International Journal of Education and Learning Studies
Journal Title International Journal of Education and Learning Studies (IJELS) Abbreviation IJELS Publication Frequency Three issues per year (April, August, and December) DOI Prefix 10.64421 by Crossref Scope Research and scholarly studies in all fields of education, including teaching and learning, curriculum studies, educational technology, assessment and evaluation, instructional innovation, teacher education, inclusive education, literacy, numeracy, STEM education, educational policy, and interdisciplinary educational research. Language English E-ISSN 3109-4058 Editor in Chief Bramianto Setiawan Scopus | Sinta | Scholar Publisher PT. Intelektiva Global Nusantara
Kathak Dance–Based Cultural Values and Teaching Effectiveness among Secondary School Teachers
Cultural values embedded in traditional performing arts have long played an important role in shaping educational practices in India. Among these traditions, Kathak dance represents a classical art form rooted in storytelling, rhythm, discipline, and expressive communication, which are pedagogically relevant to classroom teaching. This study investigates the relationship between Kathak dance–based cultural values in teaching practices and teaching effectiveness among secondary school teachers. A cross-sectional correlational survey design was employed. Data were collected from secondary school teachers using a structured Likert-scale questionnaire measuring Kathak-based cultural values in teaching and perceived teaching effectiveness. Descriptive statistics, reliability analysis, Pearson correlation, and regression analysis were used to analyze the data. The findings indicate a significant positive relationship between Kathak dance–based cultural values and teaching effectiveness. The results suggest that integrating culturally grounded pedagogical values inspired by Kathak can enhance instructional effectiveness in secondary education. This study contributes to the growing literature on culture-responsive pedagogy by highlighting the educational relevance of classical dance traditions in contemporary school teaching.
Copyright (c) 2026 Aryan Sharma, Priyanka Kumari, Aditya Singh, Shalini Tyagi (Author) https://creativecommons.org/licenses/by-sa/4.0
Fostering Law-Abiding Citizenship through Web-Based Civic Education during Online Learning: A Qualitative Study in Indonesian High Schools
This study investigates how web-based civic education shapes students’ law-abiding attitudes in senior high school online learning. Although prior studies highlight the use of digital platforms in civic instruction, little is known about the mechanisms through which online civic learning influences students’ legal awareness and civic dispositions. To address this gap, a qualitative approach was employed to explore students’ experiences in web-based civic education. Data were collected through focus group discussions with 100 students and in-depth interviews with ten civic education teachers. The data were analyzed using thematic coding with cross-case comparison and triangulation to ensure analytical rigor and saturation. The findings reveal three key mechanisms: (1) contextual digital content enhances students’ legal awareness, (2) interactive discussion and case-based learning facilitate the internalization of law-abiding values, and (3) online collaborative activities strengthen civic responsibility. These results demonstrate that web-based civic education functions not only as a technological medium but also as a transformative learning environment. This study contributes by clarifying the pathways linking digital civic instruction to students’ law-abiding behavior and offers practical insights for designing meaningful online civic education.
Copyright (c) 2026 Muhammad Japar, Dini Nur Fadhillah, Mohammad Maiwan, Dwi Affrimetty Timoera (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation Challenges of the Merdeka Curriculum in Elementary Schools: A CIPP-Based Systematic Literature Review (2023–2025)
The Kurikulum Merdeka is an educational innovation designed to enhance learning flexibility by emphasizing essential competencies, literacy, numeracy, and the Pancasila Student Profile. However, its implementation at the elementary school level remains uneven and faces significant challenges. This study synthesizes findings from literature published between 2023 and 2025 using the CIPP (Context, Input, Process, Product) evaluation framework. The review identifies key issues, including disparities in teacher readiness, limited instructional resources, and inconsistent understanding of Merdeka Belajar principles across schools. Although several studies report improvements in literacy and numeracy outcomes, these gains are not evenly distributed, and notable differences persist between lower and upper grade classrooms. Principal leadership and teacher motivation emerged as critical enabling factors, while insufficient professional development, limited teaching modules, and inadequate technological infrastructure were major constraints. The study recommends strengthening teacher capacity through contextual, practice-oriented training, improving infrastructure, and implementing continuous supervision and mentoring to optimize Kurikulum Merdeka implementation in elementary education.
