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Journal of Educational and Learning Studies
Published by Global Econedu
ISSN : 26552760     EISSN : 26552779     DOI : https://doi.org/10.32698/02302
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Journal of Educational and Learning Studies ISSN: 2655-2760 (Print), ISSN 2655-2779 (Electronic) is an international, peer-reviewed journal and scientific journal manages Global Econedu. The journal welcomes original research articles, review papers, and conceptual studies in the fields of education, learning innovation, curriculum and instruction, educational technology, digital learning, assessment and evaluation, teacher education, higher education, vocational education, guidance and counseling, educational psychology, special and inclusive education, language and literacy education, STEM education, social sciences, economics and business education, management studies, public policy, arts and humanities, communication studies, cultural studies, and interdisciplinary research related to human development and social transformation.
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Articles 181 Documents
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Development of a problem-based learning interactive quiz for fifth-grade mathematics Win Siti Suciati; Abna Hidayati; Jasrial Jasrial; Hani Fannisa
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02342

Abstract

This study aimed to develop and evaluate the validity and practicality of a Problem Based Learning (PBL)-based interactive quiz for teaching fractions and decimals in elementary school mathematics. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through observations, interviews, expert validation sheets, and practicality questionnaires. The product was validated by media and material experts, while practicality was assessed through teacher responses. The needs analysis indicated that students experienced difficulties in understanding fractions and decimals and required more interactive learning media. The developed product was a web-based interactive quiz integrating contextual problem-solving activities. Media validation obtained a mean score of 3.14 (valid), material validation achieved 3.73 (very valid), and teacher practicality reached 3.86 (very good). The developed PBL-based interactive quiz is valid and practical for supporting mathematics learning on fractions and decimals at the elementary school level.
The Contribution of Adversity Quotient to Learning Outcomes of Students in Middle School and the Counseling Services Implication Shelly Fadhila; Mudjiran Mudjiran; Nurhizrah Gistituati
Journal of Educational and Learning Studies Vol 2, No 2 (2019): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/0612

Abstract

Some aspects that are thought to be factors that cause success or failure of students in obtaining good learning outcomes are the ability of students to deal with and solve problems they experience (adversity quotient). The purpose of this study was to look at the effect of adversity quotient (AQ) on student learning outcomes of students and their implications in guidance and counseling services. Based on the results of the study it was found that adversity quotient give contributed to student learning outcomes. The implications of the results of this study can be used as an analysis of the needs of students in the preparation of Guidance and Counseling service programs in schools, especially at Muhammadiyah Middle School in Padang.
Project-based learning in physical education and sport (2020-2025): a systematic review of teaching approaches and student learning outcomes Gemi Candra; Jeki Haryanto
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02452

Abstract

Project-Based Learning (PjBL) as a student-centred, inquiry-driven pedagogy has been widely accepted. However, its implications in physical education (PE) and sport have not been fully explored and vary across different contexts. This systematic literature review consolidates findings from different studies that have looked into PjBL in PE and sport-related educational settings and the effect it has on learning outcomes. The review adhered to the PRISMA 2020 framework and a structured Scopus search was performed which initially identified 682 records. Subsequently, duplicates and records ineligible due to document-type, language, and subject-area limiters were removed. Title and abstract screening was followed by full-text eligibility assessment against pre- defined criteria resulted in 14 studies published between 2020 and 2025. Empirical studies employing PjBL in physical education, sport, or coaching settings (2020–2025) were eligible; the 14 retained studies resulted from criterion-based screening rather than a predetermined target. Methodological quality was appraised with the FICO framework (threshold 3.0/4.0), and screening decisions were checked for reviewer agreement. Synthesis was thematic (interpretive) rather than meta-analytic. The thematic synthesis yielded three main findings: PjBL is executed through a variety of ways such as classroom projects, teacher-training tasks, and work- based coach development; it leads to improvements in cognitive, psychomotor, and affective outcomes, including collaboration and self-confidence; however, implementation is limited by remaining barriers such as inadequate facilities, time, and teacher readiness. This review of literature contributes to sport pedagogy by revealing PjBL practice and outcomes, gives a guide to the practitioners, offers practical help to the teachers and coaches, and encourages larger, longitudinal, and methodologically rigorous studies
Effect of problem-based learning integrated with Contextual Teaching and Learning on kitchen utensil learning outcomes Trisna Atmadinata; Fadhilah Fadhilah; M. Giatman; Kasmita Kasmita
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02432

