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[Fostering reading interest through digital storytelling for young learners in the early childhood ]]>
<![CDATA[Siane Indriani]]>;
<![CDATA[Hanna Suteja]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 2: May 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i2.18372
<![CDATA[Children in the digital era are exposed to the advancement of information technology and multimedia that might bring both positive and negative influence toward their development. During early childhood, children are using mostly their senses to explore the world around them, including learning some values from the story books exposed to them. However, parents or family do not give optimal support in the children’s learning process. Therefore, it is a challenge for English language teaching (ELT) pre-service teachers in implementing a digital storytelling to engage the children with the learning material and creative ways to optimally utilize technology, but at the same time give a comprehensive support for children to improve their English skills as well as the embedded values within the stories. The present study aims to reveal the opportunities and challenges in fostering a child’s reading interest through digital storytelling. All the details were recorded through observations, responses from the children while they were watching the digital story, and a daily journal written by ELT pre-service teacher. From the result, it was found that through their interactions with the stories, children were exposed by the values embedded, furthermore, their reading interest is developing where more optimal support from the parents or caregivers is urgently needed.]]>
<![CDATA[A content analysis of the language quality of thematic textbooks for elementary school students ]]>
<![CDATA[Tina Mardiyana]]>;
<![CDATA[Endang Fauziati]]>;
<![CDATA[Yeny Prastiwi]]>;
<![CDATA[Minsih Minsih]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 2: May 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i2.20573
<![CDATA[Primary school students rely heavily on textbooks for instruction. Using thevariety of textbooks, a description of the theme textbooks’ linguistic qualityis conspicuously absent, particularly for students in the fifth grade. Languagefit for students’ growth, communicative language, and coherence andcohesiveness were all included in this study’s analysis of textbooks’language quality. Qualitative content analysis was used in this study'smethodology. All texts from the heat and transfer-themed of fifth-gradetextbooks published by the Indonesian Ministry of Education and Culture,Yudhistira, and Erlangga publishers were included in the study.Documentation was utilized to collect the data. Sample, record, reduce,infer, and narrate were all data analysis approaches used. The findings of thisresearch indicated that the three publishers’ textbooks had excellentlanguage quality in terms of language compatibility for students’ growth andthe communicative language issued by the Indonesian Ministry of Educationand Culture and Erlangga was wonderful, but Yudhistira was awful. Therewere a lot of solid points made in the Ministry of Education and Culture’spublications. Both Yudhistira and Erlangga performed admirably. Thequality of textbook language was found to be satisfactory in this study.]]>
<![CDATA[The use of technology in hybrid learning for student with special needs ]]>
<![CDATA[Ade Putri Sarwendah]]>;
<![CDATA[Nur Azizah]]>;
<![CDATA[Mumpuniarti Mumpuniarti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 2: May 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i2.20810
<![CDATA[This study aims to describe the use of technology in learning for students with special needs during the transition period after the COVID-19 pandemic to the new normal. This study is descriptive research with a survey method. The survey was conducted with 41 special education teachers with variety of special needs students. Data is collected using Google Form questionnaires. Data analysis is carried out by calculating the frequency and is presented as percentages. Participants in this study were chosen randomly for data variation. The presentation of data is carried out qualitatively based on the respondents’ answers to the questions asked. The study participants argued that hybrid learning was feasible, even though it was recognized as encountering obstacles. Based on the results of a survey conducted by special education teachers at special education school (SLB), for hybrid learning, digital platforms are used to support online learning. The platforms used are WhatsApp and video conferencing, such as Google Meet. Integrating technology is considered important for teachers to support the learning process. Conscious and planned efforts and teacher motivation are critical to increasing their experience and skills in utilizing technology in learning.]]>
<![CDATA[Evaluation of recreation departments in theory and practice ]]>
<![CDATA[Ahmet Tarık Ergüven]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 2: May 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i2.20704
