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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 22 Documents

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Search results for , issue "Vol 13, No 1: February 2019" : 22 Documents clear

The process of thinking by prospective teachers of mathematics in making arguments Lia Budi Tristanti
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

This study aimed to describe the process of thinking by prospective teachers of mathematics in making arguments. It was a qualitative research involving the mathematics students of STKIP PGRI Jombang as the subject of the study. Test and task-based semi structural interview were conducted for data collection. The result showed that 163 of 260 mathematics students argued using inductive and deductive warrants. The process of thinking by the prospective teachers of mathematics in making arguments had begun since they constructed their very first idea by figuring out some objects to make a conclusion. However, they also found a rebuttal from that conclusion, though they did not further describe what such rebuttal was. Therefore, they decided to construct the second ideas in order to verify the first ones through some pieces of definition.

The use of discovery learning model with rme approach viewed from interpersonal intelligence Desty Ratna Permatasari; Heribertus Soegiyanto; Budi Usodo
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasi-experimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.

Conceptual understanding of high school students on plantae Yasinta Choirina; Murni Ramli; Yudi Rinanto
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

Kingdom Plantae is a topic taught in Grade Tenth in Indonesia high school. The previous researchers have found misconceptions and difficulties in understanding the classification and the nomenclature system of Kingdom Plantae. Understanding basic concepts of Kingdom Plantae is important to study the more complex system of Plantae. This research was aimed to analyze the conceptual understanding of high school students on Plantae. The participants were 372 eleven graders who had studied Kingdom Plantae and selected randomly from eleven high schools in Surakarta, Indonesia. The diagnostic test four-tier consisting of 20 items. The instrument was to identify conceptual understanding. The instrument showed result on validity (mean = 1.00 and SD = 0.06) and reliability (0.46). The test showed that 10.5% students grouped as understand, and the rest varied as to False Negative (4.4%), False Positive (10.1%), Lack of Knowledge (45.6%), and Misconception (29.4%). Based on the results of the test, the students have misconceptions about monocots and dicots, the morphology of Anacardium occidentale, Musa sp., and Solanum tuberosum, classification of Anacardium occidentale. It was recommended to do detail examination of the reasons of low achievement in conceptual understanding of students.

The reinforcement of craft and entrepreneurship education in senior high schools Sugiono Sugiono; Trisno Martono; Dewi Kusuma Wardani
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

This research aimed to find out the constraints occurring in the implementation of craft and entrepreneurship education. This research employed qualitative research method. The research was taken place in three schools in DKI Jakarta as the beneficiaries of entrepreneurship program grant from the government. Data was collected through interview and observation. The result of research showed the less optimum implementation of craft and entrepreneurship education. The constraints the teacher encountered in the implementation of Craft and Entrepreneurship subject were: teacher having no background of Entrepreneurship Education, No Subject Teacher Discussion (MGMP) group available and no supporting activity for Craft and Entrepreneurship subject. Therefore, this research recommended the reinforcement of entrepreneurship education learning through establishing MGMP team, teacher training, and sustainable integration of entrepreneurship subject and program.

Improving mathematical literacy of problem solving at the 5th grade of primary students Umi Zainiyah; Marsigit Marsigit
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

This quantitative descriptive study aims to describe the Mathematical Literacy of Grade 5 of Primary Students regarding their mathematical problem-solving abilities. The samples of this study were 35 5th-grade-students at Muhammadiyah Condongcatur Elementary School in academic year 2017/2018. The data were collected through observations and tests with five questions containing indicators of mathematical literacy regarding mathematical problem-solving abilities; two experts have validated the test instruments. Moreover, the test estimated Cronbach's alpha of 0.749 proved reliability. The data analysis in this study was carried out descriptively based on the average score, the standard deviation, the maximum score, the minimum score, the total score, and the percentage correct answer. The results showed that the mathematical literacy of the 5th-grade students at SD Muhammadiyah Condongcatur was generally at the high category (indicated by the problem-solving abilities). Students have been able to understand a problem, to use logic to describe the solution to a problem, and to choose the most appropriate solution to solve a problem.

Increasing junior students’ learning outcome using systematic approach to problem solving Jauhara Dian Nurul Iffah; Faridatul Masruroh
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

A learning program not only aims to make students understand and master what and how things happen, but also provide an understanding of why it happened. Thus, a lesson that emphasizes problem-solving becomes very important to teach. One form of learning that emphasizes the problem solving is to apply systematic approach to problem solving. This is a guide to perform an action that serves to assist a person in solving a problem. Problem solving steps based on systematic approach to problem solving consists of four stages, namely problem analysis, problem solving process planning, calculation operations, and checking answers and interpretation of results. This study is a classroom action research that aims to see the inceasing of student learning outcomes after applied systematic approach to problem solving. The subject of this research is 25 students of class VIIIA MTs Salafiyah Syafi'iyah Tebuireng Jombang. Instruments in this study is a matter of student learning outcomes on the material wake up space. This research was conducted in two cycles because in the second cycle has reached the indicator of success that students achieve the minimal clarity of at least 75%. The results showed that student learning outcomes in the first cycle reached 36% classical completeness, and in the second cycle of classical completeness of 84%. This shows that the application of systematic approach to problem solving can increase student learning outcomes.

