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[Meta-analysis of flipped classroom model to promote mathematical higher-order thinking ]]>
<![CDATA[Fatmiyati, Novita]]>;
<![CDATA[Juandi, Dadang]]>;
<![CDATA[Fatimah, Siti]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i2.21669
<![CDATA[Numerous studies have explored how the flipped classroom affects satisfaction, learning outcomes, and attitudes of both teachers and students. However, there is a gap in research regarding its impact on higher-order thinking. This meta-analysis aims to fill this gap by assessing the effect size of the flipped classroom model on students’ mathematical higher-order thinking. Data from 30 primary studies, including journal articles, proceedings, theses, and dissertations, were analyzed using Comprehensive Meta-Analysis (CMA) Version 4 Software. These studies included 1,043 students in the experimental groups and 970 in the control groups. The analysis revealed a pooled effect size of 1.094, indicating a significant positive impact. Notably, the effect size remained consistent across various educational levels, sample sizes, years of study, types of learning media, and higher-order thinking indicators. This suggests the versatility and effectiveness of the flipped classroom model across different educational settings, including middle school, high school, and college, regardless of class size or learning media used.]]>
<![CDATA[K-12 schools’ campus, food service, and transportation directors’ COVID-19 and current challenges ]]>
<![CDATA[Prakasha, G. S.]]>;
<![CDATA[Grundmeyer, Trent]]>;
<![CDATA[Arulnesan, Sivaselwam]]>;
<![CDATA[Thirumalesha, S.]]>;
<![CDATA[Gururaja, C. S.]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i2.23359
<![CDATA[This study examines the COVID-19 experiences of K-12 school campus directors, especially in terms of building and grounds, transportation, and food services from the Midwestern United States. The COVID-19 pandemic has changed to online education mode and implemented safety protocols to ensure equitable access to K-12 education. School directors play a crucial role in United States’s school administration. The researchers used a mixed method research design and purposive sampling. The sample included 9 school-grounds directors, 34 food service directors, and 31 transportation directors. A 5-point Likert-type questionnaire was prepared by the researchers to collect the relevant data for the study. The data were analyzed using descriptive statistics and thematic analysis. While revealing their experiences, various school directors mentioned that key challenges are reliable sources of information for them to work, inequities in resource allocation, finance allocation, and lack of professional training. The survey highlighted the need for several resources, including federal and state funding, teacher professional development programs, and community partnerships that support K-12 education. School directors addressed challenges regarding transportation, buildings, grounds, and food services during COVID-19. The study revealed the need for systemic policy changes and communication resources to create resilient and adaptive learning environments for K-12 education. Eventually, the study recommended that policymakers and educational leaders bring changes to K-12 infrastructure to withstand crises like COVID-19.]]>
<![CDATA[SPEDIR instructional framework as classroom accommodation model for learners with mild-hearing impairment ]]>
<![CDATA[Labarrete, Rufo A.]]>;
<![CDATA[Acerden, Ma. Venus E.]]>;
<![CDATA[Gillo, Mariano D.]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i2.21318
<![CDATA[This study developed an instructional framework useful as a model for teaching mainstreamed learners with mild-hearing impairment. It was designed based on the customary and innovative practices of the teachers handling these learners and, on the provisions, outlined in RA 11650, the so-called beacon of hope among Filipino learners with disabilities. The descriptive survey was utilized as its design and data was gathered from 12 purposively chosen participants using the semi-structured interview guide. Data was analyzed using Saldaña’s framework for analyzing qualitative data sets. Findings revealed textual and visual cues as learning aids, tangible instructional tools, and technology-enriched tools as their customary instructional practices, while observational learning, language signing, and parental collaboration as their innovative practices. Overall, it is categorical to claim that these practices are anchored on the sensory integration theory (SIT) that is operationalized through a multisensory teaching model. While commendable, this does not respond to materializing existing provisions in RA 11650. Thus, search, provide, deliver, exhaust, introduce innovative practices, and repeat the entire process (SPEDIR) model was conceptualized to harmonize these practices and the provisions from the legal mandate. The researchers recognize that the model be subjected for field validation.]]>
<![CDATA[Formation of science and research competence of future engineers in higher technical educational institutions ]]>
<![CDATA[Romanchuk, Natalia]]>;
<![CDATA[Maiboroda, Oleksandr]]>;
<![CDATA[Biliuk, Ivan]]>;
<![CDATA[Savchenko, Oleg]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i2.23462
