cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Afriyadi Sofyan
Contact Email
afriyadi@konselor.org
Phone
+6285268504093
Journal Mail Official
journal@globaleconedu.org
Editorial Address
Jl. Plumeria X No. 7, Grand Sharon Residence, Bandung
Location
Kab. bandung,
Jawa barat
INDONESIA
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.
Arjuna Subject : -
Articles 199 Documents
 16   17   18   19   20 
Analysis of sustainability literacy and behavior among pre-service teachers: informing the development of edutourism-integrated learning resources in higher education Yunita Arian Sani Anwar; Mahyuni Mahyuni; Sukardi Sukardi; Lalu Ali Wardana; Sri Wahyuni
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: 10.32698/02772

Abstract

This study aims to investigate the sustainability literacy and behavior profiles of pre-service teachers, as well as the potential of educational tourism (edutourism) in supporting sustainability literacy and behavior. The study involved 298 pre-service teachers from science and social science education programs. The research instruments included a sustainability literacy test covering three domains (environmental, economic, and social), a sustainability behavior questionnaire, a student perception questionnaire, and a learning document analysis. The findings indicate that the sustainability literacy of pre-service teachers is at a high level, with varying scores across the environmental, social, and economic domains. In contrast, their sustainability behavior remains at a moderate level, revealing a gap between students' sustainability literacy and their sustainability behavior. Analyses of students' perceptions and focus group discussions (FGDs) involving relevant stakeholders highlight the need to develop experience-based learning resources that incorporate the Sustainable Development Goals (SDGs) and foster communication skills to bridge the gap between sustainability literacy and behavior. Edu-tourism offers considerable potential as a learning resource because its characteristics align well with the identified learning needs.
AI-assisted adaptive problem-based learning in a programming course: its effects on students' problem-solving and debugging skills Septriyan Anugrah; Nadya Faranda; Nofri Hendri; Meldi Ade Kurnia Yusri
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: 10.32698/03302

Abstract

This study examined differences in problem-solving and debugging skills between students who participated in AI-assisted adaptive Problem-Based Learning (PBL) and those who participated in the Case Method in a programming course. A quasi-experimental nonequivalent pretest-posttest control-group design involved 69 students from the Department of Curriculum and Educational Technology, Universitas Negeri Padang. The experimental group (n = 35) followed Arends' PBL with data-informed adaptive grouping and structured use of ChatGPT, Gemini, and Claude during the investigation phase, while the control group (n = 34) followed the Case Method without generative AI. Multivariate analysis of covariance (MANCOVA) tested the two posttest scores while controlling for both pretest scores. The results showed a significant multivariate difference between the instructional conditions, Pillai's Trace = 0.456, F(2, 64) = 26.780, p < 0.001, partial η² = .456. Follow-up tests also showed significant differences in problem solving (partial η² = 0.335) and debugging (partial η² = 0.435). Adjusted means were higher for the experimental group on both skills. The findings suggest that an instructional package integrating PBL, adaptive grouping, and structured AI assistance has the potential to support problem-solving and debugging skills. However, because the three components were implemented simultaneously, their individual effects cannot be separated.
Small-sided game constraints and soccer performance: a systematic review of pitch size, player number, and format effects Vega Soniawan; Gemi Candra
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: 10.32698/03042

Abstract

Small-sided games, or SSGs, have become a mainstay of modern soccer coaching, yet the field is still fragmented when it comes to how task constraints translate into actual performance. This systematic review set out to synthesise the evidence on how pitch size, player number, and game format influence the physical, physiological, and technical-tactical performance of soccer players, and to pinpoint which design characteristics are most useful for development. The review followed the PRISMA 2020 framework, using a structured Boolean search of Scopus restricted to title, abstract, and keywords. The search turned up 843 records. After removing 15 duplicates, 828 records were screened, 42 full-text reports were assessed for eligibility, and 18 studies ultimately met all the inclusion criteria. Every included study was appraised with the Mixed Methods Appraisal Tool, and the findings were integrated through thematic synthesis. The evidence pointed in a fairly consistent direction: larger pitches and greater area per player amplify locomotor and physiological demand, whereas smaller formats increase technical-action density and neuromuscular load. Bout duration, player number, and rule constraints also modulated internal load and decision-making. For practitioners, the review clarifies dose-response relationships, highlights maturation and playing level as moderating factors, and lays out priorities for standardised, longitudinal, and sex-balanced research.
Biomechanical and technology-based analysis of the lunge and attacking actions in competitive fencing: a systematic review Ade Zalindro; Rudyanto Rudyanto; M. Arie Desman
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: 10.32698/03402

