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International journal of education and learning
Published by Association for Scientic Computing Electronics and Engineering
ISSN : -     EISSN : 2684924     DOI : https://doi.org/10.31763/ijele.v4i1.530
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The International Journal of Education and Learning (IJELE) is an international journal to provide an international forum for the sharing, dissemination, and discussion of research, experience, and perspectives across a wide range of teaching, development, curriculum, instruction, innovations, methodology, and technology in education or situated at the convergence of two or more disciplines. These topics are addressed in full-length academic articles, critical statements on current issues, developmental practice, action research, reviews of books and articles based on education and learning.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 6 Documents
 1 
Search results for , issue "Vol 2, No 1: June 2020" : 6 Documents clear
Problem-based learning approach to improve service skills of badminton in physical education learning Rusfan Dinata Prabandaru; Lismadiana Lismadiana; Fitri Agung Nanda
International Journal of Education and Learning Vol 2, No 1: June 2020
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (823.276 KB) | DOI: 10.31763/ijele.v2i1.74

Abstract

Problem-based learning is a method used to solve a problem in learning. This study aimed to determine whether learning badminton service skills by applying a problem-based learning approach can improve badminton service hit skills. The research method uses the classroom action research (CAR) method by interpreting the data and comparing each cycle's results with a percentage approach to measure the achievements of the actions taken. The results obtained from the data taken before the action were 23.68% of students who mastered basic movement skills hitting badminton service. After the first cycle, 34.21% of the students mastered the material, and, at the end of the second cycle, 52.63% of the students mastered the basic movement skills of hitting badminton service. From the preliminary data, there was a significant increase in cycle I and cycle II, the conclusion is that there increased the skill of hitting badminton service through the problem based learning approach (PBL) in students of third-grade of Pagergunung elementary school 1 in 2018/2019. Increased mastery of hitting service skills badminton, which was improved through applying the problem-based approach, was 28.94%.
Using hawgent dynamic mathematics software in teaching arithmetic operation Suan Lin; Ying Zhou; Tommy Tanu Wijaya
International Journal of Education and Learning Vol 2, No 1: June 2020
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (437.496 KB) | DOI: 10.31763/ijele.v2i1.97

Abstract

Dynamic learning software is an auxiliary tool to help students understand the mathematical operation process. Sometimes the calculation methods of textbooks are dull and boring, an innovative teaching medium is needed to assist teaching. This research aims to create a learning medium to improve students' ability to learn rational arithmetic. The learning process will use hawgent dynamic mathematics software as the mathematics learning medium. This research designed in conjunction with the four steps of solving problems in Polya. This study involved 30 junior high school students as the research subject. The tools used in this study are cognitive tests, interviews and observations. The research results show that the use of hawgent dynamic mathematics software can improve the students' ability to operate rational numbers. This means that the realization of hawgent dynamic mathematics software in the process of mathematics learning is successful. Students are more active and enthusiastic in the classroom. In short, the development of hawgent dynamic mathematics software can improve students' rational number operation ability, because with the help of hawgent, students will increase their motivation to learn.
Confirmatory factor analysis of self-evaluation spatial thinking skills (SESS) measurement model Mushi Saumu Athumani; Mohamad Sahari Nordin; Azlina Mustaffa
International Journal of Education and Learning Vol 2, No 1: June 2020
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (759.612 KB) | DOI: 10.31763/ijele.v2i1.80

Abstract

Spatial skills are important interdisciplinary abilities for students in everyday practices and on their academic journey. Several measures of spatial thinking abilities have been developed for assessing spatial skills in the school context and students' spatial behavior in their everyday life. The commonly used one is the Self-Evaluation Spatial Skills (SESS), but it has not been validated. This study aimed to: (1) examine the extent to which the (Self Evaluation Spatial Skills (SESS) instrument developed by Wakabayashi constituted meaningful and interpretable three dimensions of spatial skills; (2) test the psychometric properties of the instrument in terms of reliability and convergent validity. Using slightly modified SESS of 19 items questionnaire, the data were collected from 351 undergraduates at International Islamic University Malaysia (IIUM). Confirmatory factor analysis indicated a fit model of three factors construct and confirmed the reliability and validity of the hypothesized measurement model. The results indicated the tested model as good for measuring students' spatial skills and spatial behavior in their local environment and in informing future research.
Fostering students’ academic performance in physics using cognitive conflict instructional strategy and conceptual change pedagogy Emmanuel E. Achor; Yakubu Peter Abuh
International Journal of Education and Learning Vol 2, No 1: June 2020
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (775.872 KB) | DOI: 10.31763/ijele.v2i1.118

