International Journal of Learning and Education
International Journal of Learning and Education is a high-quality, open-access, peer-reviewed research journal published by the NAJAHA Education Development Center (NEDC). IJLE provides a platform that welcomes and acknowledges high-quality empirical original research papers about education written by researchers, academicians, professionals, and practitioners worldwide. IJLE is a quarterly and peer-reviewed journal published in June and December. Journal title International Journal of Learning and Education Initials Inter. Journal Learn & Education Abbreviation IJLE Frequency 2 Issues Per-year (January-June and July-December) DOI Prefix 10.59683 by ISSN 3123-8106 [e-ISSN] & 3123-8300 [p-ISSN] Accreditation Process Editor-in-chief Miftah Hur Rahman Zh, S.Pd., M.Pd. Publisher Najaha Citation Analysis Google Scholar Permanent Call for Papers : International Journal of Learning and Education invites the authors to submit their manuscripts for forthcoming issues. Before submitting, we encourage you to read and confirm your manuscript to the Author Guidelines and Manuscript Template. Articles are normally published only in English. Submit your manuscript to Submission Menu. If you have any questions, please feel free to contact the Editor. Call for Reviewers : Do you want to be a Reviewer? Please pay a visit to the Reviewer Form, fill in all the personal information required. Connect to your Publons account. The IJLE has been listed in Publons. Publons was first built as a place to help researchers get recognition for their hidden peer review contributions. To do this, IJLE partners with Publons to give our peer reviewers the recognition they deserve. What is publons? Click here. Sign up Publons here. How to add a review record to your Publons account? Click here. Owner: syndicate togel online mega4d mega4d slot777 toto 4d bandar togel slot777 toto macau slot777 rtp slot toto 4d mega4d mega4d mega4d mega4d mega4d mega4d toto 4d slot777 nana4d slot777 toto 4d scatter hitam nana4d toto 4d slot resmi situs toto toto 4d slot777 slot gacor slot777 scatter hitam nana4d nana4d toto 4d slot777 slot777 slot777 toto 4d slotnota123 com slotnota707 com slot777 Owner: keepfly Slot777 Slot777 Slot Gacor Slot Gacor Slot88 Slot Bonus Slot88 slot777 slot 200 slot88 link gacor Slot Thailand Slot Gacor SLOT88 Slot Thailand Situs Gacor Link Gacor SLOT88 Situs Gacor Link Gacor slot88 Slot88 slot88 Slot88 Slot88 Link Gacor Situs Gacor Slot88 Slot Thailand . Slot Gacor slot777 slot777 slot777 slot gacor slot777 slot777 Slot777 slot jepang Slot777 Slot777 Slot Jepang Slot777 Slot88 slot88 slot88 slot88 slot88 slot88 slot88 slot777 matauangslot matauangslot matauangslot matauangslot slot777 slot777 slot777 slot777 slot777 slot777 slot777 slot jepang scatter hitam slot777 https://periodicosulbrabra.org/ https://jsju.net/index.php/ https://biosuss.com/ Situs Gacor slot resmi https://tibafs.com/ https://jihms.com/ https://esp.co.id/ https://esp.co.id/web/ https://esp.co.id/wp/ https://esp.co.id/history/ slot88matauangslot.app -asli slot88matauangslot.com -asli slot88matauangslot.net -asli slot88matauangslot.dev -asli slot88matauangslot.online -asli slot88matauangslot.live -asli slot88matauangslot.org -asli slot88matauangslot.pro -asli slot88matauangslot.store -asli slot88matauangslot.site -asli slot88aslijp.online -asli slot88asliresmi.online -asli slot88linkdaftar.online -asli slot88akunbaru.online -asli slot88bonus100.online -asli dewislot88asli.online -asli dewaslot88asli.online -asli megaslot88asli.online -asli slot88aslijp.com -asli slot88asliresmi.com -asli slot88linkdaftar.com -asli slot88akunbaru.com -asli slot88bonus100.com -asli dewislot88asli.com -asli megaslot88asli.com -asli slot777matauangslot.app -asli slot777matauangslot.com -asli slot777matauangslot.net -asli slot777matauangslot.dev -asli slot777matauangslot.online -asli slot777matauangslot.org -asli slot777matauangslot.pro -asli slot777matauangslot.store -asli slot777matauangslot.site -asli
Open Access International Journal of Learning and Education (IJLE) is an open access journal which means that all content is freely available without charge to users or their institutions. Users do not have to register to access the journal’s content. IJLE provides immediate open access to its content, without any embargo period. Users are allowed to read, download, copy, distribute, print, search, reuse or link to full text articles without asking prior permission from the publisher or the author as long as proper citation of the original publication is given. This is in accordance with the Budapest Open Access Initiative definition of open access. Copyright and Licensing The IJLE content is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). Authors retain unrestricted copyright and publishing rights of their articles. Authors grant the Publisher NAJAHA a license to publish the article and identify itself as the original publisher. Authors also grant any third party the right to use or reuse the article freely as long as its original authors and citation details are identified. Self-Archiving IJLE allows and encourages authors to self-archive their articles on institutional or other specialized repositories, their personal websites and social-networking sites such as ResearchGate and Academia.edu. Authors are advised to use the final PDF version published on the Journal’s website for self-archiving purposes. However, it’s not an obligation and authors are free to use the version they prefere; pre-print, post-print or publisher’s PDF version. There is no embargo on the self-archiving of articles. Authors are allowed deposition of articles on repositories, personal websites and social-networking sites immediately after publication on the journal website. Accepted manuscripts can be also self-archived by authors.
