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Journal of Education and Learning (EduLearn)

EduLearn
Website

Published by Intelektual Pustaka Media Utama

ISSN : 20899823 EISSN : 23029277 DOI : https://doi.org/10.11591/edulearn

Core Subject : Humanities, Science, Education, Social,

Humanities Education Library & Information Science Social Sciences Other

Journal of Education and Learning (EduLearn) ISSN: 2089-9823, e-ISSN 2302-9277 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. This journal is ACCREDITED (recognised) SINTA 2 by the Ministry of Research and Technology/National Research and Innovation Agency, Republic of Indonesia (RISTEK-BRIN) (Decree No: 60/E/KPT/2016). The EduLearn is indexed by ERIC Institute of Education Sciences (IES) of the U.S. Department of Education. The focus and scope of EduLearn includes the following topics: 1. Career development and training in education and learning: entrepreneurship curriculum, internship programmes, lifelong learning, technology transfer, training educational staff, university-industry cooperation, vocational training, workplace training and employability issues, etc. 2. Experiences in education and learning: curriculum design and development, educational management, educational trends and best practice contributions, enhancing learning and the undergraduate experience, experiences in game based learning, higher education area: the bologna declaration and ects experiences, learning experiences in higher and further education, learning experiences in preschool education, pre-service and in-service teacher experiences, quality assurance/standards and accreditation, special education, stem in education, transferring skills and disciplines, etc. 3. Experiences in education and learning research: academic research projects, research methodologies, links between education and research, new projects and innovations, etc. 4. International projects in education and learning: new experiences for the international cooperation, project outcomes and conclusions, university networks, exchange programmes and erasmus experiences, the internationalization of universities, funding programmes and opportunities, etc. 5. Pedagogical innovations in education and learning: learning and teaching methodologies, evaluation and assessment of student learning, accreditation for informal learning, new learning/teaching models, neuroscience in education, language learning innovations, collaborative and problem-based learning, personalized learning, tutoring and coaching, flipped learning, etc. 6. General issues in education and learning: education and globalization, multicultural education, impact of education on development, planning digital-age school and learning spaces, organizational, legal, policy and financial issues, leadership in 21st century education , barriers to learning (age, psychosocial factors, ethnicity...), ethical issues and plagiarism in education, access to internet: advances and problems, diversity issues, women and minorities, student support in education, funding programmes and opportunities, etc. 7. Computer supported collaborative work: augmented reality, collaborative virtual environments (CVEs), community building, computer-mediated communication (CMC) tools, social & digital media in education, web 2.0 and social networking: (blogs, wikis...), web 3D applications and virtual reality, etc. 8. E-content management and development: digital identity management, digital libraries and repositories, e-portfolios, intellectual property rights, knowledge management, learning analytics, open access education, security and data protection, user-generated content, etc. 9. Educational software & serious games: animation and 3D systems, computer software on education, educational multimedia and hypermedia, educational software experiences, educational/serious games, gamification, gaming consoles as learning tools, videos for learning (YouTube generation), etc. 10. e-Learning: blended learning, distance learning, educating the educators, e-learning for environmental sustainability, e-learning standards (SCORM), e-learning projects and experiences, e-moderating, e-tutoring & mentoring, intelligent tutoring systems (ITS), learning management systems (LMs), managed learning environments (MLEs), massive open online courses (MOOCs), mobile learning, online assessment, online/virtual laboratories, personal learning environments (PLEs), training, evaluation and assessment, virtual learning environments (VLEs), virtual universities, etc. 11. Emerging technologies in education: advanced classroom technology, best practices in multimedia-based education, BYOD (bring your own device) and 1:1 learning, flipped classroom, ICT for development, ICT skills and digital literacy, mobile and tablet technologies, new platforms to teach coding skills (arduino, raspberry PI,...), technology-enhanced learning, the impact of web technologies on education, web classroom applications, etc. Papers published in the three-monthly journal (Feb, May, Aug, and Nov): (1) report evaluation and research findings; (2) treat conceptual and methodological issues; and/or (3) consider the implications of the above for action; and/or (4) an extensive book reviews section and also occasional reports on educational materials and equipment.