Teaching tourism in geography through an inquiry-based approach (IBA) Norsarita Basar; Rosmawijah Jawawi; Rohani Matzin; Jainatul Halida Jaidin; Juraidah Musa
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

An Inquiry-based approach (IBA) is a teaching approach that promotes students' active learning and inquiry. This study examined the effectiveness of IBA as a tool for teaching Geography and explored the students' perceptions when they were taught using IBA. The investigation was carried out in one secondary school in Brunei Darussalam. A total of twenty students aged between 15 to 16 years old were selected as participants. This research adopted a qualitative approach using an action research. Data was collected from lesson observations, focus group interview, and achievement tests. The findings showed that there were remarkable improvements in the students' achievement tests. IBA successfully had helped students to develop some personal and inter-personal skills and encouraged them to become independent learners. However, there were some issues identified in this study. Obtaining information for their research was a challenge for many students, as they had limited access to computers and the Internet outside the school. The findings also revealed that the role of the teacher as the facilitator in IBA could be a challenge to the teacher herself.

Cloze test pocket worksheet as aid to mastery of science concepts Adelita Morales Gomba
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

This study used a Two Groups, Random Selection Experimental Design to improved academic performance of Grade 9 learners of Silanga National High School Catbalogan City using Cloze Test Pocket Worksheet in Science. Its purpose was to seek answers to the following questions: (1) What is the pretest mean scores between the control and experimental group? (2) What is the posttest mean scores of the control and experimental group? (3) What is the mean gain scores of the selected experimental group before and after the conduct of the study? Based on the result, the following findings were formulated; (1) The pretest mean scores of the subjects using Cloze Test Pocket Woksheet and the pretest mean scores of those who did not used do not differ significantly. (2) The post-test means scores of subjects who were were using Cloze Test Pocket Woksheet and the posttest mean scores of the subjects who were not using Cloze Test Pocket Woksheet differ significantly. (3) There is a significant difference between the mean gain scores of the two groups of samples – experimental and control groups. The experimental group who used Cloze Test Pocket Woksheet performed significantly higher than the control group who were not using the Cloze Test Pocket Woksheet. Based on the findings cited, it is concluded that the developed material in reviewing Science can improve learners’ mastery of the concepts. Though the results of this study showed that learning took place in both groups, the subjects who were assessed by Cloze Test Pocket Worksheet performed significantly better than the subjects who did not use the material.

Junior high school head teachers’ perceptions about their leadership styles within ejisu-juaben municipality Aboagye Kwadwo Samuel; Anamuah-Mensah Jophus; Sam K Francis
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

This was a survey study aimed at finding out the perceptions of head teachers on the leadership styles of Junior High School (JHS) head teachers within the Ejisu-Juaben Municipality. The researchers selected 50 head teachers, purposively through census. A set of closed-ended questionnaire was used, and this comprised 67 items for the JHS head teacher respondents. The data was analyzed using descriptive statistics, independent t-test, and demographic analysis. The study found, among other things, that autocratic, situational and transactional leadership styles were perceived to be the predominant leadership styles practiced by the JHS heads. The study recommended, among other things, that head teachers should practice transformational and democratic leadership styles, and that the Ghana Education Service, policy makers and other stakeholders of education should strengthen the leadership component within the JHS system for effective realization of school objectives. In this respect, appointment of headship in the school setting, especially at the JHS, ought to be made in consideration of professional leadership training, aside other requirements.

The influence of project-based learning strategies on the metacognitive skills, concept understanding and retention of senior high school students Dominggus Rumahlatu; Kristin Sangur
Journal of Education and Learning (EduLearn) Vol 13, No 1: February 2019
Publisher : Intelektual Pustaka Media Utama

Biology learning in the 21st century leads to the empowerment of metacognitive skills. Increased metacognitive skills can support concept understanding and maximize the students’ retention of concepts. This research aimed at investigating the effect of project-based learning strategy on metacognitive skills, concept understanding and retention of class X students of Senior High School 1 Kairatu, West Seram District, Maluku. This research is a quasi-experimental research using pre test-post test nonequivalent control group design. The samples of this research were all students of classX1 of Senior High School 1 Kairatu. The data obtained in this research were the learning results of metacognitive skills, concept understanding, and retention of the students. The data were analyzed by using analysis of covariance (ANCOVA). The research results showed that the implementation of project-based learning strategy had a significant effect on students’ metacognitive skills, concept understanding, and retention. Furthermore, the results of post hoc LSD test showed some differences in the notation between the project-based learning strategy and the conventional learning strategy. These results indicated that the learning stages of project-based learning strategy could empower the students’ metacognitive skills, concept understanding, and retention.

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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