Abstract

This study aimed to examine the effect of the Problem-Based Learning (PBL) model integrated with Contextual Teaching and Learning (CTL) on students’ cognitive learning outcomes in the Kitchen Utensil topic among Grade X Culinary students at SMK Negeri 3 Solok. A quantitative approach with a quasi-experimental non-equivalent control group design was employed. The sample consisted of 62 students divided into an experimental group (n = 31) and a control group (n = 31). Data were collected through pretest and posttest achievement tests and analyzed using descriptive statistics, Independent Samples t-test, Paired Samples t-test, N-Gain analysis, and Cohen’s d effect size. The findings revealed a significant difference in posttest scores between the experimental and control groups (t = 3.020, p = 0.004). The experimental group achieved a higher mean score (79.44) than the control group (72.58). Furthermore, students in the experimental group demonstrated significant improvement from pretest to posttest (t = -13.902, p < 0.001), with an N-Gain score of 0.39 and a very large effect size (d = 2.497). The PBL-based CTL model was effective in improving students’ cognitive learning outcomes and can serve as an innovative instructional approach in vocational culinary education.
The effect of play activities on motor ability of elementary school students Almusyowir Ilyas; Ahmad Chaeroni; Gusril Gusril; Ilham Ilham
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02512

Abstract

Motor development theory suggests that play-based activities promote motor competence by providing repeated, varied movement experiences that enhance coordination, balance, agility, and object-control skills through active exploration and practice. This study examines the effect of play-based activities on the motor ability of elementary school students. The study was motivated by the low level of motor skills among students at SDN 20/VI Muara Madras, reflected in their difficulty performing movement tasks during physical education classes and the reduced engagement in physical play due to increased gadget use and limited play facilities. A quantitative approach was employed using a quasi-experimental one-group pretest-posttest design. The sample consisted of 17 fifth-grade students selected through purposive sampling. Motor ability was assessed using the Scott Motor Ability Test, which comprises four components: Basketball Throw, 4-Second Dash, Wall Pass, and Standing Broad Jump. Data were analyzed using the Shapiro-Wilk normality test, the paired-sample t-test, and Cohen's d effect size. The mean motor ability score increased from 200.00 at pretest to 205.67 at posttest, representing a mean difference of 5.67 points. However, the paired-sample t-test indicated that this difference was not statistically significant (p = 0.096). The calculated Cohen's d of 0.429 indicated a moderate effect size. These findings indicate that the play-based intervention did not produce a statistically significant improvement in students' motor ability under the conditions of this study. Further research employing larger samples, longer intervention periods, and stronger experimental controls is recommended to clarify the effectiveness of play-based approaches in enhancing motor development among elementary school students.
Supportive principal leadership and learning quality: the mediating role of teachers’ affective commitment Dede Mardanil; Anisah Anisah; Lusi Susanti; Jasrial Jasrial
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02492

Abstract

This study aimed to analyze the effects of supportive principal leadership on teachers’ affective commitment and learning quality, as well as the mediating role of teachers’ affective commitment in public elementary schools in Kinali District. This study employed a quantitative correlational design using Structural Equation Modeling (SEM). The population consisted of 386 public elementary school teachers, with 196 respondents selected through proportional stratified random sampling. Data were collected using validated and reliable Likert-scale questionnaires measuring supportive principal leadership, teachers’ affective commitment, and learning quality. The findings showed that supportive principal leadership significantly influenced teachers’ affective commitment (β = 0.73; CR = 6.84; p < 0.001) and learning quality (β = 0.41; CR = 4.12; p < 0.001). Teachers’ affective commitment also had a significant positive effect on learning quality (β = 0.52; CR = 5.36; p < 0.001). Indirect analysis revealed that supportive leadership affected learning quality through teachers’ affective commitment with an indirect effect of 0.38 and a total effect of 0.79. The SEM model demonstrated good fit indices (RMSEA = 0.041; CFI = 0.96; TLI = 0.95). Supportive principal leadership and teachers’ affective commitment play significant roles in improving learning quality in elementary schools.
Development of an adobe animate-based virtual laboratory for electronic fuel injection practicum Ghaus Dhiyaurrahman Baunan; Zelhendri Zen; Darmansyah Darmansyah; Rayendra Rayendra
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02362