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 20 Documents

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Search results for , issue "Vol 12, No 1: February 2018" : 20 Documents clear

Development and Validation of Web-based Courseware for Junior Secondary School Basic Technology Students in Nigeria Anunobi Anunobi; Vivian Njedeka; Gambari Gambari; Amosa Isiaka; Abdullahi Abdullahi; Mohammed Bashiru; Alabi Alabi; Thomas Omotayo
Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018
Publisher : Intelektual Pustaka Media Utama

This research aimed to develop and validate a web-based courseware for junior secondary school basic technology students in Nigeria. In this study, a mixed method quantitative pilot study design with qualitative components was used to test and ascertain the ease of development and validation of the web-based courseware. Dick and Carey instructional system design model was adopted for developing the courseware. Convenience sampling technique was used in selecting the three content, computer and educational technology experts to validate the web-based courseware. Non-randomized and non-equivalent Junior secondary school students from two schools were used for field trial validation. Four validating instruments were employed in conducting this study: (i) Content Validation Assessment Report (CVAR); (ii) Computer Expert Validation Assessment Report (CEAR); (iii) Educational Technology Experts Validation Assessment Report (ETEVAR); and (iv) Students Validation Questionnaire (SVQ). All the instruments were face and content validated. SVQ was pilot tested and reliability coefficient of 0.85 was obtained using Cronbach Alpha. CVAR, CEAR, ETEVAR were administered on content specialists, computer experts, and educational technology experts, while SVQ was administered on 83 JSS students from two selected secondary schools in Minna. The findings revealed that the process of developing web-based courseware using Dick and Carey Instructional System Design was successful. In addition, the report from the validating team revealed that the web-based courseware is valuable for learning basic technology. It is therefore recommended that web-based courseware should be produced to teach basic technology concepts on large scale.

Physics-Based Scientific Learning Module to Improve Students Motivation and Results Soni Nugroho Yuliono; Sarwanto Sarwanto; Cari Cari
Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018
Publisher : Intelektual Pustaka Media Utama

Teaching materials that available in the school to learn physics especially scientific-based is limited and become one of the obstacles to achieving the learning objectives on electromagnetic waves material. The research aims are to gain scientific Physics-based learning modules for high school grade XII students who have met the eligibility criteria, determine the effectiveness of using scientific-based learning modules Physics to improve motivation and learning outcomes from students of grade XII High School. The development of this research on Physics module using 4D development procedure which consists of the steps of define, design, development, and dissemination. Definition phase consists of the teacher and student’s needs analysis process, material analysis, as well as the formulation of the learning module. The design phase of physics learning modules according to the stage of scientific learning is integrated into the module. The development phase consists of the development process of the modules from the design results, validating the feasibility, module revision, limited testing, and the use of scientifically-based learning modules Physics in grade XII IPA 1 Batik 2 Surakarta senior high school. The deployment phase is the deployment process module to another Senior High School in Surakarta. Data Analysis for the study is a quantitative descriptive analysis based on the score criteria and analysis of increasing student motivation through N-gain. Conclusion obtained are; 1) Physics-based scientific learning modules that developed meet the eligibility criteria on aspects of content and presentation, language, the chart, and aspects of learning. The module is declared worthy of the ideals validation results with the percentage of 85.16%, 83.66% by students and teachers in the response phase of the deployment of 85.93%, which is included in the category of "very good"; 2) Physics-based scientific learning modules with material scientific electromagnetic waves can increase students' motivation to gain value 0.4 or in the category "medium".

