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.
Articles
1,192 Documents
<![CDATA[Empowering teachers: a growth mindset program for enhanced facilitating learning in primary schools ]]>
<![CDATA[Khunaprom, Tantikorn]]>;
<![CDATA[Chansirisira, Pacharawit]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v19i4.22518
<![CDATA[Teachers who adopt a growth mindset significantly enhance student development, facilitating learning, and continuous improvement, leading to better student learning outcomes and a more positive learning environment. This research aimed to develop a growth mindset to improve the facilitating learning skills of primary school teachers. The research utilized a development (RD) method, structured into four phases: i) analyzing components and indicators; ii) assessing needs; iii) developing the program; and iv) implementing the program. The study focused on creating training to influence teachers’ mindsets and drive changes in practice. A mixed methods design was used, with the growth mindset development program consisting of 6 modules over 120 hours. This program incorporated training or self-learning, learning through collaboration, and integrating operational practices, involving 15 volunteer teachers. Results indicated a statistically significant shift in mindset between pre-and post-intervention measures, which was sustained after three months. The program fostered a professional learning community focused on developing a growth mindset, refining teaching techniques, and enhancing student learning outcomes. Overall, the growth mindset program proved highly effective for primary school teachers, greatly expanding their knowledge and cultivating a professional learning community that positively impacts student development and facilitating learning skills of teachers.]]>
<![CDATA[Contribution of spatial intelligence, adversity intelligence, to the creativity of vocational school students ]]>
<![CDATA[Ramadani, Ali Hasbi]]>;
<![CDATA[Ekohariadi, Ekohariadi]]>;
<![CDATA[Anifah, Lilik]]>;
<![CDATA[Suhartini, Ratna]]>;
<![CDATA[Arizal, Heru]]>;
<![CDATA[Rahayu, Imami Arum Tri]]>;
<![CDATA[Nugroho, Yuli Sutoto]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v19i4.22660
<![CDATA[Today’s industry requires graduates of mechanical engineering expertise programs who have high creativity. The purpose of this study is to describe how the influence of spatial intelligence, adversity intelligence, on the creativity of vocational students of the mechanical engineering expertise program. The urgency of this research is as a basis for consideration of talent interest search, selection of student admissions in vocational schools, which has been general. This research is a type of ex post facto involved 206 students of the mechanical engineering expertise program in Surabaya city in Indonesia. The data collection techniques used are tests and questionnaires. Data analysis using structural equation modeling (SEM) with SmartPLS application. The results of the analysis showed that: i) spatial intelligence and adversity intelligence had a positive and significant effect on student creativity with scores of 7.3% and 87.5%, respectively and ii) simultaneously spatial intelligence and adversity intelligence contributed to increasing student creativity by 81.4%. Implications this study can help in the development of a selection system for new student admissions tailored to the needs of mechanical engineering expertise programs. In addition to the development of a more diverse curriculum to integrate learning approaches that allow students with various types of intelligence to develop optimally.]]>
<![CDATA[Trends and trajectories in MOOCs research terrain: a bibliometric mapping from 2008 to 2023 ]]>
<![CDATA[Krishnan, Kavitha]]>;
<![CDATA[Joshith, Vazhayil Peedikayil]]>;
<![CDATA[Chittakath, Shana]]>;
<![CDATA[Ranjan, Sashi]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v19i4.23268
<![CDATA[Massive open online courses (MOOCs) have gained rising popularity as a transformative approach to making education accessible to a global audience. This bibliometric review aims to map the evolving landscape of MOOCs research from 2008 to 2023, analyzing 2,026 Scopus-indexed articles using VOSviewer 1.6.20. The findings highlight a publication surge, particularly after 2013, driven by technological advancements and the global shift toward accessible education. China and the US were found to lead in publication volume, and journals such as ‘the International Review of Research in Open and Distance Learning (IRRODL)’ and ‘computers and education’ stand out for their publications and influence. Further, the co-authorship analysis reveals a core group of 17 prominent authors; however, many authors remain unconnected, indicating potential for future collaboration. Meanwhile, the co-citation analysis highlights influential works emphasizing instructional quality and self-regulated learning in MOOCs. Additionally, keyword occurrence marks emerging research themes, including ‘e-learning,’ ‘distance learning,’ ‘self-regulated learning,’ and the integration of ‘AI and learning analytics,’ demonstrating the field’s technological evolution within MOOCs. These findings suggest that MOOCs, enriched with advanced technologies, can enhance educational accessibility, particularly in underserved regions, contributing to sustainable development goal 4 (SDG 4).]]>
<![CDATA[Learning action cell as an in-house professional development training ]]>
<![CDATA[Vega, Mark Gil A.]]>;
<![CDATA[Orleans, Antriman V.]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v19i4.22853
