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[Assessing the level of relatedness of civic education and government as a school subject: A threat to class attendance ]]>
<![CDATA[Bello, Muhinat Bolanle]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i2.16956
<![CDATA[Senior Secondary Students' inability to draw a significant difference between these school subjects, which lead to their ceaseless absence in the class is a critical issue that calls for an investigation. This research examined teachers' and student’s assessment of the level of relatedness of Civic education and Government as a school subject in Kwara State. A correlational form of a survey was adopted, civic education and government teachers and students in the senior schools in the three Senatorial districts were the populations. A multi-stage sampling procedure was employed in the selection of 63 Government and Civic education teachers and 606 students. A questionnaire with content validity and a reliability index of 0.87 and 0.76 respectively was used for eliciting the data. The analyses were done using descriptive and inferential statistics. Findings revealed that the two-school subject was very related in all ramifications, with a pass in one leading to a pass in the other. It was recommended that the curriculum planner should collapse the curriculum and contents of the two subjects into one rather than overburden the school timetable.]]>
<![CDATA[Learning media for the transliteration of Latin letters into Bima script based on android applications ]]>
<![CDATA[Arik Aranta]]>;
<![CDATA[I Gede Pasek Suta Wijaya]]>;
<![CDATA[Ario Yudo Husodo]]>;
<![CDATA[Gibran Satya Nugraha]]>;
<![CDATA[Ramaditia Dwiyansaputra]]>;
<![CDATA[Fitri Bimantoro]]>;
<![CDATA[I Putu Teguh Putrawan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i2.19013
<![CDATA[Preservation of Indonesian culture is an important thing that must be considered. One of the efforts that have been made in preserving culture is technological development implementation. In cultural preservation, based on data obtained from 45 respondents from the Bima community in Indonesia, 34.9% of the community does not understand the Bima script. It means that only 65.1% of the community can understand Bima script. This condition will continue to grow if there is no effort made to preserve the Bima script. Because people should have a comprehensive knowledge of the Bima script to understand its usage in writing and reading activities, people tend to have less desire to learn the Bima script. Mataram University is trying to develop creative and innovative learning products to learn the Bima script learning model in an interactive application using a smartphone to translate Latin letters into the script. This development aims to facilitate the process of learning Bima characters for the community. The method that has been used is to apply a string replacement algorithm based on the Bima script rules in the reference book containing the ancient Bima script. According to the experiment result, the alpha test value from 31 respondents is 99.36%, and the Beta test value from 45 respondents Bima society is 91.50%. It can be concluded that this application is feasible as a learning medium. ]]>
<![CDATA[The relationship between accounting students’ moral development and narcissism on academic fraud ]]>
<![CDATA[Nujmatul Laily]]>;
<![CDATA[Ria Zulkha Ermayda]]>;
<![CDATA[Aulia Azzardina]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i2.15985
<![CDATA[The stages in an individual's moral development will determine how an individual will behave. Kohlberg divides moral development into three stages, namely pre-conventional, conventional and post-conventional. However, the stages of individual moral development may vary. These different levels of moral development will influence individuals’ behavior when they face ethical dilemmas. This research aimed to determine the correlation between accounting students’ moral development and narcissism on academic fraud. This quantitative research employed a survey method. The research samples were 46 accounting students taken with a random sampling method. The results showed that narcissism affects accounting students’ academic fraud but there is no correlation between the level of moral development and academic fraud.]]>
<![CDATA[The mediating role of responsibility and friendship between empathy skill and benevolence ]]>
<![CDATA[Ali Gökalp]]>;
<![CDATA[Yusuf Inel]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i2.20168
<![CDATA[The purpose of this study is to investigate the mediating effect of friendship and responsibility between benevolence and empathy skill in the context of social studies courses. The data in the study, which involves a total of 646 8th grade school students from Turkey, was collected using the scales "Empathy Scale, Benevolence Scale, Friendship Scale, and Responsibility Scale" developed by the authors. It was seen that the research variables have significant positive correlations with each other. It was found that empathy predicts benevolence, friendship, and responsibility significantly and in a positive direction. Friendship and responsibility, on the other hand, were found to play a significant, fully mediating role in the relationship between empathy and benevolence. These results were discussed using the relevant literature and suggestions that were gathered.]]>
<![CDATA[The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience ]]>
<![CDATA[Irsyad Farhah]]>;
<![CDATA[Airin Yustikarini Saleh]]>;
<![CDATA[Shahnaz Safitri]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i2.18330
<![CDATA[A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being. The teacher-student relationship was measured using the Student-Teacher Relationship Scale (STRS), while the teacher subjective well-being was measured by the Teacher Subjective Well-Being Questionnaire (TSWQ). Respondents in this study were 289 teachers at the middle school level from both junior high school and senior high school or equivalent. The analysis technique used was a simple moderation analysis. The result showed that there was a positive relationship between the teacher-student relationship, the teacher subjective well-being, and teacher experience. However, this study indicated that there was no moderation role of the teaching experience in weakening or strengthening the close teacher-student relationship impact on the teacher well-being.]]>
<![CDATA[Sustainable development education practices in elementary schools ]]>
<![CDATA[Ganes Gunansyah]]>;
<![CDATA[Ulhaq Zuhdi]]>;
<![CDATA[Suprayitno Suprayitno]]>;
<![CDATA[Manda Rohadatul Aisy]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i2.17091