Copyright (c) 2026 Suci Lestari, Vina Iasha, Zulela MS (Author) https://creativecommons.org/licenses/by-sa/4.0
Evaluating the Implementation of the Merdeka Curriculum in Elementary Schools: A CIPP Model Analysis of Literacy and Numeracy Learning
This study evaluates the implementation of the Merdeka Curriculum in strengthening literacy and numeracy learning at an elementary school in Grobogan Regency, Indonesia. Despite the policy emphasis on flexible and student-centered learning, schools often face difficulties translating curriculum reforms into effective classroom practices. This study applies the CIPP (Context, Input, Process, Product) evaluation model integrated with the Taba curriculum development approach to analyze curriculum implementation and teacher practices. A qualitative case study design was used involving one school principal and six teachers at SD Negeri 7 Kuripan. Data were collected through semi-structured interviews, participatory classroom observations, and document analysis of curriculum and literacy programs. The data were analyzed using thematic analysis aligned with the CIPP framework and validated through data triangulation. The findings show the need to strengthen literacy–numeracy learning, improve instructional resources, support reflective teacher practices, and enhance the organization of school literacy programs. The study provides practical insights for improving curriculum implementation in elementary education.
Copyright (c) 2026 Tri Puji Lestari, Vina Iasha (Author) https://creativecommons.org/licenses/by-sa/4.0
Development and Validation of an Augmented Reality–Supported Contextual Teaching and Learning Module for Projectile Motion
This study developed and validated a contextualized physics module integrating Augmented Reality (AR) for teaching projectile motion, addressing challenges related to abstract concepts and limited laboratory resources in physics classrooms. The research employed a Design and Development approach using the ADDIE model to produce a learning module that incorporates culturally relevant examples and interactive three-dimensional visualizations accessible through smartphones. The product was evaluated through expert validation and preliminary user testing. Validation by five experts resulted in very high ratings across all assessed aspects, with contextual relevance receiving the highest score (M = 4.75/5.00). Preliminary implementation involving 35 students indicated high levels of perceived practicality and user acceptance, particularly regarding engagement (M = 4.78) and the perceived usefulness of AR visualizations for clarifying projectile motion concepts (M = 4.62). Observational notes during implementation suggested that students actively related the AR simulations to real-world situations presented in the module. These findings indicate that the developed module demonstrates strong validity and practical feasibility as a technology-supported instructional resource that integrates Augmented Reality with Contextual Teaching and Learning principles. However, the study focuses on product quality evaluation through expert judgment and student perceptions; it does not measure learning effectiveness or learning gains. Future research may therefore investigate the instructional impact of the module through experimental or quasi-experimental designs.
Copyright (c) 2026 Yusuf Axmed, Sahra Warsame, Asha S. Abshir (Author) https://creativecommons.org/licenses/by-sa/4.0
Drivers of Adoption: How Innovation Attributes Influence the Diffusion of Digital Tools in Indonesia’s Merdeka Curriculum
This study investigates the influence of innovation attributes on the diffusion of educational technology within Indonesia’s Merdeka Curriculum using an explanatory sequential mixed-methods design. Quantitative analysis of 120 elementary teachers revealed that relative advantage and compatibility significantly promote technology adoption, while complexity hinders it. Qualitative findings from a subset of participants elucidate these results, identifying three key contextual drivers that shape the salience of these attributes: (1) institutional and peer support, which enhances perceived ease of use and trialability; (2) pedagogical relevance, which critically underpins perceptions of relative advantage and compatibility; and (3) socio-cultural adaptation, which emerged as a core component of perceived compatibility in this context. Teachers adopt digital tools such as Canva and augmented reality more readily when these tools are embedded within supportive structures and aligned with local pedagogical and cultural contexts. The study extends Rogers’ Diffusion of Innovations theory by theorizing socio-cultural adaptation and institutional readiness not merely as external conditions, but as integral factors that dynamically shape educators' perceptions of core innovation attributes. Findings suggest that meaningful adoption requires not only access to technology but also continuous training, supportive school leadership, and culturally responsive practices to ensure sustainable innovation in primary education.
