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[Assessing Midwifery and Medical Student’s Interprofessional Learning: the use of portfolio ]]>
<![CDATA[Bulan Kakanita Hermasari]]>;
<![CDATA[Ari Natalia Probandari]]>;
<![CDATA[Zulaika Nur Afifah]]>
<![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.v12i4.8713
<![CDATA[To evaluate the portfolio in assessing interprofessional learning between medical and midwifery students. The student portfolio is assessed using a rubric consisting of four assessment criteria. A total of 32 student portfolios were tested for reliability coefficients and interrater agreements. We conducted an in-depth interview with mentors and focus group discussion (FGD) with students for exploring their perceptions of the ability of the portfolio to assess the learning. Interview and FGD data were converted into verbatim transcripts then were analyzed by two coders using open coding techniques. The reliability coefficient is 0.808. Inter-rater agreements for each assessment criteria are ranging from moderate to high. Mentors and students have positive insights toward the assessment system. This study supports the use of portfolios as an interprofessional educational assessment tool.]]>
<![CDATA[Abilities of Reasoning and Mathematics Representation on Guided Inquiry Learning ]]>
<![CDATA[Y. Yumiati]]>;
<![CDATA[Mery Noviyanti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 3: August 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i3.6041
<![CDATA[This research initiated by some research result regarding the lower Reasoning and Mathematics Representation of student on the math learning. In order to upgrade the abilities is passing through the guided inquiry learning. The aim of the reasearch is to analyze comprehensively on accomplishment reasoning and math representation of student who gain the guided inquiry learning and conventional learning. The research is applying experiment method by design of one group pretest-posttest. The result of research indicates the guided inquiry learning is more effective in accomplishment and improvement of student representation capabilities and student comprehend compared with the conventional learning. Reasoning and Mathematics Representation of group student or guided inquiry learning is higher from the group student of conventional learning. The improvement of Mathematics Reasoning of Group Student of guided inquiry learning values 0.33 on the medium category, while the improvement of Mathematics Representation of group student of conventional learning values 0.19 on the low category. The amount of improvement on Mathematics Representation of group student of the guided inquiry learning is 0.41 on the medium category, and the improvement on Mathematics Representation of group student of conventional learning is 0.26 is on the low category.]]>
<![CDATA[How to Develop Character Education of Madrassa Students in Indonesia ]]>
<![CDATA[Lukman Abu]]>;
<![CDATA[Mahani Mokhtar]]>;
<![CDATA[Zainudin Hassan]]>;
<![CDATA[Siti Zakiah Darmanita Suhan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 9, No 1: February 2015 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v9i1.768
<![CDATA[In the last decades, the teachers criticized for failing to integrate the knowledge in the behavior of virtue. Therefore the character education is always considered in every design education, including in madrassas. The character education is the deliberate attempt to influence the behavior of students through customizing repeatedly. making it easy to do virtue and avoid crime. The research has focused on the approach to character education at madrassa. The qualitative method by interviewing, observation, and focus groups have been used in this study.A total of 16 teachers at four madrassas in South Sulawesi has been selected through purposive Sampling. The research suggest: Madrassa teachers have not managed to practice the concept of teaching character. Both conceptually and contextually. The failure of conceptually caused teachers do not embed character values are extracted from the behavior of student’s virtue. While the failure of the contextually is has caused teachers failed in an attempt to develop character values, such as social relationships, honesty, and discipline. In addition, the teachers are not managed to practice courteous and not empowered to detain students of behavior lie.]]>
<![CDATA[Predicting the hybridization state: a comparative study between conventional and innovative formulae ]]>
<![CDATA[Arijit Das]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 2: May 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i2.14078
<![CDATA[In previous published articles, formulae-based mnemonics by counting the total number of σ bonds with a lone pair of electrons (LP), a localized negative charge (LNC), or a localized lone pair of electrons (LLP) and subtracting one (01) from this total value (TSLP, TSLNC, or TSLLP) to predict the power of the hybridization state of simple molecules or ions and organic compounds, including heterocyclic compounds have been discussed. These are the innovative and time-efficient methods of enhancing student interest. Here, in this new article, the limitations of conventional formulae in comparison to the use of innovative formulae have been discussed along with the application of the hybridization state in different fields of chemical education. This article encourages students to solve multiple choice type questions (MCQs) at different competitive examinations in a time economic ground on the prediction of hybridization state of simple molecules or ions to know their normal and subnormal geometry and prediction of hybridization state of hetero atom in different heterocyclic compounds to know the planarity of the compounds, which is very essential factor for prediction of aromaticity of heterocyclic compounds. Educators can use this comparative study in their classroom lectures to make chemistry authentic and intriguing. Because the use of mnemonics in classroom lectures is an essential tool to become a distinguished educator.]]>
<![CDATA[Row Sport Context in PISA Like Mathematics Problem ]]>
<![CDATA[Arvin Efriani]]>;
<![CDATA[Ratu Ilma Indra Putri]]>;
<![CDATA[Hapizah Hapizah]]>
<![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.v12i4.9113
<![CDATA[The aim of research was to produce valid, practical and had potential-effect to mathematic literacy ability in PISA like mathematics problem in using row sports context at Asian Games 2018. The research method used development research with development studies type. The subjects of the research were the students with 15 years old of class X SMAN 10 Palembang. The techniques of collecting data were used documentation, walkthrough, test, and interview. This research produced the problem about how the students determined how many benches could be made by only knowing length and width of the boats. The results showed that the problem developed (1) valid from the suitability with the framework PISA regarding content, context, literacy process and level of questions that was connected problems with daily life accordance experts review and one to one stage (2) practical because the problem could be understood by students accordance small group stage, and (3) had a potential effect from the result of analyze the student’s answer in mathematical literacy ability with representation and reasoning ability as dominant accordance field test stage.]]>
