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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 19 Documents

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Search results for , issue "Vol 14, No 1: February 2020" : 19 Documents clear

Reading inequities by the economic status of Texas grade 3 english language learners: A Texas, multiyear analysis Gideon D Schleeter; John R. Slate; George W Moore; Frederick C Lunenburg
Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020
Publisher : Intelektual Pustaka Media Utama

Analyzed in this investigation were the current Texas state-mandated assessments in reading and the extent to which test scores differed among English Language Learners who were Not Poor (i.e., did not qualify for the reduced or free lunch program), English Language Learners who were Moderately Poor (i.e., qualified for the reduced lunch program), and English Language Learners who were Extremely Poor (i.e., qualified for the free lunch program). In all cases, reading achievement was lowest for English Language Learners who were Very Poor, followed by English Language Learners who were Moderately Poor. English Language Learners who were Not Poor had the highest reading performance in all four school years. Implications for policy and practice, as well as recommendations for future research, are provided.

Cognitive process dimension in K-13 e-textbooks for 4th grade students Arif Wiyat Purnanto; Putri Meinita Triana; Laili Etika Rahmawati
Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020
Publisher : Intelektual Pustaka Media Utama

Cognitive dimensions development is one of the objective of education. This research aimed to identify the structure, evaluate the focus, analyze the conformity toward the referred adoption standard, and evaluate the emphasis of thinking skill order of cognitive processes in the e-textbook for 4th grade students. Evaluation was carried out for the curriculum 2013 e-textbooks published in 2014, including theme 2, 3 and 4. Identification of cognitive process dimensions was carried out using revised Bloom’s taxonomy, while the conformity was anayzed using Alzu’bi’s preference. Statistical analysis was carried out with chi-square test. The result showed that the structure of cognitive dimensions in three examined e-textbooks were not consistent one another. Theme 2 emphasized on the high order thinking skill focused on the creating dimension. Theme 3 emphasized on the low order thinking skill focused on the understanding dimension. While theme 3 facilitated both thinking skill orders with a little tendency to the evaluating dimension. There was no conformity of the cognitive dimensions structure of the three themes toward the referred adoption standard. Statistical analysis showed that there was significant difference on the structure of cognitive dimensions between themes, and between each themes and the referred adoption standard.

Learning innovation through biopreneurship to improve the interest of entrepreneurs of madrasah aliyah students based on boarding school Deden Ibnu Aqil; Adeng Hudaya; Lusiana Wulansari
Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020
Publisher : Intelektual Pustaka Media Utama

The difficulty of entering the workforce requires the world of education to change the paradigm of thinking students from job-seeking cultures become job creators or entrepreneurs. Islamic boarding schools are educational institutions that can provide learning experiences directly to students or students. Islamic boarding school graduates do not all go to college and work immediately while the desire or interest of students for entrepreneurship is still very low. Islamic boarding schools must be able to equip students or santri by inserting learning activities with entrepreneurship education to equip them with skills. The purpose of this study was to determine the success of the implementation of learning innovations through biointpreneurship in increasing interest in entrepreneurship in Islamic boarding schools so as to inspire students to create their own work opportunities with skills in making biotech products in biology. This research is a research development (R and D). The development of learning is oriented towards making biotechnology products by adding entrepreneurial concepts and then experimenting with the experimental class. Data is taken by observation and questionnaire. Data testing techniques using t-paired samples test. The results showed that there was an increase in interest in entrepreneurship from before and after the application of learning with bioentrepreneurship.

Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies Khaira Liza; Erna Andriyanti
Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020
Publisher : Intelektual Pustaka Media Utama

High digital literacy is significantly needed by English teachers in the trend of industrial revolution 4.0 to promote a better quality of English teaching and learning. However, a significant number of English teachers, as well as pre-service teachers, still had low digital literacy scale and they were not ready to implement digital technologies into English teaching and learning process. This study was aimed to describe the digital literacy scale of graduate school students of English Education Department in a state university in Yogyakarta as pre-service teachers and their readiness toward the application of digital technologies in teaching and learning contexts. The research used mix-methods to collect both quantitative and qualitative data through Likert-scale questionnaires and interviews. The study revealed that the research participants had high digital literacy scales and readiness toward the application of digital technologies. Thus, those graduate school students as pre-service teachers could fulfill the requirements of professional English teachers in terms of digital literacy and improve the quality of English teaching and learning output by integrating digital technologies.

Feasibility test application of information systems in the media as a learning in vocational school Jumiyanto Widodo; Sutaryadi Sutaryadi; Chairul Huda Atma Dirgatama; Arif Wahyu Wirawan
Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020
Publisher : Intelektual Pustaka Media Utama

This study aims to determine the level of eligibility of the application of staffing information systems as a learning media for automation of staffing governance in the Vocational. This research method uses quantitative research methods. Data collection techniques are done using a questionnaire and analysis of needs using quantitative data analysis. Based on the results of the feasibility test on the application of the staffing information system as a learning media for automation of the governance of staffing above it was concluded that the application of the staffing information system can be categorized as very suitable for use in the learning process in the Vocational School in the Field of Automation and Office Management. Based on the results of the assessment of material experts, validation of media experts, expert practitioners and materials that show the results of the assessment of 89.2% of material experts; 95% assessment of media experts; 90% of expert practitioners, so the application is very feasible to use in the learning process.