Copyright (c) 2025 Siti Dewi Maharani, Arya Pramudya, Sashi Amira (Author) https://creativecommons.org/licenses/by-sa/4.0
Impact of Culturally Relevant Phonics Instruction on Early Literacy Acquisition among Grade 1 Learners in a Pacific Island Context
This study investigated the effects of Culturally Relevant Phonics Instruction (CRPI) on early literacy acquisition among Grade 1 learners in a Pacific Island context. Employing a quasi-experimental pretest–posttest control design over twelve weeks, the study involved 56 students assigned to an experimental and a control group. The experimental group received phonics instruction integrated with local stories, culturally familiar vocabulary, and visual imagery, while the control group followed the national phonics curriculum. ANCOVA results indicated statistically significant improvements in letter–sound recognition, decoding accuracy, and reading comprehension for students receiving CRPI, with large effect sizes across all measures. Qualitative evidence from classroom observations and teacher interviews corroborated these findings, revealing heightened student engagement, more effective phonological transfer through language bridging, and increased teacher instructional confidence. Overall, the findings demonstrate that embedding phonics instruction within learners’ linguistic and cultural contexts enhances early literacy development and supports inclusive and equitable education aligned with Sustainable Development Goal (SDG) 4.
Copyright (c) 2025 Kaito Tabakea, Tebwena Aanuri, Tiribo Baire (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrating Indigenous Knowledge into Chadian Primary Science: A Phenomenological Inquiry with Teachers
This qualitative phenomenological study investigates the perspectives of primary school teachers in Chad on integrating Indigenous Knowledge (IK) into the science curriculum. Based on in-depth interviews with 25 teachers, the analysis revealed three key themes. First, while teachers universally acknowledged IK's pedagogical value for enhancing student engagement and comprehension, their own understanding of IK remained superficial and anecdotal. Second, a significant professional development gap was evident, with teachers reporting no training in ethnoscience or culturally responsive methods, leading to low confidence in integration. Third, formidable systemic barriers were identified, including a rigid, overloaded national curriculum, high-stakes examinations, and severe resource constraints, which collectively stifle pedagogical innovation. The findings reveal a critical misalignment between teachers' supportive aspirations for IK and the systemic realities that constrain implementation. The study concludes that sustainable integration requires a multi-pronged approach involving curriculum reform to allow local contextualization, comprehensive teacher professional development in culturally sustaining pedagogies, and the provision of context-specific teaching resources. By centering teacher voices, this research contributes directly to policy discussions on educational reform in Chad and offers critical insights for the broader discourse on decolonizing science education in Africa.
Copyright (c) 2025 Mahamat Adoum, Abderaman Koulamallah, Aïcha Abdelkerim (Author) https://creativecommons.org/licenses/by-sa/4.0
HOTS-Based Interactive E-Books and Student Learning Outcomes: A Systematic Literature Review
The low mathematical literacy of Indonesian students in global assessments (PISA/TIMSS) drives the search for pedagogical innovation. This systematic literature review analyzes the impact of HOTS (Higher Order Thinking Skills)-based interactive e-books on learning outcomes. A search of the Google Scholar and Scopus databases for the 2017–2025 period, using empirical study inclusion criteria, yielded 31 selected articles. The synthesis results show a consistent positive trend: the implementation of HOTS-based interactive e-books contributes to improved learning outcomes, particularly in mathematics and science, while also developing problem-solving abilities, critical thinking, and student engagement. The findings also identify key supporting factors, such as teacher training, technological readiness, and curriculum relevance. The study concludes that HOTS-based interactive e-books have the potential to be effective learning tools, but their success depends on context and systemic support. The implication is that the integration of technology in education must be supported by teacher capacity building and supportive policies.