<![CDATA[Learning action cell (LAC) sessions are structured professional development activities tailored for schools to enhance pedagogical skills, teaching methodologies, and assessment methods to improve student academic achievement. This study investigated the implementation of the LAC as an internal development training program for science teachers in remote regions of the Philippines. A total of 403 science educators participated in the study to collect implementation strategies seen in the LAC. The science teachers’ experiences in the LAC implementation were assessed using a survey questionnaire and a case study through focus group discussions (FGD). Based on the findings, LAC enhances educators’ perceptions of professional development training. As a professional development tool, the LAC helped science teachers develop students’ science holistic development, technology innovation, and cultural knowledge. The idea creates a community of scientific educators who collaborate to improve their facilitation, innovation, and research skills, promoting professional leadership and competency in the field. Consequently, the efficacy of LAC necessitates high-quality training aimed at specific objectives. Science educators acknowledged that LAC enhances instructional leadership and pedagogical proficiency.]]>
<![CDATA[Impact assessment of the beginning reading para sa mga tsikiting in Butuan City, Philippines ]]>
<![CDATA[Cubillas, Ariel U.]]>;
<![CDATA[Cubillas, Trixie E.]]>;
<![CDATA[Pizon, Marvin G.]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v19i4.22435
<![CDATA[This study assessed the impacts of the beginning reading para sa mga tsikiting (beginning reading for kids) or BRPT intervention project, an initiative of the College of Education, Caraga State University, Mindanao, Philippines. Using a descriptive research design, it employed the Revised Philippine Informal Reading Inventory (Phil-IRI) Reading Profile as a baseline to assess learners’ reading progress. The intervention involved 125 primary-grade pupils, 12 teachers, and 20 parents (home teachers). The conduct of impact assessment by a third party is required and mandated by the university after project completion. Results reveal significant improvement in reading performance post-project implementation, particularly evident in reducing frustration levels and increasing independent reading achievements. In addition, School A (with intervention) outperformed School B (without intervention). Despite the challenges it faced in its implementation, the project successfully met its target objective of enhancing reading performance. The project demonstrates its efficacy in improving early readers’ literacy skills and fostering positive social and economic influences through community engagement despite issues in its implementation. The findings also highlight the project’s social and economic impacts, such as the enhancement of parental engagement and strengthening of home-school partnerships while providing cost-effective measures and utilizing local expertise. Further, findings provide novel insights into the existing and future literacy programs.]]>
<![CDATA[Enhancing biology conceptual understanding through guided inquiry laboratory activities ]]>
<![CDATA[Chengere, Ashebir Mekonnen]]>;
<![CDATA[Bono, Beyene Dobo]]>;
<![CDATA[Zinabu, Samuel Assefa]]>;
<![CDATA[Jillo, Kedir Woliy]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v19i4.21836
<![CDATA[The study investigated the impact of guided inquiry-based laboratory experiments enriched instructional (GIBLEI) approach on conceptual understanding of tenth grade students in biology. The study included two purposively chosen schools and used a quasi-experimental design with non-equivalent groups. A class was randomly assigned as the experimental group (EG) and the other as the control group (CG). Over an eight-week period, the EG received instruction through the GIBLEI approach, while the CG followed traditional laboratory experiments. Statistical analyses, including Welch’s t-test and analysis of covariance (ANCOVA), showed a significant improvement in post-test scores for the EG, demonstrating the effectiveness of GIBLEI. Furthermore, the Wilcoxon signed-rank test indicated a notable increase in understanding between the pre-test and post-test in the EG. The results of an independent samples t-test also showed no significant difference in performance between male and female students in the EG. This suggests that the instructional approach used in the study is equally effective for both genders, promoting an inclusive learning environment. These findings suggest that GIBLEI can significantly improve students’ understanding of biology concepts. Therefore, incorporating this approach into biology curricula may help enhance overall learning outcomes.]]>
<![CDATA[Impact of online cooperative learning strategies on self-directed learning among pre-service teachers ]]>
<![CDATA[Chakyarkandiyil, Nisha]]>;
<![CDATA[Prakasha, G. S.]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v19i4.23496
<![CDATA[Self-directed learning (SDL) often drives learners to engage with what they want to learn. Thus, investigating teaching-learning strategies that drive SDL gains importance in this technology-driven era. The present study investigates the impact of online cooperative learning (OCL) strategies on SDL skills among pre-service teachers (PST). The study engaged 130 PSTs using a quasi-experimental non-equivalent control group design with a pretest and posttest. The study divided PST into a control group and an experimental group. The experimental group underwent OCL strategy, and the control group had a traditional online lecture method. The researchers measured the SDL of PST using the SDL scale. The paired sample t-test results indicated a significant enhancement in SDL skills among the experimental group compared to the control group. The findings underscore the importance of integrating cooperative learning (CL) strategies in online instruction to foster SDL ability among learners. Further studies may create user-friendly features in video-conferencing platforms that provide more opportunities to engage students with CL pedagogies.]]>
