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
1,255 Documents
<![CDATA[Goal-Setting Learning Principles: A Lesson From Practitioner ]]>
<![CDATA[Zainudin bin Abu Bakar]]>;
<![CDATA[Lee Mei Yun]]>;
<![CDATA[NG Siew Keow]]>;
<![CDATA[Tan Hui Li]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 1: February 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v8i1.204
<![CDATA[One of the prominent theory was the goal-setting theory which was widely been used in educational setting. It is an approach than can enhance the teaching and learning activities in the classroom. This is a report paper about a simple study of the implementation of the goal-setting principle in the classroom. A clinical data of the teaching and learning session was then analysed to address several issues highlighted. It is found that the goal-setting principles if understood clearly by the teachers can enhance the teaching and learning activities. Failed to see the needs of the session will revoke the students learning interest. It is suggested that goal-setting learning principles could become a powerful aid for the teachers in the classroom.]]>
<![CDATA[The implementation of multicultural education in German language learning ]]>
<![CDATA[Wilma Akihary]]>;
<![CDATA[Patrresia S Apituley]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 4: November 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i4.13469
<![CDATA[Multicultural education in a diverse cultural society is one of the important aspects to be addressed in order that it is not viewed as a threat in the current era of education 4.0. This researchaims at examining the implementation of multicultural education in German language learning, especially in the Aufbaustufe A2 course. The samples of this research were second semester students of class A in the Study Program of German Language Educationwith the total of 20 students. The instruments used in this research were questionnaires, interviews and document review. The data of the results of the questionnaire, interviews, and document review were analyzed by using descriptive statistics. The results of this research show that students are aware of their existence and also the existence of other students who have different cultural backgrounds. In addition, they respect their own culture even though they are also open to learning and understanding German culture.]]>
<![CDATA[The Influence of Principal Leadership Style and Teacher Work Motivation on the Performance of Certified Teachers at SMA Negeri Kotamobagu, North Sulawesi, Indonesia ]]>
<![CDATA[Henny Nikolin Tambingon]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 3: August 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i3.8248
<![CDATA[The purpose of this study is to analyse and interpret the influence of principal leadership style on the performance of certified teachers, the influence of teacher work motivation on the performance of certified teachers and the influence of principal leadership style and teacher work motivation simultaneously on the performance of certified teachers in SMA Negeri Kotamobagu. This study employs a quantitative study approach with survey methods and multiple regression analysis techniques. The independent variables are principal leadership style (X1) and teacher motivation (X2) and the dependent variable is certified teachers performance (Y). Result of the research shows that the principal leadership style has an effect on the performance of certified teachers, teacher work motivation has an effect on the performance of certified teachers, principal leadership style and teacher work motivation simultaneously affects the performance of certified teachers in SMA Negeri Kotamobagu. The values of the regression coefficients show the influence of each principal leadership style and teacher work motivation on the performance of certified teachers and have a high contribution to the performance of certified teachers. The principal must have the readiness and ability to mobilize the teachers to achieve the goals and be responsible for the organization of educational activities at school. Teachers should be tenacious and skilful at conducting quality learning activities. Schools should have appropriate functions to educational goals and implement effective and efficient organizational management, high social responsiveness, and are sensitive to: teachers, students and the surrounding community.]]>
<![CDATA[The effect of overcrowding in the US school System, A simulation approach ]]>
<![CDATA[Mubarak Banisakher]]>;
<![CDATA[Pamela McCauley]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 1: February 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i1.3541
<![CDATA[This study applies a simulation to analyze overcrowding (congestion) in a school system. This work aims to analyze the overcrowding and to describe a decision support system that needs to be developed to help in assessing the need for classrooms in different schools and to develop a systematic approach to improve such overcrowding. Education leaders face extraordinary challenges as the nation’s schools struggle to rise to the challenge of the No Child Left Behind Act of 2001. Education leaders are now expected to be instructional leaders, show a strong commitment to closing the achievement gap between majority and minority students, and use data to improve teaching and learning. All of this is in addition to the logistics of running a school system such as making sure that busing and meal services operate smoothly. Some researchers stated that education leadership must do much more than it has in the past (Davis, S.; Darling-Hammond, L.; LaPointe, M.; and Meyerson, D. (2005)..]]>
<![CDATA[Critical Analysis of a Website: A Critique based on Critical Applied Linguistics and Critical Discourse Analysis ]]>
<![CDATA[Rina Agustina]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 7, No 2: May 2013 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v7i2.222
<![CDATA[E-learning was easily found through browsing internet, which was mostly free of charge and provided various learning materials. Spellingcity.com was one of e-learning websites for teaching and learning English to learn spelling, vocabulary and writing, which offered various games and activities for young learners, 6 until 8 year old learners in particular. Having considered those constraints, this paper aimed to analyse the website from two different views: (1) critical applied linguistics (CAL) aspects and (2) critical discourse analysis (CDA). After analysing the website using CAL and CDA, it was found that the website was adequate for beginner, in which it provided fun learning through games as well as challenged learners’ to test their vocabulary. Despite of these strengths, there were several issues required further thinking in terms of learners’ broad knowledge, such as, some of learning materials focused on states in America. It was quite difficult for EFL learners if they did not have adequate general knowledge. Thus, the findings implied that the website could be used as a supporting learning material, which accompanied textbooks and vocabulary exercise books.]]>
<![CDATA[Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies ]]>
<![CDATA[Khaira Liza]]>;
