Journal of Education and Learning (EduLearn)
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.
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<![CDATA[The impact of think pair share model on mathematics learning in elementary schools ]]>
<![CDATA[Shila Majid Ardiyani]]>;
<![CDATA[Gunarhadi Gunarhadi]]>;
<![CDATA[Riyadi Riyadi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i1.8427
<![CDATA[One objective of mathematics learning is to solve problem and to communicate idea to get a solution. Human life is inseparable from social activity, including cooperation. Similarly, in mathematics learning sometimes students need friends to discuss with in solving mathematics problem. Cooperative learning model can be an alternative to bridge the difficulty the students encounter. The objective of research was to identify the impact of Think Pair Share type of Cooperative learning model on mathematics learning in elementary school. This study was a descriptive qualitative research. The subject of research was the fifth graders of three elementary schools in Karangpandan Sub District. Techniques of collecting data used were observation, interview, and documentation. Observation was conducted to observe the learning process using Think Pair Share-type of cooperative learning, interview to find out the impression and the impact the students experience, and documentation to find out the group’s work. The conclusion of research showed that there are some impacts found in mathematics learning using Think Pair Share type of cooperative learning related to: (1) group establishment; (2) learning environment; (3) learning achievement; (4) student participation; (5) information exchange; and (6) interpersonal relation.]]>
<![CDATA[Developing the capacity of school management to build understanding of vision and mission ]]>
<![CDATA[dwi sukaningtyas]]>;
<![CDATA[Djam’an Satori]]>;
<![CDATA[Udin Syaefudin Sa’ud]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i1.6332
<![CDATA[In many schools, the vision mission just "exist" and not become a guideline especially implementation of learning. The school just execute school routine without knowing the meaning of implementation. This is unfortunate, because the vision and mission is a unique destination that covers the activity and can be utilized as the power of quality of the service organization. How is the capacity of school management in developing the vision and mission? The goal of the research is to describe and analyze the capacity of school management in developing the vision and mission. This study used a qualitative approach with case studies. Data collection methods used are interviews, observation, and study of the document/artifact. The validity of the data is done with credibility, transferability, dependability, and confirmability. The results shows that schools which establish vision and mission based on noble values of the founders have a strong base for the development.]]>
<![CDATA[Needs analysis on Indonesian language learning materials about agriculture for foreign speakers ]]>
<![CDATA[Defina Usmansyah]]>;
<![CDATA[Yumna Rasyid]]>;
<![CDATA[Sakura Ridwan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i1.7408
<![CDATA[The aim of this research was to analyze the needs on integrative content-based Indonesian language learning materials about agriculture for foreign speakers A2 level. Research and development design was used employing the Dick and Carey’s model combined with Borg and Gall’s model, as well as the model of learning materials development proposed by Tomlinson, Brown, and Jolly and Bolitho. This research was conducted at Indonesian for foreign speakers, Bogor Agricultural University program (BIPA IPB) on academic year 2015-2017. The procedure comprised: pre-study, students’ and teachers’ needs analysis on teaching materials at BIPA IPB. The findings indicated that the teaching materials about agriculture are not available yet at IPB. Besides, the needs on integrative content-based Indonesian language learning materials about agriculture for students at A2 level and the teachers were indicated high.]]>
<![CDATA[What should be the object of research with respect to the notion of mathematical proof? ]]>
<![CDATA[Zakaria Ndemo]]>;
<![CDATA[David J Mtetwa]]>;
<![CDATA[Fred Zindi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i1.9558
<![CDATA[Despite its central place in the mathematics curriculum the notion mathematical proof has failed to permeate the curriculum at all scholastic levels. While the concept of mathematical proof can serve as a vehicle for mathematical thinking, studies have revealed that students experience serious difficulties with proving that include: not knowing how to begin the proving process, the proclivity to use empirical verifications for tasks that call for axiomatic methods of proving, resorting to rote memorization of uncoordinated fragments of proof facts. While several studies have been conducted with the aim of addressing students’ fragile grasp of mathematical proof the majority of such studies have been based on activities that involve students reflecting and expressing their level of convincement in arguments supplied by the researchers thereby compromising the voice of the informants. Further, research focus has been on the front instead of the back of mathematics. Hence, there is a dearth in research studies into students’ thinking processes around mathematical proof that are grounded in students’ own proof attempts. Therefore current research strides should aim at identifying critical elements of students’ knowledge of the notion of proof that should be informed by students’ actual individual proof construction attempts.]]>
<![CDATA[School environment role towards elementary school students’ moral and cultural literacy ]]>
<![CDATA[Ika Maryani]]>;
<![CDATA[Ianah Hasnatul Prawestri]]>;
<![CDATA[Dwi Sulisworo]]>;
<![CDATA[Siti Urbayatun]]>;
<![CDATA[Suyatno Suyatno]]>;
<![CDATA[Caraka Putra Bhakti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i1.7485