The Information Seeking Behavior of Digital Native and Digital Immigrant Students of Bogor Agricultural University Janti Gristinawati Sujana; Pudji Muljono; Djuara P. Lubis; Sulistyo Basuki
Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018
Publisher : Intelektual Pustaka Media Utama

Technological expansion and the changing way individuals gain access to information has deeply impacted the structure of libraries – physically as well as conceptually. A new generation of digital services platforms for libraries is emerging, designed to provide a more comprehensive approach to the management and access to all formats of library materials. Despite the modernization of libraries and their adaption to the digital age, the library still hold a critical role within community to serve its users, continuing to be beacons of information sharing, learning, and entertainment even amidst tight fiscal times.As one of the leading university in Indonesia, Bogor Agricultural University Library must find solutions to new challenges, overhaul many of their entrenched business processes, and foster systems that engage students.This study examined the information seeking behavior of the digital native and digital immigrant students of Bogor Agricultural University, in order to remind the library that there are some changes happened in its users and to recommend the new services should be taken by the library. The similarities and differences in seeking information of those two group students were discussed.

The Use of Revision Version of Archiving Interactive Digital Book Based on the Curriculum 2013 in Vocational School Patni Ninghardjanti; C. Dyah Sulistyaningrum Indrawati; Andre N. Rahmanto; Chairul Huda Atma Dirgatama
Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018
Publisher : Intelektual Pustaka Media Utama

Information and communication technology has a large potency to help teachers and students to in a successful learning. The implementation of revision version of curriculum 2013 based digital book in school should include need analysis, preparing the necessary need, designing learning model and its development. The use of revision version of the curriculum 2013 based digital book is a decision made by teachers based on learning design. Considering a survey conducted, it can be found that there has be no archiving book corresponding to the revision version of 2013 curriculum. The use of revision version of curriculum 2013 based digital book is expected to improve the students’ learning interest and to optimize the teachers’ role as learning designer and mediator.

Development and Validation of Chemistry Virtual Test Based Multiple Representations Nahadi Nahadi; Harry Firman; Hendri Kurniadi
Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018
Publisher : Intelektual Pustaka Media Utama

The purpose of this study was developing and validation virtual test based multiple representations to facilitate students to understand the questions that assess students’ decision-making competence of buffer solution. This research was conducted using the method development and validation. The participants were 136 high school students who take science class. Data obtained were content validity, reliability, item difficulty index, discrimination index and readability of virtual test that has developed. This study also compared the item difficulty and readability between virtual test and paper and pencil test. The results showed that the virtual test had CVI’s value was 0.71, the Cronbach's Alpha value was 0.925 which was showed that the reliability with included in “very good” category, the item difficulty index was moderate categories and the readability of virtual test was higher than paper and pencil test. It could be concluded that the virtual test that had developed was feasible to use and could facilitate students in understanding the questions that assess students’ decision-making competence of buffer solution.

The Obstacles and Strategy of Project Based Learning Implementation in Elementary School Nyai Cintang; Dewi Liesnoor Setyowati; Sri Sularti Dewanti Handayani
Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018
Publisher : Intelektual Pustaka Media Utama

This study aims to: 1) examine the challenges teachers encounter in implementing project-based learning in 2013 curriculum, 2) to examine teachers’ strategies in integrating project-based learning in 2013 curriculum. This research finds several obstacles faced by teachers and strategies that can be done in the implementation of project-based learning, they are: 1) the obstacle in terms of students' capability can be overcome by familiarizing them to complete projects; 2) the obstacle in terms of indiscipline can be solved by optimizing the teacher's role as supervisor; 3) the time constraint is overcome by some alternative ways; 4) the obstacle in terms of equipment availability is addressed by modifying projects; 5) the obstacle in terms of student's inequality is overcome by forming propori sembang group; 6) the cost issues are resolved by using classroom cash or selecting projects suitable for the available resources. Another positive finding is that teachers should have the confidence and commitment in implementing project-based learning. Based on these results, it can be concluded that most teachers and even experienced teachers will experience difficulties and challenges when trying to implement project-based learning. However, experienced teachers have strategies to overcome obstacles, thus project-based learning can still be implemented.

