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[Assessment of teachers’ dedication, discipline, knowledge and skills in Kwara state basic schools, Nigeria ]]>
<![CDATA[Kamaldeen Olohundare Sulyman]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 4: November 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i4.16524
<![CDATA[This study examined teachers’ dedication, discipline, knowledge and skills in Kwara State basic schools, Nigeria. The study population comprised all the 1,591 head teachers, 3,907 assistant head teachers; and 440 principals, 1,112 vice principals and all the students in Kwara State lower and upper basic schools respectively. Multi-stage sampling technique was used to arrive at 30 head teachers, 78 assistant head teachers, 30 principals and 71 vice principals; and 20 Basic Nine students from each of the sampled upper basic schools as respondents in the study. Questionnaire was used to collect data, while mean and standard deviation were used to analyse the data. The findings of the study revealed that teachers’ dedication in Kwara State basic, Nigeria was average ((X ) ̅ = 3.06). The study concluded that Kwara State basic school teachers should be more dedicated to their job by regularly preparing lesson notes, going to the classrooms at the right time and ensuring that the learners have a better understanding of the concepts taught.]]>
<![CDATA[The Power of Developmental Performance Appraisal ]]>
<![CDATA[Nasser Salim Alghanabousi]]>;
<![CDATA[Muhammad Faizal A. Ghani]]>;
<![CDATA[Faisol Elham]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 7, No 1: February 2013 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v7i1.170
<![CDATA[Development of employee performance is a must that any organization should take into account to be a successful in achieving its goals. However, the tools of developing that performance are varying based on the type of the organization and the nature of the work performed. Performance appraisal is one of the effective tools that help the organization to measure the accomplishment of its goals, if implemented effectively. In education, it became evident that performance appraisal of educators is an essential element of the development of any educational institution. To make the performance appraisal fruitful, the development element should be dominant in the sense that other elements of the appraisal should serve the broad aim of the appraisal process. Therefore, a well-designed and comprehensive system is needed to cover all the aspects of appraisal process that include of the goals, criteria, instruments, and continuous support.]]>
<![CDATA[Development of problem solving ability test on the work-energy material ]]>
<![CDATA[John Rafafy Batlolona]]>;
<![CDATA[Wartono Wartono]]>;
<![CDATA[Sutopo Sutopo]]>;
<![CDATA[Desella Inna Rahmatina]]>
<![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.v13i2.12400
<![CDATA[The purpose of this research is to develop test questions of problem solving ability on work-energy material for high school students class X. This type of research is research and development. The model used in this study is ADDIE with the stages of analyzing, planning, developing, implementing, and evaluating, but this study only up to the implementation stage. The test developed in this research consists of three items of problem solving ability description that is multi context. Validation of item was done by content validation and empirical validation. The results of content validation indicate that the average score of test items is 3,125 with good category. The results of empirical validation indicate that there are two valid questions and one invalid question. Two valid questions have a Cronbach Alpha coefficient of 0.807. The results of the implementation of the test showed that the average student problem solving abilities in Question 1 is 17.41 of a maximum score of 25, the lowest score is 10 and the highest is 23. The results of students in the question number 2 by 16.60 of a maximum score of 25, with the lowest score is 10 and the highest is 22. These results indicate that the test instrument is feasible to use to assess students' problem solving abilities.]]>
<![CDATA[Evaluation of Game-Based Learning in Cybersecurity Education for High School Students ]]>
<![CDATA[Ge Jin]]>;
<![CDATA[Manghui Tu]]>;
<![CDATA[Tae-Hoon Kim]]>;
<![CDATA[Justin Heffron]]>;
<![CDATA[Jonathan White]]>
<![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.v12i1.7736
<![CDATA[Game based learning is a new game play mechanism that the players explore various aspects of game play in a learning context designed by the instructor or the game designer. Nevertheless, general acceptance of game based learning as a new learning paradigm was deferred by a lack of well-controlled, large sample efficacy studies. To address the increasing need of cybersecurity workforce, this paper introduces a game based learning method for high school cybersecurity education. Purdue University Northwest launched GenCyber high school summer camps to about 200 high school students in Chicago metropolitan area. The survey conducted after the summer camp indicated that the game based learning for cybersecurity education was very effective in cybersecurity awareness training. Further analysis of survey data revealed that there is a gender difference in raising students’ interests in cybersecurity and computer science education using game based learning method.]]>
<![CDATA[Implementation of Hierarchical Task Analysis for User Interface Design in Drawing Application for Early Childhood Education ]]>
<![CDATA[Mira Kania Sabariah]]>;
<![CDATA[Veronikha Effendy]]>;
<![CDATA[Muhamad Fachmi Ichsan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 2: May 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v10i2.3470
<![CDATA[Draw learning in early childhood is an important lesson and full of stimulation of the process of growth and development of children which could help to train the fine motor skills. We have had a lot of applications that can be used to perform learning, including interactive learning applications. Referring to the observations that have been conducted showed that the experiences given by the applications that exist today are very diverse and have not been able to represent the model of learning and characteristics of early childhood (4-6 years). Based on the results, Hierarchical Task Analysis method generated a list of tasks that must be done in designing an user interface that represents the user experience in draw learning. Then by using the Heuristic Evaluation method the usability of the model has fulfilled a very good level of understanding and also it can be enhanced and produce a better model.]]>
<![CDATA[Philosophical review of heredity and environment in Islamic education ]]>
<![CDATA[Firman Mansir]]>;
<![CDATA[Muhammad Abrar Parinduri]]>;
<![CDATA[Tumin Tumin]]>;