<![CDATA[The professional activity of an engineer is connected with the necessity to perform research tasks in the field of industrial production, which makes relevant the problem of formation of the skills for science and research activity (SRA) in the training process in higher technical educational institutions. The aim of the article is to investigate the effects of the proposed method of organisation of research activity of future engineers on the formation of their science and research competence. The observation, questionnaire, survey and interview are the methods used in the research. The research demonstrated a positive impact of the designed conditions of training of future engineers on the formation of their science and research competence. These conditions are: formation of motives of research activity, acquisition of relevant knowledge of scientific research methodology, involvement of engineering students in university scientific communities (scientific schools, scientific clubs, problem laboratories), and acquisition of experience of SRA. The research’s novelty lies in the exclusive focus of the developed methodology on future engineers of shipbuilding industry. The proposed method of formation of science and research competence of future engineers can also be applied for the students of human sciences. Subsequent investigations of the stated problem could be directed towards the influence of SRA on other aspects of training of future specialists such as motivation to study and the level of professional skills.]]>
<![CDATA[Dyslexia screening: a bibliometric analysis in mapping research patterns and emerging trends ]]>
<![CDATA[Nabil, Nik Zatul-Iffah N Mohd]]>;
<![CDATA[Matore, Mohd Effendi Ewan Mohd]]>;
<![CDATA[Zainal, Mohd Syazwan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i2.22027
<![CDATA[Dyslexia is a neurodevelopmental disorder that hinders reading, spelling, and writing abilities, creating challenges for academic success and necessitating early screening for timely intervention. This study presents a bibliometric analysis of global research on dyslexia screening from 2000 to 2023, using VOSviewer version 1.6.19 to analyze 839 publications from the Web of Science Core Collection (WoSCC). The findings reveal a growing interest in dyslexia screening, with a steady increase in both publications and citations. Key journals, such as Dyslexia and Journal of Learning Disabilities, are identified as central contributors to the field. Keyword analysis shows a focus on diagnostic tools and associated comorbidities, while collaboration patterns highlight strong research networks in Europe, the United States, and emerging contributions from Australia, Canada, and Brazil. However, the study also underscores the need for more inclusive and cross-regional collaborations to ensure the global applicability of screening tools. The implications of this study are significant, offering a roadmap for future research and emphasizing the importance of developing culturally sensitive and widely accessible dyslexia screening methods. This comprehensive analysis sets the stage for more targeted and impactful research and interventions in the field of dyslexia screening.]]>
<![CDATA[Unveiling students’ conceptions of hydrostatic pressure: a cross-sectional analysis ]]>
<![CDATA[Amiruddin, Mohd Zaidi]]>;
<![CDATA[Suhandi, Andi]]>;
<![CDATA[Fratiwi, Nuzulira Janeusse]]>;
<![CDATA[Nurdini, Nurdini]]>;
<![CDATA[Samsudin, Achmad]]>;
<![CDATA[Costu, Bayram]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i2.23710
<![CDATA[This study investigates students’ conceptions of hydrostatic pressure, aiming to identify misconceptions (MC) and differences in understanding based on gender. A quantitative method with a cross-sectional study approach was used as the design in this study to explore and measure characteristics involving 186 students with an average age of 17-18 years from three provinces in Indonesia. Data were obtained using a Four-Tier Test to explore students’ scientific understanding, MC, and ignorance of hydrostatic pressure. A gender-based differential item functioning (DIF) analysis was also conducted to evaluate any potential bias in concept understanding between male and female students. The results showed that MC about factors affecting hydrostatic pressure were prevalent among students, for example: i) believing that hydrostatic pressure is independent of depth; ii) thinking that fluid type does not affect it; and iii) assuming that gravity has no impact. These findings highlight the need for targeted interventions to address these fundamental MC. DIF analysis showed a significant variation in understanding between genders, where male students tended to show better results on several aspects of scientific conceptions (SCs). These results highlight the necessity for mapping students’ initial conceptions before teaching, to enable the development of targeted instructional strategies aimed at addressing MC and improving understanding of critical physics concepts such as hydrostatic pressure.]]>
<![CDATA[Investigating academic achievement in high school: an in-depth examination of top performing students ]]>
<![CDATA[Hermosa, Jherwin P.]]>;
<![CDATA[Ofrin, Darwin D.]]>;
<![CDATA[Andal, Edilberto Z.]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i2.23051