Copyright (c) 2025 Andayani Andayani, Suryo Prabowo (Author) https://creativecommons.org/licenses/by-sa/4.0
Improving The Quality of Education in Indonesia: Challenges and Opportunities
Education is a crucial aspect of a nation's development. As a developing country, Indonesia faces significant challenges in improving the quality of education. These challenges include a lack of adequate educational infrastructure, a shortage of qualified teachers, and a lack of equitable access to education. However, there are also significant opportunities to improve the quality of education in Indonesia, such as technological advances that can be leveraged to improve access and quality. This article will discuss the challenges and opportunities in improving the quality of education in Indonesia, as well as strategies that can be implemented to improve the quality of education. Therefore, it is hoped that this article will contribute to efforts to improve the quality of education in Indonesia.
Copyright (c) 2025 Nurfadhilah Ramadhani (Author) https://creativecommons.org/licenses/by-sa/4.0
Independent Curriculum Policy in Elementary Schools: Teachers’ Understanding and Implementation Challenges in Bekasi Indonesia
This study examines the implementation of the Merdeka Curriculum in elementary schools in Bekasi, focusing on teachers’ understanding, readiness, and challenges in executing the Profil Pelajar Pancasila (P5) program. Using a quantitative descriptive design, survey data were collected from 50 teachers across five public schools. The findings indicate that while most teachers demonstrated good conceptual understanding (72%) and moderate readiness (65%), the realization of curriculum components, particularly P5 projects, remained inconsistent. Key challenges include limited resources, inadequate institutional support, and large class sizes, which weaken the curriculum’s transformative potential. Moreover, lack of contextual project references and insufficient collaborative planning time hindered interdisciplinary implementation. These findings highlight the policy–practice gap in curriculum reform, emphasizing the need for contextualized P5 modules, stronger school leadership, and systemic support to sustain student-centered learning in Indonesian schools.
Copyright (c) 2025 Feby Pelani Trisnawati, Dewi Anjani, Moriena Widya (Author) https://creativecommons.org/licenses/by-sa/4.0
Perceptions and Readiness of Elementary Teachers in Integrating Artificial Intelligence into Learning: Evidence from South Cikarang Indonesia
This study investigates elementary teachers’ perceptions and readiness to integrate artificial intelligence (AI) into classroom practices in South Cikarang, Indonesia. Using a descriptive quantitative design, data were collected from 20 teachers across six schools through a validated questionnaire. Findings reveal generally positive perceptions, with high agreement on AI’s potential to enhance efficiency, creativity, and assessment support, alongside strong demand for training. Teachers emphasized AI as a supportive tool rather than a replacement, reflecting pragmatic optimism and relatively low concern about job displacement. However, institutional readiness remains uneven, with significant differences between public and private schools and across school contexts. The results highlight the need for targeted professional development, robust infrastructure, and clear governance frameworks to ensure AI adoption protects teacher agency while improving educational quality. The study also extends the Technology Acceptance Model by emphasizing institutional support as a key moderating factor.
Copyright (c) 2025 Dea Nur Hafifah (Author) https://creativecommons.org/licenses/by-sa/4.0
Improving Students' Mathematics Learning Outcomes Through the Implementation of PAIKEM: A Classroom Action Study in Elementary Schools
Improving students' mathematics learning outcomes requires the application of learning models that make students active, innovative, and creative, as well as effective and enjoyable, one of which is the PAIKEM model (Active, Innovative, Creative, Effective, and Enjoyable Learning). This classroom action research aims to improve students' mathematics learning outcomes through the application of the PAIKEM model. This research was conducted in an elementary school in the odd semester of the 2021/2022 academic year. The research design followed the Kemmis and Taggart model, which consists of planning, action, observation, and reflection in two cycles. Data collection techniques used observation, interviews, tests, and documentation, with the research subjects being fifth-grade students. Data were analyzed descriptively quantitatively and qualitatively. The results showed that the PAIKEM model succeeded in significantly improving students' mathematics learning outcomes. This was indicated by an increase in classical learning completeness from 85% in Cycle I to 100% in Cycle II. Thus, it can be concluded that the PAIKEM model is effective in improving mathematics learning outcomes in elementary schools.