<![CDATA[Redesigning a University Entrance Interview Protocol: A Case Study with Pre-Service Elementary School Teachers in Korea ]]>
<![CDATA[Jinwon Chung]]>;
<![CDATA[Mihwa Hong]]>;
<![CDATA[Sangmee Kim]]>;
<![CDATA[Jeonghye Yang]]>;
<![CDATA[Tecnam Yoon]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 11, No 4: November 2017 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v11i4.6828
<![CDATA[In Korea, a national university admission is made based on a variety of factors like Grade Point Average(GPA), Statement of Purpose(SOP), Letters of Recommendation, as well as other achievement records and/or descriptions of specific qualifications. In reviewing applications, the admissions committee considers GPA, SOP, recommendation letters and other factors are also taken into consideration in the interview process. An interview test is designed to measure the overall ability of pre-service teachers, particularly focusing on their character and nature. Thus, the purpose of this study is intended to understand the admission processes of a national university in Korea, and to design the interview test questions to choose the ideal pre-service teachers who are to work in the public elementary school after graduation. In order to answer this question, a survey questionnaire was distributed to 478 college students and then results were collected and analysed.]]>
<![CDATA[Penerapan Model MIMIC untuk Menguji Konsistensi Hasil Pengukuran melalui Skala ]]>
<![CDATA[Wahyu Widhiarso]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 6, No 2: May 2012 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v6i2.153
<![CDATA[This study aimed to demonstrate the use of multiple indicators and multiple (MIMIC) model in testing the consistency of the measurement results when it's applied to individuals with different characteristics. Self-Esteem and Student Motivation Scale were employed to measure participant attributes. Impact of three student characteristics (gender, intelligence and school location) on both measurement model were examined. Total of 2981 students from 30 cities of 15 provinces were participated in this study. Data analysis was utilized using confirmatory factor analysis under structural equation modeling (SEM) approach. Results showed that measuring self-esteem was prone to be contaminated by individual heterogeneity. However, contrary results was found on motivation measure. Excluding three student characteristics as covariance in the model have increased model fit indices in the self-esteem measurement model, but not in the self-esteem. The presence of susceptibility scale to different characteristics indicated that this scale needs to be further modified. Therefore, when it is applied to heterogeneous population, the measurement results will produce consistently results.]]>
<![CDATA[Indonesian students’ social-emotional competencies and their english academic achievement ]]>
<![CDATA[Ganda Wirajaya]]>;
<![CDATA[Lingga Agustina Suganda]]>;
<![CDATA[Zuraida Zuraida]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i2.12160
<![CDATA[In Indonesian secondary schools, young learners might have some difficulties such as lack of motivation, lack of confidence and disengagement in learning English, which contribute to the level of their social-emotional competencies (SEC). This study was conducted to investigate the relations between 103 seventh graders’ SEC and their English academic achievement. This study provided not only the correlation but also the results of the students’ SEC, their English academic achievement, and the contribution of the students’ SEC to their English academic achievement. The collected data from the SEC questionnaire and documentation were analyzed by using Pearson Correlation. The results highlighted that there was a significant weak correlation (r-obtained=0.367) between the students’ SEC and their English academic achievement. Moreover, there was 12.6% contribution of the students’ SEC to their English academic achievement. Therefore, it is possible that social-emotional competencies may enhance students’ English academic performance.]]>
<![CDATA[The Effect of Task Base Language Teaching (TBLT) on Tertiary ESOL Learners’ Academic Writing Achievement ]]>
<![CDATA[I Wy Dirgeyasa]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v12i1.7429
<![CDATA[The aim of the study was to investigate the effect of Task Base Language Teaching (TBLT) on tertiary ESOL learners’ academic writing achievement in tertiary level. Therefore, the experimental research was applied to this study. The control group was taught through Classical Method (CM) while the experiment group was taught through Task Based Language Teaching (TBLT) method. Furthermore, the pre-test and post-test were administered to students in control group and experiment group (30 students in each group). The data were tabulated by employing t-test in Statistical Package for Social Science (SPSS) version 21. Based on the data analysis, the result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of Task Based Language Teaching (TBLT) method on tertiary ESOL learners’ writing achievement compared to Classical Method (CM) of teaching.]]>
<![CDATA[The Role of teacher in medical student self-directed learning process ]]>
<![CDATA[Francisca A Tjakradidjaja]]>;
<![CDATA[Yayi Suryo Prabandari]]>;
<![CDATA[Titi Savitri Prihatiningsih]]>;
<![CDATA[Harsono Harsono]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 1: February 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v10i1.2992
<![CDATA[Self-directed learning (SDL) is essential in medical education. The rapid development of medical science and the expansion of health problems need a physician who can meet that challenges. A physician must have lifelong learning ability. SDL is one of the important requirements for lifelong learning ability. In SDL, learners are the controller of learning and learners have the freedom to learn according to their needs. Therefore, it is necessary to explore the role of the teacher in the SDL process, particularly in medical education. This study used a qualitative exploratory design. Twelve teachers and 23 medical students were selected by purposive sampling. There were seven themes that emerged from the analysis. The role of teacher in the SDL process includes: (1) Competent; (2) Concern; (3) Creative; (4) Facilitator; (5) Motivator; (6) Partners; and (7) Role Model.]]>