Abstract

The fencing lunge is an explosive, distance-sensitive action whose performance depends on coordinated lower-limb mechanics, postural control, and rapid perceptual-motor timing. This systematic review integrated biomechanical determinants with technology-based approaches for measuring and enhancing lunge performance. A PRISMA 2020 systematic review was conducted using Scopus (2016–2026). The search identified 403 records; 15 duplicates were removed, 388 records were screened, 57 full texts were assessed, and 18 studies were included. Because the included studies differed substantially in populations, weapons, task constraints, outcomes, and designs, findings were synthesised narratively using an a priori thematic coding framework aligned with three research questions rather than pooled quantitatively. Methodological quality was revised to a design-appropriate JBI appraisal framework. The supplied manuscript does not contain the original independent screening/extraction audit log; therefore, the final submission must report the actual reviewer number and Cohen’s kappa values from that log rather than retrospectively estimating them. The evidence indicates that lower-limb power, joint coordination, postural control, target distance, footwear, and weapon-specific demands shape attack execution. Inertial and depth sensors, two-dimensional video, and deep-learning models show growing validity and practical feasibility, but evidence for transfer to competitive outcomes remains limited. The field supports an integrated biomechanical-technology framework, but conclusions remain constrained by small samples, heterogeneous protocols, cross-sectional designs, single-database searching, and limited ecological validation.
Toward creative physics learning: need analysis of PjBL-based physics modules with deep learning Fadilla Septiani; Ratnawulan Ratnawulan; Fatni Mufit; Emiliannur Emiliannur
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: 10.32698/03392

Abstract

This study aimed to analyze the need for developing a Project Based Learning (PjBL)-based physics module integrated with the Deep Learning approach to enhance students' creative thinking skills on the topic of climate change. A descriptive quantitative survey was conducted as the analysis phase of the ADDIE development model. The participants were physics teachers and Grade X students at SMA Negeri 5 Payakumbuh, selected through purposive sampling. Data were collected using classroom observations, semi-structured interviews, needs assessment questionnaires, and a creative thinking skills assessment. The data were analyzed descriptively using percentages and qualitative interpretation. The findings showed that physics instruction still relied on conventional teaching materials and teacher-centered practices, limiting students' opportunities to develop creative thinking skills. The needs assessment indicated that both teachers and students required a physics module integrating PjBL and the Deep Learning approach to support meaningful and contextual learning. Furthermore, students' creative thinking skills remained relatively low across the four dimensions of fluency, flexibility, originality, and elaboration. These findings provide empirical evidence supporting the development of an innovative physics module aligned with the Merdeka Curriculum to improve students' creative thinking skills and promote more active, student-centered learning on climate change
The effects of fartlek and continuous training methods and training motivation on improving physical fitness among senior high school students Muhammad Aziz Daraktuni; Arsil Arsil; Syahrastani Syahrastani; 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: 10.32698/03502

Abstract

Objective: This study aimed to examine the effects of Fartlek and continuous training and training motivation on physical fitness among senior high-school students. Methods: A quasi-experimental 2 × 2 factorial design involved 40 students assigned according to training model and high or low motivation. Physical fitness was assessed using the Indonesian Student Fitness Test (TKSI), and data were analyzed using two-way ANOVA and Tukey tests. Results: Continuous training produced higher fitness scores than Fartlek training (F = 8.11), while motivation significantly affected fitness (F = 7.62). A significant interaction between training model and motivation was identified (F = 7.33). The highest fitness score occurred in the continuous-training/high-motivation group (M = 23.00). Conclusion: Continuous training was more effective, particularly among highly motivated students, confirming that training effectiveness depends on motivational characteristics
The influence of learning supervision and achievement motivation on effective learning through teachers’ professional Widia Widia; Lusi Susanti; Nurhizrah Gistituati; Rusdinal Rusdinal
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: 10.32698/03362