<![CDATA[It is our source and it is irreversible. With industrialization, the time people spend at work has decreased, and their free time has increased. This has led people to look for new ways to spend their free time productively. At this point, graduates of the recreation department will have the opportunity to show the methods that will be useful for people to spend their free time efficiently in line with the education they receive. Since graduates are thought to be employed in organizations that provide leisure time services, the qualifications of graduates are important in this regard. In this study, the expectations of the employers from the graduates and the required qualifications of the graduates were investigated. One issue drawn from the results is that although each branch has specific expectations, all graduates must have certain qualifications, such as communication and constructive language skills.]]>
<![CDATA[Problem-based science learning in elementary schools: A bibliometric analysis ]]>
<![CDATA[Anenggar Dewi Puspita]]>;
<![CDATA[Ika Maryani]]>;
<![CDATA[Hanum Hanifa Sukma]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 2: May 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i2.20856
<![CDATA[This study aims to identify publication trends and recommendations for problem-based science learning research in elementary schools. We used a mixed-methods research design in which descriptive, qualitative, and bibliometric analyses were used to look at the data. We selected the sample by using the purposive sampling technique. Secondary data contains Sinta-indexed research articles published in the Google Scholar database. Data were analyzed using content analysis and the VOS-Viewer. The results of the analysis show that between 2017 and 2021, 98 articles have been published with the keywords [problem-based learning] and [IPA or science learning] in national and international journals with research settings in Indonesia. Most publications occurred in 2020. The keywords that appear the most in the published articles obtained are [problem-based learning], [learning outcomes], [critical thinking skills], and [science learning]. The keyword [Tri Hita Karana], or three causes of well-being, appears, but with weak nodes. These keywords appear in many publications whose research settings are in Bali because they are ethnoscientific findings from that area. Weak nodes have several conjectures, namely that this theme has been researched to saturate or that research on this theme is still rarely carried out. This research contributes ideas for future research involving the theme of problem-based learning in science.]]>
<![CDATA[Comparison between universities in Indonesia and Malaysia: World-class college ranking perspectives ]]>
<![CDATA[Tri Suyantiningsih]]>;
<![CDATA[Askar Garad]]>;
<![CDATA[Muhamad Sophian]]>;
<![CDATA[Muhammad Agung Wibowo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 2: May 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i2.20633
<![CDATA[This study analyzes Indonesian and Malaysian universities in order to evaluate the reality of higher education in both countries, uncover the dynamics and causes influencing higher education, and disclose the similarities and contrasts between the Indonesian and Malaysian systems. Birdy's comparative descriptive method was used. This research relies on trustworthy global rating websites, statistics from the Indonesian and Malaysian Ministries of Higher Education, high-quality publications, and authoritative news. Indonesian higher education is largely entirely supported by the government and tuition fees at private universities. Due to a lack of collaboration between universities and industry groups, Indonesian higher education lacks a connection between scientific research, technical education, and the job market. Unlike Malaysia, it stresses scientific research, community service, and labor market demands. The researchers hypothesized the following processes based on the comparator countries: Adopting a productive university focused on output application via instruction and advice. Community-government and private-sector connections Using research to enhance firm products Collaboration with a firm or group to provide services that benefit them in exchange for participation in higher education goals, payment of expenditures, and use of outcomes. Through cooperative education, businesses and institutions may train and prepare university students for the job market.]]>
<![CDATA[The deficient factual basis of the main explanatory models of dropout in higher education ]]>
<![CDATA[Fernando Acevedo]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 2: May 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i2.20756
<![CDATA[In the last 40 years in much of the western world dropout rates in higher education have remained almost unchanged. Although student retention seems to be the most studied and discussed aspect, nearly every empirical study on the causes of dropout in higher education and even more the impact of retention actions carried out by universities, in most cases have achieved modest results. This paper argues that this fact finds its explanation, to a certain extent, in the nature of the methodological approaches and factual supports of the empirical studies that most of those actions were based on. In this regard, there are strong arguments and empirical evidence that reveal the deficient nature of the factual basis of the most accepted models, theorizations and measurements on dropout in higher education. Among them are those that underlie the models proposed in 2012 by Vincent Tinto and Adam Seidman, the two main current references on the subject. The most significant questions point to the low reliability of the inferences produced from the application of surveys, especially the national survey of student engagement, very recurrently applied throughout the western world in empirical studies on dropout in higher education.]]>
