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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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Project based learning berorientasi ESD: peran guru IPS dalam meningkatkan komunikasi dan kolaborasi siswa Junima Tesalonika Sihombing; Neiny Ratmaningsih; Acep Supriadi
Journal of Educational and Learning Studies Vol 8, No 2 (2025): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02272

Abstract

This research aims to describe the role of social studies teachers in improving students' communication and collaboration skills through project based learning oriented towards education for sustainable development. The research approach used in this research is qualitative and the method used is descriptive. The data collection techniques used in this research are observation, interviews and documentation. The data analysis techniques used are data reduction, data presentation, and drawing conclusions or verification. The research results show that the role of social studies teachers is in improving communication and collaboration skills through ESD-oriented project based learning by paying attention to the stages of project-based learning on aspects of communication and collaboration. These stages do not escape the orientation of education for sustainable development with the hope that students will be more concerned and aware of the environmental, social and economic problems they face.
Enhancing advanced motor skills through small-sided game-based physical education learning Nurman Hadi; Nurul Ihsan; Anton Komaini; Sefri Hardiansyah
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: 10.32698/02602

Abstract

This study aimed to examine the effect of small-sided game-based learning on the advanced motor skills of seventh-grade students at SMP Negeri 05 Kepahiang, Indonesia. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design involving 32 seventh-grade students selected through total sampling. Advanced motor skills were assessed through five components, namely speed, agility, lower-body explosive strength, balance, and coordination. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-sample t-test. The findings revealed improvements across all motor components following the intervention. The composite motor skill score increased from a pretest mean of −0.001 to a posttest mean of 3.967. The paired-sample t-test demonstrated a statistically significant difference between pretest and posttest scores (t = −17.266, p < 0.001). Small-sided game-based learning effectively enhanced students' advanced motor skills and can be considered an innovative pedagogical strategy for promoting multidimensional motor development in junior secondary school physical education
Direct and indirect effects of agility, foot–eye coordination, and balance on football school players' dribbling performance Syafiril Risman; Kamal Firdaus; Ridho Bahtra; Aldo Naza Putra
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: 10.32698/02702

Abstract

This study aimed to examine the direct and indirect effects of agility, foot–eye coordination, and balance on the dribbling performance of youth football players. A quantitative causal-comparative design was employed involving 27 players selected through purposive sampling from a population of 60 players at SSB Duri Galaxy, Bengkalis Regency. Agility, foot–eye coordination, balance, and dribbling performance were assessed using the Illinois Agility Run, Mitchell Soccer Test, Modified Bass Test of Dynamic Balance, and a standardized soccer dribbling test, respectively. Data were analyzed using path analysis at a significance level of α = 0.05. Agility demonstrated the strongest direct effect on dribbling performance (β = −0.934, p = .033), whereas balance showed a significant positive effect (β = 0.091, p = .001). Foot–eye coordination exhibited a positive but non-significant direct effect (β = 0.292, p = .073). Balance partially mediated the relationships between agility, foot–eye coordination, and dribbling performance. The proposed structural model explained 98.40% of the variance in dribbling performance (R² = .984). Agility is the primary determinant of dribbling performance, while balance strengthens the contribution of other physical capacities. Integrating agility, balance, and coordination into football-specific training may enhance dribbling performance among youth players.
Discovery learning and motor ability effects on students’ discus throw learning outcomes Fitriyanti Fitriyanti; Eri Barlian; Arsil Arsil; Damrah Damrah
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: 10.32698/02712

Abstract

This study examined the effects of Discovery Learning and Conventional Learning, as well as their interaction with motor ability, on discus throw learning outcomes among eighth-grade students. A 2 × 2 factorial experimental design was conducted with 40 students from SMP Negeri 1 Pasaman. Participants were classified into high- and low-motor-ability groups and assigned to either Discovery Learning or Conventional Learning. Data were analyzed using descriptive statistics and two-way ANOVA (α = .05). Discovery Learning significantly outperformed Conventional Learning (F = 50.29, p < .001). A significant interaction was found between learning model and motor ability (F = 50.10, p = .048). Students taught through Discovery Learning achieved higher mean scores than those receiving Conventional Learning in both high (13.37 vs. 11.58) and low (12.72 vs. 11.40) motor-ability groups. Discovery Learning is more effective than Conventional Learning for improving discus throw learning outcomes, and its effectiveness is influenced by students’ motor ability
Persepsi siswa terhadap penggunaan e-modul geografi pada materi Indonesia sebagai poros maritim di SMA Negeri 1 Grogol Sumarni Sumarni; Tuti Mutia
Journal of Educational and Learning Studies Vol 8, No 1 (2025): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02222

