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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
Core Subject :
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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Internal and external factors influencing fashion design characteristics among undergraduate fashion design students Armina Sari Harahap; Resmi Darni; Weni Nelmira; M. Giatman; Fadhillah Riski Aisyah Nasution; Nanda Sari Siregar
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: 10.32698/02882

Abstract

This study aimed to examine the effects of internal and external factors on students' fashion design characteristics in the Women's Fashion Design course. An explanatory quantitative study with a correlational design was conducted involving 30 fourth-semester students from the Fashion Design Vocational Education Study Program at Universitas Aufa Royhan Padangsidimpuan using total sampling. Internal and external factors were measured through validated questionnaires, while fashion design characteristics were assessed using a performance-based rubric. Data were analyzed using multiple linear regression. Internal factors significantly influenced fashion design characteristics (β = 0.613, t = 5.613, p < 0.001), as did external factors (β = 0.374, t = 3.424, p = 0.002). Simultaneously, both variables significantly predicted fashion design characteristics (F = 82.314, p < 0.001; Adjusted R² = 0.849). Strengthening students' internal competencies alongside supportive learning environments is essential for improving creativity and the quality of fashion design outcomes
Implementation of the merdeka curriculum for competency achievement and graduate employability in vocational education Agus Fadly Taqwan Lubis; Asnil Asnil; Oriza Candra; Bambang Heriyadi
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: 10.32698/02652

Abstract

This study aimed to analyze the implementation of the Merdeka Curriculum, students' competency achievement, graduate employment outcomes, and the supporting and constraining factors at Tritech Informatics Private Vocational High School, Medan. A qualitative descriptive case study was conducted using semi-structured interviews with nine purposively selected informants, classroom observations, and document analysis, including students' academic records, Vocational Competency Test (VCT) results (2022–2025), and graduate tracer study data (2022–2024). The findings showed that competency-based learning, authentic assessment, and industry collaboration were effectively implemented. Students' average academic achievement increased from 85.28 to 89.31, while VCT scores improved from 87.97 to 93.54. Tracer study data revealed that 88.8% of graduates engaged in productive activities, with increasing employment rates and occupational relevance. The Merdeka Curriculum contributed positively to competency development and graduate employability, although continuous improvements in teacher competence, learning facilities, and industry partnerships remain essential.
Collaborative project-based learning enhances 4c skills in vocational fashion design students Nanda Sari Siregar; Rahmiati Rahmiati; Weni Nelmira; M. Giatman; Armina Sari Harahap; Fadhillah Riski Aisyah Nasution; Alifah Biggum Nabila
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: 10.32698/02752

Abstract

This study aimed to examine the effectiveness of Collaborative Project-Based Learning (CPBL) in enhancing students' critical thinking, creativity, communication, and collaboration (4C) skills in the Children's Fashion Design course. A quantitative quasi-experimental study employing a posttest-only control group design was conducted with 40 vocational fashion design students, equally assigned to experimental and control groups. Data were collected using a validated structured observation instrument (Aiken's V = 0.868; item validity = 0.905) and analyzed through descriptive statistics, Shapiro–Wilk normality, Levene's homogeneity, and independent-samples t-tests. Students receiving CPBL achieved significantly higher scores in critical thinking (54.65 vs. 46.00), creativity (54.30 vs. 42.30), communication (54.40 vs. 41.80), collaboration (54.70 vs. 42.30), and overall 4C competence (218.05 vs. 172.40) than the control group (p < 0.001). CPBL effectively promotes integrated 4C competencies and represents an appropriate pedagogical approach for strengthening twenty-first-century skills in vocational fashion education
Deep learning-based instructional innovation in pancasila education for meaningful student learning outcomes Meljulia Sartika; Al Rafni; Hasrul Piliang; Junaidi Indrawadi
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: 10.32698/02902

Abstract

This study aimed to examine the implementation of deep learning-based instructional innovation in Pancasila Education at State Junior High School 1 of Solok City. A descriptive qualitative approach was employed involving 13 purposively selected informants consisting of one principal, four Pancasila Education teachers, and eight students. Data were collected through observations, semi-structured interviews, and document analysis, then analyzed using the Miles and Huberman interactive model with triangulation to ensure trustworthiness. Deep learning was implemented through contextual learning, project-based activities, authentic assessment, reflective learning, and digital media integration. These practices enhanced student engagement, critical thinking, collaboration, and the internalization of Pancasila values despite challenges related to teacher readiness, limited instructional time, technology, and curriculum demands. Deep learning effectively strengthens instructional quality and character development in Pancasila Education, although sustained implementation requires continuous professional development and institutional support
Arm explosive power, hand–eye coordination, and motor ability in students' badminton lob performance Asep Rizal; Ahmad Chaeroni; Eval E Edmizal; 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: 10.32698/02742

Abstract

This study examined the direct and indirect effects of arm muscle explosive power, hand–eye coordination, and motor ability on badminton lob performance among athletes at the UNP Badminton Academy. A quantitative causal-correlational design was employed involving 12 athletes selected through total sampling. Standardized field tests measured all variables, and path analysis was performed after confirming normality, linearity, and multicollinearity assumptions. Arm muscle explosive power (β = 0.393, p = 0.020), hand–eye coordination (β = 0.430, p = 0.010), and motor ability (β = 0.484, p = 0.005) significantly improved lob performance, whereas indirect effects through motor ability were not significant. The model explained 88.7% of the variance in lob performance (R² = 0.887). Motor ability was the strongest predictor, while physical capacities contributed independently. These findings support integrated evidence-based training emphasizing explosive power, coordination, and motor ability to optimize badminton lob performance.
Expert system based chatbot for enhancing learning outcomes in kebaya analysis among vocational students Alifah Biggum Nabila; Rahmiati Rahmiati; Weni Nelmira; M. Giatman; Beni Haposan Sianipar; Armina Sari Harahap
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: 10.32698/02782

