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[Positive attitudes toward mathematics among senior high school students in Cape Coast Metropolis ]]>
<![CDATA[Florence Christianah Awoniyi]]>;
<![CDATA[Kwaku Darko Amponsah]]>
<![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.v17i2.20531
<![CDATA[The study involved 2,575 students selected through a combination of probability and non-probability sampling procedures. Explanatory sequential mixed methods design was used. Participants completed the Fennema-Sherman Mathematics Attitude Scales (FSMAS) to provide the quantitative data for the research. The qualitative data were gathered through interviews. The arithmetic mean from the survey data for each of the students was used to shortlist 140 students for focus group interviews. The findings revealed that some of the impetuses that drive the respondents’ positive attitudes towards mathematics were mathematics as a compulsory subject, good teaching strategies by teachers, the utility of mathematics, career aspirations, and encouragement from parents, guardian or peers. The study recommended that stakeholders should encourage, enhance and promote these factors. Teachers, educators, and researchers are encouraged to dig deeper to unearth more of such factors.]]>
<![CDATA[Model to increase motivation and learning outcomes in learning history ]]>
<![CDATA[Wa Ima]]>;
<![CDATA[Johan Pattiasina]]>;
<![CDATA[Jems Sopacua]]>
<![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.v17i2.20703
<![CDATA[Value clarification technique (VCT) and teaching and contextual learning (CTL) are learning models that are rarely compared in history learning. Hence, the purpose of this study was to find: i) The differences in student learning outcomes using the VCT model and the CTL learning model; ii) Differences in student learning outcomes between the use of the VCT learning model and CTL learning model for students who have high learning motivation; iii) Differences in learning outcomes between the use of VCT and CTL learning models for students who have low learning motivation; and iv) The interaction effect between the use of learning models and students' learning motivation on learning outcomes. This study employed a quasi-experimental quantitative approach with a 2×2 factorial design. The data analysis technique used a two-way analysis of variance at a significance level (α) of 0.05. The population in this study was all students of class X of social science (IPS). The study's research showed that: i) There were significant differences in learning outcomes between students who used the VCT and CTL learning models; ii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have high learning motivation; iii) There were differences in learning outcomes between the used of the VCT and CTL learning models for students who have low learning motivation; and iv) The used of the VCT and CTL learning models for students with high learning motivation was associated with better learning outcomes.]]>
<![CDATA[Unveiling determinant of student engagement ]]>
<![CDATA[Gustina Siregar]]>;
<![CDATA[Lila Bismala]]>;
<![CDATA[Hafsah Hafsah]]>;
<![CDATA[Susi Handayani]]>;
<![CDATA[Yayuk Hayulina Manurung]]>;
<![CDATA[Dewi Andriany]]>;
<![CDATA[Lailan Safina Hasibuan]]>
<![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.v17i2.20747
<![CDATA[The purpose of this study was to examine the moderating role of feedback in the influence between lecturer leadership, lecturer engagement, and student engagement. The study was conducted on students at the Universitas Muhammadiyah Sumatera Utara, Indonesia where the number of respondents who filled out the questionnaire was 231 respondents. With structural equation modeling, using SemPLS, a moderation test was conducted to prove the research hypothesis that had been designed. The results of the study show that although feedback affects student engagement, feedback does not act as a moderator in the influence between lecturer leadership, lecturer engagement, and student engagement. Meanwhile, lecturer engagement was found not to affect student engagement, but lecturer engagement significantly affected student engagement. In learning, lecturers must pay attention to feedback and lecturer leadership, if lecturers expect high student engagement. This has implications that lecturers have to provide feedback and practice lecturer leadership in the classroom.]]>
<![CDATA[Parental psychological control, autonomy frustration, and psychological well-being among boarding school adolescents ]]>
<![CDATA[Zahrah Aulianissa Manindjo]]>;
<![CDATA[Vidya Anindhita]]>;
<![CDATA[Fitri Ariyanti Abidin]]>
<![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.v17i2.20734
<![CDATA[Psychological well-being is fundamental for adolescents to be adaptive and fully functioning in the environment. For adolescents who stay in boarding school, even though they are away from their parents due to boarding school rules, parents still have a role to provide support and direct their behavior through parental control. On the other hand, adolescence is a period where children learn to be detached from their parents and strive for autonomy. The present study aimed to investigate the role of autonomy need frustration as a mediating variable between parental psychological control and psychological well-being for adolescents who stayed in boarding school. A survey was completed by 318 Islamic boarding school adolescents with an age range from 12–18 years old. The findings showed that autonomy need frustration fully mediated the relationship between parental psychological control and psychological well-being. Parental psychological control causes a decline in boarding school adolescents’ psychological well-being through the feeling of autonomy need frustration. These results support further development of studies regarding the psychological well-being of adolescents, especially in the boarding school context.]]>
<![CDATA[The influence of professional attitude, welfare, self-sustaining development, and job satisfaction on teacher performance ]]>