The development of inclusive education management model: Practical guidelines for learning in inclusive school Iva Evry Robiyansah; Mudjito Mudjito; Murtadlo Murtadlo
Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020
Publisher : Intelektual Pustaka Media Utama

This research aimed to explore the current conditions, problems, and needs in the implementation of inclusive education, to examine the best model of the implementation of inclusive education and to investigate the effectiveness of the inclusive education model. This research was mixed method researchs which was conducted in three stages. Stage one was exploring the current conditions, problems, and the needs on inclusive education implementation. Stage two was formulating an inclusive education learning model and stage three was determining the efficiency of the inclusive education model. Findings reveal that students and learning are the biggest obstacle in implementing inclusive education, while management, students, and learning are the most important factors to be considered in implementing inclusive education model. Based on the findings, the whole school inclusive education model was developed which consisted of three stages namely input, process, and output. It was suggested that during the implementation of this model collaboration should be emphasized.

Principals’ instructional time management and students’ academic performance in secondary schools in Ondo North senatorial district of Ondo State, Nigeria Adeolu Joshua Ayeni
Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020
Publisher : Intelektual Pustaka Media Utama

The persistent concern of stakeholders in the education sector over the dwindling academic performance of students in Nigerian secondary schools could be attributed to the perceived inadequacies in instructional time management. This study therefore investigated principals’ instructional time management strategies, teachers’ effectiveness in instructional tasks, and students’ academic performance in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria. Descriptive design of the survey type was adopted. Multi-stage sampling technique was used to select 30 public secondary schools from three (3) Local Government Areas in the Northern Senatorial Districts of Ondo State. The sample comprised 600 teachers and 30 principals randomly selected for the study. Three (3) research questions were answered using frequency counts and percentage, while three (3) hypotheses were tested using Pearson Product Moment Correlation (PPMC) at 0.05 level of significance. Findings indicated a significant relationship between principals’ time management strategies and teachers’ instructional tasks performance (r-cal=0.622, p less than 0.05), there was significant relationship between principals’ time management strategies and students’ academic performance (r-cal=0.702, p less than 0.05), and significant relationship between teachers’ instructional tasks performance and students’ academic performance (r-cal=0.587, p less than 0.05). The major constraints to instructional time were pressure of administrative duties and excess workload. Based on the findings, it was recommended that principals should step-up efforts at prioritizing administrative tasks, encouraging teamwork in instructional activities and delegating duties to the experienced teachers in the management cadre to reduce excess workload, and improve monitoring and evaluation of teachers’ instructional tasks performance for better academic performance of students in secondary schools.

Quality control measures and student output in University of Uyo and University of Calabar Ekaette Emenike Iroegbu; Eno Etudor-Eyo
Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020
Publisher : Intelektual Pustaka Media Utama

The study examines the nature of relationship between quality control measures and student output in University of Uyo and University of Calabar. Two research questions and two hypotheses guided the study. The correlational research design was used for the study. The population comprised 2,967 teaching staff and 11,635 students from University of Uyo and University of Calabar. Simple random sampling technique was used to select 642 teaching staff and 1,232 students from the sampled schools. Two instruments, one being researchers-developed instrument titled “Quality Control Questionnaire (QCQ)” and a documentary analysis checklist titled “Student Output Checklist (SOC)” were used for data collection. The instruments used for data collection were face validated by three experts. The reliability co-efficient of QCQ was determined using the Cronbach Alpha Analysis and a reliability index of 0.81 was obtained. The r-value of Pearson Product Moment Correlation (PPMC) coefficient was used to answer the research questions, while PPMC was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that the quality control on student intake and student engagement significantly relates to student output in University of Uyo and University of Calabar. It was therefore concluded that the quality of student output in University of Uyo and University of Calabar is influenced by quality control variables. Based on the findings of this study, it is therefore recommended amongst others that, universities’ admission regulatory body should ensure that all prospective students vying for admission have good grades in their O’levels and Unified Tertiary Matriculation Examination (UTME). Furthermore, all candidates should also be admitted based on merit in order to ensure quality student output.

Inculcating Islamic values contented in Qs. Luqman through english speaking materials Muhammad Zuhri Anshari; Agus Widyantoro
Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020
Publisher : Intelektual Pustaka Media Utama

Islamic junior high schools have more duties than the public schools. They have the duty of teaching Islamic values to their students because these schools are established based on Islamic teachings. Islamic values must be included in all aspects of the school program. The materials used for teaching the students should also contain Islamic values. Unfortunately, based on the writers’ observation, not all Islamic junior high schools integrate Islamic values in the materials taught to the students. This fact challenges the English teachers in Islamic schools to select and to consider the appropriate values, cultures, and ideologies in teaching and learning English process. As a result, this paper is based on a study conducted to develop materials which integrate Islamic values for teaching Speaking in a private junior high school in Yogyakarta. The study was aimed to reveal the students’ needs in relation to the integration of the Islamic values in the materials for teaching the speaking skill and to know the appropriateness of the materials. This is an R and D study. To design the textbook the ADDIE Model was employed. To meet the textbook appropriateness, the designed textbook is analysed by conducting theoretical and empirical validation. The result of the study indicates that the designed materials are appropriate to be used in the Islamic schools.

Language development and acquisition in early childhood Salwa Saeed Al-Harbi
Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020
Publisher : Intelektual Pustaka Media Utama

The paper discussed in detail the process of language development and the process of language acquisition in early childhood. It also gave a brief overview of the theoretical frame of reference of language development. The paper included an in depth explanation of the importance and impact of over-exposure for early second language acquisition and it answered the question of whether language learning could turn into a language acquisition after what Noam Chomsky referred to as the “critical period”. The paper concluded that even after the Chomskian critical period learners who got overexposed to the target language can acquire the language and it can be equivalent to their first language. The paper discussed two major kinds of motivations at play in the process of second language acquisition: (1) Curiosity: A desire to better understand a group of people and their way of life , and (2) Empathy: Upon repeated exposure, one might come to the conclusion that this group of people has a more sensible handle on things, and thus identifies with them.

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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