<![CDATA[Erna Andriyanti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i1.13925
<![CDATA[High digital literacy is significantly needed by English teachers in the trend of industrial revolution 4.0 to promote a better quality of English teaching and learning. However, a significant number of English teachers, as well as pre-service teachers, still had low digital literacy scale and they were not ready to implement digital technologies into English teaching and learning process. This study was aimed to describe the digital literacy scale of graduate school students of English Education Department in a state university in Yogyakarta as pre-service teachers and their readiness toward the application of digital technologies in teaching and learning contexts. The research used mix-methods to collect both quantitative and qualitative data through Likert-scale questionnaires and interviews. The study revealed that the research participants had high digital literacy scales and readiness toward the application of digital technologies. Thus, those graduate school students as pre-service teachers could fulfill the requirements of professional English teachers in terms of digital literacy and improve the quality of English teaching and learning output by integrating digital technologies.]]>
<![CDATA[Domestic Waste Management Feasibility Study at Ahmad Dahlan University ]]>
<![CDATA[Surahma Asti Mulasari]]>;
<![CDATA[Asep Rustiawan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 4: November 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i4.9232
<![CDATA[Garbage dumped untreated into the environment causes health problems. As an educational institution, college should make waste management as a media in educating students in particular, and society. The purpose of this research is to open up new insights into what can be done by Universitas Ahmad Dahlan (UAD) to educate citizens (academics) on the responsibility of managing the environment, especially the waste management practice in college as well as a form of UAD concern for environmental sustainability. This study is a qualitative research which uses road grass analysis approach. Techniques of data retrieval is in-depth interviews with cleaning service, students, employees, canteen vendors, head of BIFAS, vice chancellor II, and the Head of Household. The problems that occurred include: unsorted garbage bins resulting in unpleasant odor, lowered aesthetics, comfort decrease in GARBAGE DUMP , improper behavior of UAD campus residents related to littering, and lack of specific policies related to waste management in campus. Problems of campus trash includes: absence of waste separation process which results in odor, lowered aesthetics, and comfort decrease in GARBAGE DUMP . Another problem is the improper behavior of residents of UAD campus associated with littering, and the lack of specific policies related to campus waste management.]]>
<![CDATA[Online Community Learning: Why Does (Language) Learning without Classroom Interest Students of All Disciplines? A Case Study ]]>
<![CDATA[Arul Prabaharan Gaspar]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 2: May 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i2.5556
<![CDATA[This case study explores the language learners’ growing interest to express their shared interest in online-course-providing platforms. This study also inquires into the language learners’ new forum called “online community” and its great influence on smart way teaching-learning process and classroom dynamics, technology enabled lifelong self study mode of learning, subject knowledge, learning centred curriculum, experience centred approach to the learning process, course material and soft/life skills delivered along the course as a value added package. This paper examines the way MOOCs have opened the gate way of learning to all sections of society free of cost with specific language skills focus – writing that interests students from all disciplines. This study suggests that the rising generation shows a growing, academic interest in online collaboration on the basis of any subject specific shared interest and this collective interest also addresses the concern about personal experiences with emotive foundation that will not have space in online teaching learning process.]]>
<![CDATA[Pre-Service Teachers’ Internet Usage a Function of Demographic Factors: The Case of a Nigerian College of Education ]]>
<![CDATA[Bede Blaise Chukwunyere Onwuagboke]]>;
<![CDATA[Termit Kaur Ranjit Singh]]>;
<![CDATA[Fong Soon Fook]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 4: November 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v8i4.141
<![CDATA[With the overreaching acceptance of ICT in education and access to Internet occasioned by advancement in technology, this paper investigates pre-service teachers’ use of Internet in a college of education. The study was a descriptive survey. Data was collected using a researcher designed instrument tagged “Student Internet Use Scale” (SIUS). The population comprised of all NCE pre-service teachers in Alvan Ikoku Federal College of Education Owerri Nigeria. Findings show that mobile phones remains the most widely used mode of internet access with social networking, searching for information on school assignments, chatting forming the major reasons why they surf the net. Social networking is the major purpose for Internet use by female pre-service teachers while school related activities are of priority to males. The difference in purpose of internet use according to gender is however not statistically significant; similarly, there is no statically significant difference between male and female pre-service teachers in the frequency of Internet usage. The result has far reaching implication for provision and use of Internet facilities to enhance teaching and learning in the College and colleges of education in Nigeria.]]>
<![CDATA[Feasibility test application of information systems in the media as a learning in vocational school ]]>
<![CDATA[Jumiyanto Widodo]]>;
<![CDATA[Sutaryadi Sutaryadi]]>;
<![CDATA[Chairul Huda Atma Dirgatama]]>;
<![CDATA[Arif Wahyu Wirawan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 1: February 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i1.14674
<![CDATA[This study aims to determine the level of eligibility of the application of staffing information systems as a learning media for automation of staffing governance in the Vocational. This research method uses quantitative research methods. Data collection techniques are done using a questionnaire and analysis of needs using quantitative data analysis. Based on the results of the feasibility test on the application of the staffing information system as a learning media for automation of the governance of staffing above it was concluded that the application of the staffing information system can be categorized as very suitable for use in the learning process in the Vocational School in the Field of Automation and Office Management. Based on the results of the assessment of material experts, validation of media experts, expert practitioners and materials that show the results of the assessment of 89.2% of material experts; 95% assessment of media experts; 90% of expert practitioners, so the application is very feasible to use in the learning process.]]>