Abstract

This study investigated how to foster students' academic performance using cognitive conflict instructional strategy and conceptual change pedagogy on Senior Secondary (SS2) two in thermal physics in Kogi East Education Zone of Kogi State. The study adopted a quasi-experimental design, specifically, pretest-posttest non-equivalent-control group type. The study population was all the 7380 senior school two physics students in 153 co-educational secondary schools during the 2018/2019 academic session. The sample consisted of 294 SS two physics students (187 males and 107 females) drawn from six secondary schools using a multi-stage sampling technique. Thermal Physics Performance Test (TPPT) with reliability coefficients of 0.79 was used for data collection. Data collected were analyzed using mean, standard deviation, and bar graphs to answer the eight research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 level of confidence. The study's findings revealed that there was a significant difference in mean academic performance among students taught thermal physics using cognitive conflict instructional strategy, conceptual change pedagogy, and traditional instructional strategy. The result equally revealed that cognitive conflict instructional strategy enhances students' academic performance more than conceptual change pedagogy. In addition, male and female students taught using cognitive conflict instructional strategy differ significantly in academic performance scores F (1, 99) = 24.409; p = 0.000 0.05. Likewise the male and female students taught using conceptual change pedagogy differ significantly in academic performance scores at F(1,95) = 33.974, p = 0.000 0.05. Furthermore the finding revealed that there is significant interaction effect of strategy and gender on students’ mean academic performance scores F (2, 293) = 6.307; p = 0.002 0.05. It was also found that both cognitive conflict instructional strategy and conceptual change pedagogy foster students' academic performance in Physics more than traditional instructional strategy. Based on the findings, it was recommended that Physics teachers be encouraged to use both cognitive conflict instructional strategy and conceptual change pedagogy to teach Physics in secondary schools to enhance students' academic performance.
The phenomenon of bullying in junior high school students nowadays Addini Nurlia; Siti Partini Suardiman
International Journal of Education and Learning Vol 2, No 1: June 2020
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (338.101 KB) | DOI: 10.31763/ijele.v2i1.62

Abstract

Bullying is one of the most aggressive attitudes and violence between peers in the school environment. This research aims to determine how the phenomenon of bullying is happening at this time, especially in junior high school students. This research using qualitative methods, data collected by interview techniques. The research subject is counseling guidance teachers at junior high school. The object in this research is one of the junior high school in Yogyakarta. The study's findings are that junior high school students conduct verbal bullying behavior, physical bullying, and cyberbullying. There are several factors of bullying: behavior within seniority, the history of being a victim of bullying, economic status, violence from the media, family, and peer factors. The impact of bullying behavior can be felt for victims and the more bully or people who do the bullying.
Developing mobile learning based on ethnomathematics viewed from adaptive e-learning: Study of two dimensions geometry on Yogyakarta palace’s chariot Nuryadi Nuryadi; Luky Kurniawan; Isna Kholifa
International Journal of Education and Learning Vol 2, No 1: June 2020
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1054.72 KB) | DOI: 10.31763/ijele.v2i1.85

Abstract

This research aims to develop mobile mathematics learning media based on ethnomathematics on the best rectangular view from criteria, validity, practicality, and effectiveness. This research was Research and Development (RD) refers to the developing model of ADDIE. The steps of ADDIE developing models were: (1) analysis, problem analysis and media content analyze; (2) design, made storyboards and flowcharts; (3) development, developing initial products including design planning and design implementation; (4) implementation, reality trials both small and large scale; and (5) evaluation, product revision and final product. Ethno-mathematics elements used in this research were parts of the Yogyakarta Palace’s chariot using the main application named Adobe Flash CS6. The research’s results showed that it has completed: (1) the validity aspect, the material experts got a score 68 with an excellent grade, and the media experts got a score of 73 with an excellent grade; (2) the practicality aspect, with assessors from 32 students getting 2006 of a score with an excellent grade; and (3) the effectiveness aspect, with virtual ability test that has 92,7% of students who completed. So, this mobile learning based on ethnomathematics is appropriated as mathematics learning media through adaptive e-learning on the study of two-dimensions geometry.

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