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[The effect of problem based learning model on critical thinking skills in the context of chemical reaction rate ]]>
<![CDATA[Daud - Dakabesi]]>;
<![CDATA[Isana Supiah Yosephine Luoise]]>
<![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.v13i3.13887
<![CDATA[The previous research result showed that the learning model based on the investigation could increase the students’ critical thinking skills. The aim of this research was to measure the effectiveness of the using of problem-based learning model to increase the students’ critical thinking skills. The research design was quasi-experiment by using post-test only design. The population of this research was the eleventh grade students of science which contained 124 students of SMAN 6 and SMAN 7 Kupang that were chosen randomly. The treatment that was given in this research was problem-based learning model for the experiment class and conventional model for the control class whereas the given materials were the reaction rate. The learning process in the experimental class begins with the provision of contextual problems aimed at increasing students' interest and motivation in finding and designing solutions to solve problems individually or in groups. The instrument that was used in this research previously validated by two experts of theory and material. The result of this research showed that the students who studied in experiment class had different critical thinking skills better that the students who studied using conventional model.]]>
<![CDATA[Some Methods Used by Mathematics Teachers in Solving Equations ]]>
<![CDATA[Baiduri Baiduri]]>
<![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.v12i3.6605
<![CDATA[This study aimed at analyzing and describing Various Methods used by mathematics teacher in solving equations. Type of this study is descriptive by subject of this study comprised 65 mathematics teachers in senior, junior, and primary schools respectively 15, 33, and 17 in numbers. The data were collected from the answer to containing four problems of equation. Data Coding was conducted by two coding personnel to obtain credible data. The data were then analyzed descriptively. It has been found that the teachers have implemented a method for solving equation problems by means of operation on one side of equation and procedural operation. This method has been dominantly used by the teachers to solve to the equation problems. The other method was doing operation on both sides of the equation simultaneously by focusing on similar elements on both sides of the equation.]]>
<![CDATA[Students’ Perception towards English Teacher’s Interpersonal Communication Skill ]]>
<![CDATA[Nirmalasari M. Malaimakuni]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 10, No 4: November 2016 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v10i4.4168
<![CDATA[The students’ perceptions to their teacher’ interpersonal communication skill at Junior High School (SMP N 3 Kupang). This study aims at knowing: 1) the teacher’s interpersonal communication skill perceived students; 2) the difference of male and female students’ perception to their teacher’s interpersonal communication skill. The research uses descriptive quantitative method. The research subjects of this study are 27 male and 27 female students which are choosen randomly with precision 16% out of 178 for female students and 15% out of 185 male students. The result shows that the teacher’ interpersonal communication skill which includes openness, empathy, supportiveness, positiveness, and equality. The male students perceived their teacher’s interpersonal communication skill in which equality is as highest position at score with 18.51% usually, then positiveness at 17.90%, followed by supportiveness at 15.34% and empathy at 15.27%, and the lowest position is openness at 14.19%. Meanwhile, female students have perception, such as; empathy takes place in the highest position at 17.12% on usually performance of teacher’s interpersonal communication skill compared with supportiveness, positiveness, openness, and equality (16.40%, 14.81%, 13.27%, and 12.16%, respectively). Then, on sometimes perception, female students perceived that supportiveness is the highest score with 53.96%. Then followed by equality with 51.85%, empathy with 50.46%, openness with 49.69% and the lowest score is positiveness with 42.59%. Meanwhile, seldom perception is on the level of 42.59% at positiveness, 37.03% at openness, 35.97% at equality, 32.40% at empathy, and supportiveness at 29.62%.]]>
<![CDATA[Pedagogical competence-based Training Needs Analysis for Natural Science Teachers ]]>
<![CDATA[Irma Febrianis]]>;
<![CDATA[Pudji Muljono]]>;
<![CDATA[Djoko Susanto]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 2: May 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v8i2.216
<![CDATA[This study offers an effective approach in determining the needs of training of the teachers using the Training Needs Analysis (TNA). The objectives of the study were to obtain evidence an actual pedagogic competence of the natural sciences teachers, to obtain needs and training priorities, and proposing recommendations on the effectiveness of training method. Surveys, interviews, and FGD were conducted to get primary data. Survey was carried on 165 natural science teachers of SMP Negeri Pekanbaru using self-evaluation questionnaire. Results showed that actual pedagogic competence of the teachers was below the ideal competence. There were five priorities of training program, namely : training of ICT, classroom action research, theory and principles of learning on integrated natural science, curriculum development, and understanding of pupils’ characteristics. It is suggested that In House Training, specific training, and short courses are worth applied as effective training methods to improve pedagocical competence of the teachers.  ]]>
<![CDATA[The development of inclusive education management model: Practical guidelines for learning in inclusive school ]]>
<![CDATA[Iva Evry Robiyansah]]>;
<![CDATA[Mudjito Mudjito]]>;
<![CDATA[Murtadlo Murtadlo]]>
<![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.v14i1.13505
