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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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Physical determinants of volleyball overhead serve performance: a systematic review of biomechanical correlates Ikhwan Sukri; Alnedral Alnedral; Arsil Arsil; Yuni Astuti
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: 10.32698/02932

Abstract

Overhead serve performance in volleyball depends on a complex interaction of arm muscle strength, lower-limb power, and motor coordination, yet an integrated understanding of these contributors remains limited. This systematic literature review, conducted according to PRISMA 2020 guidelines, analyzed 50 studies retrieved from Scopus (2020–2026) following a four-stage screening process and thematic synthesis based on Thomas and Harden's three-stage coding procedure. Three themes emerged: (1) upper-limb and rotator-cuff strength consistently predicts serve and spike velocity but raises shoulder-injury risk under poorly managed training loads; (2) complex, plyometric, and small-sided power training enhances jump-serve height and arm-swing speed; and (3) coordinated trunk rotation, arm-swing sequencing, and hand-eye coordination are the primary mechanisms linking strength and power to serve execution, with caffeine supplementation showing context-dependent ergogenic effects. These findings indicate a need to revise kinetic-chain models for overhead sports and call for strength-and-conditioning programs tailored to serve-specific demands. Future research should adopt longitudinal designs, standardized serve-velocity measurement protocols, and combined strength-power-coordination interventions to clarify causal mechanisms underlying overhead serve performance.
Effects of learning models and instructional media on pencak silat course learning outcomes Weny Sasmitha; Suwirman Suwirman; Nurul Ihsan; Melaty Melaty; Yuni Utari
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: 10.32698/02942

Abstract

This study aims to examine the effect of learning models and instructional media on pencak silat learning outcomes. A 2×2 factorial experimental design was employed with two factors: learning model (blended learning and conventional) and instructional media (video and book/module). Data were analyzed using two-way ANOVA. The results showed that instructional media had a significant effect on learning outcomes (p < 0.05), while the learning model did not (p > 0.05). No interaction effect was found between learning model and instructional media (p > 0.05). These findings indicate that video-based media is more effective than book-based media in improving pencak silat learning outcomes.
Transformational leadership, pedagogical competence, deep learning, and teachers' readiness for educational change Yanti Azmaniar; Lusi Susanti; Rusdinal Rusdinal; Edwin Musdi
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: 10.32698/02892

Abstract

This study aimed to examine the effects of transformational leadership and teachers' pedagogical competence on deep learning implementation and teachers' readiness for change in public junior high schools in Padang Pariaman Regency. A quantitative explanatory design was employed using a survey of 228 teachers selected through proportionate stratified random sampling from a population of 557 teachers. Data were collected using a five-point Likert questionnaire and analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM). Pedagogical competence exerted the strongest positive effect on deep learning implementation (β = 0.720), followed by transformational leadership (β = 0.187). Both variables significantly influenced teachers' readiness for change directly and indirectly through deep learning implementation. The structural model demonstrated moderate-to-strong explanatory power (R² = 0.662–0.681). Strengthening teachers' pedagogical competence, supported by transformational school leadership, is essential for promoting effective deep learning implementation and enhancing teachers' readiness for sustainable educational change
Four-week progressive unilateral plyometric training improves vertical jump height in youth football goalkeepers Luthfi Adhitya; Jeki Haryanto; Vega Soniawan; Ikhwanul Arifan
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: 10.32698/03002