Beyond Crisis Response: A Bibliometric Review of Online Learning Evaluation and the Pedagogical Potential of Gamified Tools
This study aims to map trends, thematic evolution, and gaps in the scientific literature concerning online learning evaluation, specifically the utilization of gamified platforms such as Kahoot. This systematic review employs a quantitative bibliometric approach, analyzing articles from the Google Scholar database for the period 2018–2022. The analysis was conducted using the Publish or Perish application for data collection and VOSviewer for network, overlay, and density visualization to identify citation patterns and conceptual clusters. The results indicate a significant surge in publications in 2021, driven by the need for emergency evaluation during the COVID-19 pandemic. The discussion reveals that the literature tends to focus on pragmatic aspects and tool adoption, with limited conceptual linkages to deeper theoretical constructs such as assessment as learning and self-regulation. The key finding highlights the need to shift from "how-to" facilitation-focused research toward exploring how technology can transform assessment practices to support deeper learning. The implication is that future research should investigate intentionally designed, pedagogically sound online evaluations that leverage the unique affordances of digital and game-based tools to foster 21st-century competencies, as well as examine their long-term impact and causal pathways beyond the crisis context.
Copyright (c) 2025 Amiirah Aniisah, Athia Nur Kamilah, Aldo Redho Syam https://creativecommons.org/licenses/by/4.0
A Phenomenological Study on Internalizing Politeness in Adolescents through Animated Video Media: A Three-Phase Value Transformation Model
This study aims to explore the internalization of polite behavior through animated video learning resources at SMKN 2 Ponorogo. It investigates the impact of these media on shaping students' polite behavior. Utilizing a qualitative phenomenological approach, data was collected through interviews, observations, and documentation, and presented descriptively with narrative texts from illustrators. The findings reveal that the internalization of polite behavior via animated videos occurs in three phases: 1) value change, where students grasp the learning material; 2) value transaction, where teachers demonstrate concepts through videos; and 3) value instillation, which influences both students and their personalities. The effects noted include students' understanding of politeness, observable improvements in their behavior at home and school, and the application of polite behavior in daily life. This encompasses speaking respectfully, honoring teachers and parents, dressing appropriately, and practicing the 3S (smile, greet, salute), along with religious practices like the Dhuha prayer and reciting Surah Yasin and Surah Ar-Rahman. A significant contribution of this study is its focus on the SMKN level, contrasting with previous research conducted at the SDN level, highlighting notable changes in student habits
Copyright (c) 2025 Ella Rodia, Rido Kurnianto, Zahid Zufar At Thaariq https://creativecommons.org/licenses/by/4.0
Token Economies in Digital Learning: A Critical Examination of Gamification’s Impact on Vocabulary Acquisition and Student Engagement
This study examines gamification strategies centered on Skinner's operant conditioning theory and their impact on learning behavior and student engagement. This strategy focuses on rewards and punishments. Over the course of ten weeks, data were collected via a digital questionnaire distributed to 21 high school students. The questionnaire included open-ended questions to capture qualitative experiences, as well as 5-point Likert scale items to measure perceptions of gamification mechanics. Reflexive thematic analysis, which emphasizes iterative coding and researcher reflexivity, was used to interpret the stories and discover important themes that answer this research question. The main findings showed that while rewards significantly increased external motivation and persistence in completing tasks, technological stress and burnout were caused by technical barriers (such as slow networks and complicated interfaces) and poorly designed competitive elements (such as leaderboards). Students emphasized the importance of balanced gamification, prioritizing intuitive design, collaborative tasks, and consistency with learning objectives. To avoid over-justification, especially given the diverse needs of students, this research emphasizes the importance of combining intrinsic motivation with external rewards