Abstract

This study developed an Adobe Animate–based virtual laboratory for motorcycle electronic fuel injection practicum in vocational high schools. The study applied the Four-D development model involving define, design, develop, and limited disseminate stages. Data were collected through expert validation sheets, practicality questionnaires, pre-test and post-test, and a motivation questionnaire. Data were analyzed using descriptive percentages, N-gain, and paired-samples t-test. The product was highly valid (89.00%) and highly practical (88.06%). Learning outcomes increased from 61.89 to 89.29, with high N-gain (0.72), improved mastery from 21.4% to 92.9%, and significant test results (t = 8.840; p < .001). Student motivation reached a high category (79.11%). The virtual laboratory is feasible and effective for supporting EFI practicum.
Inclusion as a co-produced accomplishment: a stakeholder-sensitive systematic review of barriers and facilitators in inclusive physical education Aidil Syaputra; Jeki Haryanto
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02482

Abstract

Inclusive physical education (IPE) is considered by many to be the best way to allow people with disabilities, equal opportunities for engaging in physical activities but its actual implementation varies greatly within educational systems. This systematic review was conducted to uncover the barriers and facilitators to IPE implementation and to see how various stakeholders influence the process. The study was carried out in line with the PRISMA (2020) guidelines. Through a structured search of the Scopus database, 357 articles were found; after excluding 14 duplicates and through successive screening, 18 studies published between 2021 and 2025 were selected according to the inclusion and exclusion criteria. Barriers and facilitators were synthesised using a socio-ecological framework distinguishing individual, relational, and structural determinants. The corpus (n = 18) was predominantly qualitative and spanned twelve countries, integrating the perspectives of teachers, pre-service teachers, and students with disabilities. Across the included studies, inadequate teacher preparation was the most consistently reported barrier, while practicum-based teacher education emerged as the most strongly evidenced facilitator. Notably, multiple studies converged on the finding that physical placement in mainstream classes did not, by itself, secure social belonging. Thematic analysis unfolded that lack of sufficient initial and continuous teacher training, poor structural settings, and inflexible pedagogical conventions are still major obstacles, whereas focused teacher education, reflective and individualized teaching methods, and nurturing school environment act as facilitators. Results show that physical inclusion alone is not sufficient to bring about social inclusion. This review offers an integrated, stakeholder-aware narrative on IPE implementation, provides useful advice for teacher training, and lays down a research agenda emphasizing student voice and longitudinal designs.
Determinants of crescent kick performance in pencak silat athletes: path analysis Jhovan Saputra; Nurul Ihsan; Anton Komaini; Eval Edmizal
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02412

Abstract

This study aimed to examine the direct and indirect effects of speed, flexibility, and training motivation on crescent kick ability among Pencak Silat athletes at Walet Puti Martial Arts School, Jambi City. A quantitative associative design with path analysis was employed. The sample consisted of 40 athletes selected through purposive sampling from a population of 80 athletes. Speed was measured using a 30-meter sprint test, flexibility through the sit-and-reach test, motivation using a validated questionnaire, and crescent kick ability through a standardized crescent kick test. Data were analyzed using path analysis at a significance level of 0.05. Speed demonstrated the strongest direct effect on crescent kick ability (β = -0.934; 87.20%), followed by flexibility (β = 0.292; 0.85%) and motivation (β = 0.091; 0.82%). Motivation mediated the effects of speed (0.25%) and flexibility (0.15%) on kicking performance. Simultaneously, speed, flexibility, and motivation explained 96.82% of the variance in crescent kick ability (R² = 0.984). Speed was the dominant determinant of crescent kick performance, while flexibility and motivation provided complementary contributions. Integrating physical and psychological training is essential for optimizing Pencak Silat performance.
Development of an LMS-based flipped learning e-module for TOEIC preparation Santy Mery; Zelhendri Zen; Fetri Yeni; Rayendra Rayendra
Journal of Educational and Learning Studies Vol 9, No 1 (2026): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02372

Abstract

This study aimed to develop an LMS-based e-module using the Flipped Learning model for Grade XI vocational high school students and to evaluate its validity, practicality, and effectiveness in supporting TOEIC preparation. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 187 Grade XI students from five vocational school classes. Data were collected through expert validation sheets, student response questionnaires, and TOEIC-based pre-test and post-test assessments. Data were analyzed using descriptive statistics, normalized gain (N-Gain), paired sample t-test, Cronbach’s Alpha, and item-total correlation. The developed e-module achieved an overall validity score of 86.4%, indicating a very valid category. The practicality assessment yielded a mean score of 72.62%, categorized as practical. Students’ learning achievement improved significantly, with mean scores increasing from 26.76 (pre-test) to 63.02 (post-test). The average N-Gain score was 0.4961, indicating moderate effectiveness. Furthermore, the paired sample t-test revealed a statistically significant improvement in learning outcomes (t = 35.185, p < 0.001). The LMS-based Flipped Learning e-module is valid, practical, and effective for enhancing TOEIC-related English learning achievement among vocational high school students.

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