<![CDATA[This research aimed to identify the key qualities of high-achieving students to motivate and guide those not meeting their potential to adopt successful strategies and improve their academic results. Through the use of qualitative research methods and purposeful sampling, ten second-year college students from Laguna State Polytechnic University-San Pablo City Campus were selected for this study. Analysis of common themes identified ten key factors that contribute to academic success. These include developing strong reading habits, actively engaging in classroom instruction, effective time management, organized study materials, regular review of learned content, utilizing technology for learning enhancement, a supportive school environment, inspirational role models, and a strong support system involving parents and teachers. All individuals involved in a child’s education must understand and promote these attributes to optimize their learning experience, leading to tangible achievements in their academic performance. However, since this case study was conducted at a single school, it is not representative of all schools nationwide and cannot be generalized to the entire population. However, as it was conducted in a real-life setting, it is reasonable to draw pedagogical implications from these findings, as they offer insights into the characteristics of high-performing students.]]>
<![CDATA[Needs of learners with disability: inputs in promoting inclusive education ]]>
<![CDATA[Estillore, John O.]]>;
<![CDATA[Arante, Ramil B.]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i2.23807
<![CDATA[This study explored the critical needs of learners with disabilities and their impact on promoting inclusive education. With the growing emphasis on creating equitable learning environments, it is essential to understand the unique challenges and requirements faced by learners with disabilities in the context of Caraga State University Cabadbaran Campus, an educational institution based in the Philippines. Through a sequential exploratory mixed-methods approach, which includes surveys of 900 participants out of 3,000 enrolled learners and interviews with 10 participants from 61 learners with disabilities based on the survey results, the study identified critical needs essential for their academic growth. These are academic needs, social integration and identity needs, preferred learning environment, peer support and learning assistance needs, inclusivity and equity needs, and a supportive learning environment. These needs suggest that a holistic approach integrating mental health, financial aid, inclusivity, peer assistance, and personalized learning can significantly improve the educational experiences of learners with disabilities, promoting a more equitable and supportive learning environment. These findings also serve as inputs to guide educational institutions toward more inclusive practices, ensuring that learners with disabilities are given equal opportunities to succeed academically. Addressing their needs contributes to the ongoing efforts to promote inclusive education in higher education institutions, fostering a more supportive and accommodating environment for all learners.]]>
<![CDATA[Classroom assessment approaches and student learning outcomes: the moderating role of teaching experience ]]>
<![CDATA[Cuarto, Polemer M.]]>;
<![CDATA[Cuarto, Harieth C.]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i2.22536
<![CDATA[Maximizing student learning requires the use of effective classroom assessment. In this study, we examined the association between student learning outcomes (SLOs) and three classroom assessment approaches: assessment as learning (AaL), assessment for learning (AfL), and assessment of learning (AoL), while taking teacher experience into account as a potential moderator. Positive correlations between all three assessment techniques and SLOs were found in the research, suggesting that classrooms emphasizing student participation in assessment to receive feedback and improve learning achieve better outcomes. Interestingly, we uncover that teaching experience did not moderate this relationship, indicating that the positive effects of these practices were consistent across teachers with varying levels of experience within the studied range. Our findings emphasize the importance of incorporating comprehensive assessment practices encompassing AaL, AoL, and AfL into classroom instruction to optimize student learning. Future research should explore reasons behind differences in effect size and explore deeper into specific strategies most beneficial for each approach to create learning environment that foster deep learning for all students, regardless of teacher experience.]]>
<![CDATA[Enhancing teachers’ instructional skills through mentorship experiences ]]>
<![CDATA[Polyiem, Titiworada]]>;
<![CDATA[Nuangchalerm, Prasart]]>;
<![CDATA[Asawaniwed, Pongthorn]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v20i2.23181
<![CDATA[Mentorship programs have emerged as a vital support system for new teachers’ professional development. This study developed and evaluated a structured mentoring process to enhance instructional skills among novice teachers. Using mixed-methods research, the researchers examined 97 teachers from 15 disciplines who participated in a local teacher development project in Thailand. The mentoring process incorporated four key components: professional learning teams, collaborative teaching design, mentored practice, and reflective exchange. Quantitative results showed significant improvement in teachers’ instructional capabilities, with overall assessment scores increasing. Qualitative findings revealed that mentorship enhanced abilities in student analysis, lesson planning, and teaching implementation. The study demonstrates that systematic mentorship effectively develops new teachers’ pedagogical competencies while fostering professional growth through collaborative learning.]]>