<![CDATA[Tri Murwaningsih]]>;
<![CDATA[Muna Fauziah]]>
<![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.v17i2.20785
<![CDATA[This study aims to identify: i) The effect of teacher welfare, self-sustaining development, job satisfaction, and teacher performance on the teaching professional attitude; ii) The effect of teacher welfare on self-development, job satisfaction, and teacher performance; iii) The effect of self-sustaining development on the professional attitude, welfare, job satisfaction, and teacher performance of teachers; and iv) The effect of teacher job satisfaction on teaching performance. This study was quantitative research with a correlational type. The sample was 155 vocational high school teachers in Central Java, Indonesia. Data was collected through a questionnaire technique. The data analysis technique used structural equation modeling with the linear structural relationship type. The study revealed that the teacher's professional attitude has an effect on teacher welfare but not on self-development, job satisfaction, or teacher performance. Teacher welfare has an effect on independent development but has no effect on teacher performance. Hence, independent development does not affect job satisfaction but affects teacher performance. Furthermore, job satisfaction has no effect on teacher performance. These findings can be used as study material for future researchers to analyze the research variables or other variables, such as leadership style, work motivation, work discipline, and others.]]>
<![CDATA[Strengthening civic literacy among students through digital literacy in society 5.0 ]]>
<![CDATA[Muhammad Hendri Nuryadi]]>;
<![CDATA[Pipit Widiatmaka]]>
<![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.v17i2.20746
<![CDATA[The reading index in Indonesia is still relatively low, so many students are victims of fake news that develops on social media. In addition, students have not been able to utilize digital technology as digital literacy to the fullest, so it has implications for the weakness of knowledge about civic literacy. The research design used is a literature review and the type of qualitative research. The research method is literature, while the data collection technique uses document studies and the data analysis used is content analysis. Civic literacy has an important role in facing the era of society 5.0, with the ability of civic literacy, really helps students to participate in realizing the harmony of the life of the nation and state. Society 5.0 has a formidable challenge for higher education if each lecturer does not equip students with civic literacy skills. Strategies to strengthen civic literacy through digital literacy can be carried out effectively, by implementing varied learning methods and using digital-based learning media. Through this, students will be interested in learning, considering that students are a digital native generation who cannot be separated from digital technology. Strengthening civic literacy is very effective by utilizing digital literacy so that every student can adapt to the times, especially society in the 5.0 era.]]>
<![CDATA[Overcoming online learning challenges in the COVID-19 pandemic by user-friendly platform ]]>
<![CDATA[Imam Makruf]]>;
<![CDATA[Endah Tejaningsih]]>
<![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.v17i2.20513
<![CDATA[The shift of learning activities from face-to-face classroom interaction to online learning beyond the classroom due to the global pandemic has caused technological anxiety in teaching and learning. This study analyzed strategies to overcome learning challenges in the COVID-19 pandemic with user-friendly platforms. This study was in the State Institute of Islamic Studies (IAIN) Surakarta, Indonesia, involving 469 lecturers who taught 983 classes as the respondents. The required data were collected using a web-based questionnaire using Google Forms. The data were analyzed descriptively in percentages and elaborated using focus group discussion. The data analysis showed that most teachers used WhatsApp group to overcome learning obstacles during the COVID-19 pandemic. Among the considerations are the lack of information technology infrastructure, the lack of e-learning platforms, the lack of time to adapt, and the difficulty of internet access in some regions. This study contributes to the strategy performed by the lecturers to deal with these challenges is selecting a user-friendly and affordable platform for learning.]]>
<![CDATA[Using online flipped classroom in problem-based learning medical curriculum: A mixed method study ]]>
<![CDATA[Dian Nugroho]]>;
<![CDATA[Bulan Kakanita Hermasari]]>
<![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.v17i2.20729
<![CDATA[The coronavirus disease (COVID-19) pandemic has changed the education system, including problem-based learning (PBL), which is the main curriculum model in medical education. Social interaction and acquisition of knowledge and skills are one of the challenges in online learning during a pandemic. This study evaluated the use of the flipped classroom in the PBL curriculum of medical education. This study used mixed-methods design with a concurrent approach. The data collection technique was secondary data collection in the form of data from the block learning evaluation form. The evaluation form contains statements regarding the quality of the learning process, in the form of Likert scales. At the end of the form, there was a fill-in/essay question for more in-depth exploration. The quantitative data were analysed using descriptive univariate analysis, meanwhile, the qualitative data were analysed using thematic analysis techniques. Unbalanced learning load on the block, block learning management, and knowledge retention in block learning were considered lacking in flipped classroom block implementation. The management of time delays, a stage for students to be ready, a step to lessen psychological stress, and the use of media to generate different learning experiences are particular areas that need improvement.]]>