Copyright (c) 2025 Dyah Anungrat Herzamzam, Satria Indra Kusuma, Diani Putri Utami, Chrisnaji Banindra Yudha (Author) https://creativecommons.org/licenses/by-sa/4.0
Financial Literacy of Elementary Students: A Preliminary Study on Early Financial Knowledge and Attitudes in Jakarta and Bekasi
This study aims to analyze the financial literacy of elementary school students through three dimensions: knowledge, attitudes, and financial behavior. Using a descriptive-quantitative design supported by qualitative data, the study involved 240 fifth- and sixth-grade students from elementary schools in Bekasi and Jakarta. The instrument was a 25-item financial literacy questionnaire on a Likert scale, analyzed using descriptive statistics, complemented by observations and informal interviews. The findings show that 62.1% of students fall into the low category of financial knowledge, while only 19.5% achieve a high level. Financial attitudes tend to be consumptive (M=3.89; SD=0.72), and financial behavior has not yet developed consistently, with only 27.8% of students practicing regular saving. The main inhibiting factors are the limited integration of financial education in the curriculum and the lack of family support. The study emphasizes the need for holistic, contextual, and collaborative strategies to embed financial literacy as part of 21st-century character and life skills education.
Copyright (c) 2025 Septian Mukhlis, Ira Restu Kurnia, Muhamad Syahwildan, Nika Sulistiawati, Rifa Naila Meiliani Manoppo Kenju (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrative Trends in Future-Ready Education: STEM, ESD, and Artificial Intelligence in Jakarta’s Primary Schools
Amid increasingly complex global dynamics, the integration of STEM (Science, Technology, Engineering, and Mathematics), Education for Sustainable Development (ESD), and Artificial Intelligence (AI) in primary education is crucial. This hybrid research study examines the implementation of these three approaches in Jakarta primary schools through a survey of 50 teachers and in-depth interviews with five school leaders. Findings indicate that while awareness of STEM, ESD, and AI is high, implementation remains uneven, with barriers such as a rigid curriculum, lack of teacher training, and infrastructure gaps—particularly for AI. The study also identifies emerging local innovative practices as examples of success. Implications emphasize the need for systematic policy support, strengthened pedagogy, and multidisciplinary collaboration to achieve sustainable and future-ready education. Limitations of the study include the small sample size, which requires further research for broader generalization
Education for Sustainable Development (ESD)
Copyright (c) 2025 Bramianto Setiawan, Didit Ardianto, Tustiyana Windiyani (Author) https://creativecommons.org/licenses/by-sa/4.0
Pendekatan STEM untuk Meningkatkan Literasi Lingkungan dan Kesadaran Sosial-Ekologis Siswa Sekolah Dasar Berbasis Tujuan Pembangunan Berkelanjutan (SDGs)
Penelitian ini bertujuan mengkaji efektivitas pendekatan STEM berbasis Tujuan Pembangunan Berkelanjutan (SDGs) dalam meningkatkan literasi lingkungan dan kesadaran sosial-ekologis siswa sekolah dasar. Menggunakan desain explanatory sequential mixed-methods, intervensi dilakukan selama tujuh minggu pada 120 siswa kelas V di Jawa Barat. Hasil uji statistik menunjukkan peningkatan signifikan pada kelompok eksperimen dengan effect size besar (literasi lingkungan d=0,89; kesadaran sosial-ekologis d=0,68). Analisis tematik mengungkap keterlibatan emosional, pemaknaan tanggung jawab sosial-ekologis, serta refleksi nilai SDGs dalam proses belajar. Kendala utama meliputi keterbatasan kompetensi guru dan fasilitas. Implikasi penelitian menunjukkan bahwa integrasi STEM dan SDGs efektif membentuk fondasi pendidikan berkelanjutan sejak dini. Pendekatan ini relevan sebagai strategi transformatif dalam pendidikan dasar untuk membekali siswa menghadapi tantangan lingkungan global.
