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[Freedom to learn–independent campus policy: Do we really find our freedom? ]]>
<![CDATA[Rossalina Christanti]]>;
<![CDATA[Andreas Ari Sukoco]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20477
<![CDATA[What the job market demanded in the last few decades is overwhelming. Universities are working hard to meet the quality required by the job markets and it took a lot of effort, physically and mentally. Recently, the Minister of Education and Culture Republic of Indonesia releases a policy that opens up the door to unlimited resources of learning. Students will be facilitated to choose their learning sources from outside the classroom, with real professionals. It is hoped that the quality of education in Indonesia will be enhanced and universities can produce graduates who have competencies that are relevant to the needs of industry, business, and the world of work. This research mainly reviews the Freedom to Learn–Independent Campus (FLIC) policy as an opportunity to conduct independent learning. Independent to choose the more contextual source of learning. Our study context is the implementation of the FLIC program specifically at the School of Business. The researchers conducted interviews with stakeholders related to the implementation of this policy (students, faculty members, co-educators). As a result, FLIC is perceived to have a positive impact on improving student abilities. However, there are still some obstacles that can be used as a basis for policy improvement.]]>
<![CDATA[Students’ preferences and challenges in learning English fully online with Google Classroom ]]>
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Fauzul Etfita]]>;
<![CDATA[Nadya Alkhaira]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20496
<![CDATA[The Coronavirus 2019 outbreak caused the world to experience a pandemic and paralyze human activities, including the education sector. Consequently, the teaching-learning system changed from face-to-face to online. This study aimed to determine how high school students' preferences and challenges in Pekanbaru city employing the Google Classroom to learn English. This descriptive study involved 30 high school and vocational high school students as the sample who obtained through purposive sample technique. Google Form and interviews with Zoom were employed to gather the data. This study found that Google Classroom was quite effective in helping students replace the learning process during a pandemic with an online learning system. ]]>
<![CDATA[Online English language learning among tertiary students ]]>
<![CDATA[Alpino Susanto]]>;
<![CDATA[Karunia Yulinda Khairiyah]]>;
<![CDATA[Zalmi Dzirrusydi]]>;
<![CDATA[Sri Sugiharti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20457
<![CDATA[The online learning in English language has been going along with the rapid development and diffusion of the information and communication techologies and shifted from being merely marginal trend to become popular, where the number of higher education institutions has dramatically increased to offer and led to extremely changes many aspect in learning societies. This study explores the technical abilities, technology accessibility and self-directed learning that contribute to student attitudes towards online English learning in predicting the continuance intention of the online learning. This study employed quantitative approach. There were 10 tertiary students interviewed as preliminary study, then 36 students were surveyed through questionnaire in a pilot test. The validated questionaire were used in this study on the 102 students. Rasch measurement model was utilized to validate the 25 items of questionnaire, meanwhile the Smart PLS ver. 2.0 was used to assess the regression of exogen to endogen variables. The study concluded that self- directed learning contributed to the attitude towards online English language learning as mediator to continuance intention of online learning. The ability and positive attitude in using digital technology must be present to support English learning current and forthcoming. The next research can focus more on how students adapt to a variety of rapidly changing technologies to support their English skills.]]>
<![CDATA[Students’ experiences and learning objectives: Implications for future online learning ]]>
<![CDATA[Ria Arista Asih]]>;
<![CDATA[Lazuardy Alief]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20422
<![CDATA[Positive online learning experiences during the COVID-19pandemic remain debatable in the literature where students and instructors have been enforced to shift from conventional face-to-face meetings to virtual learning. This study aims to explore English for specific purposes (ESP) students’ experiences during online learning, along with their concerns on learning attainment and personal adaptations. A qualitative case-study method was employed through interviews with students (n=19) from three private universities in Indonesia. The obtained data were analyzed through thematic analysis. Results showed that students of different departments approached ESP differently, but they similarly reported facing difficulties in reaching the learning objectives. They also experienced burnout from excessive online learning and found themselves hardly adapting to various instructors’ strategies. These findings revealed the need to revisit online ESP delivery classes in higher education. Implications for the future design of online ESP learning courses and instructor professional development are discussed. ]]>
<![CDATA[Electronic module as learning needs to write exposition texts for junior high school students ]]>
<![CDATA[Charlina Charlina]]>;
<![CDATA[Elvrin Septyanti]]>;
<![CDATA[Tria Putri Mustika]]>;
<![CDATA[Annisa Rahmi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20402
<![CDATA[This study was a step toward the creation of an e-module to creat flips book-based exposition texts for junior high schools. The purpose of this study was to offer an examination of students' demands when creating exposition papers. A survey was used for the investigation. The data for this inquiry was gathered through a questionnaire. In this study, a Likert scale was utilized to examine students' attitudes, opinions, and perceptions of the built electronic module. This research made use of a checklist-style questionnaire with a range of assessments of 1 to 5. The questionnaire was distributed to students from four junior high schools. This sampling technique was based on the sampling quota established by the researcher. The data analysis technique involved converting the category value into an assessment score and examining the result. According to the findings, 61.5% of students had difficulties in interpreting the material of exposition text, and the rest of 80.1% desired that the exposition text writing content be presented using entertaining, interactive, and innovative learning methods. This showed the need for the preparation of electronic modules for writing flip book-based exposition texts.]]>