Abstract

E-Modul sudah banyak diterapkan di sekolah untuk mendukung dalam proses pembelajaran geografi, namun belum ada penelitian yang membahas tentang persepsi siswa. Tujuan penelitian ini untuk mengetahui persepsi siswa terhadap penggunaan E-Modul pada pembelajaran Geografi di SMA Negeri 1 Grogol. Jenis penelitian ini yaitu penelitian deskriptif kualitatif. Instrumen penelitian yang digunakan berupa angket persepsi siswa dengan 30 butir pertanyaan. Populasi yang digunakan yaitu siswa kelas XI IPS SMA Negeri 1 Grogol sejumlah 72 siswa dengan teknik sampling Slovin dengan sampel sebanyak 57 siswa. Teknik pengumpulan data menggunakan angket. Analisis data menggunakan analisis deskriptif kualitatif untuk mengetahui persentase persepsi siswa terhadap penggunaan E-Modul pada pembelajaran Geografi. Berdasarkan hasil data yang diperoleh dapat disimpulkan bahwa e-modul pembelajaran pada materi Indonesia sebagai poros Maritim baik berdasarkan persepsi siswa. Hal ini didasarkan data yang diperoleh didapatkan rata-rata persentase persepsi siswa pada aspek tampilan 79,9%, aspek isi 79,2% dan aspek bahasa 78,5%. Hasil rata-rata ketiga aspek tersebut menunjukkan bahwa e-modul yang digunakan di SMA Negeri 1 Grogol berkategori baik dengan persentase rata-rata keseluruhan 79,2%.
Effects of career guidance, internship experience, emotional intelligence, and soft skills on students’ work readiness Reno Fitlova Chaspi; Usmeldi Usmeldi; Dedy Irfan; M. Giatman
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: 10.32698/02632

Abstract

This study aimed to examine the effects of career guidance, internship experience, emotional intelligence, and soft skills on the work readiness of students at SMKN 7 Sijunjung. This study employed a quantitative correlational design involving 73 twelfth-grade students selected using purposive sampling. Data were collected through Likert-scale questionnaires and analyzed using descriptive statistics, assumption tests, simple and multiple regression analyses, t-tests, F-tests, and coefficients of determination. The results revealed that career guidance, internship experience, emotional intelligence, and soft skills each had positive and significant effects on work readiness, contributing 21.6%, 35.3%, 20.2%, and 24.7%, respectively. Simultaneously, these variables explained 46.2% of the variance in work readiness. These findings indicate that strengthening educational support and personal competencies is essential for enhancing vocational students' readiness for employment.
An investigation study of 5G NR V2X Mode 2 in aperiodic traffic Norzilawati Abdullah; Norlia Embong; Engku Nor Zatun Najhah Binti Kurasli
Journal of Educational and Learning Studies Vol 7, No 1 (2024): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02112

Abstract

The rapid advancement of digital technology has fueled growth in vehicle networking, enabling wireless communication between vehicles. More vehicle use cases for networked vehicles have recently been planned but are not concerned with road safety. To serve advanced use cases for connected autonomous driving applications demanding reliability and latency requirements, 5G NR Vehicle to Everything (V2X) developed as a major enabler. This paper aims to investigate the aperiodic data traffic types in 5G NR V2X resource allocation in Mode 2 using the Sensing Base Semi-Persistent Scheduling (SB SPS). A thorough simulation-based analysis was conducted to collect the results, specifically focusing on the correlation between the Packet Reception Ratio (PRR) and the dual factors of traffic density and distance. The simulations showed that higher vehicle density led to more traffic, increasing the risk of collisions and interference. As a consequence of this, PRRs dropped across the range. Hence, a suggestion for further research involves utilizing machine learning algorithms to analyze traffic patterns and demands, which can help in allocating resources more proactively.
Comparing agility and shadow training with core stability at riau specialized sports school Fahrul Fahrozi; Bafirman Bafirman; Donie Donie; Ridho Bahtra; Fiky Zarya; Rahmad Diyanto
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: 10.32698/02732