Abstract

This study aimed to analyze the effects of learning supervision and achievement motivation on effective learning through teachers' professional competence at State Junior High Schools in Padang City. The study employed a quantitative approach using the SEM-PLS method, involving 385 teachers selected from a population of 1,916 teachers across 45 State Junior High Schools. The results showed that learning supervision (β = 0.218; t = 6.752; p < 0.05), achievement motivation (β = 0.320; t = 7.943; p < 0.05), and teachers' professional competence (β = 0.320; t = 4.736; p < 0.05) had positive and significant effects on effective learning. Learning supervision and achievement motivation also had positive effects on teachers' professional competence (β = 0.401), which significantly mediated their effects on effective learning with an indirect effect of 0.128 (p < 0.05). These findings indicate that improving learning supervision, achievement motivation, and teachers' professional competence can enhance effective learning.
Academic supervision, instructional leadership, and work motivation as predictors of public elementary school teacher performance Lola Purnama Dewi; Sufyarma Marsidin; Rusdinal Rusdinal; Lusi Susanti
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: 10.32698/03532

Abstract

Objective: This study examined the direct effects of academic supervision, instructional leadership, and work motivation on teacher performance and the indirect effects of academic supervision and instructional leadership through work motivation. Methods: A quantitative explanatory design with path analysis was employed. The population comprised 625 public elementary school teachers in Kinali District, West Pasaman Regency, Indonesia, from whom 163 participants were selected using stratified proportional random sampling. Data were collected using validated and reliable Likert-scale questionnaires and analyzed using descriptive statistics, assumption testing, and path analysis. Results: Academic supervision (β = 0.786) and instructional leadership (β = 0.888) positively affected teacher performance. Work motivation also demonstrated a positive contribution (β = 0.883), while academic supervision (β = 0.174) and instructional leadership (β = 0.181) showed positive pathways to work motivation. Conclusion: Teacher performance can be strengthened through integrated academic supervision, effective instructional leadership, and sustained work motivation, highlighting the importance of combining managerial and motivational strategies in school-based teacher development
Project-based learning and vocational students’ employability, self-confidence, and career adaptability through field work practice readiness Darmilawati Darmilawati; Sukardi Sukardi; M. Giatman; Henny yustisia; Lasyatta Syaifullah
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: 10.32698/03592

Abstract

Objective: This study examined the contribution of Project-Based Learning (PjBL) to employability, self-confidence, and career adaptability, with Field Work Practice (FWP) readiness as a mediator. Methods: A quantitative causal-associative design involved 120 Grade XII students from seven vocational programs selected through purposive sampling. Data were collected using five-point Likert questionnaires and analyzed using PLS-SEM in SmartPLS 4. Results: PjBL significantly predicted FWP readiness (β = 0.478, p < 0.001), employability (β = 0.412, p < 0.001), self-confidence (β = 0.380, p < 0.001), and career adaptability (β = 0.414, p < 0.001). FWP readiness partially mediated employability (β = 0.087, p = 0.043), self-confidence (β = 0.120, p = 0.014), and career adaptability (β = 0.122, p = 0.005). Conclusion: Integrating PjBL with workplace preparation strengthens vocational students’ career-related competencies.

Page 20 of 20 | Total Record : 199

 16   17   18   19   20 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol 9, No 1 (2026): Journal of Educational and Learning Studies Vol 8, No 2 (2025): Journal of Educational and Learning Studies Vol 8, No 1 (2025): Journal of Educational and Learning Studies Vol 7, No 2 (2024): Journal of Educational and Learning Studies Vol 7, No 1 (2024): Journal of Educational and Learning Studies Vol 6, No 1 (2023): Journal of Educational and Learning Studies Vol 5, No 2 (2022): Journal of Educational and Learning Studies Vol 5, No 1 (2022): Journal of Educational and Learning Studies Vol 4, No 2 (2021): Journal of Educational and Learning Studies Vol 4, No 1 (2021): Journal of Educational and Learning Studies Vol 3, No 2 (2020): Journal of Educational and Learning Studies Vol 3, No 1 (2020): Journal of Educational and Learning Studies Vol 2, No 2 (2019): Journal of Educational and Learning Studies Vol 2, No 1 (2019): Journal of Educational and Learning Studies Vol 1, No 1 (2018): Journal of Educational and Learning Studies More Issue