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Journal of Educational and Learning Studies
Published by Redwhite press
ISSN : 26552760     EISSN : 26552779     DOI : http://doi.org/10.32698/0852
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Educational and Learning Studies is a multi-disciplinary, peer-refereed open-access international journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning. It was first published in November 2018.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol 1, No 1 (2018): Journal of Educational and Learning Studies" : 7 Documents clear
Integrated Thematic Learning through Contextual Learning to Improve Performance of Students with Mild Intellectual Disability Kasiyati Kasiyati; Zulmiyetri Zulmiyetri
Journal of Educational and Learning Studies Vol 1, No 1 (2018): Journal of Educational and Learning Studies
Publisher : RedWhite Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1029.189 KB) | DOI: 10.32698/0172

Abstract

This study aims to determine the effect of integrated thematic instructional, through contextual learning model, for improving performance of students with mild intellectual disability. This research uses classroom action research (Action Research), included collaboration with classroom teachers. The subjects of this research are four students with mild intellectual disability in grade VIII. This study uses a cycle, in each cycle consists of planning, action, observation and reflection. Data collected through observation, and tests. Data analysis using qualitative and quantitative analysis. The results showed that, integrated thematic instructional, through contextual learning model, has changed performance of the students from cycle I to cycle II. The result of cycle I showed that the performance of the four students are R = 48%, T =54%, K =63% and S =59%. In cycle II, the performance of students increasing, R = 69%, T = 75%, K = 85%, and S = 81%. It could be concluded that integrated thematic instructional, through contextual learning model, effective for improving performance of students with mild intellectual disability.
The Relationship of Giving Non Material Incentive by Principal and Work Commitment With Teacher Performance Anisah Anisah; Yuskal Kusman; Tia Ayu Ningrum
Journal of Educational and Learning Studies Vol 1, No 1 (2018): Journal of Educational and Learning Studies
Publisher : RedWhite Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (829.646 KB) | DOI: 10.32698/0322

Abstract

The background of the research because there is poor performance of teachers. And the purpose of this research iss to see the relationship between non material incentive and work commitment with teacher performance. This research is a correlational quantitative research. The result of data analysis showes 1) The performance of teachers is in good category with achievement level 78,5%; 2) Non material incentive is in good category with achievement level 75,6%, 3) Commitment work is in good category with achievement level 72%, 4) There is significant relation between giving non material incentive and work commitment with teacher performance. Based on the calculation results of correlation test between non-material incentive variable with teacher performance is obtained count equal to 0.248 while table is 0,235. Variable of non material incentive with work commitment variable is obtained count equal to 0,426 while table is 0,235. Work commitment variable with teacher performance is obtained count equal to 0,314 while table is 0,235. And the relation of giving non-material incentive and work commitment with teacher performance is obtained count  0.338 while table is 0,235.  So that, there is relation  between giving non material incentive and work commitment with teacher performance.
Improving School Climate for Better Quality Educational Management Syahril Syahril; Hadiyanto Hadiyanto
Journal of Educational and Learning Studies Vol 1, No 1 (2018): Journal of Educational and Learning Studies
Publisher : RedWhite Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (745.878 KB) | DOI: 10.32698/0182

Abstract

School climate is a situation formed by a relationship between the principal and teachers, teachers and teachers, teachers and staffs, teachers and students or relationships among students that characterizes a school and distinguishes a school from others.  School climate might influence and determine the success of teaching and learning process at schools.  The school climate consists of at least four dimensions, namely dimension of relationship, personal growth/development, system maintenance and change, and dimension of physical environment.  Based on the studies done in several countries, school climate can be a variable influencing other variables, such as learning achievement, behavior and teacher job satisfaction, teacher work motivation, teacher morale, teacher creativity, teacher work performance, and teacher discipline. So, when the school principal wants to improve those practices, he or she has to make better school climate through common stages namely preliminary assessment, feedback, reflection and discussion, intervention, and finally reassessment.
Resilience of Student Viewed from Gender, Culture Background and Attachment of parents and Implication in Guidance and Counseling Vasco Delano; Daharnis Daharnis; Yeni Karneli
Journal of Educational and Learning Studies Vol 1, No 1 (2018): Journal of Educational and Learning Studies
Publisher : RedWhite Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (829.696 KB) | DOI: 10.32698/0522