Abstract

Goalkeepers perform a vertical jump with one-leg many times when contesting crosses, corners, and lofted passes while plyometric training studies that are related to football have mainly concentrated on outfield players, thus leaving the position-specific evidence for goalkeepers scarce. This study investigated the impacts of unilateral plyometric training program of 16 sessions on the explosive power of lower limbs of youth football goalkeepers. Using a quasi-experimental one-group pretest-posttest design, six male goalkeepers (13.8 ± 1.5 years; 4.2 ± 1.1 years of playing experience) recruited by purposive sampling from a community football academy in Padang, Indonesia participated in the study. The vertical jump wall-and-chalk test was used to assess lower limb explosive power, with the best of three jumps used for analysis. The training intervention involved eight progressive variations of the cone-assisted single-leg plyometric exercises carried out in 16 sessions (four times a week for four weeks), three sets of eight, seven and six repetitions at 90%, 95% and 100% maximal effort respectively, with 1-3 min inter-set and 5 min inter-drill recovery were prescribed. Normality was verified through the Lilliefors test, variance homogeneity through an F ratio, and the hypothesis through a paired-samples t-test complemented by standardised effect sizes and 95% confidence intervals. Vertical jump height rose from 29.83 ± 9.15 cm to 34.67 ± 9.31 cm, a mean increase of 4.83 cm (95% CI [1.98, 7.68]), t(5) = 4.36, p = .007, dz = 1.78. Each participant enhanced their performance (range 2-10 cm; +16.2% group mean). Therefore, short-cycle unilateral plyometrics can be considered as a low-cost, equipment-light strategy that coaches can easily integrate into regular goalkeeper training sessions to improve aerial-dual readiness.
Development of nearpod-based interactive learning media for pancasila education bhineka tunggal ika Yeni Aswita; Al Rafni; Hasrul Hasrul; 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: 10.32698/02962

Abstract

This study aimed to develop and validate a Nearpod-based interactive learning medium for the Bhineka Tunggal Ika topic in Grade X Pancasila Education. A Research and Development (R&D) approach employing the ADDIE model was adopted. The product was validated by subject matter, language, and media experts and subsequently evaluated through one-to-one, small-group, and field trials involving Grade X students at SMAN 9 Muaro Jambi. Data were collected using observations, interviews, questionnaires, and learning achievement tests and analyzed descriptively using percentage-based feasibility criteria. The developed media achieved feasibility scores of 83% (content), 85% (language), and 88% (media). Practicality testing yielded positive responses, with scores of 92%, 95%, and 89%, while approximately 91% of students correctly completed the embedded assessments. The Nearpod-based learning media is valid, practical, and suitable for supporting interactive and student-centered learning in Pancasila Education
Riba prohibition and social welfare: a socio-legal analysis of islamic economic norms on family and state outcomes Endang Madali
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: 10.32698/02462

Abstract

This study examines the legal implications of usury (riba) on families and the state from the perspective of the sociology of Islamic law. Islamic law regulates all aspects of human life, including economic activities, and prohibits riba because it contradicts the principles of justice and social welfare. The research aims to analyze the relationship between Islamic legal norms concerning riba and their socio-economic impacts on contemporary society. A qualitative approach was employed through the analysis of primary Islamic sources, including the Qur'an and Hadith, supported by relevant academic literature and empirical studies on the effects of usury practices. The findings indicate that riba contributes to social inequality, weakens moral values, reduces family welfare, and creates economic dependency that may threaten national economic stability and sovereignty. These findings demonstrate that the prohibition of riba is not merely a theological doctrine but also a legal and social mechanism designed to protect public welfare. Therefore, greater collective awareness and the implementation of Sharia-based economic principles are necessary to foster justice, social harmony, and sustainable prosperity for both families and the nation.
Effectiveness of drill-based vocal technique instruction on high school students' singing ability Multia Evarina; Syeilendra Syeilendra; Indrayuda Indrayuda; Jupriani Jupriani
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: 10.32698/03022

Abstract

Objective: This study aimed to examine the effectiveness of the drill method in improving the singing ability of Grade XI students during vocal technique instruction at SMAN 1 Situjuah Limo Nagari. Methods: A quantitative approach employing a quasi-experimental Nonequivalent Control Group Design was used. Forty-two students participated, comprising 21 students in the experimental group and 21 in the control group. Data were collected through pretest and posttest performance assessments and analyzed using the Wilcoxon Signed-Rank Test. Results: The experimental group's mean score increased from 65.4% to 83.5% (+18.1%), whereas the control group declined from 71.9% to 66.4% (−5.5%). Improvements were observed in breathing (+16.9%), intonation (+18.7%), articulation (+14.9%), and resonance (from 60.6% to 83.0%). Statistical analysis confirmed a significant improvement in the experimental group (p = 0.000) but not in the control group (p = 0.640). Conclusions: The drill method effectively enhances students' singing ability and vocal technique, providing an evidence-based instructional strategy for improving vocal learning in secondary school music education
Social media affordances in music learning and performance: a systematic review of empirical evidence, 2020–2026 Benovan Rahmandicca; Ardipal Ardipal; Tulus Handra Kadir; Indrayuda Indrayuda
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: 10.32698/03052