<![CDATA[This study described the practice of Education for Sustainable Development (ESD) along with the supporting factors of the implementation of ESD in three elementary schools (SD) which are referred to as pilot education schools in Surabaya, namely SD Al Irsyad, Citra Berkat Primary Schooland Putat Gede I Surabaya Elementary School. The study used a qualitative approach with comparative descriptive methods. The instrument used in the form of in-depth interviews and documentation studies. Data analysis techniques included data reduction, data presentation and verification. The results of this study indicated that sustainable development practices that have been implemented in the Primary School in Surabaya take place (1) as diverse as conservation which includes the stages of preservation, restoration, adaptation and revitalization and ecoliteracy to facilitate so students can build connections, awareness and experience, (2) has been supported by the commitment of the school community and the leadership of the school principal as outlined in various policies and integrated into curricular and extracurricular activities, and (3) has shown a number of development indicators sustainable in the field of education. Based on the linkages of the three main aspects of ESD, it appears that practices implemented in schools are still dominantly focused on environmental activities. However, there have been efforts to link environmental activities with social and economic activities through entrepreneurship week, cultural appreciation shows and other collaborations and participation that involve the participation of school members, the community and other policy makers even though in a limited scope and simple activities.]]>
<![CDATA[Assessing socio-cultural factors affecting integration of Almajiris into formal education system in Katsina state, Nigeria ]]>
<![CDATA[Adekunle Thomas Olutola]]>;
<![CDATA[Rafiu Ademola Olatoye]]>;
<![CDATA[Garba Kofanaisa Adamu]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i2.20276
<![CDATA[This study investigated the socio-cultural factors affecting integration into the formal education system in Katsina State, Nigeria. Descriptive survey design was adopted for this study. There were 653 Almajiris purposively selected from twelve Almajiris schools in Katsina State. A researcher-designed questionnaire titled: ‘‘Almajiris socio-cultural factors questionnaire’’ (ASCFQ) with test-retest reliability coefficient of 0.88 was used to collect data for the study. Analysis of data was carried out using frequencies and percentages. Findings revealed that most parents abandon their children in these informal Arabic schools. Most Almajiris (603, that is 92.3%) responded that their Mallams (Teachers) do not feed them. Therefore, the only means of survival is through begging and doing menial jobs. Based on these findings, it is recommended that all the identified socio-economic factors affecting the integration of Almajiris into the formal education system should be addressed by the government. This can be done through public enlightenment campaigns and provision of incentives.]]>
<![CDATA[Peer tutoring analysis in inclusive classes using character education approach ]]>
<![CDATA[Johana Manubey]]>;
<![CDATA[John Rafafy Batlolona]]>;
<![CDATA[Marleny Leasa]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i2.19190
<![CDATA[This study aimed to analyze peer tutoring in inclusive classes with character education approaches for elementary students. The target of this study were 30 teachers, 525 students, and 98 disabled students from nine elementary schools in East Sumba Regency. This research focused on changing the character of students with special needs or not using peer tutoring methods that are modified with various learning techniques. The results showed a change in the character of students with special needs and not with the peer tutoring method. Thus, peer tutoring can be recommended in improving learning skills and forming student character. Future studies are expected to show how peer tutoring shapes students' emotional intelligence in inclusive classes.]]>
<![CDATA[The use of mind maps related to the four operations in primary school fourth-grade students as an evaluation tool ]]>
<![CDATA[Alper Yorulmaz]]>;
<![CDATA[Hümeyra Uysal]]>;
<![CDATA[Sabri Sidekli]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i2.19894
<![CDATA[The aim of the study was to determine the concepts that primary school fourth-grade students reveal with their mind maps related to four operations (addition, subtraction, multiplication, division) and to compare the mind map and achievement test scores. In the study, a mixed method was used in which quantitative and qualitative data were collected and presented together. The study was carried out with a total of 14 students. There were eight girls and six boys, who studying in the fourth-grade of a primary school in Menteşe district of Muğla, in the spring semester of the 2019-2020 academic year. In the research, mind maps created for four operations and success test were used as data collection tools. The data collection process was carried out simultaneously. In the analysis of the data, qualitative data were transformed into the quantitative analysis, and quantitative analyzes were made. Concepts in mind maps created for four operations were subjected to qualitative analysis and photos were added as evidence. As a result of the research, it was determined that the majority of the students adopted the concepts of addition, subtraction, multiplication, and division. Besides, it was revealed that there was a high-level positive relationship between the scores of the students obtained from the achievement test and the scores from the mind maps they created. The evaluation made using the mind map for primary school fourth-grade students is more advantageous than the achievement test in terms of determining the conceptual understanding.]]>
<![CDATA[Encouraging student ethical behavior through ethical climate in higher education ]]>
<![CDATA[Nurdian Susilowati]]>;
<![CDATA[Kusmuriyanto Kusmuriyanto]]>;
<![CDATA[Kris Brantas Abiprayu]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i2.19271
<![CDATA[This study investigated the direct and indirect effects of learning styles, ethics education, and ethical climate on student’s ethical behavior. The samples were obtained through a proportionate random sampling technique so that 273 students had taken the courses of conservation education, professional ethics for teachers, and business ethics. The data were collected using questionnaires and analyzed using path analysis. The research findings showed that learning styles and ethical education could directly influence ethical behavior. At the same time, the ethical climate did not have a direct influence on ethical behavior. The ethical climate could not mediate the effect of learning styles and ethics education on ethical behavior. It means that learning styles and ethical education contribute significantly to the formation of good behavior and student’s characters. It is supporting a learning styles approach suggests that it offers benefit to students.]]>
