Journal of Science and Education (JSE) https://jse.rezkimedia.org/index.php/jse <p><strong>Journal of Science and Education (JSE)</strong> is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world.<br />The Journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.<br />It is published biannually, <strong>March</strong> and <strong>September</strong>, by the <a href="https://rezkimedia.org/065c0-blog/" target="_blank" rel="noopener">CV Rezki Media</a>. Papers are all subject to peer review before being accepted for inclusion. <a href="https://rezkimedia.org/065c0-blog/" target="_blank" rel="noopener">CV Rezki Media</a> is a publisher that is legally legal and registered with the Ministry of Law and Human Rights on July 23, 2020 with the number <a href="https://rezkimedia.org/cv-rezki-media-terdaftar-di-kemenhumkam/" target="_blank" rel="noopener">AHU-038612-AH.</a></p> <p>Indexing:<br /><a href="https://doaj.org/toc/2745-5351?source=%7B%22query%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222745-5351%22%5D%7D%7D%5D%7D%7D%2C%22size%22%3A100%2C%22sort%22%3A%5B%7B%22created_date%22%3A%7B%22order%22%3A%22desc%22%7D%7D%5D%2C%22_source%22%3A%7B%7D%2C%22track_total_hits%22%3Atrue%7D" target="_blank" rel="noopener"><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/doaj.png" alt="" width="89" height="30" /></a><a href="https://scholar.google.com/citations?user=VXWRpOUAAAAJ&amp;hl=en" target="_blank" rel="noopener"><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/google1.png" alt="" width="89" height="31" /></a><a href="https://garuda.kemdikbud.go.id/journal/view/21345" target="_blank" rel="noopener"><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/garuda1.png" alt="" width="89" height="31" /></a><a href="https://search.crossref.org/?q=2745-5351&amp;from_ui=yes" target="_blank" rel="noopener"><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/crossref1.png" alt="" width="89" height="31" /></a><a href="https://app.dimensions.ai/discover/publication?search_mode=content&amp;and_facet_source_title=jour.1441417" target="_blank" rel="noopener"><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/dimensions1.png" alt="" width="89" height="31" /></a><a href="https://portal.issn.org/resource/ISSN/2745-5351" target="_blank" rel="noopener"><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/road1.png" alt="" width="89" height="31" /></a><a href="https://onesearch.id/Search/Results?type=AllFields&amp;filter%5B%5D=repoId%3A%22IOS14850%22&amp;filter%5B%5D=collection%3A%22Journal+of+Science+and+Education+%28JSE%29%22" target="_blank" rel="noopener"><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/onesearch1.png" alt="" width="89" height="31" /></a><a href="https://www.base-search.net/Search/Results?lookfor=https%3A%2F%2Fjse.rezkimedia.org%2Findex.php%2Fjse&amp;l=en&amp;refid=dcsuggesten" target="_blank" rel="noopener"><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/06-base1.png" alt="" width="89" height="31" /></a><a href="https://www.scilit.net/journal/7093918"><img src="https://jse.rezkimedia.org/public/site/images/lingga1990/scilit.jpg" alt="" width="89" height="30" /></a></p> <p><a href="https://jse.rezkimedia.org/index.php/jse/about/submissions" target="_blank" rel="noopener"><img src="https://journal.uir.ac.id/public/site/images/novri/200.png" /></a><a href="https://api.whatsapp.com/send?phone=6285784192666&amp;text=Hello%20I%20ask%20about%20Journal%20of%20Science%20and%20Education" target="_blank" rel="noopener"><img src="https://journal.uir.ac.id/public/site/images/novri/aaaaa1.png" /></a></p> en-US seputarjse@gmail.com (Yulingga Nanda Hanief) yulingganandahanief@gmail.com (Yulingga Nanda Hanief) Fri, 30 Sep 2022 00:00:00 +0700 OJS 3.2.1.1 http://blogs.law.harvard.edu/tech/rss 60 Using RFM approach with PBL to course design https://jse.rezkimedia.org/index.php/jse/article/view/133 <p>Based on Problem-Based Learning (PBL) concept, this study creates an advertising script by conducting RFM (recency, frequency, monetary) approach from the data analysis in customer relationship management (CRM) course. In PBL process, the students themselves should use RFM method to make segment from the customer database of service industries and find out the characteristics of target segment based on the demographic variables and according to these traits to form their advertising scripts. Through finding the highest value of segment as the target customer, they should focus on the characteristic of their choice target and create an advertising script to attract this segment by their traits. These processes of steps can provide the course design of CRM or advertising project to make creation from customer targeting.