlike approaches that address nutrition education or food provision separately, this framework integrates educational, behavioural, social, and environmental dimensions within a unified whole-school approach. The framework provides a context-responsive strategy for improving meal acceptance, reducing plate waste, and strengthening the sustainability of school feeding programs.

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