<![CDATA[This study aims to determine the role of the school environment on moral and cultural literacy of elementary school students. This is descriptive qualitative research. Data collection techniques are observation, interviews, questionnaire, and documentation. Data analysis techniques are data reduction, data presentation, and conclusions. Data validity using triangulation. Triangulation is to ensure the data validity that takes into consideration aspects of credibility, transferability, dependability, and confirmability. The subjects are 3 teachers and 27 students of 4th, 5th and 6th grade in Muhammadiyah School of Sleman Regency. The results of this study are (1) teachers-students’ relationships have role to foster the character of honesty, fairness, caring, and teachers as role model for students; (2) students-students’ relationships also have role to habituate good behavior to students; (3) school discipline contributes to the students’ moral and cultural formation such as self-awareness, honesty, justice, responsibility, obedience to the rules, good commitment and unfazed by the changing era; (4) these learning implements have role in self-awareness, responsibility and care, because the teaching implements provided by the teachers becomes the students’ responsibility.]]>
<![CDATA[The role of Arab Open University in developing its graduates’ economic and social returns ]]>
<![CDATA[Harith Abood Abbas]]>;
<![CDATA[Abeer Deranieh]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i1.11380
<![CDATA[This study aimed at finding out the economic and social returns achieved by Arab Open University graduates of 2012-2014. The sample consisted of 251 out of 1565 BA male and female graduates who voluntarily identified the sort of returns they achieved by choosing any of 43 items included in a questionnaire posted on their emails, put on the University’s site and distributed at the Alumni Club meeting in 2017. The researchers used means, standard deviations and percentages to identify the economic and social returns gained by the graduates, while they used (T Test) to find differences in these returns due to gender and (One Way ANOVA) to know the differences in these returns due to the adequacy of the academic programs. The results showed a wide range of economic and social returns achieved by the graduates, as a result of the open learning style in the University, while no significant differences were noticed in these returns due to gender or specialization. ]]>
<![CDATA[Child-friendly school environment to ensure children’s welfare ]]>
<![CDATA[Luthfiana Ambarsari]]>;
<![CDATA[Harun Harun]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i1.9523
<![CDATA[The violence that occurs in the school is one of the problems that is still going on. The school and other stakeholders need to make efforts to minimize the occurrence of violence. So that, the children can study safely and comfortably in school. This research aimed to describe a child-friendly school environment in elementary school. The research procedure used qualitative phenomenological approach. The data collection technique was done by using observation method, interview, and documentation. With a child-friendly school environment, students will feel safe, comfortable, and prosperous. Based on this study results concluded that to create a child-friendly school environment is to create a harmonious social environment of the school, which is a good relationship between the school community, parents of students as well as with other stakeholders. Then, it needs to pay attention to the physical environment of the school, which is related to the condition of school buildings, as well as school infrastructure that supports child-friendly school environment should be secured and can fulfill the students needs]]>
<![CDATA[The mathematics teachers' understanding of learning process based on 2013 curriculum 2017 revision ]]>
<![CDATA[Ikhsan Abdul Latif]]>;
<![CDATA[Riyadi Riyadi]]>;
<![CDATA[Dewi Retno Sari Saputro]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i1.9201
<![CDATA[This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.]]>
<![CDATA[Constructivist learning paradigm in the introduction to education subject ]]>
<![CDATA[IGA Widari]]>;
<![CDATA[Iwan Jazadi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i1.10424
<![CDATA[This study examines the content of constructivist learning paradigms in the textbook and students' understanding of the Introduction to Education course. Data collection methods are the textbook, student answer documentation, focused review session and assignment of student resume. The textbook analysis found five substances of constructivist learning paradigm, namely the nature of human, lifelong education, learning independence, the role of information technology, and the integration of educational benchmarks, which are parts of the textbook chapters. Analysis of the answers to the tasks, quizzes and student exams indicates that the students' understanding of the substance of this material is still medium or partial but has increased significantly after a focused review session was held, i.e. 75% or more students have a good and complete understanding. From the results of this study, it is suggested that (1) the textbook of Introduction to Education is rewritten, to put the five substances of constructivist learning paradigm as separate chapters so as to obtain their broader and deeper study portion; and (2) the materials not yet understood well by the students should be reviewed through a focused review session.]]>
<![CDATA[Performance of mathematics teachers to build students' high order thinking skills (HOTS) ]]>
<![CDATA[Hardi Tambunan]]>;
<![CDATA[Tutiarny Naibaho]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i1.11218
<![CDATA[The purpose of this study is to determine the mathematics teacher performance category in building high order thinking skills (HOTS) of students. The study was conducted on 560 students taken randomly from ten junior high schools and eight high schools from eight districts in North Sumatra Province. Data collection techniques and instruments are carried out by giving questionnaires to students which contain a number of questions about students' assessment of the mathematics teacher's performance in constructing the HOTS indicator. Based on descriptive analysis, it was found that the performance of mathematics teachers built HOTS indicators, namely (1) understanding of concepts, (2) mathematical communication, (3) creativity, (4) problem solving, and (5) reasoning is enough category. The results of analysis of variance show that teacher performance builds (1) understanding of concepts, (2) mathematical communication, (3) creativity, (4) problem solving, and (5) reasoning significantly influences students' abilities.]]>