Abstract

This study aims to determine the effect of agility training incorporating core stability and shadow training incorporating core stability on the improvement of badminton footwork at the Riau Specialised Sports School (SKO). This is a quasi-experimental study, employing a “two-groups pre-test-post-test design”. The population for this study comprised 26 athletes from the Riau SKO, with the sample selected using purposive sampling: male athletes who were still active at the Riau SKO and had chosen badminton as their sport, totalling 12 male athletes aged 16-18 years. The instrument used in this study was a 30-second badminton footwork test. The data analysis techniques for hypothesis testing utilised the Paired Sample Test and the Independent Sample Test. The results of the study indicate: Firstly, there is a significant effect of agility training combined with core stability on the improvement of footwork in badminton at SKO Riau, with a significance level (2-tailed) of 0.000 < 0.05. Secondly, there was a significant effect of shadow training combined with core stability on the improvement of footwork in badminton at SKO Riau, with a significance level (two-tailed) of 0.003 < 0.05. Thirdly, there was no difference in the mean effect between the agility training with core stability group and the shadow training with core stability group on the improvement of footwork in badminton at SKO Riau, with a significance value (two-tailed) of 0.277 > 0.05.
Implementation of independent character in children with special needs in basic education units Lisa Retnasari; Ervi Nur Melisa; Aim Abdulkarim
Journal of Educational and Learning Studies Vol 7, No 2 (2024): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02182

Abstract

This article addresses the crucial issue of instilling independent character in children with special needs, recognizing their unique circumstances that necessitate tailored attention, particularly in the realm of education. The primary objective of the study is to delineate the process of fostering independent character in these children and to identify factors that either hinder or facilitate its implementation at SD Negeri Karanganyar Yogyakarta. Employing a qualitative descriptive approach, the research relies on observation, interviews, and documentation as data collection methods, with school principals and special accompanying teachers as the subjects. The focal point is the examination of independent character implementation in children with special needs at SD Negeri Karanganyar. The study reveals a three-stage approach to instill independent character, encompassing collaborative preparation involving teachers and parents, an implementation phase featuring habituation and internalization in learning and daily activities, and an evaluation stage conducted every three months in the middle of the semester. Supporting factors include parental involvement, school collaboration, and adequate facilities while inhibiting factors comprise insufficient parental awareness and inadequate infrastructure. The findings contribute valuable insights to the enhancement of independent character development in children with special needs, emphasizing the pivotal role of collaborative efforts and addressing existing challenges in education and parental involvement.
Challenges in developing green skills in higher education: a narrative literature review Norhana Binti Safee; Noor Mayafaraniza Binti Kosnan
Journal of Educational and Learning Studies Vol 7, No 1 (2024): Journal of Educational and Learning Studies
Publisher : Global Econedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32698/02072

Abstract

The development of green skills in higher education, particularly within Technical and Vocational Education and Training (TVET), is confronted with several critical challenges that demand prompt solutions. The existing literature emphasizes the essential role of green skills in equipping graduates to meet the dynamic needs of contemporary industries and enhancing their employability. These skills are crucial for sustainability and adaptability in the workforce. However, multiple factors complicate the integration of green skills into TVET curricula. Firstly, there is a lack of clarity and consistency in defining green skills, which creates confusion among stakeholders, including students, educators, and employers. This ambiguity leads to varied interpretations and inconsistent emphasis on green skills across educational programs. Secondly, discrepancies in the perception of the importance and application of green skills between academia and industry result in a misalignment of educational practices with industry expectations. This gap hampers the effectiveness of green skill development in preparing students for real-world challenges. Moreover, pedagogical challenges such as large class sizes and a focus on summative assessments limit opportunities for personalized learning experiences and active engagement, which are vital for the effective teaching and assessment of green skills. Institutional barriers, including resource constraints and inflexible curricular structures, further exacerbate these challenges, particularly in the TVET context, where practical skill development is paramount. In conclusion, addressing these multifaceted challenges requires collaborative efforts to establish clear definitions of green skills, align educational curricula with industry demands, and innovate pedagogical strategies. By overcoming these obstacles, higher education institutions can significantly enhance their role in preparing graduates for a rapidly evolving global job market, thereby promoting sustainable economic growth and environmental stewardship.

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