Copyright (c) 2025 Rizka Anisa, Maisa Maisa https://creativecommons.org/licenses/by/4.0
The Pakistani Method for Qur'anic Literacy: Enhancing Reading Fluency, Tajwid Mastery, and Arabic Writing Skills in Madrasah Diniyah
This study evaluates the effectiveness of the Pakistani Method in enhancing Quranic reading and writing skills (BTQ) among students at Madrasah Diniyah Daarul Ilmi, in response to the widely reported low levels of Quranic literacy. The research employs a quantitative experimental design with a population of 50 students, all of whom were included as the sample. Data were collected through questionnaires, observation, and documentation, and analyzed using validity and reliability tests, normality tests, homogeneity tests, and hypothesis testing (F-test, t-test, and R²). The analysis results indicate that the data are valid and reliable, with a Cronbach’s Alpha of 0.879. Prerequisite tests confirm that the data are normally distributed and homogeneous. Hypothesis testing yields an F-value of 228.921 (p=0.00), a t-value of 15.130 (p=0.00), and a coefficient of determination (R²) of 82.7%, statistically confirming that the Pakistani Method has a significant and effective influence on improving BTQ skills. The discussion reveals that the strength of this method lies in its structured, integrative, and phonocentric approach, which simultaneously teaches reading fluency, mastery of tajwid, and Arabic orthographic competence. The conclusion affirms that the Pakistani Method is an evidence-based pedagogical alternative capable of addressing the shortcomings of conventional methods. The implications suggest that this method can be adopted in curriculum development and teacher training for Islamic religious education. Future research is recommended to examine the long-term sustainability of its effects and the method's adaptation across diverse educational contexts and institutions.
Copyright (c) 2025 Dede Ar Rosyid, Syarifan Nurjan, Agan Priam Bagus, Syamsul Arifin, Mohd Yasin bin Mohd Amin https://creativecommons.org/licenses/by/4.0
Integration of Islamic Values in POACE Practice: An Effort to Islamize Education Based on Islamic Education Philosophy
This study analyzes the integration of Islamic values into the POACE (Planning, Organizing, Actuating, Controlling, Evaluating) management model as an effort to operationalize the Islamization of education based on Islamic education philosophy. It aims to develop an operational framework that synthesizes modern management principles with Islamic ethics to create holistic and spiritually-grounded educational practices. Employing a descriptive-analytical method, the research collected data through literature review, document analysis, and case studies of educational institutions implementing Islamic value-based POACE. The analysis reveals that each stage of POACE can be effectively integrated with core Islamic values: planning founded on sacred intention (niyyah) and tawhid, organizing that upholds justice (‘adl) and trust (amanah), actuating that embodies righteous action (amal saleh) and sincerity (ikhlas), controlling infused with conscientious oversight (muraqabah), and evaluating grounded in fairness (qist) and compassion (rahmah). The discussion indicates that this synthesis transforms POACE from a neutral administrative tool into a value-laden framework for educational leadership, effectively bridging the gap between Islamic philosophical ideals and contemporary managerial demands. The study concludes that integrating Islamic values into POACE provides a systematic approach for cultivating graduates who are not only academically competent but also morally upright and socially responsible. The implications suggest this model can be adopted in curriculum development and teacher training for Islamic religious education. Future research is recommended to test the model's efficacy across diverse institutional contexts and evaluate its long-term impact on student character formation.
Copyright (c) 2025 Sayyid Muhammad Indallah, Muhammad Faqih Nidzom , Firda Inayah , Imroatul Istiqomah , Muhammad Iman Kurniawan, Hendro Risbiyantoro https://creativecommons.org/licenses/by/4.0