<![CDATA[Students’ teacher-dependency and passiveness in online learning during COVID-19 pandemic ]]>
<![CDATA[Teguh Ariebowo]]>;
<![CDATA[Evi Puspitasari]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20450
<![CDATA[Online learning during COVID-19 pandemic has made teacher and students even parents busy in adapting the change. Many issues rose regarding the implementation of online learning. One of the issues is the student's teacher dependency in learning. Along with this problem, students tend to be passive in online learning. This research was conducted in a higer education context. Quantitative survey research was conducted to 656 sophomore students and 10 teachers in a college of aerospace technology in Yogyakarta, Indonesia. Along with the questionnaire, an interview was held to gain the qualitative data to support the quantitive data. As the result, students tend to rely on their teachers and passive in learning. ]]>
<![CDATA[Flipped classrooms and their effect on Omani students’ vocabulary achievement and motivation towards learning English ]]>
<![CDATA[Amal Mohammed Bati Al Qasmi]]>;
<![CDATA[Thuwayba Al Barwani]]>;
<![CDATA[Fawzia Al Seyabi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20324
<![CDATA[This quasi-experimental study aimed to investigate the effect of the flipped classroom strategy (FCS) on Omani grade ten students’ vocabulary achievement and on their motivation towards learning English. This study also sought to explore the challenges that students face while learning via FCS. A total of 48 students participated in the study. There were 24 as an experimental group (taught via the FCS) and 24 as a control group (taught the same vocabulary using conventional teaching strategies). During the intervention, students in the experimental group practiced the core vocabulary using different materials (video clips, PDF files and group discussions via a WhatsApp group before carrying out face-to-face activities in the classroom). During the classroom time, the students engaged in activities with the practice materials individually, in pairs and in groups. The study used an achievement pre- and post-test. The study also used a motivation questionnaire (pre and post) to determine the students' motivation for English language learning for both groups. The findings indicated that the experimental group outperformed the control group in the vocabulary test and that they had high motivation towards learning English. In addition, the study also pointed out some of the challenges of learning via FCS such as connectivity issues, and lack of group cooperation. Considering these findings, practice implications and recommendations for further research are presented.]]>
<![CDATA[Extensive reading among Agroecotechnology students: What and why they read? ]]>
<![CDATA[Mushoffan Prasetianto]]>;
<![CDATA[Rizkiana Maharddhika]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20427
<![CDATA[Reading is a pivotal skill for non-English department students as a vehicle to update their knowledge. One of reading activity which is beneficial is extensive reading. Several studies have proved the advantage of extensive reading, but study regarding what reading material is read by students is under explored. To fill this gap, this research aimed to uncover what non-English department students read during extensive reading program and why they chose that theme. The participants were Agroecotechnology students (n=52). The data was collected from the reading log sheet and participant interview. The reading log sheet was analyzed by the researcher to find the theme of the text that students read. The interview was conducted in Indonesian to make students at ease. After the interview, the transcript was written and translated into English. The result shows that there are 32 types of themes with various frequency distributions. Theme that students read is mainly caused by their hobby, favorite idol, and a senior student who influence them to read certain theme. ]]>
<![CDATA[Character education trend in Indonesia ]]>
<![CDATA[Mohamad Joko Susilo]]>;
<![CDATA[Mohammad Hajar Dewantoro]]>;
<![CDATA[Yuningsih Yuningsih]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20411
<![CDATA[Character education is an educational concept to form and foster a Muslim personality as a whole (syumuliyah). This literature study aimed to determine the implementation of character education and supporting and inhibiting factors for the implementation of character education in formal schools in Indonesia. Data analysis techniques by means of data reduction, data display, and conclusion. Based on research findings, the trend of implementing character education in Indonesian formal schools has the same spirit in the content of character education. In formal schools with the status of public schools, the implementation of character education follows government regulations as stated in the Strengthening of Character Education (SCE), which is an implication of Islamic teachings. As for formal schools with private status on an Islamic basis, character education tends to be oriented towards cultivating akhlakul karimah (moral education) combined with government regulations. The implications of this research lead to the cultivation of character values that are embedded in social attitudes and spiritual attitudes as provisions for students' daily lives. The supporting and inhibiting factors for the implementation of character education are also discussed.]]>
<![CDATA[Different perspective on teaching socio-scientific subjects ]]>
<![CDATA[Erol Koçoğlu]]>;
<![CDATA[Özlem Ulu Kalin]]>;
<![CDATA[Fatıma Betül Demir]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i2.20446
<![CDATA[In the ever-changing world based on the needs, curiosity and entrepreneurial drive of the humankind, interest in socio-scientific issues has been increasing every day with the discussion and different approaches in society. It could be suggested that the increase in this interest has been due to both the contribution and damages of these issues to the environment. The present study aimed to analyze the socio-scientific issues instructed with various strategies, methods and techniques in different learning environments in educational institutions as a result of the developments in science and technology due to social needs based on teacher perceptions. The study group included 50 teachers in different fields and employed in various schools in Turkey. The study sample was assigned with criterion sampling technique and the admission criterion was employment in Turkish public schools. In the study, the data were collected with a semi-structured interview form developed by the authors, and the findings were analyzed with content analysis. The study findings demonstrated that the teachers in the study group had different and significant perceptions on the instruction of socio-scientific topics in learning environments.]]>
