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International Journal of Language and Ubiquitous Learning
Published by Yayasan Adra Karima Hubbi
ISSN : 30267102     EISSN : 30308372     DOI : 10.70177/ijlul
Core Subject :
International Journal of Language and Ubiquitous Learning (IJLUL) is a peer-reviewed journal focusing on the integration of Ubiquitous Learning in foreign and second language teaching and learning. It addresses the challenges and innovative solutions in language education, with a particular emphasis on how Ubiquitous Learning environments can enhance language acquisition processes. IJLUL stands out by prioritizing articles with a strong theoretical foundation and clear practical applications, ensuring that research can be generalized to various contexts. The journal aims to provide a platform for advancing research in language education, promoting interdisciplinary discussions, and exploring new educational technologies. Its scope covers language learning strategies, educational technologies, instructional design, and the role of ubiquitous environments in language pedagogy. Published bimonthly | February, April, June, August, October, and December. IJLUL engages with cutting-edge research in language education, learning analytics, mobile learning, and other emerging fields in language instruction. All papers undergo a rigorous review process, with submissions evaluated by a team of international experts in language teaching and Ubiquitous Learning. Articles must be written in English and adhere to the journal’s standards for theoretical rigor, practical applicability, and scholarly depth. IJLUL follows an open access policy, making all content freely available online to foster a wider academic audience.
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue "vol. 2 no. 3 (2024)" : 6 Documents clear
Analysis of the Effect of Local Wisdom-Based Learning Modules on Student Learning Outcomes in the Implementation of the Merdeka Curriculum Ni Wayan Karmini; Putri Anggreni; Ida Ayu Putu Sari; I Made Yudabakti; Ni Nyoman Wahyu Adi Gotama
International Journal of Language and Ubiquitous Learning Vol. 2 No. 3 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i3.1300

Abstract

Background. Learning based on local wisdom is gaining importance in education, especially within the Independent Curriculum, which allows adapting materials to local contexts. Modules based on local wisdom are believed to enhance student engagement and understanding, but empirical evidence regarding their effectiveness on learning outcomes remains limited. Purpose. This study aims to analyze the influence of the use of learning modules based on local wisdom on student learning outcomes in the implementation of the Independent Curriculum. Method. This study uses a quasi-experimental design involving two groups: an experimental group that uses a module based on local wisdom and a control group that uses a conventional module. The sample consisted of 200 students from four purposively selected junior high schools. The instruments used are learning outcome tests and attitude questionnaires. Results. Experimental group experienced significant improvements in cognitive, affective, and psychomotor learning outcomes compared to the control group. The average post-test scores of the experimental group were higher than those of the control group, with greater improvements in class engagement and positive attitudes towards learning. The use of modules based on local wisdom also strengthens students' ability to apply learning concepts into daily life, especially those related to local cultural values. Conclusion. Learning module based on local wisdom is effective in improving student learning outcomes and is relevant to the implementation of the Independent Curriculum. This approach not only improves academic understanding, but also supports the development of students' character and social skills.
The Effectiveness of the Use of Number Smart Board Learning Media to Improve Early Childhood Numeracy Skills Korlina Makulua; Franklin Stevan Dahoklory; Clinton Lumaupuy
International Journal of Language and Ubiquitous Learning Vol. 2 No. 3 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i3.1301

Abstract

Background. Learning in early childhood is an important foundation in the development of cognitive abilities, especially in numeracy skills. However, challenges in teaching the concept of counting effectively are often faced by educators. Interesting learning media, such as number smart boards, are expected to help overcome this obstacle. This media is designed to make it easier for children to understand the concept of numbers and basic operations of mathematics through fun and interactive methods. Purpose. This study aims to test the effectiveness of the use of number smart board learning media in improving numeracy skills in early childhood. In addition, this study also focuses on how this media affects children's motivation to learn and whether there is a significant difference between the use of this media and conventional learning methods. Method. This study uses a quantitative approach with an experimental design. The subjects of the study were children aged 4-6 years in a kindergarten who were divided into two groups, namely an experimental group that used the media of a number smart board and a control group that used traditional learning methods. Data collection was carried out through observations, numeracy tests, and questionnaires to measure children's motivation to learn. Results. The results showed that children who learned to use a number smart board experienced a significant improvement in numeracy compared to the control group. In addition, the motivation to learn in the experimental group was also seen to be higher. Conclusion. The use of number smart board learning media has been proven to be effective in improving early childhood numeracy skills. This media is also able to increase children's learning motivation, making it an effective alternative to conventional learning methods.
Development of an Effective Curriculum for United Kingdom Language Learning Based on Local Wisdom Rinovian Rais; Pratiwi Samad; Habiyah Srianah Amir; Arini Nasra; S. Sumihatu Ummah MS
International Journal of Language and Ubiquitous Learning Vol. 2 No. 3 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i3.1349

