https://hmjournals.com/journal/index.php/JLEP/issue/feedJournal of Learning and Educational Policy(JLEP) ISSN : 2799-11212024-03-18T05:57:32+00:00Editor in Chiefeditorinchief.jlep@gmail.comOpen Journal Systems<p>The<strong> Journal of Learning and Educational Policy (JLEP) ISSN: 2799-1121</strong> is a double-blind, peerreviewed, open-access journal that provides publication of articles in Education and Educational Development. This journal aims to provide a platform for scientists and researchers to discuss innovative ideas and developments in Learning and Education.</p>https://hmjournals.com/journal/index.php/JLEP/article/view/3575Educational Technology in a Systems Perspective2024-01-25T10:19:35+00:00Abid Nurhudaabidnurhuda123@gmail.comNur Aini Setyaningtyasnurainityas97@gmail.comAli Anhar Syibul Hudaalianhar99@upi.eduDewi Sintadewisintapai@upi.edu<p>Quality human resources can be built through a good education system. And the system is usually always contextual so that it can adapt and respond to all existing challenges. In the current era, technology is important because it enters all sectors, including the education sector. So the purpose of this study is to describe educational technology from a systems perspective. The method used is qualitative with a literature study approach. Documented data that has been collected is reduced, then its content is analyzed so that it is relevant to the theme. Then conclude verification. The results of the study show that Educational Technology in a Systems Perspective is a complex, integrated, interrelated, flexible, and comprehensive component where it has concepts, and characteristics, In addition, it must also consist of messages, people, materials, equipment, techniques, and settings surrounded by four basic elements, namely facilitating, learning, using, and management elements.</p>2024-02-01T00:00:00+00:00Copyright (c) 2024 Authorshttps://hmjournals.com/journal/index.php/JLEP/article/view/3854Majestic Road to the Bright Future: A Lived Experience of Stem Students from Esperanza, Agusan Del Sur Who Schooled in Bayugan National Comprehensive High School2024-03-15T07:28:29+00:00Conrad Dominique Z. Obrialpicciobernardo@gmail.comRenzo Bernardo E. Piccioexcellkitdasdas@gmail.comChristian Archie B. Satoconradzapantaobrial@gmail.comExcell Kit A. Dasdaschristianarchiesato@gmail.com<p>There is evidence to suggest that commuter students had poorer outcomes from their higher education and will be unsatisfied with their academic experiences compared to residential students. This study investigates the actual experiences of commuter students from Esperanza, Agusan del Sur, who attended Bayugan National Comprehensive High School.This study employs a qualitative approach using phenomenological research and a thematic design to evaluate students' perceptions of their lived experiences. It was found out that living far from school presents both benefits and disadvantages for students. Their participation in school activities and relationships with peers may suffer because of physical separation due to feelings of isolation. Getting access to required materials, such as books and labs, could be difficult, which would hinder their whole educational process. On the other hand, overcoming these obstacles promotes independence and adaptability, which are important life skills. With the seen result, it is recommended that if a student lives far away from the school, think about setting up a support system for them, such an online study group or study materials, so they may stay connected to their friends and have access to educational resources. Collaborations with community resources and mentorship initiatives provide additional assistance, making education more inclusive for those facing geographic barriers.</p>2024-03-15T00:00:00+00:00Copyright (c) 2024 Authorshttps://hmjournals.com/journal/index.php/JLEP/article/view/3868Unleashing the Literary Magic: Boosting 7th Graders' Literacy Development through Daily Reading Adventures2024-03-18T05:57:32+00:00 Jeremy A. Blancoblancojeremy.official@gmail.comJaia A. Dinggayjdinggay@gmail.comHeart Diane L. Dulapdianedulap@gmail.comMerry Mae B. Libongcogonmerrymaelibongcogon@gmail.com Sweet Angel B. Daparblancojeremy.official@gmail.com<p>Reading is an essential skill for success in academics and beyond (Whitten C., Labby S., Sullivan S., 2019). With that reason in mind, the study investigated the impact and effectiveness of daily reading practice in improving seventh-grade learners' reading comprehension, vocabulary, and writing skills. Using a quasi-experimental design together with the utilization of a pre-test/post-test method, it was found that the literacy development of the experimental group, who engaged in a daily reading practice provided with a selection of age- appropriate reading materials, had a positive influence. The increased number of students labeled “passed” and the noteworthy increase in mean scores from the pretest (6.87) to the posttest (13.47) solidly support the assertion that there is a significant difference between the two groups and indicate a robust positive impact of the daily reading practice on the student’s literacy development. In relation to the results, the proponents recommend refining and expanding the current educational curriculum with the integration of a daily reading component to maximize student learning outcomes. The success of the integration could contribute to the cultivation of well-rounded individuals equipped with essential skills for future success.</p>2024-03-16T00:00:00+00:00Copyright (c) 2024 Authors