Development of Research-Based Learning Model in Biology Education: What is Relevance, Concystency and Practicality? M. Haviz
Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018
Publisher : Intelektual Pustaka Media Utama

The purpose of this article is to design a consistent research-based learning model and internal relevance on biology learning at Higher Education. The study participants were 88 students of Biology Education Department IAIN Batusangkar who studied Research Method subjects in Biology study, academic year 2016/2017. The method used was educational design research with preliminary stages of research, prototyping stage, and assessment stage. The instruments used were product assessment sheets. Preliminary research findings were analysed by reducing, presenting, and drawing conclusions. The mean score of formative evaluation result and mean score of the students’ achievement were analysed by descriptive statistic. Preliminary research results showed that changes should be made toward the biology learning outcomes. The next finding was that there were 9 supporting theories used to design research-based learning models on biology learning. Formative and summative prototype evaluation results were good and had met the criteria of developing the learning model. So, it was concluded that research-based learning model on biology learning had consistency and internal relevance.

Development of Competency Indexes to Assess Nursing Postgraduate’s Tutor Xu Ying; Jiang Xiaoping; Lin Nan
Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018
Publisher : Intelektual Pustaka Media Utama

The aim of this study was to develop competency indexes assessing nursing postgraduate’s tutor in China. Based on Iceberg competency theory, a Delphi survey was carried out. 30 nursing experts in 16 provinces of China were invited to rate the importance of indexes and give some comments on the content. There were 22 experts taking part in two rounds Delphi study. A Kendall's W test also demonstrated experts were well coordinated. During the first round, overall mean scores were high, except for 1 tertiary index. We also added and moved some indexes building on the experts’ suggestions. After two rounds, we developed competency indexes appropriate to assess tutots’ competencies, consisting of 5 preliminary indexes, 13 secondary indexes and 68 tertiary indexes. The competency indexes were validated and scientific, it can be used to assess tutors in China.

The Communication Strategy Used By Japanese Learner at the Basic Level Dyah Prasetiani; Lispridona Diner
Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018
Publisher : Intelektual Pustaka Media Utama

Students at the basic level in Department Education Japanese of Semarang State University have difficulties in Japanese speaking. They could not produce oral Japanese smoothly. Sometimes they said couple words in Bahasa Indonesia to express their ideas. In communication strategy there is a systematic technique used by foreign language learners to express their ideas when faced with the difficulty of communicating because of the limitations of second language mastery. The findings are the learners already have passed the stage of mastery of simple-level linguistic rules, so they have a tendency to pursue in various ways to make their message acceptable. The characteristic of communication strategy they used are directly translated an utterance literally in the concept of their mother tongue, and use those terminology in their mother tongue and English in Japanese utterance. The reasons that influence the use of these communication strategies are that students' grammar and vocabulary skills are insufficient to communicate in various fields as they are still in the early learning stages.

The Influence Process of Science Skill and Motivation Learning with Creativity Learn Yoga Budi Bhakti; Irnin Agustina Dwi Astuti
Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018
Publisher : Intelektual Pustaka Media Utama

This research aims to understand the influence process of science skill and motivation learning with creativity learn. Data about the process of scince skill, motivation and creativity learn collected by test questioner instrument. Data analysis with regression analysis and correlation. Research shows that: There is the influence of skill process of science to the process of creativity learn with correlation coefficient r=0.634, there is the influence of motivation learn students to creativity learning with correlation coefficient r=0.55, the process of science skills and motivation to study for students influence of creativity learn with correlation coefficient r=0.935. This study concluded that skill process of science and the motivation to study student could creative learning.

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OAI Link

Editorial Team

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Reviewer

Google Scholar

Contact Name
Lina Handayani

Contact Email
edulearn@uad.ac.id

Phone
+622744331976

Journal Mail Official
edulearn@uad.ac.id

Editorial Address
JEC Residence D6, Plumbon, Banguntapan, Yogyakarta 55198, Indonesia

Location
Unknown,

Unknown

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Lina Handayani

Contact Email edulearn@uad.ac.id

Phone +622744331976

Journal Mail Official edulearn@uad.ac.id

Editorial Address JEC Residence D6, Plumbon, Banguntapan, Yogyakarta 55198, Indonesia

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Lina Handayani

Contact Email
edulearn@uad.ac.id

Phone
+622744331976

Journal Mail Official
edulearn@uad.ac.id

Editorial Address
JEC Residence D6, Plumbon, Banguntapan, Yogyakarta 55198, Indonesia

Location
Unknown,

Unknown

INDONESIA