<![CDATA[This research aimed to explore the current conditions, problems, and needs in the implementation of inclusive education, to examine the best model of the implementation of inclusive education and to investigate the effectiveness of the inclusive education model. This research was mixed method researchs which was conducted in three stages. Stage one was exploring the current conditions, problems, and the needs on inclusive education implementation. Stage two was formulating an inclusive education learning model and stage three was determining the efficiency of the inclusive education model. Findings reveal that students and learning are the biggest obstacle in implementing inclusive education, while management, students, and learning are the most important factors to be considered in implementing inclusive education model. Based on the findings, the whole school inclusive education model was developed which consisted of three stages namely input, process, and output. It was suggested that during the implementation of this model collaboration should be emphasized.]]>
<![CDATA[The Seventh Grade Students’ Generalization Strategies of Patterns ]]>
<![CDATA[Mu'jizatin Fadiana]]>;
<![CDATA[Siti M Amin]]>;
<![CDATA[Agung Lukito]]>
<![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.v12i3.8997
<![CDATA[This article describes a generalization strategy on pictorial visual patterns. This explorative descriptive study involves 60 students of 7 Grade Student of private junior high school in Tuban East Java Indonesia. Data obtained through the pattern generalization task. The type of pattern used in this research is pictorial sequences with two non-consecutive terms. Selection of a pictorial sequences with two non-consecutive pattern to focus students' attention on visual stimuli. Based on the students answers of pattern generalization task, there are 33 students who answered correctly and 27 students answered wrong. From the correct answer, there are six different general formula representations. The visualization strategy used by the students begins by splitting the image into smaller elements. The way students break down into smaller elements is also diverse. Students divide the image in the form of V (2 matchsticks), U shape (3 matchsticks), square shape (4 matchsticks) and lastly divide in a unit additive consisting of 7 matchsticks.]]>
<![CDATA[The National Standardized Test Policy for English Subject: Students’ Perception ]]>
<![CDATA[Amirul Mukminin]]>;
<![CDATA[Putri Ayu Lestary]]>;
<![CDATA[Yuliana Afifah]]>;
<![CDATA[Fathiah Rahmadani]]>;
<![CDATA[Robi Hendra]]>
<![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.v11i2.5635
<![CDATA[The present study was part of a larger study concerned with examining whether students perceived the use of the national standardized test policy was taking the teaching and learning English at schools in the right direction. A total of 267 completed questionnaires received from year 1, 2, and 3 students enrolled at a public university English education program, Indonesia and answered a questionnaire addressing test preparation activities, controversial testing practices, and the use and accuracy of the national standardized test. This study shed light on our understanding of how participants perceived the national standardized test policy had changed the process of teaching and learning English in the classroom.]]>
<![CDATA[The Dynamics of Malay Culture in West Kalimantan in the 20th Century ]]>
<![CDATA[Ita Syamtasiyah Ahyat]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 8, No 3: August 2014 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v8i3.268
<![CDATA[There are various Malay communities in West Kalimantan, which can be divided into two broad categories: (1) Malay migrants from outside Kalimantan (West Kalimantan) or contemporary Malays and (2) local Malays or native Malays who are considered as indigenous Malays. Contemporary Malays are Malay people who came from various areas in Sumatra, Riau Islands, Malay peninsula, East Malaysia (Serawak and Sabah States), and Brunei Darussalam. This paper aims to reconstruct the dynamics of Malay culture in West Kalimantan. This historiographical project is undertaken by applying historical method which consists of several main steps: searching for relevant sources, selecting the sources, interpreting the sources, and reconstructing events as relevant to the main topic. Bibliography consists of local sources, documents, and works of foreign scholars which are relevant to the topic.]]>
<![CDATA[Principals’ instructional time management and students’ academic performance in secondary schools in Ondo North senatorial district of Ondo State, Nigeria ]]>
<![CDATA[Adeolu Joshua Ayeni]]>
<![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.v14i1.14743
<![CDATA[The persistent concern of stakeholders in the education sector over the dwindling academic performance of students in Nigerian secondary schools could be attributed to the perceived inadequacies in instructional time management. This study therefore investigated principals’ instructional time management strategies, teachers’ effectiveness in instructional tasks, and students’ academic performance in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria. Descriptive design of the survey type was adopted. Multi-stage sampling technique was used to select 30 public secondary schools from three (3) Local Government Areas in the Northern Senatorial Districts of Ondo State. The sample comprised 600 teachers and 30 principals randomly selected for the study. Three (3) research questions were answered using frequency counts and percentage, while three (3) hypotheses were tested using Pearson Product Moment Correlation (PPMC) at 0.05 level of significance. Findings indicated a significant relationship between principals’ time management strategies and teachers’ instructional tasks performance (r-cal=0.622, p less than 0.05), there was significant relationship between principals’ time management strategies and students’ academic performance (r-cal=0.702, p less than 0.05), and significant relationship between teachers’ instructional tasks performance and students’ academic performance (r-cal=0.587, p less than 0.05). The major constraints to instructional time were pressure of administrative duties and excess workload. Based on the findings, it was recommended that principals should step-up efforts at prioritizing administrative tasks, encouraging teamwork in instructional activities and delegating duties to the experienced teachers in the management cadre to reduce excess workload, and improve monitoring and evaluation of teachers’ instructional tasks performance for better academic performance of students in secondary schools.]]>
<![CDATA[Integrating Game-based Interactive Media as Instructional Media: Students’ Response ]]>
<![CDATA[Dwi Yuniasih Saputri]]>;
<![CDATA[Rukayah Rukayah Rukayah]]>;
<![CDATA[Mintasih Indriayu Indriayu]]>
<![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.v12i4.8290
<![CDATA[Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.]]>