Abstract

Background. The development of an United Kingdom language learning curriculum that is relevant to the local context is a challenge in the world of education, especially in Indonesia which is rich in local culture and wisdom. United Kingdom language learning has tended to adopt global standards without paying attention to students' cultural backgrounds, making it less relevant for students in areas with strong cultures. In this context, the development of a curriculum based on local wisdom is expected to increase student engagement and the quality of United Kingdom language learning. Purpose. This study aims to develop an effective United Kingdom curriculum by integrating elements of local wisdom, as well as evaluating the impact of the implementation of the curriculum on students' motivation and language skills. Method. This study uses a qualitative method with a case study approach, involving five schools in rural and urban areas. Data were collected through interviews, classroom observations, and questionnaires given to 100 students and 10 teachers. Results. The results of the study show that the integration of local wisdom in United Kingdom language learning increases student motivation and participation, especially in rural areas. Students in urban areas tend to need materials that combine more local and global aspects. Teachers face challenges in finding suitable teaching materials, but in general this approach is considered effective. Conclusion. The conclusion of this study is that the curriculum based on local wisdom is able to increase the relevance and effectiveness of United Kingdom language learning. However, flexibility is needed in its application so that it can be adjusted to the needs of students in various regions.
Analysis of the Impact of Language Acquisition Factors on Listening Skills Using Structural Equation Modeling in Arabic Language Education Students at State Islamic University Raden Intan Lampung Muhammad Fahrudin Nur; Rahmania Auriel Zaeni; Danial Hilmi
International Journal of Language and Ubiquitous Learning Vol. 2 No. 3 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i3.1357

Abstract

Background. The selection of language acquisition factors as a research topic is urgent due to the lack of clarity on which factor most significantly supports language competence, particularly in receptive skills like listening in Arabic learning. Understanding this is crucial to assist learners in maximizing their potential. Purpose. This quantitative study, using an explanatory design, investigates the influence of affective, cognitive, and social factors on the improvement of students' listening skills in Arabic. The data was analyzed using Structural Equation Modelling (SEM). Method. The research involved students from the Arabic Language Education Study Program at UIN Raden Intan Lampung. Data were collected via questionnaires measuring the impact of the three factors on listening competence (maharah istima') and analyzed using SEM to assess the relationships between these factors. Results. The results indicate that cognitive factors (e.g., intelligence, talent, and learning styles) have a minimal influence on listening competence. Affective factors (e.g., motivation, personality, and anxiety) have a moderate effect, while social factors, particularly attitude, have the strongest influence on improving listening skills. Conclusion. This study highlights the importance of focusing on social factors to improve listening skills in Arabic learning. Educators can enhance their teaching methods by addressing these key factors, ensuring better student outcomes and more effective language acquisition.
Application of AI and learning analytics in English education: Benefits and challenges Muhammad Hasyimsyah Batubara; Luqman MoHa; Agung Yulianto Nugroho; S. Sumihatul Ummah MS; Suhardianto Suhardianto
International Journal of Language and Ubiquitous Learning Vol. 2 No. 3 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i3.1378

Abstract

Background. The application of artificial intelligence (AI) and learning analytics in United Kingdom education has brought about significant changes in the way students learn and educators teach. The technology offers better personalization of learning and faster feedback, but it also presents challenges, such as resistance from educators and data privacy and security issues. Purpose. This study aims to explore the benefits and challenges of applying AI and learning analytics in the context of United Kingdom language education, with a focus on improving academic outcomes and students' and educators' perceptions of these technologies. Method. This study uses a combined method of qualitative and quantitative approaches. Quantitative data was collected through questionnaires from 100 students and 30 educators, as well as analysis of academic outcomes before and after the application of AI. In addition, in-depth interviews were conducted to gain further perspectives from educators regarding their experiences in using this technology. A case study at a high school in Jakarta was also integrated to enrich the research results. Results. The results showed a significant increase in students' academic outcomes, with the average academic score increasing from 75 to 82 after the application of AI. The increase in positive perceptions of AI is also seen in students and educators, who feel that this technology helps in personalizing learning and improving teaching efficiency. However, challenges such as early resistance from educators and data privacy issues still need further attention. Conclusion. In conclusion, AI and learning analytics have great potential to improve the quality of United Kingdom education, but careful implementation and a deeper understanding of their challenges are necessary for successful long-term implementation.
Micro and Macro Approaches in Linguistics for Method Development Umul Khasanah
International Journal of Language and Ubiquitous Learning Vol. 2 No. 3 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i3.1434

Abstract

Background. Micro and macro approaches in linguistics have long been two methods used separately in language research. The micro approach focuses on the technical structure of the language, such as grammar, phonology, and syntax, while the macro approach examines how language is used in a broader social context. However, the separation of these two approaches often creates a gap in understanding the overall use of language. Purpose. This research aims to develop a method that integrates micro and macro approaches in linguistic studies, especially in Japanese. Method. The research method used was mixed, in which quantitative data was collected through a questionnaire from 52 native Japanese speaking respondents, and qualitative data was obtained through in-depth interviews with 10 participants. This study examines how Japanese speakers use language structures in various social contexts, both formal and informal. Results. The results showed that an understanding of the technical structure of language helps speakers in formal situations, such as in the workplace, while social adaptation is necessary in more relaxed situations, such as social media. The integration between micro and macro approaches provides a more comprehensive understanding of how language is used in everyday life. Conclusion. In conclusion, a method that combines these two approaches is essential to get a more complete picture of the dynamics of language use.

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