Abstract

Social media platforms have become embedded in how musicians practise, perform, and are taught, yet the research base describing this phenomenon remains fragmented across disciplines, platforms, and educational levels. This systematic literature review examined how social media shapes music learning and performance, synthesising evidence on informal self-directed learning, formal instructional integration, teacher professional communities, and the psychosocial consequences of platform-mediated visibility. Following the PRISMA 2020 framework, a search was executed in the Scopus database on 24 July 2026, returning 657 records; after removing one duplicate, 656 records were screened by title, abstract, and keyword, of which 249 were assessed in full text against explicit eligibility criteria requiring a substantive combination of music, a named social media platform, and a learning or performance focus. Fifty studies published between 2020 and 2026 met the inclusion criteria and were retained for synthesis. Findings converged on four themes: social media, particularly YouTube, Instagram, and WeChat, functions as an informal and self-regulated learning resource that complements rather than replaces formal instruction; platforms are increasingly integrated into formal curricula and teacher professional communities as tools for content curation, feedback, and community-building; the visibility and metrics inherent to platforms generate documented risks of social comparison, performance anxiety, and impostor phenomena among students and educators; and a smaller critical literature questions the platformization of musical labour and pedagogy itself. Theoretically, the review extends self-regulated learning and communities-of-practice frameworks into networked, platform-mediated contexts. Practically, findings suggest that music educators can deliberately scaffold platform use to support motivation while mitigating comparison-related harms. Future research should pursue longitudinal designs, cross-platform comparisons, and greater representation from under-studied regions and non-Western musical traditions
Integrating self-efficacy reinforcement into problem-based learning enhances critical creative and communicative skills Indra Sabdarudin; Al Rafni; Suryanef Suryanef; Hasrul Hasrul
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: 10.32698/02972

Abstract

This study aimed to examine the effect of Problem-Based Learning (PBL) integrated with self-efficacy reinforcement on students' critical thinking, creative thinking, and communicative skills in Civic Education. A quantitative quasi-experimental design with a pretest–posttest nonequivalent control group was employed involving 68 tenth-grade students divided into experimental (n = 34) and control (n = 34) groups. Data were collected using critical thinking essay tests, observation rubrics for creative thinking and communicative skills, and a self-efficacy questionnaire. The data were analyzed using paired-samples t-tests, independent-samples t-tests, normalized gain (N-Gain), and MANOVA. The experimental group demonstrated significantly greater improvements than the control group in critical thinking (N-Gain = 60.81%), creative thinking (59.09%), and communicative skills (54.65%). MANOVA indicated a significant multivariate effect (F = 44.285, p < 0.001; Pillai's Trace = 0.675), while students also exhibited high self-efficacy across all measured dimensions. Integrating self-efficacy reinforcement into PBL effectively enhances higher-order thinking and communicative competencies, providing an effective instructional approach for developing twenty-first-century skills in secondary Civic Education
Improving critical thinking through problem-based learning with flipped classroom in pancasila education Cici Purnamasari; Isnarmi Moeis; Suryanef Suryanef; Hasrul Hasrul
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: 10.32698/03062

Abstract

Objective: This study aimed to examine the effectiveness of integrating the Problem-Based Learning (PBL) model with Flipped Classroom principles in improving students' critical thinking skills in Pancasila Education. Methods: This study employed Classroom Action Research based on the Kemmis and McTaggart model involving 35 Grade XI students at SMAN 1 Tigo Nagari. The intervention was conducted over two action cycles comprising planning, action, observation, and reflection. Data were collected through observations, tests, interviews, questionnaires, and documentation, and analyzed using descriptive qualitative and quantitative techniques. Results: Students' critical thinking improved from 27.14% before the intervention to 54.05% in Cycle I and 80.00% in Cycle II. The mean learning achievement increased from 67.14 to 89.86, while classical mastery improved from 22.86% to 97.14%. Conclusion: Integrating PBL with Flipped Classroom principles effectively enhanced students' critical thinking skills and learning achievement by promoting active participation, collaborative inquiry, and meaningful learning experiences.

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