Abstract

Resilience by disaster need to be grown in individual’s self in order that does not become problem in the development of individual to become a better person. Many factors affect resilience, including gender, cultural background and attachment of parents. This study aims to test the relevancy of resilience with several factors. This research uses quantitative approach with comparative descriptive method. The population  is 912 students with a sample amounts 278 students with using Proportional Random Sampling. The instrument used is Likert scale model. Data were analyzed by three way ANOVA technique. The results showed that gender and attachment of parents affect individual’s resilience while culture significantly has no relevance resilience. The implications of this research will be discussed.
Vocational High School Culture Rifma Rifma; Rusdinal Rusdinal; Ranti Meizatri
Journal of Educational and Learning Studies Vol 1, No 1 (2018): Journal of Educational and Learning Studies
Publisher : RedWhite Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (737.801 KB) | DOI: 10.32698/0192

Abstract

School culture becomes one of the determinants formed of students work culture. The lack of attention of school culture has an adverse effect on the character building of students to the low productivity and effectiveness of the school.  The aim  of the research was to obtain data and information about school culture development in vocational high school. The research employed qualitative research. This research was done in Vocational High School (SMK) Negeri 9 Padang which is one of the favorite vocational high school with all accredited skills program A. Subjects in this research were principal, head majors, teachers, employees, and pupils. Data in this research was collected by using observation, interview, and documentation study. Data were analyzed through three stages: data reduction, data presentation, and conclusion. The results of this study describe the culture of SMK Negeri 9 Padang seen from: (1) behavior; (2) norms; (3) dominant values; (4) philosophy; (5) rules; (6) school climate. The culture has been developing are hospitality culture and work above standard.
Augmented Reality Game (ARG), 21st century skills and ESL classroom Karmila Rafiqah M. Rafiq; Harwati Hashim
Journal of Educational and Learning Studies Vol 1, No 1 (2018): Journal of Educational and Learning Studies
Publisher : RedWhite Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (573.321 KB) | DOI: 10.32698/0232

Abstract

The rapid advancement of technologies is irrefutable with the emergence of the 4th Industrial Revolution. Various industries have employed technologies in aiding their daily tasks, including the educational field. In Malaysia, the Ministry of Education proposed the integration of technology in the classroom. However, with the rising of technologies, graduates lack the soft skills and English language proficiency for the 21st-century jobs. To further curb the problem, Augmented Reality Game (ARG) is recommended for ESL classroom. Thus, this paper aims to identify the 21st-century skills enhanced through ARG and find out the benefits of ARG in English as a Second Language (ESL) learning. Based on the reviews of previous studies, it can be summed up that ARG can enhance the 21st-century skills, which are collaboration, communication, critical thinking and problem solving and at the same time, improves the English language of students. Additionally, motivation and Personal Learning Environment (PLE) are some of the contributing factors for the success of ARG. Therefore, to enhance the 21st-century skills in students, technological tools, such as ARG is deemed to be beneficial.
Using infographics as a technology-based tool to develop 21st century skills in an ESL context Fetylyana Nor Pazilah; Harwati Hashim
Journal of Educational and Learning Studies Vol 1, No 1 (2018): Journal of Educational and Learning Studies
Publisher : RedWhite Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (233.472 KB) | DOI: 10.32698/0242

Abstract

Technology is advancing every day and there is no stopping to it. It plays a vital role in our daily lives which includes in education field. The use of technology is massively implemented in classrooms as teaching strategies. Old teaching strategies such as visual aids are often improvised to match with the students’ interest. Teachers would usually find it difficult to teach students who are digital natives and demand a much more familiar and casual learning environment. It is also significant for teachers to equip the students with all 21st century skills in an ESL classroom. The students would prefer if the teachers could teach using any technological tools.  Infographics is one of the visual aids that integrates the use of technology. Online application such as Easel.ly can be used to strengthen teaching and learning sessions. Hence, this paper reviewed on the effectiveness of using infographics in developing 21st century skills in an ESL context.

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