Copyright (c) 2025 Bramianto Setiawan, Ira Restu Kurnia, Dea Nur Hafifah, Vina Iasha (Author) https://creativecommons.org/licenses/by-sa/4.0
Augmented Reality as Catalyst for Digital Literacy Enhancement: Investigating University Students’ Readiness in the Era of Disruptive Educational Technologies
This study investigates the extent to which university students’ readiness for Augmented Reality (AR) can enhance digital literacy in technology-integrated learning environments. Using a quantitative survey design, data were collected from 356 Educational Technology students at an open university. The study measured five dimensions of digital literacy and four indicators of AR readiness. Results revealed moderate to high digital literacy levels, with significant positive correlations between all AR readiness indicators and digital literacy domains. Multiple regression analysis showed that perceived usefulness and confidence in using AR were the strongest predictors of digital competence. These findings underscore AR’s role as a transformative medium for fostering 21st-century skills, especially when student readiness is addressed through targeted pedagogical interventions. The study offers empirical insights to inform curriculum design, emphasizing the integration of immersive technologies not only to support content delivery but to actively cultivate digital fluency.
Copyright (c) 2025 Suryo Prabowo, Andayani Andayani https://creativecommons.org/licenses/by-sa/4.0
From Culture to Concept: Deep Learning Approaches to Science Literacy through Baduy Local Knowledge in Banten High Schools
This study explores the integration of Baduy Indigenous knowledge into high school science learning in Banten, Indonesia, using a deep learning approach. Grounded in qualitative case study methodology, data were collected through classroom observations, student reflections, interviews, and teaching materials. The findings reveal that contextualizing scientific concepts through Baduy ecological wisdom—such as chemical-free farming and forest conservation—enhanced students’ conceptual understanding, engagement, and cultural identity. Students demonstrated deep learning indicators, including critical thinking, systems thinking, and knowledge transfer, especially when engaging with science through culturally embedded narratives. The presence of a Baduy community member in the classroom further validated cultural interpretations and strengthened socially mediated learning. This research shows that Indigenous knowledge, when used as a pedagogical core rather than supplementary content, can foster meaningful, ethical, and place-based science education. It highlights the importance of culturally responsive pedagogy in promoting scientific literacy and identity affirmation in underrepresented communities.
Copyright (c) 2025 Lukman Nulhakim https://creativecommons.org/licenses/by-sa/4.0
Character Formation through Culturally Responsive Teaching: Evidence from Indonesian Primary Schools
This study examines the effectiveness of Culturally Responsive Teaching (CRT) in enhancing character development among Indonesian primary students. Using a pre-test–post-test control group design, 64 fifth-grade students in a multicultural school were assigned to experimental and control groups. The experimental group received CRT-based instruction for eight weeks, while the control group followed conventional teaching. Character values measured include respect, responsibility, empathy, and tolerance. Statistical results indicated significant improvements in all domains within the experimental group (p < 0.001), with large effect sizes (Cohen’s d > 1.3). These findings demonstrate CRT’s potential to strengthen character education through culturally relevant and context-driven learning.
Copyright (c) 2025 Zulela MS https://creativecommons.org/licenses/by-sa/4.0
Enhancing Environmental Awareness through STEAM-Based Learning with ESD Principles in Elementary Education
This study aimed to examine the effectiveness of the STEAM approach implemented with principles of Education for Sustainable Development (ESD) in improving elementary students' environmental awareness. A quantitative method was used with a one-group pretest-posttest design. Thirty fifth-grade students participated in a four-week project-based learning program. The results showed an increase in the average environmental awareness score from 69.5 (pretest) to 83.2 (posttest), with a significance value of p = 0.000 < 0.05. Project-based learning that applied ESD principles within a STEAM approach helped students understand environmental issues concretely and encouraged pro-environmental attitudes. The study concludes that integrating ESD principles into STEAM-based learning is effective in fostering early environmental awareness. The implication is that this model can be adopted as a contextual learning strategy in primary education.
Education for Sustainability Development
Copyright (c) 2025 Bramianto Setiawan, Awalina Barokah, Dea Nur Hafifah, Vina Iasha https://creativecommons.org/licenses/by-sa/4.0