<![CDATA[Exploring effective strategies for health education in schools: a systematic review ]]>
<![CDATA[Mokhtar, Rahmat Sholihin]]>;
<![CDATA[Nasri, Nurfaradilla Mohamad]]>;
<![CDATA[Wan Pa, Wan Ahmad Munsif]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v19i4.22799
<![CDATA[Considering the pressing need for effective health education in primary schools, this systematic review rigorously evaluates various strategies designed to enhance students’ health knowledge, attitudes, and behaviours. The primary objective of this study is to assess the efficacy, challenges, and outcomes of health education programmes that utilise interactive and participatory methods, such as project-based learning and peer education. The study methodology adheres to the preferred reporting items for systematic reviews and meta-analyses or PRISMA framework. Utilising advanced search techniques across Scopus and Web of Science (WoS) databases, a total of (n=35) relevant studies between 2020 to 2024 were identified and subjected to thorough analysis. This article synthesizes findings from the final articles into three main themes: Integrative approach in health education, digital and distance learning strategies (DDLS), and ethical and cultural challenges in health education. This review underscores the critical importance of integrating health education within the broader school curriculum, actively involving parents and the community, and implementing culturally tailored approaches. The review shows positive outcomes but also highlights the need for better teacher training and resource allocation, requiring collaboration from educators and policymakers. It emphasizes the potential of these strategies to foster lifelong healthy behaviors and calls for more research to address challenges and assess long-term effects.]]>
<![CDATA[Self-regulated learning of alternative learning system senior high school learners in flexible learning modality ]]>
<![CDATA[Hero, Jesson L.]]>;
<![CDATA[Gloria, Daianne S.]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v19i4.22800
<![CDATA[The alternative learning system senior high school (ALS SHS) practiced flexible learning as its learning modality to give more opportunities and convenience making the program more inclusive and responsive to learners’ needs. It also ensures that learners adhere to instructional competence and self-regulated learning (SRL). However, there is a lack of evidence under the program about the dissection of SRL. Hence, this sequential explanatory mixed method research aimed to evaluate SRL vis-à-vis the weaknesses and challenges encountered by ALS SHS learners enrolled in one public senior high school (SHS) in the City of Meycauayan, Bulacan. The findings showed that most respondents were early and middle adults, female, and currently working and demonstrated an observable SRL. There is a significant difference in SRL among learners when the profile is considered. The challenges encountered are focused on strategic academic planning and goal setting, preparedness and awareness in SRL, and support groups. The proposed capacity-building program aimed to offset the challenges encountered and improve the SRL of ALS SHS learners. Furthermore, this study affirmed the goodness-of-fit between the context of the research and the theory of SRL in improving the SRL of ALS SHS learners.]]>
<![CDATA[Development and validation of self-reflected mathematical misconceptions scale ]]>
<![CDATA[Quinio, Karen A.]]>;
<![CDATA[Cuarto, Polemer M.]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v19i4.22323
<![CDATA[Developing an assessment tool to identify mathematical misconceptions is important for early intervention and support for at-risk students. This exploratory sequential mixed methods study aimed to develop and validate a questionnaire for self-reflection on mathematical misconceptions among senior high school students using exploratory and confirmatory factor analyses as an application of structural equation modeling (SEM). This study involved 80 senior high school mathematics students across regions in the Philippines for the mathematical misconception test in the first phase. Of these, 20 purposively selected students who committed the most errors in the misconception test were interviewed to explore the underlying constructs of the students’ mathematical misconceptions. For the third and final phase, 310 selected students completed the developed self-reflected mathematical misconception scale. In this study, we identified four key factors of mathematical misconceptions: lack of procedural and conceptual knowledge, poor mathematical abstraction, internal barriers, and cognitive conflict. The developed scale, comprising 41 validated items, was tested valid and reliable tool for educators in assessing and addressing students’ mathematical misconceptions, allowing for designed instructional strategies and targeted interventions. Further research is recommended to explore the causes and remediation of mathematical misconceptions and track students’ progress in addressing them over time.]]>