Abstract

This study aimed to determine the validity and effectiveness of an expert system-based chatbot as a learning medium for improving students' learning outcomes in kebaya garment analysis at a vocational high school. A quasi-experimental study employing a nonequivalent control group pretest–posttest design was conducted with 60 Grade XI Fashion Design students, divided equally into experimental and control groups. Data were collected using expert validation sheets, cognitive achievement tests, and perception questionnaires, and analyzed using Aiken's V, classical mastery, Normalized Gain (N-Gain), and an Independent Samples t-test. The chatbot demonstrated good validity (Aiken's V = 0.84). The experimental group achieved 100% classical mastery, a moderate N-Gain (0.57), and significantly higher posttest scores than the control group (p < 0.001). Teachers and students also reported positive perceptions (87.27% and 86.20%, respectively). The expert system-based chatbot is a valid and effective instructional medium that enhances learning outcomes and supports independent learning in vocational fashion education
Developing deep learning-based worksheets using google earth for elementary geography learning enhancement Nono Tri Kartila; Jasrial Jasrial; Zelhendri Zen; Abna Hidayati
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: 10.32698/02912

Abstract

This study aimed to develop and evaluate a Deep Learning-based Student Worksheet (LKPD) integrated with Google Earth and WebMAGMA for teaching Indonesia's geographical location to fifth-grade elementary school students. A Research and Development approach employing the Four-D (4D) model Define, Design, Develop, and Disseminate was adopted. The worksheet was evaluated through expert validation, practicality testing involving teachers and students, and effectiveness testing using pre-test and post-test assessments. The worksheet demonstrated excellent validity (96.75%) and practicality (95%). Students' mean achievement increased from 53.18 to 86.82, with a high N-Gain (0.71), while learning mastery improved from 4% to 90%. The developed worksheet is valid, practical, and effective for enhancing elementary students' understanding of Indonesia's geographical location while supporting technology-enhanced implementation of the Merdeka Curriculum
Training quality and work motivation predict vocational high school teacher performance effectively Marliza Deviana; Eko Indrawan; Ika Parma Dewi; Jonni Mardizal
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: 10.32698/02872

Abstract

This study examined the effects of Training Quality and Work Motivation on Teacher Performance among vocational high school teachers. A quantitative explanatory survey was conducted involving all 31 teachers at SMKN 7 Sijunjung using a census sampling technique. Data were collected through a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.1.0.8. The measurement model demonstrated satisfactory reliability and validity. Training Quality had the strongest positive effect on Teacher Performance (β = 0.646, p < 0.001), followed by Work Motivation (β = 0.416, p < 0.001). Together, both variables explained 64.9% of the variance in Teacher Performance (R² = 0.649). Enhancing teacher performance requires integrating high-quality professional development with strategies that strengthen teachers' work motivation
Teacher support, entrepreneurial learning, and self-regulated learning predict vocational students’ entrepreneurial intentions Eliza Eliza; Rino Rino
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: 10.32698/02842

Abstract

This study examines the effects of entrepreneurial learning, teacher support, and self-directed learning on the entrepreneurial intentions of vocational students and explores the mediating role of entrepreneurial learning and independent learning. Quantitative causal design was used by involving 303 Class XI students from nine public vocational schools in Pesisir Selatan Regency, Indonesia. Data were collected through questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Entrepreneurship learning had the strongest direct effect on entrepreneurial intention (β = 0.497, p < 0.005), followed by teacher support (β = 0.211, p = 0.006). Entrepreneurial learning significantly mediated the relationship between teacher support and entrepreneurial intent (β = 0.339, p < 0.005). Improving teacher support, entrepreneurship education, and self-paced learning is essential to strengthen the entrepreneurial intentions of vocational students
Path analysis of physical and psychological determinants of mawashi geri performance in kempo Nori Meristika; Yendrizal Yendrizal; Alnedral Alnedral; Ridho Bahtra
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: 10.32698/02952

Abstract

This study aimed to examine the direct and indirect effects of lower-limb explosive power, foot-eye coordination, and concentration on mawashi geri kicking performance among Kempo athletes. A quantitative causal-associative design was employed involving 22 male senior Kempo athletes selected through purposive sampling. Lower-limb explosive power, foot-eye coordination, concentration, and mawashi geri performance were assessed using standardized field tests. Data were analyzed using descriptive statistics, assumption testing, and path analysis with IBM SPSS Statistics 26. Lower-limb explosive power (β = 0.460, p = 0.031), foot-eye coordination (β = 0.539, p = 0.010), and concentration (β = 0.555, p = 0.007) significantly influenced mawashi geri performance. Collectively, these variables explained 48.5% of performance variance (R² = 0.485). Integrated physical and psychological training emphasizing explosive power, coordination, and concentration is essential for optimizing mawashi geri performance in competitive Kempo athletes

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