</p> Hui-Hsin Huang Copyright (c) 2022 Hui-Hsin Huang https://creativecommons.org/licenses/by-sa/4.0 https://jse.rezkimedia.org/index.php/jse/article/view/133 Fri, 30 Sep 2022 00:00:00 +0700 Gender gaps in English as a second foreign language attainment: some Oujda High Schools case study https://jse.rezkimedia.org/index.php/jse/article/view/126 <p>Several studies and research have been conducted on the issue of gender gap attainment, most of which have concluded that female students are relatively higher achievers compared to males. This gap is attributed to different explanations depending on the angles from which it is viewed, amongst which is the average use of language learning strategies (LLS). Therefore, the current study attempts to find out and analyze the reasons why female and male students perform differently in the English classes in Oujda high schools. It also aims to discover who exploits LLS more in learning English as a foreign language. To effectively reach this goal, the researchers use a self-developed observation checklist to identify who outperforms the other and a structured interview to discern who uses LLS more effectively. As a result, two points emerged in this research paper. The current study attempts to find out about female-male differences in English attainment. Besides, it seeks explanations for male and female performance in the English classes in Oujda high schools. It also aims to discover who exploits LLS more in learning English as a foreign language. To fill this gap, a number of 960 students were observed, and 32 students were interviewed. The study is approached using the mixed-method of quantitative and qualitative design, where a descriptive approach is used. Data is gathered through both instruments observation and interviews in five high schools. To effectively reach this goal, the researchers use a self-developed observation checklist to identify who outperforms the other and a structured interview to discern who uses LLS more effectively. As a result, two points emerged in this research paper. First, this research paper proves that females outperform males in English classes. Second, females use more learning strategies than males. The researchers infer from the results that there is an attainment gap, namely, male students underachieve females<strong>.</strong></p> Hicham Dahmani, Youssef Ben Chbir, Aziz Bayour Copyright (c) 2022 Hicham Dahmani, Youssef Ben Chbir, Aziz Bayour https://creativecommons.org/licenses/by-sa/4.0 https://jse.rezkimedia.org/index.php/jse/article/view/126 Fri, 30 Sep 2022 00:00:00 +0700 Navigating learning through catastrophic calamities: A phenomenological study https://jse.rezkimedia.org/index.php/jse/article/view/134 <p>This study examined the lived experiences of technology and livelihood learners while navigating in the learning process despite the calamities like COVID-19 pandemic and typhoon Odette. Data were gathered from in-depth interview with participants, focus group discussions, and key informant interview through the interview guide. Transcripts were analyzed using Colaizzi’s method, wherein meanings are formulated through sorted codes, categories, and themes. Findings revealed three emerging themes on participants’ difficult and challenging experiences which include, uphill battles in learning, learning opportunities, and rise to the challenges. Meanwhile, two themes were found for the underlying effects of these experiences including, role acceptance and psychosocial discomfort. Furthermore, three themes were identified for learners’ responses to the challenges in learning process, including actions towards learning, coping amidst adversities, and pillars of strength. These experiences provided concepts to educators to improve teaching and becoming flexible in designing lessons and learning tasks guided with the learning continuity model mainly designed to teach in the midst of crises. Hence, the Department of Education may spearhead community assessment while in curriculum development to suffice the needs of the learning community and may guide division and school offices in the implementation of their localized and contextualized learning continuity plans.</p> Gladys Andales, Teresita Sarile, Suzette Elladora, Fitzgerald Kintanar, Ariel Ramos Copyright (c) 2022 Gladys Andales, Teresita Sarile, Suzette Elladora, Fitzgerald Kintanar, Ariel Ramos https://creativecommons.org/licenses/by-sa/4.0 https://jse.rezkimedia.org/index.php/jse/article/view/134 Fri, 30 Sep 2022 00:00:00 +0700