<![CDATA[Student’s commitments and preferences in online learning ]]>
<![CDATA[Muhfahroyin Muhfahroyin]]>;
<![CDATA[Agus Sujarwanta]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 2: May 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i2.20698
<![CDATA[During the COVID-19 pandemic, the learning was conducted by online system. The objective of the research was to understand the commitments and preferences of students in online learning. A total of 516 students participated in filling out an online questionnaire. The data were analysed descriptively referring to the critical success factors (CSFs). Based on the research result, there were three most dominant obstacles, they were: i) Internet interference (42.71%); ii) Limited quota (24.49%); and iii) Other activities (22.92%). There were students who did not attend full-time (22.45%). The weak commitment was boredom (2.04%) and feeling that they understood the module (5.10%). There were students who do not study full-time, only filling out the attendance list (53.1%). A small number of students (2.04%) fill out the attendance list and upload assignments as a top priority. According to this research, 46.7% of students liked online learning and 39.7% did not like it. In addition, 42.83% of students were bored. It means that about 60% of saturation comes from like-dislike preferences. The remaining 40% are influenced by other factors. The students’ commitments and preferences are influenced by many factors. Those who force themselves to learn ineffectively will be at risk of learning loss.]]>
<![CDATA[The effect of ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic education students ]]>
<![CDATA[Mahfudz Mahfudz]]>;
<![CDATA[Sukarno Sukarno]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 2: May 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i2.20782
<![CDATA[This study aimed to determine the effect of explain-analysis-doing-discussion or known as ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic religious education students at State Islamic University (UIN) Sulthan Thaha Saifuddin Jambi and at UIN Raden Fatah Palembang, Indonesia. The approach used quantitative with quasi-experimental techniques. The number seen in this study was 31 students from UIN Sulthan Thaha Saifuddin Jambi. The data were obtained using tests, namely pretest, and posttest. The test instrument was in the form of multiple-choice questions, each consisting of 40 questions. Data analysis was carried out using percentage techniques, N-gain analysis, and a T-test. Based on the data and discussion that has been done, it can be concluded that the ex-add technique in ‘learning methods and strategies’ can increase critical thinking skill (CTS) and pedagogic competence (PC) respectively by 78 .23% in the ‘high’ category and 59.81% in the ‘medium’ category. This is reinforced by the results of the T-test that both variables obtain a value (2-tailed) of 0.0000.05. This means that there is an average difference between the pretest and posttest scores for each variable. In other words, it can be said that the increase in student CTS and PC after participating in learning with the ex-add technique is significant.]]>
<![CDATA[Engaging Indonesian students in “read, reread, list, compose” strategy to enhance paraphrasing skill ]]>
<![CDATA[Tatin Yuliani]]>;
<![CDATA[Nia Kurniawati]]>;
<![CDATA[Predari Siswayani]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 17, No 2: May 2023 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v17i2.20438
<![CDATA[One crucial skill to master by university students related to academic writing activity is paraphrasing skill. However, in Indonesian context, the university students still find paraphrasing challenging. Therefore, this study is intended to explore the use of read, reread, list, compose (RRLC) strategy to enhace the students’ paraphrasing skill in a college context. This study utilizes a qualitative case study design where the data were obtained through observation. The study revealed that RRLC stages can be implemented in learning activity. It engaged the students in activating their prior knowledge, doing an independent reading, discussing, and sharing their understanding about the text before paraphrasing. It assisted them to have better comprehension of the text to be paraphrased. In addition, during the implementation of composing stage in guided practice, the students’ paraphrased works indicated that the students were able to create sentences in different structures—active or passive constructions, use the synonyms, and retain the original meaning. These three skills helped them reduce the similiarity of their paraphrased works from the original version. This study recommends that RRLC strategy be implemented in teaching paraphrasing at college or lower level with some adjustments to meet the students’ basic English skill.]]>