<![CDATA[Endro Dwi Hatmanto]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 14, No 4: November 2020 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v14i4.15781
<![CDATA[This research explains that heredity affects the formation of personality. However, it is not the only one absolute factor which can’t be changed. In fact, personality can be supple and the tool to change is the environment. The purpose of this study is to show that heredity and environment are important in determining the quality of individual character development in Islamic education studies. In the teachings of Islam, both sourced through the Quran, the Hadith of the Prophet, and the opinions of other experts, although not explicitly stated, there are also several sources that explain and justify that heredity and the environment can affect the growth of character and behavior human behavior. Both heredity and the environment have a very significant relation either individually and together in the education process. Thus, in the world of education a teaching and learning strategy, it is needed to be able to accommodate human and religious values. In other words, humanitarian and religious values are inseparable wither in transfer of knowledge, transfer of value and transfer of method. Therefore the method in this research is uses research type/approach of library research.]]>
<![CDATA[Constraints and Improvement: A case Study of the Indonesia’s International Standard School in Improving its Capacity Building ]]>
<![CDATA[Bambang Sumintono]]>;
<![CDATA[Hamdan Said]]>;
<![CDATA[Nora Mislan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 6, No 1: February 2012 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v6i1.187
<![CDATA[Improving school capacity building becomes one of the major themes in the educational effectiveness research. This paper investigates implementation of the International Standard School (SBI) policy in Indonesia which as an effort of school capacity building improvement in the country. Using framework that is developed by King and Newman (2001), several dimensions of capacity building with relation to knowledge, skill and disposition of individual staff, and professional learning community in a secondary school that is located in a small city in West Java, Indonesia involved in the program is analysed. It is found that policy structure of Indonesia’s SBI has not been adequately designed and developed to gear the school towards significant direction in terms of improving its capacity building. Teachers have difficulties to reach ‘international requirements’ such as communicating in English in teaching, program to improve the language fluency also not worked properly. School was not utilizing capacity to increase professional learning community between teachers, but rely on usual program.]]>
<![CDATA[Comparative analysis of students’ achievement in senior school certificate further mathematics examinations in kwara state, Nigeria (2007-2016): Implication for stakeholders in education ]]>
<![CDATA[Olarewaju Adijat Omoladun]]>;
<![CDATA[Abdulrauf Tosho]]>;
<![CDATA[Yusuf Suleiman]]>;
<![CDATA[Muraina Kamilu Olanrewaju]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 3: August 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v13i3.12874
<![CDATA[This study explored the trends in students’ achievement in Senior School Certificate Examination (SSCE) in Further Mathematics in Kwara State, Nigeria. The study adopted descriptive research design of ex-post factor type. The sample comprised all Further Mathematics students in 79 public senior secondary schools with 3 Local Government Areas in Kwara State. Two research questions were raised and answered in the study. Frequency count, Percentage and Autoregressive (AR) processes for modelling of time series analyses were used to analyse the data. The results revealed that the trend of students’ achievement in WASSCE Further Mathematics from 2007 to 2016 was stochastic with random walk steadily progressive and percentage of the students obtained credit ranged from 23.0 to 77.3; pass ranged from 18.2 to 72.2 and fail ranged from 0.0 to 25.8. It was recommended among others that stakeholders in education should improve the quest for scientific literacy particularly for science-based subjects and further Mathematics curriculum should be all inclusive and non-discriminating to allow development of problem solving ability. ]]>
<![CDATA[ICT Competencies among School Teachers: A Review of Literature ]]>
<![CDATA[Ai Yieng Wong]]>;
<![CDATA[Khadijah Daud]]>
<![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.v12i3.5579
<![CDATA[The rapid development of information and communication technology (ICT) in education has attract the interest of the Malaysia's Ministry of Education. Ministry aims to have all teachers received ICT training and to integrate ICT in teaching and learning in the classroom. Teachers as the driving force for ICT literate society must prepare themselves with knowledge and skills in ICT. Different competency among teacher in mastering the skills and knowledge of ICT requires a benchmark to help them to know their personal ability. National Educational Technology Standards for Teachers (NETS-T) recommended by the International Society for Technology in Education (ISTE) is a benchmark that can support and enhance teaching and learning in education. This paper attempts to examine the relevant literature review of ICT competency of teachers in the country and abroad. Teachers who successfully meet NETS-T should be a guide to others while any criticism should make changes for the better.]]>
<![CDATA[The Effectiveness of FRESH Technique to Teach Descriptive Paragraph ]]>
<![CDATA[Faisal Faisal]]>;
<![CDATA[Krisna Suwandita]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 7, No 4: November 2013 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v7i4.199
<![CDATA[This study was aimed at knowing the effectiveness of FRESH technique in teaching descriptive paragraph. The method of this study was quasi experimental method. This study was conducted at one of the state madrasah aliyah in academic year 2012/2013. The total sample of this study was 78 respondents divided into two groups: the control class with no treatment and the experimental class with FRESH technique. The data collection technique used essay tests for pre-test and post-test. The evaluation covered content, organization, vocabulary, style, and mechanic. After data analyses, the students in the experimental class had better achievement than those in the control class. The result of t-test computation was 1.968, with t-table value = 1.664 at the significant level α = 0.05. The t-test result was higher than the value of t-table (1.968 more than 1.664). It meant that the hypothesis was accepted or FRESH technique was effective in teaching descriptive paragraph to the students of that school in academic year 2012/2013.]]>
